Welcome

1. District-Wide Versus Building-Level Strategies for School Mental Health: Lessons Generated from the Ohio Community Collaboration Model for School Improvement Dawn Anderson-Butcher, Aidyn Iachini, Jean Snyder, Constance Dorr, Warren Fauver, Paul Flaspohler, and Keith Zullig

2. Welcome • Introduce the Ohio Community Collaboration Model for School Improvement (OCCMSI) • Examine the USDOE grant and its relationship to the health and social services pathway • Discuss building-level theory of change • Freedom school example • Discuss district-level theory of change • Fostoria district example • Dialogue about facilitators/barriers/differences related to implementation • Questions/Comments

3. For Some of Our Kids Getting the Conditions Right is Difficult Parents Did Not Do Well in School Alcoholic Mother Depressed Poor Health Isolated Smart & Bored Abused Hungry

4. ODE Logic Model Students receive high quality instruction aligned with academic content standards HIGHER ACHIEVEMENT FOR ALL STUDENTS Students have the right conditions and motivation for learning

5. Academic Outcomes Getting the Conditions Right!!!! ODE’s new and expanded version for school improvement...

6. OCCMSI Model Summary • Expands from traditional school reform/ improvement priorities • Building blocks of ‘getting the conditions right’ • Academic learning • Youth development • Parent/family engagement and support • Health and social services • Community partnerships • Connected with school and district continuous improvement planning processes (CIP; SIP)

7. OCCMSI Pilots

8. USDOE Grant: The Integration of Schools & Mental Health Systems in Ohio

9. Building-Level Theory of Change • Reorganizing • District Office • roles/responsibilities • resources District Superintendent, CEO, and Central Office Administration District-Level Policy Changes • OCCMSI • - Liaison • TA • Consultation Expanded District CCIP Inter-School and Community Articulations and Planning Structures for Resource Maximization, Transitions, Resource Sharing, Family Support, etc. Feeder System Principals and Middle Managers OCCMSI Framework at School-Level Building Principals, Teachers, School Staff, and Practitioners Planning Implementation Evaluation

10. Pilot School: Freedom Elementary Highlights • OCCMSI & expanded mental health are incorporated into the School Improvement Plan (SIP) • Focus on academic and non-academic barriers to learning • Partnership development • Planned →Implemented →Evaluated

11. Description of Freedom Elementary School • Student enrollment of 340 • 100 students on waiting list for 21st Century After- School Program • 90% of students on Free or Reduced Lunch • 59% Minority Students • Full complement of Special Needs Students • Seasoned Staff who Embrace Change and have Capacity for Success • 3 year-old building constructed through the Ohio School Facilities Commission

12. Vision Freedom for every child to succeed through collaborative efforts of students, staff, and community

13. Expanded School Improvement Process • Needs and Resources Assessments • Academic priorities and needs (data-driven decision making) • Exploration of top “showstopping” non-academic barriers to learning (parent/kinship and community involvement and behavioral health) • Program, Service, Strategies, and Infrastructure Design • Evaluation and Continuous Improvement

14. Freedom School Improvement Priorities • Academic Interventions • Behavioral Health Interventions • Parent/Kinship and Community Involvement and Interventions

15. Academic Interventions • Universal: Academy of Reading and Math, Destination Reading and Math, Skills Tutor, Harcourt and Macmillan-McGraw Hill curriculum interventions, Study Island, First in Math • Strategic:Title I, Read Naturally, Early Success, Soar to Success, ERI, Sidewalks, RALLY… • Intensive:Special Education, Trophies, RALLY, Project More

16. Behavioral Health Interventions • Universal: Promoting Alternative Thinking Strategies (PATHS), Discipline Resource Aide, Professional Development for staff (ABC grant); Youth Development • Strategic: Social Worker, IAT, Case Manager, CAST • Intensive: Case Manager (ABC grant), BLAT Crisis Team, Inter-systems with County

17. Parent/Kinship and Community Involvement and Interventions • Parent/Kinship:Entrance and Exit Conferences, Parent Academy, Celebrations, Health Fair, Home Interventions, Referrals for Services • Community: Community Table, Volunteer with Academics and Youth Development, Partners in Interventions

18. Putting the Pieces Together August 1, 2007 Congratulations to Freedom Elementary for Achieving Effective School Status and Annual Yearly Progress!!

