How Does This Work? Mental Health & Your School Counselor A - - PowerPoint PPT Presentation

How Does This Work? Mental Health & Your School Counselor

A Brief Discussion NYS PTA/GoGuardian Mental Health Conference

• Dr. Robert Rotunda

NYSSCA Executive Director December 10, 2019

Workshop Goals

• Background
• School Counseling Regulations
• Social Emotional Benchmarks
• Mental Health Regulations
• How does that work in Schools?
• MTSS (Multitiered Systems of Support (formerly RTI(response to Intervention))
• School counseling programs
• School counselor activities
• Some sample programs

ASCA MODEL

IT IS ALL BETTER THAN GOOD!

• I. N

NYSED C Commis issio ioner’s Regulatio tion Part 1 t 100.2 .2(j) j) Implem emen ented S September 2019 19

Old Regulations New Regulations

Program Delivery K-5 Assist students with academic concerns, e.g. attendance & behavior Program Delivery 6-8 Annual individual Progress Review by a certified school counselor Assist students with academic concerns, e.g. attendance & behavior Program Delivery 9-12 Annual individual Progress Review by a certified school counselor Assist students with academic concerns Program Delivery 6-12 Information on college and careers Program Delivery K-5 Information on college and careers

• I. N

NYSED C Commis issio ioner’s Regulatio tion Part 1 t 100.2 .2(j) j) To B Be I Implem emen ented ed by S September 2019

Old Regulations

Program Delivery K-12 Direct & Indirect services to students (e.g. advising, individual & group counseling, consultation, referral)

New Regulations

Program Delivery K-12 Core Curriculum Instruction provided by certified school counselors in college/career, social/emotional and academic skills development based on multiple student competencies

• I. N

NYSED SED Co Commissioner’s R Regulation Par art t 100. 0.2(j) Implemented Se d Septe tembe ber 2 2019 19

New Regulations

Program Accountability K-12 Referral to properly licensed/certified PPS as appropriate for more targeted supports Program Accountability K-12 Advisory Council Program Accountability K-12 All students have access to a certified school counselor and the school counseling program Program Accountability K-12 Annual program outcomes report to Board of Education Program Accountability K-12 School and District plans posted on district website

• II. N

NYSED SED Soc Social Emot Emotion

• nal B

Benc nchm hmarks Relea ease sed A August st 2018 18

To enable students to take full advantage of educational opportunities throughout their school experience in grades K-12 and, equally important, to prepare them for college and/or career, the School Climate and Student Engagement Workgroup of the New York State Safe Schools Task Force have identified the following goals to guide SEL benchmarks for New York State schools:

• II. N

NYSED SED Soc Social Emot Emotion

• nal B

Benc nchm hmarks Relea ease sed A August st 2018 18

SEL GOALS

Develop self-awareness & Self-management skills essential to success in school and in life. The Goals K-12 of SEL are provided for voluntary use at:

• 1. the early elementary (K-3)
• 2. late elementary (4-5)
• 3. middle school (6-8)
• 4. early high school (9-10)
• 5. late high school (11-12)

Use social awareness and interpersonal skills to establish and maintain positive relationships. Demonstrate Ethical Decision-making skills & Responsible Behaviors in personal, school, and community contexts.

• II. N

NYSED SED Soc Social Emot Emotion

• nal B

Benc nchm hmarks Relea ease sed A August st 2018 18

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success adopted May 2018

According to the World Health Organization (WHO), mental health is defined as a state

• f well-being in which every individual realizes their own potential, can cope with the

normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community. Fully embracing this definition requires a cultural shift that views mental health as an integral part of overall health. According to the Centers for Disease Control and Prevention (CDC), focusing on establishing healthy behaviors during childhood is more effective than trying to change unhealthy behaviors during adulthood.”

