Demonstrating impact with standardized national performance measures - - PowerPoint PPT Presentation

Demonstrating impact with standardized national performance measures to elevate school-based health and mental health services

Erin Ashe, B.S., School Based Health Alliance Jill Bohnenkamp, Ph.D., Center for School Mental Health Sabrina Ereshefsky, M.A., Center for School Mental Health May 19, 2016

not all children and teens

are thriving

distribution

• f health

access quality

• utcomes

inequitable/unjust

persistent disparities children & teens

1.0 2.0 3.0

Acute/infectious disease Reducing deaths Chronic disease Prolonging disability-free life Wellness/prevention Achieving optimal health for all

The evolving health care system

Shifts in Health Care

OUT IN

Volume Value Quantity Quality Units Outcomes Carve out/silos Integration Lone rangers Multidisc teams Individual Population Clinic Community Sick care Wellness Open-ended entitlements Global budget

NQI Vision

Structure Practice Accountability Growth

Together we aim to:

• Expand the number, improve the quality of

services delivered, and increase the sustainability

• f programs
• Create a culture of accountability through the

development of standardized national performance measures for SBHCs and CSMHS

• Collect data that is relevant, actionable, and can

accelerate quality improvement

500 1000 1500 2000 2500 3000 3500

1987 1988 1993 1997 1999 2002 2005 2009 2011 2014 2015 2016 2017 2018

Grow the number of SBHCs and CSMHS by 30% by 2018

2016 2017 2018

S c h o o l h e a l t h s e r v i c e s

documenting standardized performance metrics

Learning collaboratives will identify best practices to achieve these goals

Sustainability CoIIN Quality CoIIN Goal 2: Grow the school health services field by 30% by 2018 Goal 1: 50% reporting standardized performance measures by 2018

Collaborative Improvement and Innovation Networks Collaborative Improvement and Innovation Networks

The School-Based Health Alliance

500 1000 1500 2000 2500 1987 1988 1993 1997 1999 2002 2005 2009 2011 2014

Where are SBHCs?

2,315

2013-14 Census: http://censusreport.sbh4all.org/

Center for School Mental Health

MISSION To strengthen the policies and programs in school mental health to improve learning and promote success for America’s youth

• Established in 1995 by Dr. Mark Weist. Federal funding from the

Health Resources and Services Administration.

• University of Maryland, School of Medicine, Department of

Psychiatry

• Focus on advancing school mental health policy, research,

practice, and training at local, state, and national levels.

• Shared family‐schools‐community mental health agenda.

Co‐Directors: Nancy Lever, Ph.D. & Sharon Stephan, Ph.D. Faculty: Jill Bohnenkamp, Ph.D. & Elizabeth Connors, Ph.D. Director of Professional Development: Sylvia Huntley, M.S. Program Manager: Katie Shannahan, M.S. http://csmh.umaryland.edu, (410) 706‐0980

Center for School Mental Health Team

Definition of School Mental Health

• Involves partnership between schools and

community health/behavioral health organizations, as guided by families and youth

• Builds on existing school programs, services,

and strategies

• Focuses on all students, both general and

special education

• Involves a full array of programs, services, and

strategies- behavioral health education and promotion through intensive intervention

Weist & Paternite, 2006

Comprehensive School Mental Health Systems – Core Components

• 1. A full array of tiered services
• 2. Collaborative school-community partnerships
• 3. Evidence-based practices to address quality

improvement

 Only 10% of school mental health systems, however, are estimated to meet this definition.

Includes a full array of programs, services, and strategies

CONDUCTING FIELD-WIDE CENSUS

The Census of SBHCs

• Triennial national survey conducted since 1998
• Data on SBHC demographics, staffing, services,

utilization, financing, prevention activities, and clinical policies

• Lessons learned

for CSMHS field

National School Mental Health Census

• Establish baseline numbers of CSMHS in the US
• Document growth of CSMHS by 30% by 2018

National SMH Census Development

• Reviewed existing census documentation:
• School Based Health Alliance Census
• School Mental Health Program Directory (CSMH,1990s)
• State surveys (recent pilot census Maryland CP-SBH)
• SAMHSA’s Report: School Mental Health Services in the United

States, 2002-2003 (Foster et al., 2005)

• Developed sections and items based on existing documentation
• Expert consensus
• Project Advisory Group modifications
• Early adopter feedback modifications
• Reduced content to facilitate ease of completion
• Moved some content to quality performance measure

National SMH Profile (abbreviated): Join us!

