School Counselors, School Psychologists, and School Social Workers have overlapping but distinct roles. This powerpoint describes how each role is similar and unique and outlines the ways each position can be used in traditional ways, as well as innovative approaches. Depending on the needs of the school community, under the framework of Mutli-Tiered System of Support MTSS, schools and school districts may realign Pupil Personnel Support Services Positions to meet the educational needs of students.

1. 1
James Jedai Wogan
MFT LCSW PPSC
School Counselors, School
Psychologists, School Social Workers:
working together to improve social,
emotional, and behavioral health.

2. 1936 Carlotta Drive
Concord, CA 94510
925.682.8000 Ext. 3054
www.mdusd.org
• San Francisco Bay Area, 30 miles east of San Francisco
32,000 students TK-12
•Student Services serving diverse learners
• Out of Significant Disproportionality(2016)
• Established Equity Advisory Committee (2012)
• Coordinated Care Teams established in 2002
• 35 Partnership Agencies (Public and Private)

3. This presentation includes information for school site and
district administrators to use Pupil Personnel Services
Credential (PPSC) support services in innovative and
coordinated ways to:
• foster equity
• strengthen positive working relationships
• support teachers and other staff
• build capacity on multi-disciplinary teams serving
students and families.
James Jedai Wogan, MFT, LCSW, PPSC

4. • In Cali4nia, given new directions under LCAP,
school districts require infrastructure to coordinate
support services within RtI, PBIS, and Multi-Tiered
System of Support (MTSS) frameworks.
• In order for support services to work together
effectively, schools and school districts must clearly
define the roles of support staff within an integrated
system, with shared vision and accountability.
Local Control Accountability Plan (LCAP)

5. School Counselors, School Psychologists, and School
Social Workers have overlapping but distinct roles
supporting students with social, emotional, and behavioral
health to improve educational outcomes.
Working together and effectively, these Pupil Personnel
Services Credential (PPSC) positions help to:
• increase wellness in youth
• increase access to instruction
• reduce disproportionate rates of discipline
• reduce identification for special education.
James Jedai Wogan

6. • Working in silos, Pupil Personnel Services Credential (PPSC)
services can be fragmented and clash over territorial disputes,
leading to confusion among parents and guardians, students, and
staff.
• When roles are clear, however, and positions are used effectively,
with high expectations and professional support, teams operate
cohesively toward a shared vision of student success.
James Jedai Wogan

7. School
Psychology
School
Counseling
School
Social Work
James Wogan

8. 1. School Counselor
2. School Psychologist
3. School Social Worker
Partner interview:
Do you have these positions in your school / school
district?
How are they utilized?
Pupil Personnel Support Services

9. School Social Work, School Counseling, School Psychology
California Commission on Teacher Credentialing
SCHOOL COUNSELING: The specialization in school counseling authorizes the holder to:
• Develop, plan, implement, and evaluate a school counseling and guidance program that
includes academic, career, personal, and social development
• Advocate for the high academic achievement and social development of all students
• Provide schoolwide prevention and intervention strategies and counseling services
• Provide consultation, training, and staff development to teachers and parents regarding
students' needs
• Supervise a district-approved advisory program as described in California Education Code,
Section 49600
SCHOOL PSYCHOLOGY: The specialization in school psychology authorizes the holder to:
• Provide services that enhance academic performance
• Design strategies and programs to address problems of adjustment
• Consult with other educators and parents on issues of social development and behavioral
and academic difficulties
• Conduct psycho-educational assessment for purposes of identifying special needs
• Provide psychological counseling for individuals, groups, and families
• Coordinate intervention strategies for management of individuals and school-wide crises

10. School Social Work, School Counseling, School Psychology
California Commission on Teacher Credentialing
SCHOOL SOCIAL WORK: The specialization in school social work authorizes the holder to:
• Assess home, school, personal, and community factors that may affect a student's learning
• Identify and provide intervention strategies for children and their families, including
counseling, case management, and crisis intervention
• Consult with teachers, administrators, and other school staff regarding social and emotional
needs of students
• Coordinate family, school, and community resources on behalf of students
http://www.ctc.ca.gov/help/PPS/auth.html

11.  In 2015-2016, in one county in CA, 963 youth were hospitalized at
a local in-patient psychiatric hospital (John Muir) and served by
the MDUSD Home and Hospital Program. 963!
 In Contra Costa County, as in most regions, 4-5 youth are taken by
ambulance each day on a 5150 involuntarily (psychiatric) hold to
Regional Medical Center.
 36% of 11th graders report alcohol or drug use.
 17% of 9th graders and 20% of 11th graders reported they
seriously considered attempting suicide in the past 12 months.
 15% of high school students report that they have though about
suicide in the past year.
 23% of 11th grade students report being “very drunk” or high seven
(7) or more times in the past year.
• http://mdusd-ca.schoolloop.com/file/1451351504945/1451351450035/2394509403393671740.pdf
Need for Coordinated Support

