Interagency Partnerships Can Improve Outcomes for Youth!

1. Interagency Partnerships Can Improve Outcomes for Youth! Strategies and Challenges in Aligning Agency Priorities and Initiatives Debra Grabill, M.Ed., C.A.G.S; Virginia O’Brien Irwin, M.Ed. Eric Mann, M.S.W., LICSW; Joe Perry, M.S.W. 11th Annual CSMHA Conference, Baltimore, MD September 28, 2006

2. Representing: • NH Department of Education, Division of Instruction, Bureau of Special Education • NH Department of Health and Human Services, Division for Community-Based Services, Bureau of Behavioral Health, Children’s Services • NH Center for Effective Behavioral Interventions and Supports

3. Presentation Objectives • Participants will learn about NH’s interagency efforts to develop and support Integrated Children’s Services. • Participants will understand the role of a statewide program of Positive Behavioral Interventions and Supports as an example of aligning initiatives in order to improve outcomes for youth. • Participants will engage in discussion to further stimulate thinking on the possibilities and challenges of interagency and cross-systems work.

4. 7 Years and Counting: Charting a Course Toward Improved Youth Outcomes • 1999 NH Special Education State Improvement Grant I (OSEP) partners with NH System of Care Grant (SAMHSA) to better serve children and youth with multi-agency intensive service needs in their communities • 2002 NH PBIS Initiative Launched • 2003 NH Receives SIG II Grant (OSEP) • 2004 NH Joins IDEA Partnership initiatives in Professional Development, Transition and Collaborative School Behavioral Health; develops cross-partnership leadership strategies • 2006 NH Receives Schools and Mental Health Systems Integration Grant (OSDFS)

5. NH DOE Division of Instruction Mandates and Priorities • Federal Mandates • NCLB • IDEA • State Laws • Administrative Rules/Policies • Program Development • Follow the Child

6. NH DHHS Bureau of Behavioral Health, Children’s ServicesMandates and Priorities • Federal Mandates • Block Grant • State Laws • Administrative Rules/Policies • Regional Planning • Program Development • Integrated Children’s Services

7. Values-Driven Partnerships: From Systems of Care to Systems of Care and Education1999-2006 SOC&E are formalized state and local-level partnerships among families, youth and child-serving agencies, created to develop structures and processes that result in coordinated and effective services for all children, especially those with intensive level needs and their families. SOC&E partnerships employ values-driven and research-based approaches to improve home, school and community outcomes for children and youth.

8. DOE-DHHS Interagency Partners in SOC&E • Addressing needs of children, youth and families through effective and efficient application of resources • Supporting coordinated services for children and youth with intensive-level multi-agency needs • Building partnerships and increasing community capacity to serve all children, youth and families, especially those with intensive-level service needs.

9. Products of SOC&E Systems of Care and Education develop structures that create: • Access to effective and coordinated services • Regional planning and needs assessment • Coordinated fiscal planning and funding • Coordinated training strategies for personnel preparation/human resource development; systematic development and support of “highly qualified personnel” • Cultural competence materials for training and practice. • Coordinated annual reports on services, outcomes and expenditures.

10. Products of SOC&E (cont.) SOC&E Family and Youth Engagement Workgroup Mission To ensure that the experiences, knowledge and expertise of families and youth shape Systems of Care and Education in NH. Membership Led by family and youth organizations (PIC, GSFFCMH, NAMI NH, ACS, FAPA); comprised of family representatives, agency and program staff;

11. Refining the Focus2006 and Beyond Integrated Children’s Services The delivery of integrated care and individualized services by ensuring that funding streams and other resources can support a single, family-centered treatment plan for children whose service delivery and treatment comes from multiple sources. Spending is redirected from high-end restrictive services to home and community-based services.

12. NH Integrated Children’s Services An initiative to develop a departmental-level Administrative Services Organization (ASO) that will coordinate and oversee the delivery of services to the priority population based upon client need - not agency affiliation (“pooling dollars, pooling values”) • No wrong door • Single point of access • Family involvement and choice • Traditional and non-traditional services

13. A Systems Approach to Improve Outcomes for All Youth School-Based Systems PBIS Community-Based Systems Systems of Care

14. New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS) NH CEBIS: • Eric Mann and Howard Muscott, Co-Directors • Becky Berk, Communications Director • Joyce Welton, Project assistant • Regional Coordinators (5 regions) • On-site Facilitators (18 Facilitators)