• Complete individually
• Enter name and email address to stay updated about

SHAPE news and resources

• Report on 10 brief questions about your CSMHS
• 5 minutes or less

National SMH Profile (full version)

• Complete with school or district team
• Reporting information for last school year

(2014-2015)

• Sections:

I. SHAPE System Leader Information II. School/District Information

• III. School Mental Health System

a. Students Served and Data Systems b. District Staffing c. Services Provided

National SMH Profile (full version)

• No two CSMHS are exactly alike! Each CSMHS is unique in

an almost endless number of ways, including it's local context, degree of implementation of various mental health services and supports, and partnerships and networks within the community, region and state.

• National School Mental Health Profile questions designed to

capture the vast landscape of school mental health in the United States.

• School mental health systems at the school and district

level will not only be counted using the SMH Profile, but will also inform what we know about school mental health system location, structure and process on the ground level.

NATIONAL PERFORMANCE MEASURES CONSENSUS STRATEGY FOR CSMHS AND SBHCS

National Performance Measurement Development

• Review of existing performance measures related

to child health quality

• Delphi Method to select/refine measures
• Modified RAND/UCLA Method
• Project advisory group, expert faculty and

feedback from the field for adaptations/revisions to measures to apply to school health

NATIONAL PERFORMANCE MEASURES FOR CSMHS

NATIONAL SMH PERFORMANCE DOMAINS QUALITY

National SMH Performance Measure Domains: Quality

• CSMHS "Quality" – refers to the characteristics which

contribute to or directly represent the overall standard of services and supports provided in schools, based on established best practices in school mental health research, policy and practice.

CSMHS Quality Domains

• Teaming
• Needs Assessment and Resource Mapping
• Screening
• Evidence-based Supports and Services (Tier 1, 2, 3)
• Evidence-based Implementation
• Student Outcomes and Data Systems (Tier 1, 2, 3)
• Data-Driven Decision Making

Domain #1: Teaming

Many schools have teams that meet to discuss and strategize about student mental health issues. Schools may have one team devoted to the full continuum of mental health supports (mental health promotion to selective and indicated intervention) or they may have multiple teams that address different parts of the continuum (e.g., school climate team, student support team, intervention/tertiary care team, Tier 2/3 team, any other team that is tasked with addressing student mental health concerns as part

• f their purpose).

INDICATORS

• 1. Have multidisciplinary team(s)
• 2. Promote efficiency
• 3. Use meeting best practices
• 4. Promote data sharing

Domain #2: Needs Assessment/ Resource Mapping

Needs assessment is a collaborative process to evaluate the unique breadth, depth, and prevalence of student mental health needs in your community. Resource mapping is a method used to identify and link community and school-based resources with an agreed upon vision, organizational goals, strategies, or expected

• utcomes. It may also be referred to as asset mapping or

environmental scanning.

INDICATORS

• 1. Conduct needs assessment
• 2. Utilization of needs assessment
• 3. Conduct resource mapping
• 4. Utilization of resource mapping

Domain #3: Screening

Screening is the assessment of students to determine whether they may be at risk for a mental health concern.

INDICATOR Number of students who were identified as being at risk for/having a MH problem that interfered with functioning Number of students who received services within 7 days of identification Number of students who received:

• a. depression screening
• b. suicidality screening
• c. substance use screening
• d. trauma screening
• e. anxiety screening
• f. general mental health screening
• g. other mental health screening

Domain #4: Evidence-Based Services and Supports

Evidence-Based Services and Supports are programs, services

• r supports that are based directly on scientific evidence,

have been evaluated in large scale studies and have been shown to reduce symptoms and/or improve functioning. For instance, evidence-based services and supports are recognized in national evidence-based registries, such as Blueprints for Healthy Youth Development, NREPP, and Institute of Education Sciences: What Works Clearinghouse. INDICATORS