19. Other Freedom Highlights • Expanded professional development and learning • Enhanced and expanded funding streams • Changes in policies and procedures • Enhanced systems and structures • Changes in roles and responsibilities • Expanded use of multiple data sources • New and expanded school-family-community partnerships • Enhanced programs and service delivery

20. District-level Theory of Change • Reorganizing • District Office • Roles/responsibilities • -Resources District-Level Policy Changes District Superintendent, CEO, and Central Office Administration Expanded District CCIP • OCCMSI • - Liaison • TA • Consultation Inter-School and Community Articulations and Planning Structures for Resource Maximization, Transitions, Resource Sharing, Family Support, etc. Feeder System Principals and Middle Managers OCCMSI Framework at School-Level Building Principals, Teachers, School Staff, and Practitioners Planning Implementation Evaluation

21. Pilot District: Fostoria Community Schools Highlights • The District Continuous Improvement Plan (CIP) provides the overarching Goals & Strategies for all schools in district • OCCMSI & mental health needs are integrated into the district CCIP

22. People Task District School Improvement Components Process

23. CIP/SIP Team Members Stakeholders • Staff members • Students • Parents/Grandparents • Community members • Business partners • Agency partners

24. A collection of data sets used to build a composite picture of the district’s effectiveness across domains: academic, non-academic/ demographic, perceptual, school process • From this data composite, inferences are made resulting in district or building goals and strategies to improve performance Begin with a District Comprehensive Needs Assessment

25. Academic Needs Assessment

26. Non-Academic/Demographic Needs Assessment

27. Academic/Non-Academic • Values • Beliefs • Observations • Hopes/Dreams Stakeholders • Students • Parents • Teachers • Administrators • Agency Providers • Community members Perceptual Data Survey

28. Academic Learning • Example: My child understands what he/she is expected to know and be able to do at grade level in each subject. Youth Development • Example: My child participates in co-curricular and extra-curricular activities after school (e.g., Athletics, Band, Student Council, Youth-to-Youth, Fitness Trail). • My child participates in clubs or organizations outside of school (e.g., 4-H, Scouts, Camp Fire, YMCA). Parent-Family Engagement/Support • Example: I attend activities for parents at my child’s school. • It is easy for me to communicate wit my child’s teacher, principal, assistant principal, etc. Academic and Non-Academic Needs Assessment—Perceptual Data Survey

29. Health and Social Services • Ex.: My child participates in physical activity for at least 30 minutes each day (e.g., running, bicycling, swimming) • My child worries about how to deal with bullies. Community Partnerships • Ex.: Everyone in my neighborhood “looks out” for each other and makes sure that students are safe outside the school day. • I know how and where to get help from community agencies, if I need assistance with family problems, paying bills, transportation employment, etc. • I worry about my child “getting into trouble” when I am at work or have to be away from home in the late afternoon, evening, or on weekends. Academic and Non-Academic Needs Assessment—Perceptual Data Survey

30. To create a balance of prevention, intervention, and advocacy by combining knowledge and resources of Hancock, Seneca, & Wood Counties; • To provide support to teachers, law enforcement, courts, and service providers; • To design programs to support youth and families; • To empower community leaders to create safe, productive school environments. The Fostoria Community Schools/Agency Consortium Mission: Community Agency Partnerships

31. Fostoria Community Schools • Family and Children First Council • Fostoria Community Hospital • Firelands Counseling • Mental Health & Recovery Services Board • Camp Fire USA • Geary Family YMCA • Juvenile Court • Fostoria Police Department • Dept. of Jobs and Family Services • Catholic Charities • County Health Department • Kaubisch Memorial Public Library • STOP Coalition Fostoria Community School/Agency Consortium Partners

32. Data Organization • Who collects the data? • Do we have all of the data that we need? • Is the data organized into a user-friendly format? Use of the Data

33. Review and Analysis • What does the data tell us? • What do the designations mean? • What are the most important and/or overarching academic and non-academic needs? Data—Put into Action

34. Data-driven decision-making • Ohio’s CCIP recommended goals • District data Strategies to accomplish goals • Ohio’s CCIP recommended strategies • Scientific research • District data Goal Setting

35. District Continuous Improvement Plan for Increasing Student Achievement Four Goals Three Strategies Three Years (2004-2007) District CIP

36. All students proficient or better in reading All students proficient or better in mathematics Safe, secure schools All students on track for graduation District Continuous Improvement Plan Goals: District CIP

37. High Quality Professional Development Scientifically Research-Based Instructional Practices (Differentiated Instruction, Materials, Resources) Aligned systems of instruction and intervention District Improvement Strategies Four District CIP Goals:

