Transcript Interconnecting School Mental Health and PBIS Mark D. Weist,1 and Lucille Eber2 University of South Carolina1 Illinois PBIS Network2 National PBIS Forum; 10.27.11

Interconnecting School
Mental Health and PBIS
Mark D. Weist,1 and Lucille Eber2
University of South Carolina1
Illinois PBIS Network2
National PBIS Forum; 10.27.11
Center for School Mental Health*
University of Maryland School of Medicine
http://csmh.umaryland.edu
*Supported by the Maternal and Child Health Bureau of
HRSA and numerous Maryland agencies
“Expanded” School Mental Health
 Full
continuum of effective mental health
promotion and intervention for students in
general and special education
 Reflecting a “shared agenda” involving
school-family-community system
partnerships
 Collaborating community professionals
(not outsiders) augment the work of
school-employed staff
Positive Behavior Intervention
and Support (www.pbis.org)
 In
16,000 plus schools
 Decision making framework to guide
selection and implementation of best
practices for improving academic and
behavioral functioning
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Data based decision making
Measurable outcomes
Evidence-based practices
Systems to support effective implementation
SMH and PBIS Framework
Intensive Intervention
1-5%
Targeted Individual, Group,
Family Intervention
5-15%
Selective Prevention
All Students
Universal Prevention
Relationship Development
Systems for Positive Behavior
Diverse Stakeholder Involvement
Climate Enhancement
Interconnected Systems
Framework (ISF) for SMH-PBIS
 Grant
submitted to the Institute of
Education Sciences, September, 2010
 Three Collaborating States (IL, PA, SC,
with an invitation to MT)
 Reflecting 3 Years of Work Together
ISF, Building From 4 Stages of
Implementation
 EXPLORATION (e.g., identifying and organizing
the most useful tools, conducting needs assessments
and resource mapping)
 INSTALLATION (e.g., developing interdisciplinary
and cross system teams, identifying challenges and
ways to overcome challenges to effective team
functioning)
 INITIAL
IMPLEMENTATION
 IMPLEMENTATION
ISF, Multilevel Game Plan
 Project
management team, research
leaders and leaders from each state
 Within each state, two districts and a team
including a site coordinator, 3 system
leaders (from education, mental health
and family advocacy) and 2 ISF coaches
(from EDU and MH) focused on state and
district policies and procedures and a
demonstration project in 2 schools
ISF, School Readiness
Assessment
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1) High status leadership and team with active
administrator participation
2) School improvement priority on
social/emotional/behavioral health for all
students
3) Investment in prevention
4) Active data-based decision making
5) Commitment to SMH-PBIS integration
6) Stable staffing and appropriate resource
allocation
ISF, Indicators of Team
Functioning
 Strong
leadership
 Good meeting attendance, agendas and
meeting management
 Opportunities for all to participate
 Taking and maintaining of notes and the
sense of history playing out
 Clear action planning
 Systematic follow-up on action planning
ISF, Ongoing Qualitative
Research
 Examples
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of questions:
“To what extent do PBIS and SMH providers
work jointly to coordinate services for youth
and families?”
“What are the barriers to their active
collaboration?”
“How can those barriers be overcome?”