• 1. Number students who received MH services at each Tier
• 2. Number students who received evidence-based MH at each

Tier

• 4. Reach of services (Likert-style response)
• 5. All services evidence-based (Likert-style response)

Domain #5: Evidence-Based Implementation

Evidence-based implementation is the integration of research findings from implementation science to school mental health care policy, practice, and operations. INDICATORS

• 1. Have system to determine evidence base
• 2. Fit with strengths, needs, and cultural linguistic

considerations

• 3. Use training/implementation best practices

Domain #6: School Outcomes and Data Systems

School Outcomes and Data Systems captures information about school mental health services,

• utcomes, and data systems.

INDICATORS

• 1. Number students received mental health services at each tier
• 2. Number students with documented improvement in psychosocial

functioning at each tier

• 3. Number students who received at least one Tier2 OR 3 service

Other outcomes:

• 4. Number referrals (in AND out of school building)
• 5. Number referrals which resulted in student receiving services (in AND out
• f school building)
• 6. Number students who received a services within 7-days (in AND out of

school building)

• 7. Number out-of-district placements
• 8. Number inpatient hospitalizations
• 9. Identifying barriers to implementation of data systems

Domain #7: Data-Driven Decision Making

Data-Driven Decision Making (DDDM) is the process of using observations and other relevant data/information to make decisions that are fair and objective. DDDM can help inform decisions related to appropriate student supports and be used to monitor progress and outcomes across multiple tiers (mental health promotion to selective and indicated intervention).

INDICATORS

• 1. Use data to determine interventions
• 2. Monitor individual student progress
• 3. Monitor fidelity of intervention implementation across tiers
• 4. Aggregate student mental health data
• 5. Disaggregate student mental health data

NATIONAL SMH PERFORMANCE DOMAINS SUSTAINABILITY

National SMH Performance Measure Domains: Sustainability

• CSMHS "Sustainability” – refers to the financial and

non-financial dimensions of maintaining or supporting a self-sustaining system over time, in which its

• perational structure and capacity is sound and can

evolve and adapt to match the changing needs of students, families, schools, communities, and other systems in their context.

CSMHS Sustainability Domains

• Funding and Resources
• Resource Utilization
• System Quality
• Documentation and Reporting of Impact
• System Marketing and Promotion

Domain #1: Funding and Resources

Funding and resources refer to strategies in place to leverage and apply various financial and non-financial assets in your District’s CSMHS.

INDICATORS

• 1. Use multiple and diverse funding
• 2. Rely on strategy of leveraging
• 3. Have adequate funding at each tier
• 4. Have strategies to retain staff

Domain #2: Resource Utilization

Resource utilization refers to the extent to which your CSMHS is actively accessing and maximizing the financial and non-financial assets available or potentially available to your system. INDICATORS

• 1. Use stakeholders to support professional development
• 2. Access updated resource map
• 3. Monitor policy
• 4. Use third-party reimbursement
• 5. Maximize opportunities to bill
• 6. Provide continuum of care

Domain #3: System Quality

The quality or standard of services and supports provided to students and families is highly important to system sustainability. Fundamental aspects of quality including use of evidence-based services and supports, regular use of data for decision making and youth and family partnership are included in this section.

INDICATORS

• 1. Use evidence-based services
• 2. Use data to inform decision-making
• 3. Involve youth and families in CSMHS

Domain #4: Documentation and Reporting

• n Impact

It is critical to document and report on the impact of your system to a wide range of stakeholders who play a role in your system’s sustainability. These activities can also support your advocacy for the system’s maintenance, growth and change in many ways over time.

INDICATORS

• 1. Document academic impact of CSMHS
• 2. Document emotional/behavioral impact of CSMHS
• 3. Document impact CSMHS sustainability factors
• 4. Report overall impact of CSMHS

Domain #5: System Marketing and Promotion

It is critical to actively market and promote your system to a wide range of stakeholders who play a role in your system’s sustainability.