12.  Suicide is the second-leading cause of death among young people
ages 10-24 (CDC)
 Emotional wellness: 26% of 9th graders and 32% of 11th graders
report chronic sadness or feeling hopeless in the past 12 months.
 55% of 11th graders report physical illness in the past 12 months.
 21% of students report that they don’t get enough sleep.
 Over 50% of students say they don’t know if help is available or
think that help is not likely available at school to help them with
emotions and behavior.
• http://mdusd-ca.schoolloop.com/file/1451351504945/1451351450035/2394509403393671740.pdf
Need for Student Support

13. Conduct vs. Behavior: A significant difference exists between
what is considered “conduct” (volitional behavior) vs. support
that is available for youth with behavioral health needs and
identified disabilities.
Access to services: Many youth lack access to health care,
behavioral health / mental health, and social services, as well as
information about what is available.
Equity / Service Gap: Significant disparity in youth who are
underserved vs. those with access to advanced materials and
courses, opportunities, and services.
 Equity: Disproportionate rates of graduation, literacy,
discipline (suspension and expulsion) drop out, and career
readiness.
Need for Student Support

14. Family stress, divorce, adult mental health, adult substance
abuse, and other stressors impact youth wellness and
therefore educational performance.
High rates of teen drug abuse, self-destructive behaviors,
hospitalizations (5150’s), and youth in distress.
The impact of poverty, hardships, and stressors on learning.
Community violence and the impact of trauma on learning.
Many school personnel are not sufficiently trained or
prepared to address complex behavioral health needs of
today’s youth.
Services focused 100% on changing youth behavior.
Few internal systems that monitor and correct adult behavior.
Need for Coordinated Support

15. Need for Coordinated Support
 Need to increase student and parent engagement.
 Need system to connect agency staff with other agency
providers, and district personnel.
 Disproportionate rates of suspension and expulsion of
African-American and Latino students.
 Over identification for special education and least
restrictive school placements (LRE).

16. Intensive
Interventions
(1-7%)
Targeted Interventions
Behavioral supports address
risk factors
(5-15% % of students)
School-wide Interventions
Universal - All Students
School &
Classroom Systems
Build a School-wide Foundation
(80-90% of students)
School Social Workers (two-generational approach)
Clinic Counseling / Wrap Around Services.
Student Attendance Review Board (SARB)
Change of school placement in lieu of expulsion / safety issues.
Counseling Enriched Program (CEP) at Sun Terrace ES.
Referral for Special Education Assessment
Mental Health Collaborative K-12 Continuum
Positive Behavior Team (PBT)
• RtI Coordinated Care Teams
• Student Success Team (SST)
• Section 504 / Health Care Services
• Other Means of Correction (Discipline)
• Collaboration w/ Parent / Guardian
• School Social Workers / School Psychologists
• Behavior Intervention Plan (BIP)
• Positive Behavior Team (PBT)
• Student Attendance Review Team (SART)
• Positive Behavior Intervention and Support
(PBIS)
• School Counselors – “Check & Connect”
• Support strategies and interventions
• School Climate / Equity Team
• Parent Engagement
• Restorative practices (Restorative Justice)
Multi-Tiered System of
Support - MTSS

17. Interagency Collaboration: Education and Partnership AgenciesMt. Diablo Unified

18. SCHOOL COUNSELORS IN MDUSD
• 2014: LCAP Community Input Meetings – parents,
guardians, stakeholders, requested return of school
counselors.
• Counselors requested for different reasons in different
communities.
• Board action May 24, 2014, School Counselors brought
back to district.
• School principals supervise counselors.
• Director, Student Services and Director, Special
Projects, provide support and professional
development.

19. School Counselors: Elementary

20. School Counselors: Middle Schools

21. School Counselors: High Schools

22. School Psychologists: Innovation
• Since 1990’s, MDUSD had no school counselors and many unmet
behavioral-health needs.
• In 2001, through a partnership with County Mental Health (CMH) in
Contra Costa County, MDUSD became “Vendorized.”
• MDUSD Established the MDUSD Counseling Clinic and Wrap-
Around Programs with priority to serve underserved youth and
families.
• Mobile School Psychologists provide child therapy and family
support services.
• School psychologists bill Medi-cal Insurance under “Rehabilitation
services.”
• MDUSD School Psychologists are supervised by CMH Supervisor.