15. NH CEBIS: PBIS-NH Training and Technical Assistance • Awareness and information / recruitment • 3 full years of support: 1st 1.5 years focused on building School-Wide system • Instruction & practice @ 3 behavioral tiers • School-Wide, then Targeted and Intensive • NH CEBIS facilitation at-site & at trainings • Web-site for sharing information & products among participating schools

16. C 1 , 2 &3: 2003-2005 Early Ch 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4 Total 105 125 Sites Participating in PBIS-NHNH Center for Effective Behavioral Interventions & Supports (2005) Cohort 4: 2005 • Early Ch 1 • Elementary 12 • Middle 2 • High School 1 • Multi-Level • Alternative 4 • Total 20 Totals • Early Ch 40 • Elementary 47 • Middle 12 • High School 7 • Multi-Level 11 • Alternative 8 • Total 125

17. Effective School Communities are Consistent,Predictable and Positive Achieved through culture-building; creating a common vision, language, and set of experiences for all members of the community. Adapted from Rob Horner, 2004

18. CONTINUUM OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS Tertiary Prevention: Specialized Individual / Family Supports for Students with Chronic &/or Serious Problem Behavior 1-5% 1-5% Primary Prevention: School-wideSystems 5-15% for all students and staff and settings Secondary Prevention: Specialized Individual and Group Supports for Students At-Risk for Repetitive Problem Behavior 5-15% Effective For ~80-90% of Students Students without Serious Problem Behaviors 80-90%

19. PBIS ‘In a Nutshell’Essential PBIS-NH Training Outcomes:(Mann & Muscott, 2005) • Collaborative Decision-Making at each tier • Effective and Efficient Meeting Processes at each tier • Organized and Consistent Practices in Prevention of and Response to problem behavior • Data-Based Decision Making & Problem Solving at all tiers (academic & behavior)

20. Collaborative Team and Meeting Process • Team Membership Essentials • Skills and components • Ground Rules • Decision Log / Action Planning • Meeting process • Review / Preview / Data / Decisions

21. NH CEBIS MEETING MINUTES

22. NH CEBIS School-Wide PBIS Assessment Tools • Collaborative Team Checklist • SW Teaching Plan Evaluation Tool • Recognition Plan Evaluation Tool • Family Engagement Checklist • SET

23. Prevention Tasks • Expectations • Matrix • Rollout • Teaching Process • Instruct • Practice • Recognize • Assess and Monitor

24. Behavior Matrix (Middle School)

25. Response Tasks • Define Problem Behavior • Office (Major) v. Classroom (Minor) Managed • Efficient/Effective Office Referral Form • Consistent Process for Responding to and Reporting Problem Behavior • Efficient / Effective Data Management System • Schoolwide Information System (SWIS) www.swis.org

26. ODR Form – Data Collection Student Name:____________________Grade: ___ BehaviorLocation: Date: ______________ Time: ________________ __Playground __Library Teacher:__________________________________ __Hallway Classroom Referring Staff: __________________________ __ Bathroom __Field Trip __Bus __ Other Others involved: __ None __Peers __ Staff __Other __ Unknown Behavior Motivation Consequence • _ Abusive language __ Obtain peer attention __ Time in office __ Defiance/Disrespect __ Obtain adult attention __ Loss of privileges • __ Disruption __Obtain items/activities __Conference with student • __Fighting/Physical aggression __ Avoid peers __ Parent contact • __Harassment/Teasing __ Avoid adult __ Detention • __Lying/Cheating __ Avoid task/activity __ Individualized instruction • __Property Damage __ Don’t know __ Out of school suspension • __ Skip class/Truancy __ Other __ Expulsion __ Redirection • Major __ Ignore/ None • Minor

27. Dupont MS Definitions: Major V. Minor

28. Data-Based Decision Making & Problem Solving at all tiers (academic & behavior) Identify desired outcomes and evaluate achievement of results: Outcomes: Where do we want to be? What will it look like, feel like sound like? How & when will we assess progress? How & when will we share progress?

29. Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans Mann & Muscott (2006) • Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?) • Identify the scope a Problem(degree and context) through the use of Data (Where we are now?) • Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?) • Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation • Monitor and Evaluate progress – Use Data to assess your progress (Did it work?) • Adapted from Horner (2003)

30. Turning the Tide on Problem BehaviorSouth Meadow MS (5-8) • Created Cool Puma Tool to Combat these behaviors • Identified “Stinging Statements” • “Comments or non-verbal messages that are disrespectful to others; deflating” • Students asked to watch and track “stinging statements” over 24 hour period • Students helped define ‘Disrespect’ – What does it look like? • Students helped identify Respectful statements: What do they look / sound like?