INDICATORS

• 1. Disseminate findings to community
• 2. Market CSMHS to school district leaders
• 3. Market CSMHS to non-education partners

CSMHS CoIINs

• Goals:

1. Test practices that result in increased quality and sustainability 2. To help guide CSMHS to think creatively and strategically to increase quality and sustainability in their system 3. Disseminate promising practices and lessons learned in the field

Currently accepting applications for CoIIN cohort 2 http://csmh.umaryland.edu/

CoIIN Methodology

CSMHS CoIINs – Cohort I sites

Stamford Public Schools, Stamford CT Methuen Public Schools, Methuen MA Newport-Mesa Unified School District, Costa Mesa CA Lindsay Unified School District, Lindsay CA Novato Unified School District, Novato CA Racine Unified School District, Racine WI Baltimore City Public Schools, Baltimore MD Mental Health Center of East Central Kansas, Emporia KS Minneapolis Public Schools, Minneapolis MN Metropolitan Nashville Public Schools, Nashville TN Proviso East High School, Maywood IL Chicago Public Schools, Chicago IL

Methuen Public Schools- Example PDSA - Screening

• Two large scale screenings at Methuen High School
• GAD-7 anxiety screener (January)
• PHQ-9 depression screener (April)
• Electronic screening using Google forms
• Parent notification and opt-out process established in

advance of the screenings to secure passive consent.

• Administration during the school’s advisory block.
• Data review and coordinated follow-up planned for

both screenings.

• 100% of students who required follow-up received it

within 7 days of the screening.

STANDARDIZED NATIONAL PERFORMANCE MEASURES FOR SBHCS

Meeting the SBHC field where it is

• SBHC field has no history of requiring standardized

data documentation or reporting at the national level

• Variability across states in the definitions of measures,

methods of data collection, provider capacity, data quality, and funding to support initiatives

• However, several statewide performance

measurement initiatives have been successful

• QI initiatives to document and report quality of care have

improved care delivered in SBHCs

• Collection of data has allowed states to explain the value-

add of the model and advocate for SBHCs

Opportunity to build on successes and lessons learned!

Background research – national level

• Conducted expert interview
• Examined national child health initiatives with quality

improvement components

CHIPRA

UDS HEDIS CMS USPSTF

Background research – state level

• Interviewed state SBHC program offices who require

performance data reporting as a requirement of funding

Core Set of Standardized National Performance Measures for SBHCs

• Align with national child health care quality

measurement

• Capture the uniqueness and value-add of SBHC model

through:

• Increased seat time
• Easy access to health care due to location in schools
• Improved experience of care
• 90 stakeholders participated in three rounds of

voting in modified Delphi method

Standardized National Performance Measures for SBHCs

Core

Student disposition log (seat time saved) SBHC student user survey

Stretch

Annual well child visit

Annual risk assessment

BMI screening and nutrition/physical activity counseling Depression screening Chlamydia screening

Five core performance measures for SBHCs

Core

Student disposition log (seat time saved) SBHC student user survey

Stretch

Annual well child visit

Annual risk assessment

BMI screening and nutrition/physical activity counseling Depression screening Chlamydia screening

SBHC core measure #1: Annual well child visit

Percentage of unduplicated SBHC clients who had at least

• ne comprehensive well-care visit with a primary care

practitioner or an OB/GYN practitioner during the school year, regardless of where exam was provided, including documentation of:

• Health and developmental history AND
• Physical exam AND
• Health education/anticipatory guidance

ANNUAL WELL CHILD VISIT Numerator Numerator A: Number of unduplicated SBHC clients who had at least one comprehensive well-care visit provided by the SBHC during the school year Numerator B: Number of unduplicated SBHC clients who had at least one comprehensive well-care visit provided by non-SBHC provider during the school year Denominator Denominator: Number of unduplicated SBHC clients who had a least one visit of any type to the SBHC during the school year Source HEDISi: http://www.ncqa.org/portals/0/Adolescent%20Well-Care%20Visits.pdf Age Range 0-21 years old Suggested claim/ encounter codes CPT: 99381-99385, 99391-99395 ICD-9: V20.2, V70.0, V70.5, V70.6, V70.8, V70.9 ICD-10: Z00.121, Z00.129, Z00.00, Z00.01 Source: HEDIS: http://www.ncqa.org/portals/0/Adolescent%20Well-Care%20Visits.pdf) Inclusions/ Exclusions Number should not include typical or traditional sports physicals, unless the sports physical is done as part of a comprehensive well child visit In order to qualify as comprehensive, a well-child visit must include documentation of health and developmental history; physical exam; and health education/ anticipatory guidance

CoIIN example:

How are SBHCs capturing WCV

• utside the SBHC?