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success adopted May 2018

Creation on functional knowledge, and scope and sequence for mental health at elementary, intermediate and commencement levels Scope and Sequence – increasing knowledge and skills in a sequential order over time Functional Knowledge – useable, applicable and relevant Seven Developmental Personal and Social Skills:

• 1. Personal and Social skills
• 2. Decision making 3. Communication
• 4. Self-management 5. Relationship
• 6. Advocacy 7. Planning & Goal Setting

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf

LEARNI

NING NG OBJECT CTIVE VES FROM NYSED MENTAL HEALTH

EDUCATION STANDARDS

BRAND NEW comprehensive guide to support new health education requirement to include mental health wellness in K-12 curriculum. ALSO Includes recommendations for district-wide approaches

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf

Health Education in Schools

• 1. Mental Health Instruction for Classroom

Identifying functional knowledge as well as scope and sequencing strategies, and methods

• 2. Multiple Dimensions of Mental Health

Cultural shift emphasizing mental health is an integral part of overall health on a continuum of well-being and more than illness/disease.

• 3. Mental Health Resources for Schools,

Students, Families Facilitating relationships between schools and communities within school-based structures, county resources, staff and parent education; and topics to discuss when collaborating with community agencies

Key Mental Health Literacy Components Important to Everyone’s Well-being and Success Effective July 1, 2018

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/continuumofwellbeingguide.pdf

Health Education in Schools

• 4. Creating and Supporting a Positive School

Climate Supporting mental health well-being with a coordinated approach, while remaining sensitive to the identified mental needs of students and families. Decrease stigma and increase mental health awareness, knowledge and understanding

• 5. Implementation

Leverage school, community and family partnerships to build upon existing policies, structures and resources to increase capacity and develop a sustainable structure

NYS Framework of Mental Health Education Instruction

NYS Framework of Mental Health Education Instruction

NYS Framework of Mental Health Education Instruction

Lea earning O g Obj bjec ectives s from the NYSED Mental Health Education Standards

18

ASCA Mind Set

MHANYS (Mental Health Association of NYS)

• MHANYS White Paper re: Mental Health Education in Schools

IT IS ALL BETTER THAN GOOD! LET’S TALK ABOUT HOW SCHOOL COUNSELORS ARE DESIGNING PROGRAMS TO ADDRESS THESE INITIATIVES

Parents ts and School C Counselors: Partners for r St Student Su Succes ess

23 New York State School Counselor Association c. 2018

DELIVERY

Effective for ~15%

Tier 2

Targeted, groups of students

~5%

Tier 3

Specialized, individual students

MTSS

Multi-Tiered System of Supports

• Academic

advisement

• Individual

student planning

• Grade level core

curriculum instruction K-12

• Annual progress

review 6-12

• Home visits
• Individual counseling
• Referral for outside services
• Group counseling
• Peer helper programs
• Parent/teacher/

student conferences

ALL

Effective for ~80% of students

Tier 1

School-wide, accessed by all students Screening, instruction and prevention focused

FEW SOME

How do we put

• ur systems in a

multitiered level

• f support

program?

• Direct services: Tier 1, 2 & 3
• responsive services, crisis response, group, individual,

appraisal, assessment, advisement, developing post-HS plans, encourage parental involvement

 Review assessments & interventions used  Use evidence-based interventions where available  Develop consistency among counselors

25 New York State School Counselor Association c. 2018

DELIVERY

• Use Evidence-based Programs:
• Evidence-based means that the intervention has

strong research - randomized control trial (RCT) or quasi-experimental (QE) - indicating that students who participate in the intervention change more than those who do not. Carey Dimmitt, Univ of Mass Amherst

26 New York State School Counselor Association c. 2018

DELIVERY

• Outcomes Research Resources
• What Works Clearinghouse: https://ies.ed.gov/ncee/wwc/
• SCALE - School Counseling Analysis, Leadership and Evaluation Research

Center: scale-research.org/

• CASEL - Collaborative for Academic, Social and Emotional Learning:

www.casel.org

• CSCORE - Fredrickson Center for School Counseling Outcome Research and

Evaluation – Resources for School Counselors: www.umass.edu/schoolcounseling/resources-for-counselors.php

