How Does it All Fit Together? Leveraging State Policies and - - PowerPoint PPT Presentation

COLLEEN REILLY, THE REILLY GROUP, INC. PHIL D’AGOSTINO, NEWPORT-MESA USD ANGELA CASTELLANOS, NEWPORT-MESA USD

How Does it All Fit Together? Leveraging State Policies and Mandates to Advance and Implement PBIS

AGENDA

Introductions Objectives PBIS & Student Mental Health

01

School Board Insights AB-2246

02

A Case Study on Leveraging State Policies to Advance & Implement PBIS

03

Lessons Learned PD Training

04

Implementing PBIS? Implementing Mental Health and Suicide Prevention? Knowledge of AB-2246? Work with school board leaders? Knowledge of Student Mental Health?

“let’s start with”

Introduction: NMUSD

• Leaders in school mental health, suicide prevention, violence prevention

& school safety

• Known for the “gold standard” in the state for implementation and

leverage of AB-2246

• Experienced integrating PBIS - health and mental health training, tools,

and access to services in schools

• Long standing collaborative work with districts schools, community,

county, boards, parents, family, peer, and social service agencies

• Work with homeless, foster care, and other vulnerable populations
• Key education partner with county to advance mental health needs for

youth and family in school districts

• Collective Impact Work in Health – Mental health, school based

health, women’s health, and aging issues

• Created and managed school-based mental health initiative bringing

mental health and education stakeholders together to provide education, improve referral processes and systems, created new policies and sustainability

• Expanded initiative to 37 states- 2500 schools – rural, urban and

suburban - training over 150,000 teachers, staff, and parents

• Partnering with organizations to advance AB-2246 including survey

with the California School Board Association – to be released in the Fall

• Advisor to SAMHSA- Youth Violence Prevention & Mental Heath
• Partnering with districts – NMUSD and others in Orange County:

AUHSD, SAUSD, Whittier, Santa Fe, OCDE, NMUSD

• Work to advance mental health and suicide prevention by harnessing

technology to integrate referrals systems, provide services, evaluate and collect data.

Introduction: The Reilly Group

Objectives

Learn about leveraging policy and state mandates (AB-2246) to advance PBIS framework and support broader mental wellness efforts Leveraging policy for PBIS Gain knowledge about best practices and successful approaches to implement mandates and build comprehensive mental health / suicide prevention / PBIS Gain knowledge

• n best practices

Get specific actions and processes for building a climate of support for student’s behavioral, social, and emotional needs Walk away with specific actions Learn about evidence-based mental health and suicide prevention training that can scale effectively across school districts, build skills, link to supports, and evaluate impact and outcomes Learn evidence- based trainings

What is the Purpose of PBIS?

PBIS IS

To make sc schools ls more effecti tive and equit itable le lea learnin ing envi vironments for r ALL LL stu tudents.

• Kids come to school with complex needs
• Mental health challenges affect brain development and learning
• Mental health issues are of major concern for teachers and school staff
• Mental health challenges are common and treatable
• However, most youth, even those with insurance, do not have ACCESS to services.

About 1.3 million California children have mental health needs……..

Count Down

1 to 5

Student Mental Health

Early identification, intervention and treatment are essential to improving lifelong health, academic, and social outcomes. Prevention Efforts Need to be Focused in Schools and Linked with Services

90 90%

• f
• f FI

FIRST SI SIGNS

• f
• f mental

l il illn lness emerge by 14 14 year ars of

• f age

age

Districts need to connect with effective training, tools and services

• n mental health

to ensure kids & families get the help they need.

Students with untreated disorders more likely to drop out, be in juvenile justice system, develop secondary disorder, and have overall worsening disorder.

• Suicide on the rise; 2nd leading cause of

death for youth 10 to 24 years of age (CDC –

2018)

• 1 in 6 high schoolers reported seriously

considering suicide (2015 YRBS - CDC)

• 90% of those who died by suicide had an

underlying mental health disorder (NAMI)

• Schools play a critical role in early

identification, intervention and referrals to mental health (AFSP)

Photo by: Stan Lim, The Press- Enterprise /SCNG

In 2015, 495 California children and youth ages 5 – 24 were known to have committed suicide (kidsdata)

AB AB-2246

• Signed by Governor Brown on September 26th 2016
• Requires LEAs before the beginning of the 2017-18 school year to “adopt…a policy on pupil suicide prevention on

grades 7-12…and address procedures relating to suicide prevention, intervention and postvention.”