SBHC core measure #2: Annual risk assessment

Percentage of unduplicated SBHC clients with ≥1 age-appropriate annual risk assessment during the school year

ANNUAL RISK ASSESSMENT Numerator Numerator: Number of unduplicated SBHC clients with documentation of ≥1 age-appropriate annual risk assessment during the school year Denominator Denominator: Number of unduplicated SBHC clients who had a least one visit of any type to the SBHC during the school year Source State govt. definitions (IL, LA, MA, ME, MI, NC, NM, OR) Age Range Age range of SBHC client population Suggested claim/ encounter codes 99420 & 96127 (CPT) Source: AAP: https://www.aap.org/en-us/professional-resources/practice-support/financing-and- payment/documents/bf-pmsfactsheet.pdf AMA: www.apapracticecentral.org/update/2015/02-26/coding-changes.aspx

SBHC core measure #3: BMI screening and nutrition/physical activity counseling

Percentage of unduplicated SBHC clients aged 3-20 years with BMI >85th percentile with documentation

• f the following at least once during the school year:
• BMI percentile AND
• Counseling for nutrition AND
• Counseling for physical activity

BMI SCREENING Numerator Numerator A: Number of unduplicated SBHC clients aged 3-20 years with documentation of BMI percentile in the current school year Numerator B: Number of unduplicated SBHC clients aged 3-20 years with documentation of BMI percentile during the school year Numerator C: Number of unduplicated SBHC clients aged 3-20 years with documentation of BMI percentile AND counseling for nutrition AND physical activity during the school year Numerator D: Number of unduplicated SBHC clients aged 3-20 years with a BMI >85 percentile AND counseling for nutrition AND physical activity during the school year Denominator Denominator A: Number

• f unduplicated SBHC

clients aged 3-20 years who had at least one visit

• f any type to the SBHC in

the current school year Denominator B/C: Number of unduplicated SBHC clients aged 3-20 who had a least one visit of any type to the SBHC during the school year Denominator D: Number of unduplicated SBHC clients aged 3-20 years with a BMI >85 percentile during the school year Source CMSi, UDSii, USPSTFiii Age Range 3-20 years Suggested claim/ encounter codes ICD-9 or CPT: BMI screening: V85.51-V85.54 (ICD-9) V85.51 = >5th percentile (underweight) V85.52 = 5th – 84th percentile (normal weight) V85.53 = 85th – 94th percentile (overweight) V85.54 = ≥95 percentile (obese) Physical activity counseling: V65.41 (ICD-9) Nutrition counseling: V65.3 (ICD-9) or 97802-97804 (CPT) ICD-10: BMI screening: Z68.51-Z68.54; Physical activity counseling: Z71.89; Nutrition counseling: Z71.3 Source: UDS Manual; http://www.bphcdata.net/docs/uds_rep_instr.pdf Additional definitions BMI: A statistical measure of the weight of a person scaled according to height BMI Percentile: The percentile ranking based on the CDC’s BMI-for-age growth charts, which indicates the relative position of the patient’s BMI number among others of the same gender and age Source: Core Set of Children’s Health Care Quality Measures for Medicaid and CHIP, March 2015: http://www.medicaid.gov/Medicaid-CHIP-Program-Information/By-Topics/Quality-of-Care/Downloads/Medicaid-and-CHIP- Child-Core-Set-Manual.pdf

SBHC core measure #4: Depression screening

Percentage of unduplicated SBHC clients aged ≥12 years with documentation of the following at least

