Coordinator Role

Phase 0.5: Orientation

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Phase Overview

This training phase centers around Coordinators gaining a comprehensive and nuanced understanding of Schools as Centers of Wellness (SCOW), including its core themes and components. Emphasis will be placed on the need for applying a Diversity, Equity, Inclusion, and Belonging (DEIB) framework. Coordinators will also deepen their understanding of their specific roles and responsibilities including serving schools as clients.

Phase Objectives

  1. Solidify in-depth understanding of Schools as Centers of Wellness (SCOW), including the themes and core components of the model

  2. Understand the importance of approaching work with a Diversity, Equity, Inclusion, and Belonging (DEIB) framework

  3. Understand assigned roles and responsibilities

  4. Develop understanding of protection legislation (HIPAA & FERPA) and areas where legislation may conflict

Resources

STEP 1

Attend County New Employee Orientation

Attend New Employee Orientation to receive essential information about employment with your county Board of Education. This orientation provides an overview of organizational policies, procedures, and expectations.

    • Attend county New Employee Orientation if applicable

STEP 2

Attend the Schools as Centers of Wellness (SCOW) Employee Orientation

Attend the Schools as Centers of Wellness Employee Orientation

    • Attend Schools as Centers of Wellness Employee Orientation

    • Complete Post-Orientation Assessment to assess information retention

STEP 3

Post Orientation Assessment

During my onboarding and orientation, I have developed understanding of the following topics in relation to SCOW:

General Program Knowledge

Coordinators should have gathered the vision, mission, and values of the Schools as Centers of Wellness (SCOW) program, emphasizing the significance of adult protective relationships and their role in fostering such relationships.

    • I understand the mission, vision, and values of Schools as Centers of Wellness

    • I understand the importance of adult protective relationships and my role in creating such relationships

    • I understand the need for access to care

    • I understand the importance of mental health and wellness in the school setting

    • I understand the intersection between healthcare and educational systems

    • I have an understanding of the requirements of Health Insurance Portability Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA), and how they relate to my role

    • I know the (4) themes of Schools as Centers of Wellness (SCOW)

    • I know the (4) core components of Schools as Centers of Wellness (SCOW)

    • I understand and the Diversity, Equity, Inclusion, and Belonging framework

    • I have a basic understanding of the Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Support (PBIS), and how they relate to my role

    • I understand the process for the Random Moment in Time Survey (RMTS), sent by the California SMAA program

    • I understand Social and Emotional Learning (SEL)

    • I understand the importance of introspection and participation in Transformative Social Emotional Learning (TSEL) trainings, and how they help to cultivate spaces that promote belonging

    • I understand the importance of my attendance and participation in regional team meetings, Schools as Centers of Wellness (SCOW) team meetings, professional development and trainings, supervision/consultation, and events within school community

Program Support

Coordinators should understand how their strengths and skills will contribute to serving assigned school sites and team members, including their supervisees. This awareness helps them provide targeted support, fostering a productive environment where team members can thrive.

    • I can identify how my strengths and skills may contribute to the development and support of schools as Centers of Wellness

    • I am confident and can competently review and explain the program registration forms to clients and families

    • I understand documentation practices, requirements, and expectations

    • I understand how to access the Electronic Diagnostic and Statistical Manual (DSM) for guidance on diagnosing and treatment

    • I understand Diagnostic F Codes (DSM 5) and CPT Codes for billing

    • I understand how to support Clinicians in completing documentation for billing encounters and workshops

    • I understand how to access the Language Line for translation services

    • I understand protocols outlining when district translation services can be used

    • I understand how to navigate Epic

    • I understand how to obtain office supplies

    • I understand SCOW crisis protocols, including response, reporting, and documentation expectations

    • I understand the school district and school site crisis protocols including but not limited to Suicidal Ideation (SI), Homicidal Ideation (HI), and emergencies and disaster preparedness

    • I am confident and competent in supporting during crisis at my sites

    • I understand how and when to complete crisis incident reports

Personal Care

Coordinators should gather tools on how to care for their own mental health and wellness to sustain their effectiveness in their roles. They should also gain the ability to articulate their personal motivation ("my why") for engaging in this work, enhancing their sense of purpose and commitment.

    • I understand how to care for my own mental health and wellness

    • I can communicate “my why” for engaging with this work

    • I understand professional boundaries and appropriate interaction

Commitment to Ongoing Learning

Coordinators should understand how to leverage their strengths to effectively serve assigned districts, confidently review and explain registration forms, and gain knowledge about documentation practices, access to translation services through the Language Line, and district protocols.

    • I understand that topics covered in orientation are important to my success in my role. I will continue to work toward strengthening any areas I am not yet confident in with my Coordinator and team members