• Model policy developed by CDE identified evidence based PD and student trainings on suicide and mental health
• Legislation ignited important actions in school districts:
• MH Task Forces
• Consensus with Stakeholders
• Recognition of Importance
• Developed Specific District Policies
• Districts utilizing AB-2246 to advance PBIS

NO BASELINE ASSESSMENT WAS BUILT IN TO LEGISLATION

California School Board Insights

Methodology:

• 1. 12-question survey on ADOPTION &

IMPLEMENTATION OF AB-2246

• 2. Insights from 30 School Board Presidents
• 3. Purpose: Gain insights from leaders on

suicide prevention and mental health efforts, training, partnerships, priorities

• 4. Findings will inform future efforts,

technical assistance and training needs

Describe Your District

Suburban Area Urban Area Remote Area Rural Area Location Responses Urban Area 14.81% Suburban Area 51.85% Rural Area 29.63% Remote Area 3.7%

Has Adopting AB-2246 Been Important to Your District?

Agree 83 % Disagree 16%

“We have experienced student suicides, and this has put a focus on mental health issues at our schools, especially the high schools. Parents have also been active in demanding services.” “We constantly do what we can with the resources available and working with the County agencies”

CSBA Insights

Training Teachers & Administrators on: SP Policy = 85-92% SP Training = 92% MH training = 68-82%

70.00% 55.56% 62.96% 55.56% 55.56% 80.00% 62.96%

TRAINING TEACHERS TRAINING ADMINISTRATORS TRAINING SCHOOL STAFF TRAINING PARENTS TRAINING STUDENTS PROVIDING SUPPORT/SERVICES EXPANDING SUPPORT/SERVICES

What Are the Pri riorit ities for r Student Suic icid ide Prevention?

Partnering with Oth ther Agencies

Would you like to partner with

• ther agencies to support and

provide student mental health services? Of those who selected yes, please specify with whom you would like to partner?

Yes No 74.07% 25.93% County Mental Health

90%

10%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% Funding for Training Support for Mental Health Services Technical Assistance Additional Support Services Info on Available Resources Other

What Assistance Would be Help lpfu ful l to Buil ild Upon SP Efforts?

What Would Need to Happen to be Successful in Your District’s Suicide Prevention Efforts?

• Training
• “Training on mental health and suicide prevention and changing culture of schools”
• Expanding Services
• “Wellness centers/drop in centers with support staff and peer counseling specifically focused
• n reducing stress and allowing students access to help”
• “We are in the process of developing student services in this vital area along with security”
• Additional Funding
• “universal training for teachers and staff that fits within school”
• “to oversee the policy implementation and additional mental health workers”
• “We need money attached to these policies and we need money for mental health. Our

county services are 60 miles away and not always available when needed.”

21 “I need to be held accountable. Give me the tools. Let me make this happen.”

NMUSD Case study How We Leveraged State Policy to Advance and Implement PBIS

Case Study: Leveraging Policy

• Building consensus
• Creation of a suicide prevention and education task force
• Complete review and revisions of crisis response protocols and procedures
• Prevention
• Intervention
• Postvention

NMUSD Mental Health Task Force

Purpose of the NMUSD MHTF

• Continue expanding and collaborating on suicide prevention and education
• Advisement to District staff concerning social and emotional well being of all students
• Reviews of policy and procedures
• Promotion of mental health initiatives and programs
• Determining optimum resource allocations
• Collaboration with community partners

NMUSD Best Practices

Complete review and revisions of crisis response protocols and procedures

PREVENTION

❑ Training for Staff - Kognito ❑ Training for Parents - Psychoeducation ❑ Training for Students - Signs

• f Suicide

❑ Protocol for Risk Assessment ❑ Refresher training for Assessors

Tier 1 Training

Choosing Universal Tier One Training

❑ NMUSD Chose Kognito At-Risk PD Training

• Evidence-based in US school setting
• Recommended in CDE Model Policy
• Stigma reduction
• Suicide risk factors, warning signs, protective factors
• How to talk to students, emphasis on referring, and make a connection
• Includes Measurement, Evaluation, Reports
• Can be delivered on-line & in groups
• Cost & Time Effective (1-2 hrs. VS 6-8 hrs.) No need to leave school
• Customized to include Referral Processes & Resources
• SOS

28

Impact and Results

At-Risk suite of mental health program simulations to educate faculty, staff, students, parents about mental health and prepare them to recognize, approach, and refer students to support.