31. Turning the Tide on Problem BehaviorSouth Meadow MS (5-8) SWIS identified high levels of disruptions, disrespect/defiance and aggression as compared to other problem behaviors in the first two months of school • Disruptions – 130 • Defiance/Disrespect – 145 • Aggression – 75 • Other – 16 • Physical Contact – 28 • Harassment – 27 • Inappropriate verbal – 22 • Abusive language – 25

33. Turning the Tide on Problem BehaviorSouth Meadow MS (5-8) • Disruptions 130 • Defiance/Disrespect 145 • Aggression 75 • Other 16 • Physical Contact 28 • Harassment 27 • Inappropriate verbal 22 • Abusive language 25 65 ( 50%) 66 ( 54%) 38 ( 49%) 8 ( 50%) 8 ( 71%) 8 ( 70%) 7 ( 68%) 7 ( 62%)

34. Lakeway Elementary School (487) SWIS Data Majors Only

35. FRANKLIN MIDDLE SCHOOL’S SUSPENSION DATA

36. NH High School • 47% decrease in Saturday School assignments • 51% decrease in Out of School Suspensions • 16% decrease in repeat offenders resulting in Out of School Suspension • 48% decrease in students with multiple Out of School Suspensions

38. Priorities to Programs:MAST-NHMental Health and Schools Together - NHOSDFS- Grants for Integration of Schools and MH Systems • Improving Student Access to Mental Health Services • Community Resource Mapping • Wraparound Facilitation Training and Support • Training for School, MH, DJJS Staff and Families in MH, SSBD, LSCI, FBA • Development of Communications Protocols • Data Gathering and Dissemination Network

39. Grown from SeedsIDEA Partnership- NH Seed Grant • Seed Grant Goals: • Develop understanding of fiscal strategies necessary to establish/support collaborative work, not limited to direct mental health services to students • Develop a model process and system that will assist schools in accurate identification of students/families who would be eligible and who would benefit from available resources. • Increase knowledge of community resources and develop process for access • Collaborate with mental health partners and other community resources to get 'same page' processes for all available supports including wraparound

40. NH Seed Grant, (cont.) • Strategies • Survey community mental health Children’s Directors on current services and contracts with schools, including funding/billing mechanisms • Survey school staff on understanding of referral process, mh center resources and needs for further training • Link with NH CEBIS TA and Training for PBIS school teams • Develop NH Seed Grant site on SharedWork.org as tool for info dissemination, community learning

41. Sustaining Integrated Children’s ServicesNecessary Agency Commitments DOE • Affirmation of Partnership • Representatives to ICS Management Team DHHS • Affirmation of Partnership • Representatives to ICS Management Team • Interagency Strategic Plan for Integrated Children’s Services • Intra-agency Initiative Alignment • Info Dissemination and Support in field

42. Child Protection and Juvenile Justice Services Behavioral Health Services Educational Services Social and Recreational Opportunities Child, Family and Natural Supports Social Services Transition to Adulthood Services Health & Developmental Disabilities Services Family Support and Education Services Substance Abuse Services Community Based Services and Supports Systems for Children, Families and their Natural Support Systems Service Capacity Indicators for SOC&E • Current Capacity • How is it counted? • How is it collected? • Where is the data stored? • SOC&E access to the data. Considerations • What are the service needs of the community? • Is there sufficient capacity to meet the needs of the community?

43. For more information: • Virginia Irwin, Director, Division of Instruction, NHDOE: virwin@ed.state.nh.us • Joe Perry, Administrator, Children’s Services, Bureau of Behavioral Health, NHDHHS: joeperry@dhhs.state.nh.us • Eric Mann, Co-Director, NH Center for Effective Behavioral Interventions and Supports: emann@seresc.net • Debra Grabill, SIG II Transition Coordinator, Interagency Consultant: debra.grabill@valley.net

44. NH Seed Grant Info. • www.sharedwork.org • Community of Practice on Collaborative School Behavioral Health • Register • Explore Site! • Click on NH Button on Left • Join Our E-mail List

45. PBIS Information Sources • www.nhcebis.seresc.net (NH web-site) • www.pbis.org (national web-site) • www.ebdnetwork.il.org (Illinois web-site) • www.pbismaryland.org (Maryland web-site) • www.swis.org (School-Wide Information System web-site – data system)