Coordinator Role

Phase 1: First 6 Weeks of School 

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Phase Overview

This training phase centers around Coordinators establishing and nurturing initial relationships with assigned district teams and regional team members. Building strong connections with supervisees will also be a priority, along with providing effective support to assigned school sites as clients.

Phase Objectives

  1. Develop relationships and connections with assigned district teams

  2. Develop relationships with regional team members

  3. Develop relationships with supervisees

  4. Provide support to assigned school sites as clients

Resources

STEP 1

Establish Relationships and Connections

Begin to develop relationships with SCOW-based and school site team members. Schedule introductions with assigned supervisees, and meet with key school leadership and staff to conduct Initial Integration Check-Ins, ensuring important integrations items, including mandated reporting, billable encounters, referral system, COST, and confidentiality procedures are in place.

    • Connect with established coordinator(s) for a 1:1 in the first two weeks. Discussion topics to include:

      • Personal introductions

      • Experience with school-based mental health and wellness

      • Insight into documentation and other program protocols

    • Schedule individual introductions with regional team members

    • Meet with Principal, Vice Principal, Clinicians, and Clinician IIs at each assigned school site to discuss:

      • Program and site protocols of mandated reporting and clinician safety

      • HIPAA & FERPA

      • Multidisciplinary systems

      • Mandated reporting

      • COST structure

      • ABC reports

      • Referral system

      • Billable encounters

      • Confidentiality practices

      • Clinical supervision model and Associate requirements

      • Access to student information system (SIS)

      • Confirm confidentiality of space, locked door, phone line and access to keys

      • Emergency notification system on site (email, text, safety concerns, etc)

      • Role and expectations

      • District’s Crisis Protocols

      • Name of person at school site who is CPR certified

STEP 2

Support Schools as Clients

Begin building relationships with principals and school administrators. Establish relationship framework between districts and SCOW regional team members.

    • Build relationships with principals and school administration

    • Provide site administrators with a calendar of SCOW trainings and meetings

    • Attend site staff meetings and introduce program and Clinician to school staff (specify if Clinician is an associate Clinician requiring supervision according to BBS guidelines)

    • Attend district and school site events

    • Schedule and visit site monthly (including Family Navigators, Clinician IIs, and Career Pipeline as needed)

    • Understand regional school sites’ current systems (COST, referral system, teaming, additional service providers serving the site)

    • Attend COST meetings to gain an understanding of how to integrate the SCOW care team with the school system

    • Create a calendar of key dates for each site or district (open houses, back to school nights, etc.) and coordinate coverage

    • Explore existing and potential collaborations with community partners

STEP 3

Clinician Oversight

Establish a supportive supervisory relationship with clinicians to set the tone for a successful school year. Identify expectations and requirements to ensure billable services are delivered and the SCOW framework is followed.

    • Schedule and facilitate monthly 1:1s with Clinicians

    • Request and review Clinicians’ office hours schedule to ensure program fidelity

    • Encourage Clinicians to connect with a partnering Clinician(s) within or proximal to their district for shadowing opportunities

    • Ensure regional Clinicians are invited to upcoming documentation training as optional or required attendants

    • Collaborate with each Clinician to ensure they understand crisis protocols and their role in various crises that may occur at school site

    • Collaborate with Clinician IIs to complete chart reviews

    • Review standard emergency expectations with Clinicians discussing:

      • How Clinicians will receive emergency notifications while on site (email, text, etc.)

      • Other safety concerns specific to school site

STEP 4

Team Support

Provide support to Clinicians by ensuring each Clinician has what they need at their school site to successfully fulfill their responsibilities. Schedule small team meetings and share the Outlook calendar with team members, including Clinician II, Coordinator, and Family Navigator.

    • Ensure each Clinician has been assigned a confidential space to meet with clients, including:

      • Entry door(s) capable of being locked

      • Functioning hardwired phone line

    • Calendar site visits for small team

    • Share Outlook calendar with Clinician II, Coordinator, and Family Navigator

STEP 5

Role & Program Development

Learn key elements of the SCOW framework. Collaborate with other Coordinators and members of the leadership team to support ongoing development and alignment with clinical practices.

    • Learn SCOW’s core components

    • Collaborate with other Coordinators to support continuous development and alignment with clinical practices

    • Attend and collaborate in regional team meetings, program team meetings, professional development and trainings, and events within region