• nce during the school year:
• Screened for clinical depression using an

age appropriate standardized tool AND

• Follow-up plan documented if positive

screen

DEPRESSION SCREENING Numerator Numerator A: Number of unduplicated SBHC clients aged ≥12 years with documentation of screening for clinical depression using an age appropriate standardized tool during the school year Numerator B: Number of unduplicated SBHC clients aged ≥12 years with a positive depression screen documented during the school year Numerator C: Number of unduplicated SBHC clients aged ≥12 years with a positive depression screen AND follow-up plan documented during the school year Denominator Denominator: Number of unduplicated SBHC clients aged ≥12 years who had a least one visit of any type to the SBHC during the school year NOTE: The components of this measure will be calculated from these four data points. Source UDS, CMS Age Range ≥12 years Suggested claim/ encounter codes ICD-9: V79.0 ICD-10: To be added (also RAAPS code) CPT – II = 3725F; 99420; G8431 (positive screen); G8510 (negative screen) Source: UDS Manual; http://www.bphcdata.net/docs/uds_rep_instr.pdf

CoIIN example:

How are SBHCs documenting follow- up plan for positive depression screen?

SBHC core measure #5: Chlamydia screening

Percentage of unduplicated SBHC clients (male or female) identified as sexually active who had ≥1 test for Chlamydia documented during the school year

CHLAMYDIA SCREENING Numerator Numerator A: Number of unduplicated male SBHC clients identified as sexually active who had ≥1 test for Chlamydia documented during the school year Numerator B: Number of unduplicated female SBHC clients identified as sexually active who had ≥1 test for Chlamydia documented during the school year Denominator Denominator B: Number of unduplicated male SBHC clients identified as sexually active during the school year Denominator B: Number of unduplicated female SBHC clients identified as sexually active during the school year Source CMS, HEDIS Age Range Age range of SBHC client population Suggested claim/ encounter codes ICD-9: V73.98, V73.88 ICD-10: To be added

CoIIN example:

How are SBHCs capturing sexually active students?

Data collection tips: Documenting five core performance measures for SBHCs

• 87% SBHCs report using electronic health/medical

record

• Use discrete fields whenever possible
• Verify CPT and ICD codes are in the EHR
• Convert free-text to discrete fields (observational terms)
• Be sure SBHC providers and staff are knowledgeable of

correct CPT and ICD codes

• All providers and staff should use the same codes for these

services

• Advanced training on EHR recommended to extract and

analyze data

Standardized National Performance Measures for SBHCs

Core

Student disposition log (seat time saved) SBHC student user survey

Stretch

Annual well child visit

Annual risk assessment

BMI screening and nutrition/physical activity counseling Depression screening Chlamydia screening

Stretch measures for SBHCs

Core

Student disposition log (seat time saved) SBHC student user survey

Stretch

Annual well child visit

Annual risk assessment

BMI screening and nutrition/physical activity counseling Depression screening Chlamydia screening

SBHC stretch measures: Client disposition log (seat time saved)

SBHC providers would track what happens to client at the end of each visit (paper or electronic log):

• Student disposition after services for acute illnesses:

1) Sent back to class; 2) Sent home; or 3) Sent to ER.

• Documents classroom seat time (or absences)

saved due to having SBHC on-site (i.e., % clients sent back to class vs. sent home)

• Does not involve linking SBHC data with academic

records

SBHC stretch measures: SBHC student user survey

Standardized survey completed by SBHC or sponsor agency representative annually assessing the following measures/domains related to policies and procedures (among others):

• Easy access to health care due to location in schools
• Referral completion policies and procedures
• Integrated primary and behavioral health care
• Care coordination policies and procedures
• Medication administration services for all students
• Confidentiality policies

Examples of SBHC stretch measure in the field

• Seat time saved
• Alameda county (California)
• West Virginia
• SBHC student user survey
• YEHS! (Colorado and New Mexico)
• Adolescent and Youth Adult Health National

Resource Center

Opportunity to build on successes and lessons learned!