• SAMHSA National Registry of Evidence-based Programs and Practices:

https://www.samhsa.gov/nrepp

• CDC/DASH - Centers for Disease Control and Prevention & Prevention

Division of Adolescent School Health: www.cdc.gov/healthyyouth/index.htm

27 New York State School Counselor Association c. 2018

DELIVERY

• Annual student progress review guidelines
• 1. Records review
• 2. Social/emotional

development

• 3. Academic skills
• 4. College/career

planning

• 5. Follow-up

28 New York State School Counselor Association c. 2018

DELIVERY

S/E

• Health & SEL

Career

• CDOS & FACS

Acad

• Common

Core/

• Next

Generation ASCA Mindsets & Behaviors

Core curriculum instruction & lesson plans

Use evidenced- based programs where available

New York State School Counselor Association c. 2018

Delivery

29

Standards

What i is c core cu curri rriculum instru ruction?

Some e e examples es

30

Social/Emotional College/Career Academic Skills K-5

• Second Step
• Bully prevention
• Field trip prep
• Career Day prep
• Career Zone
• Student Support Skills
• Testing prep

6-8

• Internet safety
• Bullying prevention
• FACS career lessons
• Career Zone
• Testing prep
• Study skills

9-12

• Suicide prevention
• School safety assembly
• PSAT/SAT/ACT prep
• College search process
• Naviance et al
• College fair prep
• Regents exams prep
• Goal setting
• Grad requirements
• Program planning

New York State School Counselor Association c. 2018

DELIVERY

Amended Regulation Part 100.2(j) guidance:

• “The New York State Education Department…

amended the school counseling regulations in an effort to help increase opportunities for all students to be successful.

31

It is important for students to have access to a certified or licensed school counselor in the early years to help inspire young students to strive for success and consider college and career opportunities.”

New York State School Counselor Association c. 2018

Comprehensive Developmental School Counseling/Guidance Programs

All districts must have Comprehensive developmental school counseling/ guidance program All students K-12 must have access to a certified school counselor (CSC) K-5 programs must be designed by a certified school counselor Students grade 6-12 must have an annual individual progress plan by a certified school counselor School Counseling Core Curriculum must address career/college readiness, academic skills and social/emotional development by CSC

Comprehensive Developmental School Counseling/Guidance Programs

Other direct student services:

Group Counseling Assist students who exhibit attendance, academic, or behavioral concerns Individual Student Planning Assist Students with developing and implementing postsecondary education and career plans Responsive services Crisis response

Indirect services:

Referrals, consultation and collaboration Meetings with parents Building Support team meetings Outside supports

Karen Gr Griffit ith, 2017 2017 RAMP MP C Camp P Presenter

34

WELCOME:

Karen Gr Griffit ith, 2017 2017 RAMP MP C Camp P Presenter

35

WELCOME:

Tier 1: Core Program Supports All (100%) students—

• The core program is comprised of the delivery of services that all

students receive

• Curriculum—that is standards and competency based and developmental in

nature

• individual student planning (in NY for grades 6-12)
• school-wide events
• Red Ribbon week
• Mix It Up Day
• Great Kindness Challenge
• College and Career Week
• Parent Education Programs
• Career Day/Vehicle Day

Tier 2: Targeted Interventions (20%) for some students—

• Targeted data-driven interventions
• small group counseling/instruction
• referral to interventions on campus, etc.
• designed for students who are identified by pre-scheduled and pre-

determined data screening elements.

• Examples
• attendance rates
• behavior
• work skills
• study habits (report card marks)
• course failure and/or credit deficiency
• equity and access issues

Tier 2: Targeted Interventions (20%) for some students—

• Tier 2 includes short term progress monitoring and collaboration

among teachers, parents/guardians, and the school counselor until improvement and/or referral to appropriate services can be found and implemented.

• Tier 2 activities are designed for students who:
• exhibit barriers to learning;
• are struggling to achieve academic success; and/or
• who are identified as deserving of instruction and/or supports in addition to

Tier 1 curriculum activities (foster youth, dual language learners, etc.).

Tier 3: Intensive Interventions (5-10%) for a few students—

• Individualized student interventions designed for students to address

emergency and crisis response events.