Big Ideas
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Challenges in SMH and in PBIS
Overcoming Challenges by Coming Together
Enhancing Depth and Effectiveness in all Three
Tiers of a Multi-tiered Systemic Approach
Connecting to a Community of Practice
Framework
Multiscale Learning and Progress at Building,
District, State, National and Federal Levels
Very High Policy Significance
Some “Big Picture” Challenges
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Low intensity, low fidelity, non evidence-based
interventions for behavior/emotional needs
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Underused implementation structure for PBIS, no clear
implementation structure for SMH
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Related to these, habitual use of restrictive settings
(and poor outcomes) for youth with disabilities
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Ongoing (worsening) capacity problems
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Moving people from the status quo of entrenched and
ineffective practices
Problem
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Innovative practices do not fare well in old
organizational structures and systems
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Organizational and system changes are
essential to successful use of innovations
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Expect it
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Plan for it
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Interconnected Systems Framework for SMH and PBIS
Tier I: Universal/Prevention for All
Coordinated Systems, Data, Practices for Promoting Healthy Social
and Emotional Development for ALL Students
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School Improvement team gives priority to social and emotional health
Mental Health skill development for students, staff, families and communities
Social Emotional Learning curricula for all students
Safe & caring learning environments
Partnerships between school, home and the community
Decision making framework used to guide and implement best practices that consider unique
strengths and challenges of each school community
Tier 2: Early Intervention for Some
Coordinated Systems for Early Detection, Identification,
and Response to Mental Health Concerns
• Systems Planning Team identified to coordinate referral process, decision rules and progress
monitor impact of intervention
• Array of services available
• Communication system for staff, families and community
• Early identification of students who may be at risk for mental health concerns due to specific
risk factors
• Skill-building at the individual and groups level as well as support groups
• Staff and Family training to support skill development across settings
Tier 3: Intensive Interventions for Few
Individual Student and Family Supports
• Systems Planning team coordinates decision rules/referrals for this
level of service and progress monitors
• Individual team developed to support each student
• Individual plans may have array of interventions/services
• Plans can range from one to multiple life domains
• System in place for each team to monitor student progress
Adapted from the ICMHP Interconnected Systems Model for School Mental Health, which was originally adapted from Minnesota Children’s Mental Health Task Force, Minnesota Framework for a
Coordinated System to Promote Mental Health in Minnesota; Center for Schol Mental Health , Interconnected Systems for Meeting the Needs of All Youngsters.
Old Approach  New
Approach
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Each school works out
their own plan with MH
agency
A MH counselor is
housed in a school
building 1 day a week to
“see” students
No data to decide on or
monitor interventions
“Hoping” that
interventions are working
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District has a plan for
integrating MH at all
buildings
 CSCT and other MH staff
participates in teams at
all 3 tiers
 CSCT and other MH staff
leads small groups based
on data
 CSCT and other MH staff
co-facilitates FBA/BIP or
wrap individual teams for
students
A National Community of Practice
(COP); www.sharedwork.org
 CSMH
and IDEA Partnership
(www.ideapartnership.org) providing
support
 30 professional organizations and 16
states
 12 practice groups
 Providing mutual support, opportunities for
dialogue and collaboration
 Advancing multiscale learning
Knowledge/Practice
Domains in the Field
 Cross
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Cutting:
1) Language
2) Culture
3) Quality
4) Family-School-Community Partnerships
5) Youth Involvement and Leadership
Practice Domains 2
 Cross
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System/Initiative:
SCHOOL MENTAL HEALTH AND
6) Special Education
7) Positive Behavior Support
8) Systems of Care
9) Juvenile Services
10) Child Welfare
11) Psychiatry
Practice Domains 3
 Rapidly
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Developing:
12) Supporting Military Families
Sixteen States
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Hawaii
Illinois
New Hampshire
North Carolina
Maryland
Minnesota*
Missouri
Montana*
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New Mexico
Ohio
Pennsylvania
South Carolina
South Dakota
Utah*
Vermont
West Virginia
Ohio Mental Health Network
for School Success (http://www.omhnss.org)
 Since 2001
 Ohio Department of Mental Health
 Ohio Department of Education
 Center for School-Based Mental
Health Programs at Miami University
(http://www.units.muohio.edu/csbmhp)
Mission
To help Ohio’s school districts, community-based agencies,
and families work together to achieve improved educational
and developmental outcomes for all children — especially
those at emotional or behavioral risk and those with
mental health problems
Effective Practice Partners
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Case Western Reserve
University
Ohio State University
Kent State University
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Miami University
 Ohio University
 Bowling Green State
University
Disciplines
Clinical, Community and School Psychology
Criminal Justice
Public Health
Social Work
Education Leadership
Ohio Network Teams
 Communications
 Quality
and Evidence-Based Practice
 Training and Technical Assistance
 Advocacy and Policy Improvement
Montana shows Promise for National
Leadership in SMH and PBIS
16th Annual SMH Conference
Charleston, SC
September 22-24, 2011
17th Annual SMH Conference
Salt Lake City, Utah
September 27-29, 2012
www.schoolmentalhealth.org
 Website
developed and maintained by the
University of Maryland CSMH
 User-friendly information and resources for
parents/caregivers, teachers, clinicians,
and youth
Contact Information
 Department
of Psychology
University of South Carolina
1512 Pendleton St., Room 407
 Columbia, SC 29208
Ph: 803 777 8438
[email protected]
U-46 School and Community Alliance
Pamela Horn/U-46 PBIS External Coach
Michele Capio/ IL PBIS Network
Vision Casting
It Takes a Community
 Improving
student achievement
 Working
towards mental wellness helps
our students to be more accessible to
learning…improving academic
achievement
 Helping
families…
Getting
People
Started
Logistics
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Who to invite? District? Agencies?