38. Action Steps Resources Timeline Evidence of Success District Strategies:

39. LONGFELLOWFIELD RILEYFMS FHS School Improvement Plans District Continuous Improvement Plan2004-2007

40. Goals-Aligned with District Goals Strategies- Aligned with District Strategies Action Steps Responsibilities Resources Timeline Evidence of Success One Year School Improvement Plans Customized to Student Needs

41. Goal 1: By 2013-2014, all FCS’ students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. District and School Strategy: Provide differentiated instruction, tutoring, instructional and educational materials, and other focused supplemental supports for children most at risk in reading/literacy. (2, 3, 6, 7, 8,9, 10) District Action Step: Staff will provide reading/literacy differentiated instruction, intervention and tutoring to meet the diverse learning needs of all students. School Action Step: A 21st CCLC before/after school and summer school program, Project SUCCESS, will be provided to students most at risk. Students will participate in focused reading/literacy intervention, supervised recreation, health/nutrition, and family involvement activities. School personnel, social service agencies, and community members will collaborate in training, resources, and a continuous improvement feedback loop to meet the needs of students and families.

42. Goal 1: By 2013-2014, all FCS’ students will reach high standards, at a minimum attaining proficiency or better in reading/language arts. District Responsibility: Teachers, Intervention Specialists, Title I Teachers School Responsibility: Teachers, Paraprofessionals, Volunteers/Mentors, Community Agency Partners District/School Resources: Title I Intervention Funds, 21st CCLC Funds School Resources: 21st CCLC Funds, TANF Funds, Title I Intervention Funds District Timeline: Begin Fall 2004 and Ongoing School Timeline: Begin Fall 2006 and Ongoing District Evidence of Success: All students attain proficiency or better on statewide tests and master at least 80% of ELA PIs. School Evidence of Success: All students attain proficiency or better on Reading Achievement Tests and master grade level English/Language Arts Performance Indicators.

43. Goal 3: All students will be educated in learning environments that are safe, drug free, and conducive to learning. District and School Strategy: A planned process designed to insure a safe, orderly school environment. District and School Action Step: Students will participate in the 21st CCLC before/after school, summer school and transition program to develop and build academic knowledge, participate in supervised recreation and develop/refine pro-social behaviors. District Responsibility: Administrators, teachers, support staff School Responsibility: Teachers, Site Coordinator, Paraprofessionals, Volunteers/Mentors District Resources: Title Funds School Resources: 21st CCLC Funds, TANF Funds, Title Funds District Timeline: Begin Fall 2004 and Ongoing School Timeline: Begin Fall 2006 and Ongoing District Evidence of Success: Administrators, teachers, and school staff work with students, so that students understand and comply with the written code of conduct. School Evidence of Success: Participants will attain proficiency or better on statewide reading/math tests, report enjoyment of recreational activities, have 0-5 behavior referrals annually, and report satisfaction with transition preparedness.

44. Fostoria District CCIP How does this all align? FHS LONGFELLOW FIELD RILEY FMS

45. Fostoria Community Schools—working as partners for excellence with students, families, business, industry, and the community to continuously improve student performance. FCS’ Mission

46. Other Fostoria Highlights Three county ADAMHS boards work collaboratively to design and deliver school-based mental health services RFP development includes the co-location of two mental health workers The Community CIP Meeting, Appreciative Inquiry Summit, and the Fostoria Consortium are vehicles for involving staff, agency and community members in strength-based dialog and collaboration for school improvement New 21st CCLC grantee/TANF funding

47. School Improvement is everyone’s responsibility! Get everyone involved! www.fostoria.k12.oh.us

48. Dialogue around school/district pilot differences • District is “building the umbrella”; school is “practice, service oriented” • Need for transparency at all levels • Connection with the CCIP/SIP • Integration of 21st CCLCs and other resources • Different entry points • Buy-in process

49. Reorganizing • District Office • roles/responsibilities • resources District Superintendent, CEO, and Central Office Administration District-Level Policy Changes OCCMSI Expanded District CCIP Inter-School and Community Articulations and Planning Structures for Resource Maximization, Transitions, Resource Sharing, Family Support, etc. Feeder System Principals and Middle Managers OCCMSI Framework at School-Level Building Principals, Teachers, School Staff, and Practitioners Planning Implementation Evaluation

50. Thank you!Time for any questions?