Integrating School Mental Health and PBIS: Examples at All 3 Tiers - PowerPoint PPT Presentation

Loading...

PPT – Integrating School Mental Health and PBIS: Examples at All 3 Tiers PowerPoint presentation | free to download - id: 5c394e-NTAxO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Integrating School Mental Health and PBIS: Examples at All 3 Tiers

Description:

Title: Interconnected Systems Framework Part 1: Screening, Assessment, and Selecting EBPs & Part 2: Data Based Decision Making (PBS) Author: Perales – PowerPoint PPT presentation

Number of Views:240
Avg rating:3.0/5.0
Slides: 99
Provided by: pera9
Learn more at: http://www.pbis.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Integrating School Mental Health and PBIS: Examples at All 3 Tiers


1
Integrating School Mental Health and PBIS
Examples at All 3 Tiers
  • Michele Capio, Oak Park School District
  • Pam Horn, Elgin School District U-46
  • Kelly Perales, Community Care Behavioral Health

2
Agenda
  • Describe key features of the Interconnected
    Systems Framework (ISF)
  • Share tools that have been developed and how to
    use them in practice
  • Share examples of early implementation at all
    three tiers

3
ConnectionsandPartnerships
  • OSEP National PBIS Technical Assistance Center
    (www.pbis.org)
  • Center for School Mental Health
    (www.csmh.umaryland.edu)
  • NASDSE (www.ideapartnership.org)
  • National COP for SBBH (www.sharedwork.org)

4
BIG Ideas
  • How Multi-tiered Systems of Support (MTSS) can
    enhance mental health in schools
  • Installing SMH through MTSS in Schools
  • The Interconnected Systems Framework (ISF)
  • SMH MTSSISF

5
History-Rationale
  • Sparse availability of MH providers in schools
  • Labels and places confused with interventions
  • Separate delivery systems (Sp.Ed., Mental health,
    etc)
  • Minimal accountability for outcomes for most
    vulnerable populations

6
Why Partnership Are Needed
  • One in 5 youth have a MH condition
  • About 70 of those get no treatment
  • School is defacto MH provider
  • JJ system is next level of system default
  • Suicide is 4th leading cause of death among young
    adults

7
SMH and PBISCommon Purpose
  • Schools supporting/promoting MH of ALL students
  • Prevention, early access, interventions
    commensurate with level of need (vs label)
  • School personnel feel confident and competent in
    identifying and intervening with accuracy and
    effectiveness

8
Logic
  • Youth with MH needs require multifaceted
    education/behavior and mental health supports
  • The usual systems have not routinely provided a
    comprehensive, blended system of support.
  • Supports need to be provided in a clustered and
    integrated structure,
  • Academic/behavior and mental health supports need
    to be efficiently blended

9
Promotion and Prevention
  • Simple and complex supports require integrated
    systems with foundation of a school-wide system
  • Schools and community serve as protective factor
  • problem-solving teams with school/family/youth/com
    munity voice
  • use of data for decision-making (screening/
    selection and monitoring/outcomes)
  • layers supports from the foundational/universal
    to the more complex

10
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT What is
meant by layering interventions?
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
11
Core Features of a Response to Intervention (RtI)
Approach
  • Investment in prevention, screening and early
    intervention for students not at benchmark
  • Multi-tiered intervention approach
  • Use of progress monitoring and problem-solving
    process at all 3-tiers

12
Core Features of a Response to Intervention (RtI)
Approach
  • Research-based practices and active use of data
    for decision-making at all 3-tiers
  • Use of progress monitoring and problem-solving
    process at all 3-tiers

13
3-Tiered System of Support Necessary
Conversations (Teams)
Problem Solving Team Meeting
Tertiary Systems Team Meeting
Secondary Systems Team Meeting
UniversalTeam Meeting
Standing team uses FBA/BIP process for one
student at a time
Uses process data determines overall
intervention effectiveness
Uses process data determines overall
intervention effectiveness
Plans schoolwide classroom supports
Check-In Check-Out
Universal Support
Skills Groups
Complex FBA/BIP
Wraparound
Brief FBA/BIP
Group w. individual feature
Brief FBA/BIP
Illinois PBIS Network
Rev. 11.19.2012
14
Positive Behavior Interventions Supports A
Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Assessment School-W
ide Prevention Systems

ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Tier 2/Secondary Tier 3/ Tertiary
Check-in/ Check-out (CICO)
Intervention
Assessment
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Group Intervention with Individualized Feature
(e.g., Check and Connect -CnC and
Mentoring)
Competing Behavior Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Brief Functional Behavior Assessment/ Behavior
Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
SIMEO Tools HSC-T, SD-T, EI-T
Wraparound
Illinois PBIS Network, Revised October
2009 Adapted from T. Scott, 2004
15
Definition of school mental health
  • Involves partnership between schools and
    community health/mental 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- mental health education and promotion
    through intensive intervention
  • (Weist Paternite, 2006)

16
Expanded School Mental Health
  • Full continuum of effective mental health
    promotion and intervention for ALL students
  • Reflecting a shared agenda involving
    school-family-community partnerships
  • Collaborating community professionals (augment
    the work of school-employed staff

17
The Context
  • Over 18,000 schools engaged in implementation of
    SWPBIS (MTSS ) prevention based system
  • Current focus on capacity to scale-up
  • MTSS as platform to install effective
    interventions for youth w/or at-risk of EBD

18
The Context (cont.)
  • Emphasis now on scaling with expansion and
    connection to other systems
  • i.e. academic, juvenile justice, mental health,
    child welfare, systems of care
  • Emphasis on deliberate actions that foster
    connections w/families community

19
Development of ISF
  • 2002-2007 Site Development with PBIS Expansion
    (informal and independent)
  • 2005 CoP focus on integration of PBIS and SMH
  • 2008 ISF White Paper formal partnership between
    PBIS and SMH
  • 2009- 2013 Monthly calls with implementation
    sites, national presentations (from sessions to
    strands)
  • 2009-2011 Grant Submissions
  • June 2012- September 2013 ISF Monograph
  • Monograph Advisory group

20
Interconnected Systems Framework paper (Barrett,
Eber and Weist , revised 2009)
Developed through a collaboration of the National
SMH and National PBIS Centers www.pbis.org
http//csmh.umaryland.edu
21
ISF Monograph DevelopmentJune 2012 September
2013
  • Define the common goals of SMH and PBIS
  • Discuss the advantages of interconnection
  • Identify successful local efforts to implement
    collaborative strategies and cross-initiative
    efforts
  • Define the research, policy, and implementation
    agendas to take us to the next action level

22
ISF Defined
  • ISF provides structure and process for education
    and mental health systems to interact in most
    effective and efficient way.
  • ISF is guided by key stakeholders in education
    and mental health system who have the authority
    to reallocate resources, change role and function
    of staff, and change policy.
  • ISF applies strong interdisciplinary,
    cross-system collaboration.

23
ISF Defined
  • ISF uses the tiered prevention logic as the
    overall organizer to develop an action plan.
  • ISF involves cross system problem solving teams
    that use data to decide which evidence based
    practices to implement.

24
ISF Defined (cont)
  • ISF involves ongoing progress monitoring for both
    fidelity and impact.
  • ISF emphasizes active involvement by youth,
    families, and other school and community
    stakeholders.

25
Interconnected Systems Framework
  • 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
  • Safe caring learning environments
  • Partnerships school, home community
  • Decision making framework guides use of and best
    practices that consider unique strengths and
    challenges of each school community

26
MH/PBIS An Expanded Tier One
  • Universal screening for social, emotional, and
    behavioral at-risk indicators
  • Universal screening for families who may request
    assistance for their children
  • Teaching social skills with evidence-based
    curricula to all students
  • Teaching appropriate emotional regulation and
    expression to all students
  • Teaching behavioral expectations to all students
  • Mental health professionals are part of the Tier
    1 systems team, providing input and progress
    monitoring data
  • Opportunity to review community data and expand
    Tier 1 intervention options based on data

27
Interconnected Systems Framework
  • Tier 2 Early Intervention for Some
  • Coordinated Systems for Early Detection,
    Identification, and Response to Mental Health
    Concerns
  • Systems Planning Team coordinates referral
    process, decision rules and progress monitors
  • Array of services available
  • Communication system staff, families and
    community
  • Early identification of students 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

28
MH/PBIS An Expanded Tier Two
  • Mental health/community professionals part of
    secondary systems and problem solving teams
  • Working smarter matrix completed to ensure key
    resources are both efficient and effective (i.e.,
    initiatives are aligned and combined such as
    bully prevention, discipline, character
    education, RtI behavior, etc.)
  • Groups co-facilitated by school staff and
    community partner (example guidance counselor
    and community provider clinician)
  • Opportunity to expand the continuum of
    interventions based on data (i.e. trauma informed
    interventions)
  • Out-reach to families for support/interventions