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When and where?
Meeting three times a year
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Our first year… successes and stumbles
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Defining our purpose?
Finding a common agenda?
Working collaborating?
Staying together….some yes, some no?
Collaborating on our mission
MISSION
The mission of the U-46 School and Community Alliance is to
create, integrate and leverage existing and new school/community
partnerships that develop a full continuum of systematic interventions
based on data. It encompasses three intervention tiers:
•Systems for promoting healthy development and preventing problems
•Systems for responding to problems as soon after onset as is feasible
•Systems for providing intensive care
Invites
Inviting Participation
Getting the right people at the table
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Agencies:
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Existing partners and expanding the list
District:
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District administration
Special education administration
Representatives from elementary, middle, and high
schools
Clinician representation
PBIS External Coaches
Illinois PBIS Network
Trust Building
Trust Building…a journey
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District Clinicians
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Communicating clear purpose of partnership
Respecting sensitivity
PBIS training opportunities
Agency Partners
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Working through the “fit”
Staying at the table
Creating communication opportunites
U-46 School & Community Alliance
December 10, 2010
9:00-11:30
The mission of the U-46 School and Community Alliance is to create, integrate and
leverage existing and new school/community partnerships that develop a full continuum
of systematic interventions based on data. It encompasses three intervention tiers:
Systems for promoting healthy development and preventing problems, Systems for
responding to problems as soon after onset as is feasible and Systems for providing
intensive care.
Agenda
•Welcome: Greg Walker, Assistant Superintendent, Secondary
•PBIS Continuous Improvement Plan: Nan Ochs, Director of Instruction,
•Secondary Implementation of Positive Behavior Interventions and Supports (PBIS) in U-46
•Robert Hawkins, Ed.D., Technical Assistance Coordinator IL PBIS Network
•Michele Capio-Collins, Technical Assistance Coordinator IL PBIS Network
•Jennifer Alberts: Example in partnering
•Agency Information Form
•Break
•Work Groups Action Planning
Report backs
Work group time
Identify 1-3 targeted activities
Sharing of Work Group Action Items
Questions, concerns, comments, new needs
Next meeting of the U-46 School Community Alliance April 7, 2011
ACTION PLAN
Work Group
OPERATIONS
TIER 2/3
Next Steps
Evidence/Data
that Identifies
Need
Action
When?
Work group
Develop a directory of services available to U-46 staff, students and
families organized by feeder patterns and services
District leaders
External Coaches
Work group members
September –May 2012
Develop an Appendix of FAQ for the directory
District leaders
External Coaches
Work group members
Spring 2012
Work group
Develop a survey to track Universal data
District leaders
External Coaches
Work group members
November 3, 2011
9:00-10:00
PBIS training for agencies in two parts:
1 – PBIS Overview
2 – Small Group/Progress Monitoring
External Coaches
Attending agencies
October 14, 2011
9:00-11:00 @ ESC
Work group
Develop MS/HS Alternative to Suspension Service Model
District leaders
Work group members
Work group
Identify appropriate agency services to meet student needs
District leaders
Work group members
Work group
Monthly touchback @Hospice
Work group
SCHOOL
VIOLENCE
PREVENTION
(Alternative to
Suspension)
Who?
