Expanding the Scope of Mental Health Services in Schools Val Verde Unified School District plan for addressing the varying needs of a diverse student population

Department Flowchart Director of Special Education 1 Counseling Interns 3 Program Trainees 6-18 Special Education Coordinator 1 Counseling Therapist 2

VVUSD Demographics

Demographics = Percentage of Students by Ethnicity Enrollment : 19,454 students

VVUSD Guiding Principles Val Verde USD believes that all children regardless of need can learn, prosper and contribute to the positive climate of the school. It is understood that all stakeholders at some point in time may need assistance to move forward positively

VVUSD Special Education Guiding Principles Using Community and District resources, All families and all staff will support the educational needs of VVUSD’s special needs students Educational needs can be academic, social emotional and/or behavioral Family support is essential to student success

VVUSD Mental Health Guiding Principles Students with mental health issues that impact academic functioning are entitled to quality school-based therapeutic services. Mental health services are most beneficial when they are tailored to meet the specific needs of individual students. Therapeutic services are goal driven and should be based on the measurable behaviors that are impeding learning. Students benefit from a team approach that includes parent/family involvement.

Stage One Program Planning Who do we serve? Who we are, what we do? ◦Program goals ◦Assembling a Team Improving upon the old model ◦Improving efficiency in the referral and assessment process

Who do we serve? ED Students ◦All special education students identified ED are provided Mental Health services as part of FAPE Special Education Students ◦All special education (non-ED) students who have mental health symptoms that significantly impair academic functioning are assessed and therapeutic recommendations are given. 504 Students ◦All students identified as having mental health symptoms that significantly impair academic functioning are assessed and therapeutic services and/or recommendations are written into their 504 plan. Therapeutic services are provided by an MFT trainee or an MSW Intern. General Education Students ◦All students exhibiting mental health symptoms or requiring crisis intervention are referred to the Mental Health Department and appropriate services are provided.

Who We Are, What We Do Program Goals To reduce barriers to learning by providing comprehensive mental health, case management, and advocacy services to students and their families. To develop and maintain strong working relationships with principals, school psychologists, counselors, teachers, other school personnel, and community agencies. To encourage and support parent/caregiver involvement in setting goals for their children in the home, school and community.

Who We Are, What We Do #2 Assembling a Team Counseling Therapist Supervisors (licensed MFT and LCSW) MFT interns/Associate Social Workers Partnership with local Universities to serve as practicum placement

Assembling a Team Hiring Students and Interns Initially hired three interns to provide services to the special education students and their families. Created partnership with local university to address the therapeutic needs of the general educations students.

Hiring Students and Interns Supervision Requirements Associates, interns, and trainees require regular weekly supervision by a BBS approved licensed therapist. Students have 1:5 supervision to therapy ratio. Associates/Interns have 1:10 supervision to therapy hour ratio. Conduct weekly group supervision (2 hour unit) and individual supervision as needed to cover experience hours.

Improving Upon The Old Model Improve efficiency of the referral/assessment process Therapeutic recommendations vs. Qualifying/not qualifying for services Utilize evidence based interventions Include family therapy/family supports as an important part of the therapeutic process. Foster strong connections to other agencies in the community Improve communication and collaboration between therapeutic team and school site staff

Assessment Process Special Education Referral Process ED Student- Automatically receives mental health services. Psycho-educational testing sufficient to show therapeutic need if student qualifies ED. Appropriate mental health services added to IEP

Assessment Process #2 Special Education Referral Process (continued) Special Education Student (non-ED) Referral packet completed by School Psychologist Referral packet Counseling Therapist conducts a psycho-social assessmentpsycho-social assessment Counseling Therapist makes therapeutic recommendations to the team ◦Important: Assessment is to determine need and interventions, not qualification for mental health services. Mental health services added to IEP if indicated, student connected to outside services (ie. Psychiatric services, TBS services, etc.) as needed Note: Process is the same for concurrent mental health referral (student participating in a mental health assessment while being assessed for special education services)

Assessment Process #3 Regular Education Referral Process (including students with 504 plan) General Education referral form is completed by school psychologist, school counselor, or school administratorreferral form Student therapist conducts psycho-social assessmentpsycho-social Appropriate services are recommended (Individual, group, or family therapy provided by district/therapist facilitates connection with outside agency for psychiatric services or more intensive family therapy services)

Crisis Intervention Individual Student in Crisis Counseling therapist supervisor is notified Counseling therapist works with administration and other designated staff at school site to ensure immediate safety of the student Interns or student therapists utilized for follow up services, case management or ongoing therapy

Crisis Intervention #2 Crisis impacting a group of students, a school, or the district District Crisis Team (consists of district administrators, therapist, school psychologist, nurse, and counselor) Trained crisis staff at each school site collaborate with district team Crisis tool boxes at each site Students referred as needed for follow-up mental health services and case management

Therapeutic Services Provided Level 1 Services Individual Therapy- Strength based, solution focused therapy. Should focus on addressing specific barriers to learning. Motivational Interviewing and CBT are effective therapies to assist students in making positive changes. Group Therapy- Focus on skill building (coping skills, social skills, etc.) Aggression Replacement Training

Therapeutic Services Provided #2 Level 2-Contracted Community Bases Services Wraparound TBS Non-public school Note: These extra supports intended to prevent a more restrictive environment

Development of the Family Resource Center Family Involvement is Crucial to Student Success Family therapy is available to all students receiving services through our district therapy program. ◦Therapy focuses on supporting communication, increasing structure in the home, and psycho- education.

Development of the Family Resource Center #2 Parent support groups and parenting workshops are held regularly on a rotating basis at all of our school sites and are available to all parents. ◦Love and Logic ◦Common Sense Parenting (Boys Town) ◦Back in Control ◦Specialty groups as needed

Collaboration With Agencies in the Community Met with administrators and therapists at local agencies Developed “FAST” referral process with local agency (Victor Community Support Services) to assist families in accessing psychiatric and in home services District accommodates local agencies in working with kids on campus and encourages school staff collaboration with agencies (NAMI, Boys and Girls Club, Victor Community Support Services, County Mental Health) District works closely with foster care agencies that are housing our students

Development of the Budget for Mental Health Services Budget Committee Members ◦Special Education Director ◦Director of Business ◦Community Representative ◦SELPA Representative ◦Teacher Representative ◦Mental Health Representative

Budget Pitfalls Money used for administrative support Money used to supplant already existing positions Not Building a rollover amount to ensure solvency for emergency placements Ignoring community services Relying on Medi-Cal reimbursements Appendix 1 – Budget Worksheet used to map out programming costs – This helps in avoiding the Pitfalls

Budgeting your AB 114 monies Ways to stretch your dollars ◦Bring Back NPS Students ◦Develop on site Day Treatment programs ◦Develop Extended day programs Supplanting? ◦When using money to provide support for already funded positions make sure that the person is able to meet the program needs Program Development ◦Needs Inventory ◦Program Goal ◦Students served ◦Teaching staff needed ◦Support staff needed ◦Budget development to meet those needs ◦Find lost money  ADA lost to suspensions  ADA lost to expulsions  ADA lost county programs  Funds lost to support NPS placement  LCI Money for supporting students in district

High Risk – High Need Population LCI – Licensed Care Institutions ◦7 group homes Foster Youth ◦Largest concentration of Foster Homes per capita in Riverside County Relative Care ◦Biggest increase of alternative care seen in VVUSD

Questions

Thank You Troy Knudsvig, Director Special Education, Val Verde USD Matt Anderson, Supervising Counseling Therapist, Val Verde USD

Address & Phone Numbers VVUSD Special Education Office