29
Interconnected Systems Framework
  • Tier 3 Intensive Interventions for Few
  • Individual Student and Family Supports
  • Systems Planning team coordinates decision
    rules/referrals and progress monitors
  • Individual team developed to support each student
  • Individual plans have array of interventions/servi
    ces
  • Plans can range from one to multiple life domains
  • System in place for each team to monitor student
    progress

30
MH/PBIS An Expanded Tier Three
  • Mental health professional(s) part of tertiary
    systems team
  • FBA/BIP and/or person-Centered Wraparound plans
    completed together with school staff and mental
    health provider for one concise plan, rather than
    each completing paperwork to be filed
  • Quicker access to community-based supports for
    students and families

31
Traditional ? Preferred
  • Each school works out their own plan with Mental
    Health (MH) agency
  • District has a plan for integrating MH at all
    buildings (based on community data as well as
    school data)

32
Traditional ? Preferred
  • A MH counselor is housed in a school building 1
    day a week to see students
  • MH person participates in teams at all 3 tiers

33
Traditional ? Preferred
  • No data to decide on or monitor interventions
  • MH person leads group or individual interventions
    based on data

34
Structure for Developing an ISF Community
Partners Roles in Teams
  • A District/Community leadership that includes
    families, develops, supports and monitors a plan
    that includes
  • Community partners participate in all three
    levels of systems teaming in the building
    Universal, Secondary, and Tertiary

35
Structure for Developing an ISF Community
Partners Roles in Teams (cont.)
  • Team of SFC partners review data and design
    interventions that are evidence-based and can be
    progress monitored
  • MH providers from both school community
    develop, facilitate, coordinate and monitor all
    interventions through one structure

36
3-Tiered System of Support Necessary Conversations
Family and community
Family and community
Family and community
Community
Problem Solving Team
Tertiary Systems Team
Secondary Systems Team
UniversalTeam
Uses Process data determines overall
intervention effectiveness
Uses Process data determines overall
intervention effectiveness
Plans SW Class-wide supports
Standing team with family uses FBA/BIP process
for one youth at a time
CICO
Universal Support
Brief FBA/BIP
SAIG
Complex FBA/BIP
WRAP
Group w. individual feature
Brief FBA/BIP
Sept. 1, 2009
37
Using and Expanding the Framework
  • Change creates uncertainty and fear
  • Struggle always precedes growth
  • Help foster new mental map- framework leads to
    having people think in different ways
  • Tools
  • Tools help manage conversation in smaller groups
  • Lead to minimizing danger and maximizing reward
  • Lead to overwhelming sense of purpose
  • David Rock

38
Current Tools (in development)
  • Dialogue Guides (IDEA partnership)
  • Implementation Guides (Funding, Team)
  • Crosswalk of Demo Sites (Data, Systems,
    Practices)
  • Readiness Checklist
  • Resource Mapping
  • Consumer Guide for Selecting MH practices

39
U-46 at a Glance
  • Enrollment
  • Total school enrollment 40,570
  • 54.8 Low Income
  • 97 languages spoken in U-46 homes
  • Facilities
  • 40 Elementary Schools (PreK-6)
  • 8 Middle Schools (7-8) 1 Alternative Middle
    School
  • 5 High Schools 2 Alternative High Schools
  • 2 Early Childhood Centers
  • Communities Served
  • 11 communities
  • 3 counties (Cook, DuPage, Kane)

40
SD U-46 Student Profile Based on School Report
Card 2012
41
  • 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

42
(No Transcript)
43
22 Community Partners 78 providers trained in
PBIS/SAIG
  • Boys and Girls Club of ElginCentro de
    Informacion Community Crisis CenterCrossroads
    Kids Club Easter SealsElgin Police Department
    Family Service Association of
    Greater Elgin AreaFox Valley Pregnancy
    CenterFox Valley Volunteer HospiceGirl Scouts
    of Northern IllinoisHanover Township Youth and
    Family ServicesKenneth YoungKids Hope USARenz
    CenterStreamwood Behavioral Healthcare
    SystemTaylor Family YMCAThe YWAYSWest Ridge
    Community ChurchYouth Leadership Academy

44
U-46 School and Community Alliance Work Groups
2009-2012
45
U-46 School and Community Alliance Work Groups
2012-2013
46
3-Tiered System of Support Necessary
Conversations (Teams)
Problem Solving Team
Tertiary Systems Team
Secondary Systems Team
UniversalTeam
Uses Process data determines overall
intervention effectiveness
Uses Process data determines overall
intervention effectiveness
Plans SW Class-wide supports
Standing team uses FBA/BIP process for one youth
at a time
CICO
Universal Support
Brief FBA/BIP
SAIG
Complex FBA/BIP
WRAP
Group w. individual feature
Brief FBA/BIP
47
Training
  • 2009-2013 Separate training for partners
    (condensed versions of school training)
  • 2011-2013 Community partners attend Team Planning
    Day with their PBIS Tier 2/3 System Teams
  • 2012-current Community partners attend full
    training with school teams
  • Examples Wraparound, RENEW, and Trauma informed
    CPI

