Expanding the Scope of Mental Health

Services in SchoolsVal Verde Unified School District plan for addressing

the varying needs of a diverse student population

Department Flowchart

Director of Special

Education1

Counseling Interns

3

Program Trainees

6-18

Special Education

Coordinator

1Counseling Therapist

2

VVUSD Demographics

English Learners

Free Reduced Lunch

GATE

Special Education

0 10 20 30 40 50 60 70 80 90

CaliforniaVVUSD

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

Percentage

Hispanic or Latino 74.8

African Amer-ican 14.8

No response 1.2

American Indian 0.3

Caucasian 5.9 Asian 1.6Pacific Islander 0.4

Filipino 1.6

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 EducationGuiding 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 HealthGuiding 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 TeamCounseling Therapist Supervisors

(licensed MFT and LCSW)MFT interns/Associate Social WorkersPartnership with local Universities to serve

as practicum placement

Assembling a Team

Hiring Students and InternsInitially 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 RequirementsAssociates, 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 interventionsInclude family therapy/family supports as an

important part of the therapeutic process.Foster strong connections to other agencies in the

communityImprove communication and collaboration

between therapeutic team and school site staff

Assessment Process

Special Education Referral ProcessED 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 Counseling Therapist conducts a psycho-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 administrator

Student therapist conducts psycho-social assessmentAppropriate 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 CrisisCounseling therapist supervisor is notifiedCounseling 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 districtDistrict 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 siteStudents referred as needed for follow-up

mental health services and case management

Therapeutic Services Provided

Level 1 ServicesIndividual 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 ServicesWraparoundTBSNon-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 SuccessFamily 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 supportMoney used to supplant already existing

positionsNot Building a rollover amount to ensure

solvency for emergency placementsIgnoring community servicesRelying on Medi-Cal reimbursementsAppendix 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 CountyRelative Care

◦Biggest increase of alternative care seen in VVUSD

Questions

Thank YouTroy Knudsvig, Director Special Education, Val Verde USD

Matt Anderson, Supervising Counseling Therapist, Val Verde USD

Email Address & Phone Numbers

VVUSD Special Education Office 951-940-6104

tknudsvig@valverde.edumanderson@valverde.edu

jjanis@valverde.edu