11/13/17 Collaborators Building Systems with Community Partners for Student Success Presentation for 13 th Annual New England PBIS Forum November 14, 2017 Kathy Francoeur, M.Ed Stacey Lazaar, M.A Assessing “Current Status” of School Building Objectives PBIS Implementation • Describe ISF & NH MTSS-B framework 1 2 3 • Illustrate how the NH MTSS-B framework can be used to support collaboration and efficient implementation Just getting started Implementing PBIS, Implementing PBIS with installing PBIS? need to boost with fidelity, want fidelity? to enhance with • Example of how MTSS-B is being Mental Health Integration (ISF)? implemented. Why should we provide behavioral health Do we have to add another thing? interventions in schools? • One in 5 youth have a MH challenge. • About 70% of those get no treatment. • School is “ defacto ” MH provider. • Juvenile Justice system is next level of system default. • Suicide is 2nd leading cause of death among youth in New Hampshire (2016). • Factors that impact mental health occur “round the clock”. Research shows that students have better outcomes when schools and community providers work together. 1
11/13/17 Multi-Tiered System of Support for Behavior PBIS Provides a Solid Foundation…. (MTSS-B) is a but More is Needed… Framework for enhancing adoption & implementation of • Many schools implementing PBIS struggle to implement effective interventions at Tiers 2 and 3 Continuum of evidence-based interventions to achieve • Youth with “internalizing” issues may go undetected • PBIS systems often do not address broader Academically & behaviorally community data and mental health prevention. important outcomes for All students An Interconnected Systems Framework Need for Ad hoc and weak connections of – A Structure and process for education and Interconnected community mental health providers to mental health systems to interact in most Systems: schools effective and efficient way. Challenges – Need for community partners to be integrated into school teams; – Need funding/support for – Guided by key stakeholders in education and partners mental health/community systems – Need for systematic MOUs to clarify roles and functions of integrated teams/’work’ – Who have the authority to reallocate resources, change role and function of staff, and change policy. Establish a Structure for Integrated Work Establish a Structure for Integrated Work Establish a team of stakeholders who have the Establish authority to reallocate people, funding, resources New emphasis on Utilize a formal process “sustainability” and Include an integrated professional development plan Establish a “way of Include for selection and “efficiency” have work”. Move away from implementation heightened attention on for both school and community employed staff “more is better”. (data/practices/systems) the need for effective systems of alignment. Focus on cross-system teams that hold themselves Focus on accountable with data-based decisions Greenwald, Poulos, & Horner, 2015) 2
11/13/17 Demystify Interventions MH/PBIS: An Expanded Tier Two & Tier 3 • Mental health/community professionals part of secondary systems and problem solving teams • Groups co-facilitated by school staff and community partner • Opportunity to expand the continuum of interventions based on data (i.e. trauma informed interventions) • Out-reach to families for support/interventions Moving away from “students receives counseling “ to “student receives 10 coping skill group sessions quire Skills acquired during sessions are supported by ALL staff Where do specific “MH” Interventions Fit? Which Tier? Depends on your Data Tier 3 – Intensive mental health supports designed to meet the unique That depends on the data of the school and community needs of students who already display a concern or problem. Examples of Expanded View Tier 2 – Targeted mental health supports provided for groups of students identified as at risk for a of data: concern or problem. • Child welfare contacts, • Violence rates Tier 1 – Universal supports that all students receive. Promoting wellness & positive life skills can • Incarceration rates prevent or reduce mental health concerns or • Deployed families, problems from developing. • Homeless families, • Unemployment spikes NH’s Multi-Tiered Systems of Support for Behavior Framework … What is MTSS-B? PBIS Core Features “…is a “way of doing business” that puts into Partnership & place proven school- and community-based Collaboration behavioral health practices so that every student can achieve health and wellness and be successful in school. MTSS-B employs a systemic, continuous- improvement framework integrating school behavioral health practices across all levels of the educational system for supporting every student.” Implementation Science NH Office of Student Wellness State Management Team, 2016 3
11/13/17 Evolution of MTSS-B in Concord • In 2013, the New Hampshire Department of Education (NHDOE), • Can we expand the effectiveness of the Bureau of Special Education was awarded an $8.6 million grant school-based continuum if we include a from the Substance Abuse and Mental Health Administration broader group of school/community (SAMHSA) to implement a four-year Safe Schools/Healthy Key mental health providers? Students State Planning Project. Questions • Concord School District was chosen as a local partner, along with • Can we enhance the continuum with a Laconia and Rochester School Districts, and received $2.1 million greater array of EBP’s to meet the needs in federal funding to carry out the grant activities over 4 years. of more students with greater effectiveness ? Quick Reflection Safe Schools/Healthy Students Project Elements Element 1: Promoting Early Childhood Social Emotional Learning and Development 1 2 Element 2 : Promoting Mental, Emotional, and Behavioral Health Element 3: Connecting Families, Schools, and Communities Does your District have a Are there Element 4: Preventing and Reducing Alcohol, Tobacco, current district-level community/family and Other Drug Use leadership team that has representatives on this Element 5: Creating Safe and Violence-Free Schools responsibility for team? For more information on SS/HS see: Realizing the Promise of the overseeing/supporting Whole-School Approach to Children’s Mental Health: A Practical Guide for Schools, , (2011). SAMHSA, US Department of health and Human services) MTSS in all schools? Guiding Planning And Implementation: Outcomes of Our Needs Assessment and The Community Management Team Environmental Scan Concord Schools Granite United Way • Schools are defacto mental health system for children Riverbend Community Mental Concord Head Start • Schools are an effective location for screening and Health Concord Housing Authority intervention Ascentria Care Alliance City of Concord Parks and Child and Family Services of NH • Existing systems can support school-based mental Recreation Department Second Start health Boys and Girls Club of Central New Concord Police Department Hampshire • Providing services in schools can: Division of Children, Youth and 21st Century After School Programs – Reduce barriers Families Granite State Federation of Families – Reduce stigma Department of Juvenile Justice UNH Institute on Disability Services – Catch problems before they become severe NH Center for Effective Behavioral Community Bridges Interventions and Supports – Allow for universal prevention and intervention activities 4
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