23. 23
MDUSD Counseling and Wrap Clinic
Staffing “The Clinic” with School Psychologists:
“The MDUSD Counseling Clinic is made up of 9.4 FTE district
School Psychologists who work part time in the Clinic and part time
in “traditional” School Psychologist site-based roles.
This dual role keeps MDUSD Clinic connected to schools and the
other district school psychologists.
“The Clinic” psychologists are specially selected and interviewed
from district School Psychologists. School Psychologists who want a
challenging and non-traditional role are selected to be “Clinic
Counselors”
23

24. SCHOOL SOCIAL WORKERS (MSW PPSC)
• Manage School Coordinated Care Teams (MTSS system for
the delivery of support and services).
• Manage School Wellness Centers. Responsible for integrated
care and interagency collaboration.
• Coordinate MDUSD Social Work Intern Training Field
Placements
• Provide professional development re Trauma-Informed
Practices
• Provide Intensive Case Management Services

25. SCHOOL SOCIAL WORKERS (MSW PPSC)
8.0 FTE School Social Workers in MDUSD, supervised by Administrator, School Linked
Services: District-wide Programs:
• Foster Youth Services (Mt. Diablo FYS) – fosteryouth@mdusd.org (2005)
• Homeless Outreach Program for Education (HOPE) – hope@mdusd.org
(2005)
• Youth Employment Services WIOA – Workforce Readiness -
yes@mdsud.org (2014)
• Commercially Sexually Exploited Youth (CSEC) – csec@mdusd.org (2016)
• Wellness Center Coordinators (MDHS “DCC” 2002 and YVHS 2016)
• Newcomer Youth and Families – (2016)
• 180 Program: Gang Prevention through Parent Engagement (2016)

26. SCHOOL SOCIAL WORKERS

27. SCHOOL SOCIAL WORKERS: Innovative Practice
The 180° Program - Community Partners for Gang Prevention
offers youth and family support, gang prevention, weapon suppression,
and crime reduction support services.
Funding is available from “asset and property seizure and forfeiture.”
As an innovative approach to engage parents and guardians, MDUSD
co-located a School Social Worker and Family Resource Worker
(classified position) in the community.
The need for parent support and education as a key factor to prevent
youth from becoming involved in juvenile crime.

28. Integrated
Care
Counseling
Services
School Counselors at
schools, Counseling
interns, case
management, strength-
based interventions &
supports by School
Linked Services.,
Psychologist & Mental
Health Collaborative
Programs
Mental Health
Collaborative
Programs
Mental health programs
and services offered at
Olympic/Alliance,
MDHS, PHMS, RMS,
Sunrise) for students with
special needs.
Counseling
Clinic/Wrap
Collaborative program
with Children Mental
Health offers mobile
counseling by 9.4
psychologist primarily for
medical eligible students
Foster Youth
Services/
HOPE
Services and supports for
Foster and Homeless
students provided by
Social Work Specialists
and interns
Counseling
Enriched
Program (CEP)
Alternative education
program for general and
special education students
with chronic behavior
issues referred by PBT,
grades 2-5 located at Sun
Terrace.
Equity Multi-
Disciplinary Team
Supports to pilot and
cohort Equity schools-
Social Work Specialist and
Behaviorists
Coordinated Care
Teams
Site-based
comprehensive referral and
coordination system for
student supports and
enrichment opportunities
Integrated Care: Counseling Supports & Programs

29. Supports
for
Students
CWA
Attendance
verification,
SARB Nurses
Mental health
services
Immunization and
health care
Campus
Supervisor
s
School Safety
College &
Career
Advisors
College/career
guidance, application
process, FASFA
Social
Work
Specialist
Family stressors,
case management,
connecting to
resources
Foster Youth
Service-
HOPE
Supports for Foster
and Homeless
students, Social
Work Specialist and
interns
School
Counselors
Social-emotional
support, Academic
advisement and
College/career
planning and readiness
Parent/
Community
Liaisons
Parent outreach,
support and
training
Translation
Home and
Hospital
Student Services Department: Supports for Students

30. Supports for
Students
CWA
Attendance
verification,
SARB
Nurses
Mental
health
services
Immunizati
on and health
care
Campus
Supervisor
s
School Safety
College &
Career
Advisors
College/career
guidance,
application
process, FASFA
Social Work
Specialist
Family stressors,
case management,
connecting to
resourcesSchool
Counselors
Social-emotional ,
Academic
advisement and
College/career
planning and
readiness
Parent
Liaison/
Community
Liaison
Parent outreach,
support and training
Psychologist
Counseling
Clinic
Behaviorist
Equity
Multi-
disciplinary
Team
Department Supports & Programs
Blue= Student Services
Green= Special
Education
Orange= School Sites
Red= Equity

