Itinerant Mental Health Providers
In This Section

   Process to be approved as a NEW Itinerant Mental Health Provider:

  1. Complete Prospective Provider Inquiry Form with as much detail as possible.  Please indicate on the form that you are applying to become an Itinerant Mental Health Provider.  MPS staff will follow-up with any questions or for approval.
  2. If approved, MPS will send you an Itinerant Mental Health Provider Agreement to be signed by agency contact person.  Please submit signed Agreement along with a copy of the agency’s Certificate of Liability Insurance.
  3. Within 2 weeks of receiving your signed Agreement and insurance certificate, our Manager of Social Work Services will send you the Individual Provider Form.  This form must be completed/submitted for each staff member requesting to meet with a student on MPS property. 
  4. Individual Provider Forms are accepted year-round.  Please allow 2 weeks for the form to be reviewed and an Individual Provider Approval Letter to be sent to you.  You must have the Individual Provider Approval Letter in hand before you can meet with students in school.
  5. Please note that the Agreement and Individual Provider Forms must be renewed annually.

 

FAQs

1. Can I meet with a student during the school day?

Approved Itinerant Mental Health must follow school’s process for meeting with students.  Unless an emergency or required by law, MPS does not allow partners (including Itinerant Mental Health Providers) to meet with students during instructional time.  Any meetings during the school day are at the discretion of school leadership (includes timing and frequency of meetings) and must not significantly interfere with the student’s educational programming.
 

2. I have signed parental consent to observe a student in class.  Why can’t I do that? 

As a general practice, MPS does not allow non-MPS individuals to conduct classroom observations for the following reasons:

  • Issues of data privacy: In a classroom, student’s names are not private; especially in special education classrooms – if another non MPS adult spends time in this classroom and hears student names.  We are indirectly telling this adult that this child is a special education student, which is private information.
  • Disruption to the learning environment: Any adult who enters into the classroom can cause disruption to the observed child or any other child; especially if the student knows the adult.                 
  • Purpose of the observation information: Raises the questions of, What do the observers do with the info? If classroom observation information is shared with parents, what if the observed has concerns about the teaching and how the teacher interacts with the assigned child or others?  How is that information managed?
  • Possible Role confusion for child: Having an adult in the classroom that has another professional relationship with the child can muddy the idea of who is in charge of that child in that classroom.  If there is a behavior issue,  or the child becomes sad or upset, will be observer feel the need to respond?  What if the child approaches the observed with a complaint or a concern?  
  • Other information sources: There are other ways we can share info with providers – rating scales, etc; or they can observe in lunchroom or recess – other less intrusive areas