We’re All in This Together: A School/Mental Health Collaboration Norm Walker, M.Ed. Summer Institutes June 2010

Today’s Goals: Describe some of the objectives and components of the ESD 105 Elementary School Counseling Grant. Discuss briefly the ASCA National Model, RMT, RTI, and PBIS models. Share some results of our program efforts.

Elementary Counseling Grant Schools Harrah Elementary - Mt. Adams SD Union Gap Elementary - Union Gap SD Thorp Elementary - Thorp SD Easton Elementary - Easton SD Cle-Elum / Roslyn Elementary – Cle-Elum / Roslyn SD

Agency Partners: Central Washington Comprehensive Mental Health Catholic Family and Child Service CWU Graduate Counseling Program Five School Districts Educational Service District 105 RGI Corporation

Elementary-Secondary Counseling Grant Goals: Increase access to counseling services Develop innovative counseling approaches. Reduce the number of discipline referrals.

Program Objectives Integrate Resource Management Team (RMT) and Response to Intervention (RTI) approaches into each of the five partner elementary school sites within the framework of the American School Counseling Association National Model Reduce the counselor-to-student ratios in the five partner schools by 40-55%

Program Objectives Cont. Reduce the median percentages of student disciplinary referrals at the five partner schools by 70-85%. Provide in-service training to counselors, teachers, mental health providers, school psychologists, and building administrators that introduces the project’s comprehensive counseling model. Expand/increase number of hours of direct counseling and mental health services per week at each of the five school sites.

Program Objectives Cont. Institutionalize successful features of the project’s comprehensive counseling programs in a sustained manner. Disseminate successful features of the project’s comprehensive counseling program to elementary schools located throughout Washington State. Collaborate with the CWU Graduate Counseling Program to provide in-school experience prior to formal internships.

Components of the Grant Increased counseling time in direct services to students and families Increase mental health services Introduce and implement ASCA National Model Develop Resource Management Teams Develop Response to Intervention model Collaboration with CWU Graduate Counseling program

ASCA Implementation Program Audit Foundation Calendars Counselor-Principal Agreements Guidance Curriculum Results Reports

Resource Management Team (RMT) Purpose: Help ensure success for all students Create a system to address academic and non-academic barriers to learning Utilize resources in the school and community to assist students and families Develop partnerships with community resources and families

Resource Management Team Responsibilities Convene weekly for student staffing – identify students at risk. Work collaboratively with team members to make student-centered decisions. Develop individual plans for such identified students. Coordinate/recommend follow-up services. Address barriers to student learning. Assist in integrating community health and special services for referred students. Inform administration, staff, and students regarding individual student/family plans and progress. Assess team’s effectiveness on a regular basis.

Student of Concern Teacher completes RMT Referral Form School Counselor, MH Therapist, and Teachers meet Referred Referred to RMT Team addresses student concern No referral RMT meets to assess student concerns RMT takes action by developing student plan and/or making referrals to: RMT monitors the progress Student is succeeding or on track to success SPED 504 Plan 21st Century GEAR UP RTL Medical Mental Health Referral Feedback Form sent to teacher School Building: School District: School Contact: Name: Phone: ESD105 (Rev )

Response to Intervention (RTI) Purpose: Help ensure success for all students. Create a system to address academic and non-academic barriers to success. Develop resources and strategies to assist school staff to meet needs of all students. Used as a progress monitoring tool for students with or without disabilities.

Positive Behavioral Intervention and Support PBIS is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both academic and social success.

Essential Guidance Curricula (Tier 1) Second Step Steps to Respect Kelso’s Choice Protecting You / Protecting Me Peacemakers Project Alert Test Drive Talking About Touching

Tier 2 Interventions Individual or small group counseling Individual or small group social skills instruction “Transitions” group Grief group Skill Streaming The Alert Program (Test Drive & How Does Your Engine Run?)

Tier 3 Interventions Mental Health individual therapy MH family consultations Referral to additional agency assistance Referral to Special Education

ESD 105 School Counseling Grant Year Three Annual Performance Reporting Updates* School: Thorp Report Measure/Numbers(Baseline) (Year One) (Year Two) (Year 3) Total Mental Health Professional FTEs Other Qualified Psychologist FTEs School Counselor FTEs Elementary School Fall Enrollment Count Number of Discipline Referrals Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services 412 9sc/3mh 21 17sc/4mh sc/6mh * As of April 15, 2010

ESD 105 School Counseling Grant Year Three Annual Performance Reporting Updates* School: Mt Adams (Harrah) Report Measure/Numbers(Baseline) (Year One) (Year Two) (Year 3) Total Mental Health Professional FTEs Other Qualified Psychologist FTEs.40 School Counselor FTEs Elementary School Fall Enrollment Count Number of Discipline Referrals Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services 40 30sc/10mh 45 31sc/14mh 47 33sc/14mh 54 40sc/14mh * As of April 15, 2010

ESD 105 School Counseling Grant Year Three Annual Performance Reporting Updates* School: Cle Elum-Roslyn Report Measure/Numbers(Baseline) (Year One) (Year Two) (Year 3) Total Mental Health Professional FTEs Other Qualified Psychologist FTEs 0.40 School Counselor FTEs Elementary School Fall Enrollment Count Number of Discipline Referrals Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services 15 15sc/0mh 29 25sc/4mh 38 25sc/13mh 38 25sc/13mh * As of April 15, 2010

ESD 105 School Counseling Grant Year Three Annual Performance Reporting Updates* School: Union Gap Report Measure/Numbers(Baseline) (Year One) (Year Two) (Year 3) Total Mental Health Professional FTEs Other Qualified Psychologist FTEs School Counselor FTEs Elementary School Fall Enrollment Count Number of Discipline Referrals **67122**6267 Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services 8 8sc/ 0mh 23 16sc/ 7mh 36 23sc/13mh 36 23sc/13mh ** Data was inconsistent these two years due to changes in counting processes * As of April 15, 2010

ESD 105 School Counseling Grant Year Three Annual Performance Reporting Updates* School: Easton Report Measure/Numbers(Baseline) (Year One) (Year Two) (Year 3) Total Mental Health Professional FTEs Other Qualified Psychologist FTEs 0.20 School Counselor FTEs Elementary School Fall Enrollment Count Number of Discipline Referrals Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services 2sc9 6sc/3mhp 12 8sc/4mhp 9 5sc/4mhp * As of April 15, 2010

THANK YOU Norm Walker, M.Ed. SDFSC and School Counseling Coordinator ESD 105 WSCA President