31. ACSA Symposium: 2017
Elementary Playground Scenario:
A 5th grade girl was sitting alone on a bench on the playground, crying and upset.
When campus supervisor asked her what was wrong, she yelled “This is bullshit!”
and stormed off. She ran over to where a group of students were playing
FourSquare, grabbed the ball and pushed a boy to the ground. The boy hit his head
on the ground and started crying. The boy was given ice and his father came to
pick up from school.
This is not the first time that an incident like this occurred with this particular
student this school year. I-ready tests show that she is at grade level with reading
and mathematics.
How would you address this situation?

32. ACSA Symposium: 2017
Secondary Classroom Scenario:
A teacher came to talk with you (school administrator) after school. He was concerned about an 8th
grade young man. Earlier that day, in Science class, students were working in groups of 4 to build a
structure out of toothpicks and marshmallows. There were 24 students in the class. Out of nowhere, the
young man smashed his group’s structure, then went to another table and tried to smash that group’s
structure, but the teacher intervened. The teacher, trained in trauma-sensitive practices and restorative
practices, gave the student a break outside of the class, a cup of water, and the chance to return to his
group. After class was over, the young man told the teacher, “I’m sorry about today, I was just
having a bad day.” He also said, “I don’t want to see a counselor, they make me feel weird.”
The teacher texted mother (through an approved app) and spoke with her. Mother said the boy had been
“…struggling with math and science lately because he won’t do his homework, and won’t ask for
help.” He refused to go to teacher office hours for extra help after school. He knows that he’s going to
fail but he doesn’t seem to care. She also said that “…he only wants to be on his phone these days,
that’s all he wants to do, so I took it away from him until he gets his grades back up.” Mother said that
she would talk it over with her partner and follow up with the teacher. The teacher asked you what he
should do?
What guidance would you give to the teacher?
How would you address this situation?

33. District-wide support for school sites
• What strategies do you have in place in your
district to support students using multi-disciplinary
teams?
• What are the challenges to implementing
integrated teams in your school district?
• What positions might need to be realigned with
your LCAP Goals?

34. District Positive Behavior Team
Realignment: Integrated services at the district level.
In 2005, MDUSD developed the District Positive Behavior
Team (at no cost) to:
• Create a system for students with chronic and severe
behavior concerns.
• Reduce disproportionate rates of expulsion (equity
strategy).
• Strengthen the relationship between home and school.

35. District Positive Behavior Team
• Functions under Education Code Sections 48263 and
48320 (SARB).
• Utilizes School Psychologist (.4 FTE) and
School Social Worker (.4 FTE)
• Serves Special Education and General Education students
at risk for expulsion, i.e. students with 5 or more days of
suspension.
• Serves students with chronic behavioral difficulties when
site attempts to bring about changes have not been
effective.
• Provides district-level alternative to expulsion.

36. Expulsion Diversion 2015-2016
• Of the one hundred and thirty one (131) students seen by PBT,
three (3) of those students were subsequently put forward for
expulsion.
• This demonstrates a success rate of 97.7%. Ninety seven point
seven percent (97.7%) of the students seen by PBT, with
significant risk factors such as severe behavior challenges, chronic
attendance concerns, and untreated mental health concerns, were
not expelled.
• PBT is effective at reducing the number of students expelled from
the district. MDUSD must examine data to determine if students
who were expelled should have been referred to PBT.

37.  Cost savings to the district.
 Improved attendance rates.
 Alternative to more restrictive educational placements.
 Alternatives to suspension / expulsion
 Support for teachers and administrators.
 Improves consistency in administrative response to
behaviors, within school sites (admin-to-admin), and from
one school sites to another (school-to-school).
 Enhanced communication among district and school staff.
 Strengthened link between home and school.
District Positive Behavior Team

38. Recipe for success
1) Set the table: Begin with a shared vision for student success.
2) Insist on transparent decision making.
3) Bring diverse interests together.
4) Bring people together to review data, identify student /
community needs / gaps in services.
5) Involve student and parent voice.
6) Define goals positively, rather than the absence of problems.
7) View resources as instruments of action, not personal
possessions.
8) Involve teachers, and other key stakeholders.
9) Define performance measures and outcome measures.
10) Consider realigning positions and programs to meet student
needs.
11)One cup of accountability, two cups of support.

39. Foster Youth Education Stakeholders

40. Reflection
Q & A
Thank you for attending today!
Thank you for the difference you make in the lives of children!