Guiding Questions for Clinician Roles

  1. Describe what each of your clinicians do in your building(s)?
  2. Would the clinicians, the staff, and the administration all describe the roles in the same way? Would they all have different explanations?
  3. Are parents and families aware of these descriptions as well?
  4. What strengths do you view your Psychs, SSW, Counselors and Psychotherapists as possessing that each other role in your district do not possess?
  5. What makes them each unique with their skillset?
  6. What do they bring to the table that the other roles may not?
  7. Consider the role of Coordinator vs. Facilitator
  8. Which interventions need the skillsets of a clinician for facilitation?
  9. Which interventions would benefit from having a clinician as a coordinator overseeing the intervention, but might not require the skillset of the clinician for actual implementation/facilitation?
  10. When considering building the capacity of the staff/systems in your buildings, whom else do you currently have on staff that would be able to potentially facilitate/lead Social Academic Instructional Groups(SAIGs) and other Tier 2 interventions?
  11. Because most SAIGs (for example) are about teaching skillsets and are not intended to be therapeutic in nature, who else might be interested or able to lead small groups in an effort to build capacity?
  12. (i.e. Consider: librarians, cafeteria staff, resource officers, hall supervisors, administrative assistants, bus drivers, special education teachers, general education teachers, etc.)
  13. What might the benefits be of having a clinician lead the groups vs. having another staff member? What might be the drawbacks?
  14. What would it look like to have the Clinician Roles start to align with leadership roles within the individual Tiers (i.e. a coaching role?)
  15. Could the strengths of each individual role/position(i.e. Psych, SSW, etc) be connected to a specific Tier? For example, what makes a Psych the best fit for facilitating an FBA/BIP process? What makes a SSW the best fit for connecting to family and community resources?
  16. Are these tasks decided upon based on the strengths of the individual, the title of the position, or the need of the building and the access to these supports (ie. Time/resources/etc.)?
  17. Consider all of the different ways to organize your Clinical Roles/Positions in the district (these are a few):
  18. Same for all: Each building can receive the same structure/model of supports/resources, and then decide who fills in those roles/needs that are established.
  19. Example: Each elementary gets the same # of clinicians who all do the same things, etc.
  20. Individualized Needs (District): The individual needs of the building (i.e. a Tier 2 coach, a Wrap facilitator, a CICO coordinator) can be assessed, and then a clinician role from the entire district can be assigned to that specific need.
  21. Example: HS Needs a Tier 2 coach, MS needs 2 Tier 3 coaches, etc. Then assign to the buildings by best match/skillset/etc.
  22. Individual Needs (Building): The skills of the clinician(s)already assigned to buildings (currently) can be assessed, and then the strengths of the clinician can be aligned to the identified needs in specific building.
  23. (i.e Maybe SW Ali has skillsets that align with FBA facilitation while SW Sheri has skillsets that would best align with WRAP facilitation, etc.)
  24. Which approach do you think will work best for you? What will be the same throughout each building in your district? What will be different? How will that be determined? How will that be evaluated?
  1. How will clinicians be involved in the Functional Behavior Assessment /Behavior Intervention Planning (FBA/BIP) development process?
  2. What does it mean to facilitate the FBA process? What does it mean to facilitate the BIP process? What does it mean to implement the BIP?
  3. Where in the process are the most critical places for a clinician to be involved?
  4. Are your Clinicians connected to your discipline system? How?
  5. What are the strengths to this current connection you have between clinicians and discipline? What are the drawbacks?
  6. Are there other ways to structure the system of social/emotional support and discipline to better help support student needs?
  7. What systems will you put into place to make sure that all Clinical Roles/Positions are “speaking to” one another regularly?
  8. Communication systems?
  9. How will data be shared? Data systems?
  10. How will the Clinician (and the Administration) know if what he/she is doing is working?
  11. How will effectiveness be assessed?
  12. How will fidelity of implementation be assessed?
  13. How will student outcomes be assessed?
  14. How will the system be assessed?