Transcript Enhancing Mental Health Services in CMS

Enhancing Mental Health
Services in CMS
The School-Based Mental Health Program
Cotrane Penn, Ph.D
Student Services Department
Current State of Mental Health
Services in CMS
• School Counselors
• 1 per elementary school
• 2 – 3 per middle school
• 1 for approximately 400 high school students
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School Psychologists – one for 2 to 3 schools
Social Workers – 44 assigned to high needs schools
Substance Abuse Counselors- 3 in CMS
Mental Health Therapists – 2 agencies serving 30
schools
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Current State of Mental Health
Services in CMS
• Mental Health Agency Services
• Concentrated in Title I Schools
• Primarily serve Medicaid-eligible
students
• Primarily serve elementary schools
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The Future State of Mental Health
Services in CMS
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CMS holds consistent expectations across agencies
Agency work in CMS is contingency-based
Students served based on need, not ability to pay
True collaborative relationship between district,
schools, and agencies
• Expanded continuum of care available in all CMS
schools
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The CMS Vision for School-Based
Mental Health Services
To increase the availability of evidence-based
mental health services for the purpose of
improving student’s emotional well-being and
enhancing their ability to access and benefit
from instruction.
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Increase the Availability of
Services
• Increase the number of agencies serving CMS
schools
• Increase the number of schools receiving
agency services
• Eliminate barriers that prevent students from
accessing agency services
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Mental Health Services Available
• District mental health staff: Short-term
individual and group counseling, limited longterm individual counseling
• Mental health agencies: Psychological
evaluations, intensive outpatient therapy,
family therapy, intensive in-home services,
medication management
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School-Based
Mental
Health
Agency
Services
CMS Student Services
School-Based Service
Provider
Primary Referral Need
Individual Support
Group Support
Family Support
Consultation with school
staff and/or student*
Classroom
guidance
Parent
conference
Mentorship
Short-term
opportunities
group
Short-term counseling (6
counseling
or < sessions)
Long-term counseling (6
or < sessions)
Long-term group
Behavior intervention
counseling
plans
Check-n-Connect
Individual therapy
Medication
evaluation/Medication
monitoring
Home visit
Family
assessment
Parent
consultation
Referral to or
utilization of
community
resources+
Community
agency
coordination
Parent training
Family therapy
Group therapy
CommunityBased Support
Intensive inhome services
Referral to day
treatment or
inpatient
behavioral health
facility
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Access Instruction
• Formal monitoring of overall student
attendance pre- and post- therapy
• Formal monitoring of out-of-school
suspensions and in-school suspensions preand post- therapy
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Improved Well-Being
• All agencies use the same assessment of
student behavior pre- and post- services
• BASC-2 Online
• Streamlines therapy goal development
• Allows for teacher rating of student
internalizing and externalizing behaviors
• Allows CMS to see typical improvement rates
and better understand agency efficacy
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Benefit from Instruction
• Formal monitoring of short-term & long-term
achievement growth pre- and post- therapy
Elementary
Short-Term Progress
Long-Term Progress
MAP
EOG
Reading 3D
benchmarks
Middle
High School
MAP
EOG
Credit
Accrual/Semester
Credit Accrual/School
Year
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Authorized School-Based Agencies
• The New Providers
• Family First Community Services
• Mélange Health Solutions
• The Continuing Providers
• Carolinas Healthcare System
• Thompson Child and Family Focus
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Agency Assignments
• Posted on SBMH program website
• Questions? [email protected]
• One agency per school model
• Based on a number of factors, none schoolspecific
• Goal is to develop consistent practice and
quality of care across agencies and school
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Agency Responsibilities
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Provide master’s level clinicians
Regular, schedule-based presence at schools
Work collaboratively with teachers and staff
Attend individual student meetings
Maintain contact with student and school when
student placed in a facility
• Provide consultation and education to school
staff
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School Responsibilities
• Support and promote provision of agency services
• Work collaboratively with agency staff
• Invite agency staff to pertinent planning and
intervention meetings
• Obtain parent permission for agency presence at
student meetings
• Conduct regular review meetings to get status and
progress updates on agency students
• Designate a point person to manage agency
protocol within the school
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Collaborative Responsibilities
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Ensure access to services for all students in need
Use a “warm hand-off” for parent permission
Crisis intervention for agency clients
Bi-directional sharing of information
Shared school behavior goals
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Requesting SBMH Services
• Google Forms will be used to make requests
• It is a secured site
• Any student who will be referred for agency
services needs a request submitted
• Only the designated CMS staff can make
requests
• Authorization is needed for service oversight
and budget management
• The Soft Start Referral process steps
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Orienting the Agency Therapist
• Introduce therapist to critical staff
• Administrators
• Secretaries
• Student Services Staff & EC staff
• Share school-specific norms
• Sign-in/sign-out expectations
• Classroom visit norms
• Staff arrival/departure times
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Orienting the Agency Therapist cont.
• Special tips
• Staff dress code
• Tour of school & provide school map
• Help therapist understand various schedules
• Elementary grade level/classroom
• Middle & High school S1/S2 & A-day/B-day
schedules
• Testing calendars and related restrictions
• How to schedule meeting space
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What will be done before the “hard
start” in the fall?
• Comprehensive training of agency staff on:
School staff roles and responsibilities
 School-based team processes
Referral to services process
Agency responsibilities in the school setting
Interacting with clients in the school setting
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Preparing for the “hard start” cont.
Working in educational settings (general
overview of school practices, procedures,
and the day-to-day work of schools,
importance of the master schedule)*
Agency effectiveness review process
Agency entry plan development*- present
entry plan concept to agencies
• Acquire and train on BASC-2 usage
• Meet with all school leaders to address Q & As
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School-Based Mental Health Therapy
as an RtI Intervention
• All students receiving school-based mental
health services are considered to be in tier 2 or 3
of the district’s RtI model
• Placing a student at tier 2 or 3 denotes that
he or she is at-risk and requires additional
school-based behavioral supports
• Starting in the Fall of 2014, the regular
education intervention process guidelines will
apply to SBMH Program services
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Agency Contact Information
Agency Name
Agency Contact Information
Family First Community Services
John Waller, Clinical Director
[email protected]
Mélange Health Solutions
Brenda Kendrick
[email protected]
Carolinas Healthcare System
Candice Whiteside
[email protected]
Thompson Child and Family Focus
Debra Shuler, Clinical Supervisor
[email protected]
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