• Divorce
• Death
• Imprisonment of parent
• provided on a limited basis and, if unresolved, lead to referrals to
• utside services.
• This includes short-term consultation and collaboration among

teachers, parents/guardians, and the school counselor until crisis is resolved and/or referral to appropriate responsive services can be identified and implemented.

• Systemic SEL is promoted across multiple contexts

every day.

• SEL is more than just a program or lesson. It is about

how teaching and learning happens, as well as what you teach and where you learn.

• CASEL’s widely used framework identifies five core

competencies

• When prioritized across settings – districts, schools,

classrooms, families, and the wider community – can educate hearts, inspire minds, and help students navigate the world more effectively.

Framework for Systemic Social and Emotional Learning

Delivery Model K-8

• K-3, District Lead Counselor oversees delivery of

curriculum/services, providing access to a school counselor

• 4-5, Elementary school counselor, push in model,

delivery of curriculum to all students

• 6, Delivery of curriculum by existing staff.
• Once team assignments have been made,

middle school counselors will visit all incoming students, one on one

• 7-8, all students participate in Group Guidance

Program

Delivery Model K-3

• Lead counselor, K-12, assigned to oversee

the design and implementation of curriculum across grade levels

• Existing support staff, K-3 delivers

program modules

Kelso’s Choice

Grades 4 and 5

Mindfulness

Habits of the Mind

Caring Majority

Grade 6

➢Meets once each 6 day cycle for 20

minutes, during lunch

➢Small group setting, organized by

team

➢Two year relationship ➢In close proximity to student

classrooms

➢Responsive model, adding topics

based on needs as they arise

Grades 7-8

Group Guidance Structure

Self-Awareness

A child’s realistic understanding of her/his strengths and limitations and consistent desire for improvement. Fosters a child’s attitude of confidence, hopefulness, and positive thinking.

Self-Management

A child’s success in controlling his or her emotions and behaviors, to complete a task or succeed in a new

• r challenging situation.

Learn to effectively manage stress, control impulses, and motivate themselves to set and achieve goals.

Social-Awareness

A child’s capacity to interact with

• thers in a way that shows

respect for their ideas & behaviors, recognizes her/his impact on them, and uses cooperation and tolerance in social situations. Understand the perspectives of

• thers and empathize with them,

including those from diverse backgrounds and cultures.

Decision-Making

A child’s approach to problem solving that allows them to make constructive choices about personal behavior and social interactions, based on ethical standards, safety and social norms. This involves learning from others, ones previous experiences and

• values. Includes accepting

responsibility for ones decisions.

Relationship Skills

Communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively and seek and

• ffer help when needed.

Additional Benefits

• Fosters deeper understanding of classroom

dynamic

• Team structure and common meeting time

along with proximity create a more personalized environment for both students and staff

• Better able to develop appropriate

strategies when working with families and community

A F Few r resources ces

Beautiful Me https://www.selfesteemrising.org/ Big Life Journal https://biglifejournal.com/ Calm Classroom https://calmclassroom.com/ Habits of the Mind https://habitsofmind.org/ Mind Yeti https://www.mindyeti.com/v2/s/ Music Zen https://apps.apple.com/us/app/mus ic-zen-relaxing- sounds/id1435584540 No Place for Hate https://www.adl.org/education-and- resources/resources-for-educators- parents-families/educational- programs-training Stop Breathe and Think for Kids https://www.stopbreathethink.com/ kids/ Tolerance.org https://www.tolerance.org/

Resources

http://www.p12.nysed.gov/sss/documents/NYSSELBenchmarks.pdf http://www.nysed.gov/common/nysed/files/programs/curriculum- instruction/continuumofwellbeingguide.pdf http://www.nysed.gov/curriculum-instruction/mental-health School Mental Health Resource & Training Center SCHOOLS@MHANY.ORG

• Dr. Rotunda’s email: executivdirector@nyssca.org

• Thanks very much for attending
• If you would a copy of the PPT, please sign in and provide your email

and I will send it to you.

• For questions, contact:
• Bob Rotunda, Executivedirector@nyssca.org

National School Counselor Week 2020 ~ February 3-7, 2020 "School Counselors: Helping Build Better Humans" www.asca.org

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