SUSTAINABILITY MEASURES FOR SBHCS

SBHC sustainability measures

School population enrolled in SBHC SBHC client utilization Primary care appointment capacity used Client health insurance coverage Visits reimbursed by health insurance Primary care provider efficiency Behavioral health provider efficiency

• Text

Sustainable Business Practices CoIIN Standardized Performance Measures CoIIN

Colorado Department of Public Health and Education 10 SBHCs Connecticut Department of Public Health and Connecticut Association of School Based Health Centers 10 SBHCs Public Health – Seattle & King County School-Based Partnership Program 7 SBHCs North Carolina School-Based Health Alliance 10 SBHCs

Bassett Healthcare Network Cooperstown, NY 4 SBHCs

Minnesota Department of Health, Child and Adolescent Health Section 11 SBHCs

Growing Well Cincinnati, OH 5 SBHCs YMCA of the East Bay Richmond, CA 5 SBHCs

SBHC CoIIN Teams

Lessons learned from SBHC CoIINs

• This work is challenging, even for the experts and early adopters!
• Direction health care is moving – recognizing reward
• Data become easier to extract and report
• Opportunity to use data to drive decisions
• CoIIN sites testing strategies to determine best practices that

SBHCs nationwide could adopt to:

• Overcome data collection and extraction issues with innovative

approaches

• Create processes that account for the variability in the types of

data and the ways of collecting data

• Reduce burdens for nationwide SBHCs to participate in

reporting the standardized national performance measures

NATIONAL DATA COLLECTION SYSTEMS

The SHAPE System

• The School Health Assessment and Performance

Evaluation (SHAPE) System for school mental health systems is an interactive system designed to improve school mental health accountability, excellence, and sustainability. http://theshapesystem.com

SMH Census and Performance Measures: Join Us!

• Anyone can Join Us! Health/mental health providers,

educators, district school leaders, parents, students.

• You will answer a few questions about SMH in your

school/district and your school will be counted in the National SMH Census and will receive Blue Star SHAPE Recognition.

• You will also receive updates about SHAPE System news

and resources.

Drive Quality Improvement and Sustainability in your School/District!

• Gather your school or district team and complete the

National SMH Census and Performance Measures.

• Critical for SMH strategic planning.
• Virtual work space for your team to document, track, and

advance your quality and sustainability improvement goals.

• Receive free, customized reports and action planning

guides.

• Access hundreds of free resources searchable by topic to

hone in on the specific quality and sustainability goals your team is working towards.

http://theshapesystem.com/

National SBHC data repository

• Single customized, easy-to-use web-based system for all SBHA

data collection efforts

• The Census of SBHCs
• Standardized National Performance Measures for SBHCs
• Decrease reporting burden
• Ability to pre-populate data and information reported in previously
• Currently, data portal used to collect monthly data from SBHC

CoIIN teams

• Generates customized reports for SBHCs that include:
• individual site-level data reports,
• graphs that display quality improvement progress over time, and
• information about how each SBHC compares to other CoIIN

participants

National SBHC data repository next steps

• Within the NQI
• Use portal to collect monthly data from NQI CoIIN sites
• Continue to modify customized reports
• Building a national SBHC data center
• Pilot tests of data portal: spring and summer 2016
• Ultimately accommodate nationwide submission of SBHC

census and performance measurement data

• Adopt the core performance measures for SBHCs!

Arlington, Virginia Arlington, Virginia June 26-29, 2016 June 26-29, 2016 

Register today at www.sbh4all.org/convention!

Current tools for SBHCs

2013-14 Digital Census Report

Child Health and Education Indicators

   

things for SBHCs and CSMHS to do today

Track and report on key child/adolescent measures. Adopt the SBHC or CSMHS performance measures! Participate in the census Get counted (and paid!) – know and show your value-add Build a QI team and use data to improve

21st Annual Conference on Advancing School Mental Health

• Advancing Quality and Sustainability in

School Mental Health

September 29-October 1, 2016 San Diego, CA

http://csmh.umaryland.edu/

THANK YOU!

Erin Ashe, B.S., School Based Health Alliance Jill Bohnenkamp, Ph.D., Center for School Mental Health Sabrina Ereshefsky, M.A., Center for School Mental Health May 19, 2016