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

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 addressesstudent 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:

Email:

ESD105 (Rev 9.2003)

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.

www.pbis.org

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 GrantYear Three Annual Performance Reporting Updates*

School: Thorp

Report Measure/Numbers (Baseline) 2006-2007

(Year One) 2007-2008

(Year Two) 2008-2009

(Year 3) 2009-2010

Total Mental Health Professional FTEs .20 .45 .55 .55

Other Qualified Psychologist FTEs .10 .10 .20 .20

School Counselor FTEs 0 .35 .35 .40

Elementary School Fall Enrollment Count 95 88 99 98

Number of Discipline Referrals 24 15 10 9

Average Number of Hours per Week Mental Health Professionals Provide Direct Counseling Services

4 12 9sc/3mh

2117sc/4mh

27.521.5sc/6mh

* As of April 15, 2010


School: Mt Adams (Harrah)


(Year One) 2007-2008

(Year Two) 2008-2009

(Year 3) 2009-2010

Total Mental Health Professional FTEs 1.4 1.4 1.5 1.5


School Counselor FTEs 1.0 1.0 1.1 1.1




40 30sc/10mh

45 31sc/14mh

47 33sc/14mh

5440sc/14mh



School: Cle Elum-Roslyn


(Year One) 2007-2008

(Year Two) 2008-2009

(Year 3) 2009-2010

Total Mental Health Professional FTEs .725 1.4 1.4 1.4

Other Qualified Psychologist FTEs 0 .40 .40 .40

School Counselor FTEs .725 1.0 1.0 1.0




15 15sc/0mh

2925sc/4mh

38 25sc/13mh

3825sc/13mh



School: Union Gap


(Year One) 2007-2008

(Year Two) 2008-2009

(Year 3) 2009-2010

Total Mental Health Professional FTEs .86 1.5 1.5 1.5


School Counselor FTEs .66 1.1 1.1 1.1


Number of Discipline Referrals **67 122 **62 67


8 8sc/ 0mh

23 16sc/ 7mh

3623sc/13mh

3623sc/13mh

** Data was inconsistent these two years due to changes in counting processes * As of April 15, 2010


School: Easton


(Year One) 2007-2008

(Year Two) 2008-2009

(Year 3) 2009-2010

Total Mental Health Professional FTEs .25 .60 .65 .60

Other Qualified Psychologist FTEs 0 .20 .20 .20

School Counselor FTEs .25 .40 .45 .40




2sc 9 6sc/3mhp

128sc/4mhp

95sc/4mhp


THANK YOU

Norm Walker, M.Ed.SDFSC and School Counseling Coordinator

ESD 105WSCA President 2009-10

509-454-5300 [email protected]

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

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