September30, 2011
9:00-11:00@ ESC
September30, 2011
9:00-11:00@ ESC
Work Groups
Operations Work Group
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External coach, Chief of Family and Community Engagement,
and agency partners
Setting meeting times and purpose
Timeline for completion…..a moving target
Developing documents for school and agency to work together
legal considerations
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building relationships
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1 ½ year to completion….a journey
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sending to Tier 2/3 work group
Community Alliance Forms.doc
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Scheduling PBIS trainings for agencies
High School Violence Prevention
Work Group
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Many challenges
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Getting the right people at the table
Setting a clear purpose
Adjusting to changes
Year 2
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Finding its identity
Moving towards Alternatives to Suspension
Involving the necessary people
Adjusting to staff changes again
Tier 2/3 Work Group
 Year
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1 Goals
Agency partners sitting on Tier 2 PBIS teams
at four sites
Training agency partners in PBIS overview
Training agency partners in Tier 2 small
groups interventions (common data points
and progress monitoring using DPR card)
Expanding partnerships
Taylor Family YMCA
Streamwood Behavioral Healthcare
Tier 2 Agency Example
•Training opportunities
•Mental Health Organization on PBIS Secondary Systems
team
•Building relationships and trust…a journey
•Co-facilitating targeted small groups
-common data points (anger management, pro-social)
-progress monitoring
•Sharing & Communicating
-Agency and School Staff
Tier 1 Agency Example
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Community agency partner sitting on school Secondary
Systems Team
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Training opportunities
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Participated in team’s self assessment BAT
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Expanding naturally:
• Agency and School partnership grant
• Universal partnership including families
Expanding our Tier 2 Systems
Partnerships
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Sharing with U-46 School and Community Alliance
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Growing interest
Energy and enthusiasm
Commitment to and support for the PBIS model
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3 PBIS overview and small group trainings
11 PBIS Tier 2 partnerships (including 1 high school)
Monthly small group touchbacks
# of Schools with Agency Partners
Agency Partners on Secondary Systems Teams
12
11
10
9
8
7
6
5
4
3
2
1
0
3 Elementary
1 Middle
2009-2010
7 Elementary
3 Middle
1 High
2010-2011
Agency partners trained in PBIS systems and collaborating
with secondary systems teams in layering Tier 2
interventions with PBIS progress monitoring component.
10 Critical Features for Tier 2 Interventions
1.
Linked directly to school-wide expectations and/or academic goals
2.
Continuously available for student participation
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Implemented within 3 school days of determination that the student should receive the
intervention
4.
Can be modified based on assessment and/or outcome data
5.
Includes structured prompts for ‘what to do’ in relevant situations
6.
Results in student receiving positive feedback from staff
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Includes a school-home communication exchange system at least weekly
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Orientation materials provide information for a student to get started on the intervention
9.
Orientation materials provide information for staff/ subs./ volunteers who have students using
the intervention
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Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0
Anderson, Lewis-Palmer, Todd, Horner, Sugai, &
Sampson
Spotlight on Upcoming PBIS Event
You’re invited to attend
PBIS Overview and Small Group Training
Who:
Community Partners interested in partnering with our schools to provide
tier 2 and 3 services
Purposes:
Train in evidence based PBIS tier 2 interventions: small groups around a
common data point with a progress monitoring component
Learn how to partner with a school to deliver needed supports
When:
Friday, May 13, 2011
10:00-11:00 PBIS overview and training for new partners
11:00-12:00 PBIS small group/tier 2 touchback for all partners
Where:
U-46 Educational Service Center
355 East Chicago Street, Elgin
Room 351
RSVP:
Hope you are able to join us as we work together to better serve
our children and families…..
Looking ahead
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Continue Work Groups
 Whole group meets twice a year as Work Group
meetings are expanded
 Alter Work Groups as needed
-Alternatives to Suspensions
-Operations
develop “menu” of services available at all tiers
-Tier 2/3
continue to expand partnerships
working closely with LAN and moving to tier 3
QUESTIONS