Studies Show:

• Statistically significant changes in gatekeeper skills

that remained significant in follow up after months

• Statistically significant changes in the number of

students that educators identify, approach, and refer to support

• Increase in likelihood to self-refer
• 95%+ satisfaction rates with experience and would

recommend it to colleagues/friends

At At-Risk for High School Educators

At-Risk for High School Educators Demo Kognito Intro Video

INTERVENTION

• Risk Assessment Intervention
• Re-entry process
• Support Services for students

Tier 2 Training

POSTVENTION

• Crisis Response Training
• Resources
• Community Collaboration

TIER 3 Training

What is a Crisis…

• Witnessing a traumatic event (shooting, car accident, violence)
• Serious injury or death in the line of duty
• Suicide
• Natural Disaster or multiple casualty incident
• Shooting, killing, wounding of innocent victims
• Significant events involving children, relatives or known victims
• Prolonger incident, especially those involving loss
• Excessive media interest

Crisis Response Training

• Critical Incident Stress Management
• Individual and Group Interventions
• Phases of Emergency Response
• Crisis Response vs. Therapy/Counseling
• Strategic Planning, Triage and
• Follow up care
• Refresher Trainings

How we intervene in a Crisis Response Event

Notifications, Alerts, Fact Finding CR Incident Leader: Mobilizes CR team members, coordinates response(s), updates site administration, updates Director of Student Services. Finalize Strategic Plan Crisis Team Activated

How we recovered; the “new normal.”

• Site staff receive a list of students
• Linkage to resources if needed
• Site staff are debriefed
• Recommendations are provided based on need

A recent response: By the numbers…

• Response Time: 15 minutes
• Number of Responders: 27
• Staff Contacts: 263
• Student Contacts: 899
• Parent Contacts: 517
• Risk Assessments: 2
• Days on the incident: 9

What’s Working…

• Rapid response, organization and deployment
• District support
• Support for CR staff
• Receptiveness of site administration, teachers
• Resources and partnerships
• District-wide training

Goals and Objectives

September 2016- March 2017

NMUSD BP and AR Drafts

May 2017

NMUSD Suicide Prevention Task Force

July 2017

Board Policy Approved

September 2017 – October 2017

Staff Training

October 2017- November 2017

Assessor training Risk Assessment Procedures Crisis Response Teams

October 2017

Parent Trainings 4 zones

Where we’ve been…where we are going

Reconvene, Repurpose Suicide Prevention Task Force Begin Training Elementary Staff through Kognito Secondary Student Training using Signs of Suicide Parent education nights District Staff Wide Trainings

Moving Forward…

• Debrief and evaluate systems at site, district and cabinet levels
• Develop Incident Leaders to assist in responses
• Resource allocation focusing on prevention
• Leveraging additional technologies
• Universal Prevention Tier One Training for admin, staff, teachers and

students

AB AB-2246 to AB-2639

• Signed by Governor Brown in September 2018
• The bill calls for updating the District Suicide Prevention Policy every 5 years

2016

• AB-2639 – Held other provisions that were moved to a budget bill that

requires the California Department of Education to “identify one or more evidence-based online training programs that LEAs can use to train school teachers, school staff and students as part of the LEAs policy on pupil suicide prevention and to be offered at no cost.”

• SHARE YOUR CONTACT INFO - POLICY & LEGISLATIVE MANDATE UPDATES

Choosing a Tier 1 - PD Program

Developed a matrix with elements important to school districts and leaders Thorough literature review of all evidence and a program’s ability to track usage and evaluation data Research and reviewer experts from CA state organizations, LEAs,County Offices

1 2

In-Person Programs

✓ 1, 2

✓ ✖ Manual

✓

✖ 3

✖ ✖

• r 60 ppl for 3
• hr. training

✖

✓ 1, 4

✓ ✖ Manual

✖

✓ 1, 5

✓ ✖ Manual

✓

✓ 6

✓ ✖ Manual

✓

✖ 7

✓ ✖ Manual

✓

✓ - denotes evidence-based (see other citation and notes below)

Online Programs

• BASED

✓ 1,8

✓ ✓

✓

• n FACTS

✓ 9

✓ ✓

✖

✖ 10

✖ ✖

✖

✓ 1,11

✓ ✖ 12

manual

✓

✖ 13

✖ ✓

✖

✓ 1,14

✓ ✓

✖

✖ 15

✖ ✖

✖

✓ - denotes evidence-based (see other citations and notes below)

Resources

Handouts:

• Professional Development Training Chart of Programs
• Kognito California Fact Sheet
• Suicide Prevention Policy - Newport Mesa Unified School District Policy

Contact Us

Colleen Reilly – President, The Reilly Group colleen@reillygroupinc.com Phil D’Agostino – Newport-Mesa USD pdagostino@nmusd.us Angela Castellanos – Newport-Mesa USD acastellanos@nmusd.us