interconnecting school mental health and pbis l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Interconnecting School Mental Health and PBIS PowerPoint Presentation
Download Presentation
Interconnecting School Mental Health and PBIS

Loading in 2 Seconds...

play fullscreen
1 / 57

Interconnecting School Mental Health and PBIS - PowerPoint PPT Presentation


  • 91 Views
  • Uploaded on

Interconnecting School Mental Health and PBIS. Mark D. Weist, 1 and Lucille Eber 2 University of South Carolina 1 Illinois PBIS Network 2 National PBIS Forum; 10.27.11.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Interconnecting School Mental Health and PBIS' - jimbo


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
interconnecting school mental health and pbis

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

slide2

Center for School Mental Health* University of Maryland School of Medicinehttp://csmh.umaryland.edu*Supported by the Maternal and Child Health Bureau of HRSA and numerous Maryland agencies

expanded school mental health
“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
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
    • Data based decision making
    • Measurable outcomes
    • Evidence-based practices
    • Systems to support effective implementation
smh and pbis framework
SMH and PBIS Framework

Intensive Intervention

1-5%

Targeted Individual, Group, Family Intervention

5-15%

Selective Prevention

Universal Prevention

Relationship Development

Systems for Positive Behavior

Diverse Stakeholder Involvement

Climate Enhancement

All Students

interconnected systems framework isf for smh pbis
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
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
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
ISF, School Readiness Assessment
  • 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
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
ISF, Ongoing Qualitative Research
  • Examples 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
Big Ideas
  • 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
Some “Big Picture” Challenges
  • Low intensity, low fidelity, non evidence-based interventions for behavior/emotional needs
  • Underused implementation structure for PBIS, no clear implementation structure for SMH
  • Related to these, habitual use of restrictive settings (and poor outcomes) for youth with disabilities
  • Ongoing (worsening) capacity problems
  • Moving people from the status quo of entrenched and ineffective practices
problem
Problem

Innovative practices do not fare well in old organizational structures and systems

Organizational and system changes are essential to successful use of innovations

Expect it

Plan for it

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

slide17

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
  • 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
Old Approach  New Approach

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

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
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
Knowledge/Practice Domains in the Field
  • Cross Cutting:
    • 1) Language
    • 2) Culture
    • 3) Quality
    • 4) Family-School-Community Partnerships
    • 5) Youth Involvement and Leadership
practice domains 2
Practice Domains 2
  • Cross 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
Practice Domains 3
  • Rapidly Developing:
    • 12) Supporting Military Families
sixteen states
Hawaii

Illinois

New Hampshire

North Carolina

Maryland

Minnesota*

Missouri

Montana*

New Mexico

Ohio

Pennsylvania

South Carolina

South Dakota

Utah*

Vermont

West Virginia

Sixteen States
slide24

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
Effective Practice Partners

Miami University

Ohio University

Bowling Green State University

Case Western Reserve University

Ohio State University

Kent State University

Disciplines

Clinical, Community and School Psychology

Criminal Justice

Public Health

Social Work

Education Leadership

ohio network teams
Ohio Network Teams
  • Communications
  • Quality and Evidence-Based Practice
  • Training and Technical Assistance
  • Advocacy and Policy Improvement
www schoolmentalhealth org
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
Contact Information
  • Department of Psychology University of South Carolina 1512 Pendleton St., Room 407
  • Columbia, SC 29208

Ph: 803 777 8438 weist@mailbox.sc.edu

u 46 school and community alliance
U-46 School and Community Alliance

Pamela Horn/U-46 PBIS External Coach

Michele Capio/ IL PBIS Network

it takes a community
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…
slide35

Getting

People

Started

logistics
Logistics
  • Who to invite? District? Agencies?
  • When and where?

Meeting three times a year

  • Our first year… successes and stumbles
    • Defining our purpose?
    • Finding a common agenda?
    • Working collaborating?
    • Staying together….some yes, some no?
  • Collaborating on our mission
slide37

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
Invites

Inviting Participation

getting the right people at the table
Getting the right people at the table
  • Agencies:
    • Existing partners and expanding the list
  • District:
    • District administration
    • Special education administration
    • Representatives from elementary, middle, and high schools
    • Clinician representation
    • PBIS External Coaches
    • Illinois PBIS Network
trust building a journey
Trust Building…a journey
  • District Clinicians
    • Communicating clear purpose of partnership
    • Respecting sensitivity
    • PBIS training opportunities
  • Agency Partners
    • Working through the “fit”
    • Staying at the table
    • Creating communication opportunites
slide42

U-46 School & Community Alliance

  • December 10, 2010
  • 9:00-11:30
  • 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

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.

operations work group
Operations Work Group
  • 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
    • building relationships
    • 1 ½ year to completion….a journey
    • sending to Tier 2/3 work group

Community Alliance Forms.doc

  • Scheduling PBIS trainings for agencies
high school violence prevention work group
High School Violence Prevention Work Group
  • Many challenges
    • Getting the right people at the table
    • Setting a clear purpose
    • Adjusting to changes
  • Year 2
    • Finding its identity
    • Moving towards Alternatives to Suspension
    • Involving the necessary people
    • Adjusting to staff changes again
tier 2 3 work group
Tier 2/3 Work Group
  • Year 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

slide49

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
Tier 1 Agency Example
  • Community agency partner sitting on school Secondary Systems Team
  • Training opportunities
  • Participated in team’s self assessment BAT
  • Expanding naturally:
      • Agency and School partnership grant
      • Universal partnership including families
expanding our tier 2 systems partnerships
Expanding our Tier 2 Systems Partnerships
  • Sharing with U-46 School and Community Alliance
    • Growing interest
    • Energy and enthusiasm
  • Commitment to and support for the PBIS model
    • 3 PBIS overview and small group trainings
    • 11 PBIS Tier 2 partnerships (including 1 high school)
    • Monthly small group touchbacks
slide53

10 Critical Features for Tier 2 Interventions

  • Linked directly to school-wide expectations and/or academic goals
  • Continuously available for student participation
  • Implemented within 3 school days of determination that the student should receive the intervention
  • Can be modified based on assessment and/or outcome data
  • Includes structured prompts for ‘what to do’ in relevant situations
  • Results in student receiving positive feedback from staff
  • Includes a school-home communication exchange system at least weekly
  • Orientation materials provide information for a student to get started on the intervention
  • Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
  • 10. Opportunities to practice new skills are provided daily

Individual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

slide54

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
Looking ahead
  • 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