48
Tier 1 Network Example
  • Hanover Township Youth Family Services
  • Elementary (Grades 4-5-6)
  • Open Gym
  • Middle and High School
  • Healthy Living in Health Classes

49
Elgin High Example
  • Tier 1 Examples
  • Boys Girls Club (Elgin)
  • Club Elgin daily, after school
  • RENZ
  • Freshman Transition prevention model
  • Tier 2 Examples
  • Boys Girls Club (Elgin)
  • SAIG 2-3 groups, not responding to CICO,
  • DPR card electronically
  • Family Service Association of Greater Elgin
  • Group Mentoring 5 groups, 3-5 girls/group,
  • anger management and conflict
    resolution
  • Hanover Township Youth Family Services
  • Group Mentoring 2 groups, daily CICO with
    counselor
  • Alternative to Suspension Program restorative
    program

50
Tier 2/Social Academic Instruction Groups (SAIG)
  • Coordinated by Elgin High School Counselor
  • Facilitated by Community Partner
  • Data Feedback from Teachers and Students
  • Groups 6-8 weeks
  • Student identification based on
    teacher/dean/counselor input and
  • lack of response to CICO
  • Agency partners are active members of secondary
    systems team

51
Elgin High School Weekly Progress Report
NSNo School AAbsent all day NPNo show MMissing data NSNo School AAbsent all day NPNo show MMissing data NSNo School AAbsent all day NPNo show MMissing data NSNo School AAbsent all day NPNo show MMissing data NSNo School AAbsent all day NPNo show MMissing data NSNo School AAbsent all day NPNo show MMissing data
Period 1 Period 2
Date Earn Give Respect Goal (Stop, think and act before reacting to something) Hold Yourself Responsible (Stop, think and act before reacting to something) Safety First Goal (Stop, think and act before reacting to something) Earn Give Respect Goal (Stop, think and act before reacting to something) Hold Yourself Responsible (Stop, think and act before reacting to something) Safety First Goal (Stop, think and act before reacting to something)
2/6/2012        
2/7/2012        
2/8/2012        
2/9/2012        
2/10/2012        
52
Weekly Progress ReportEarn and Give Respect
(student will not talk back to staff)Hold
Yourself Responsible (Student will be on time to
class)Safety First (Student will wear ID
around neck)
53
1. I attend school regularly2. I skip ___ of
classes each week3. I receive all As, Bs, and
Cs for grades4. I receive _____ of
disciplinary referrals per week5. I feel
connected to my school6. I feel respected and
important while at school7. I can count on
friends for support8. I can count on my family
members for support
  • Pre-test/Post-test

54
I feel connected to my school
55
I feel respected important at school
56
Next Steps at EHS
  • Move from instructional short-term groups to
    long-term group mentoring with skill instruction
    embedded in the mentoring
  • Increase communication between deans/facilitators/
    staff of the interventions
  • Align initiatives
  • Explore more intensive interventions for students
    with unmet mental health needs

57
Next Steps for Community Alliance
  • Increase trauma focus at all three tiers
  • Directory of partners/agencies
  • Blend coordinate initiatives across district
  • Expand alternative to suspension
  • Utilize district exemplars as examples for other
    schools
  • Increase communication between district and
    community partners

58
Using and Expanding the Framework
  • Change creates uncertainty and fear
  • Struggle always precedes growth
  • Help foster new mental map- framework leads to
    having people think in different ways
  • Tools
  • Tools help manage conversation in smaller groups
  • Lead to minimizing danger and maximizing reward
  • Lead to overwhelming sense of purpose
  • David Rock

59
Key features
  • Systems
  • District and building teaming models
  • Facilitation, technical assistance, coaching
  • Stakeholder participation and buy-in
  • Practices
  • Mental health and school staff work in an
    integrated way to support students across tiers
  • Using assessment and screening in order to
    determine which EBPs to use, progress monitor
  • One plan for both education and mental health
  • Data
  • Shared decision rules
  • Used for decision making with all stakeholders at
    the table school, mental health, other child
    serving systems, family

60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
CrosswalksWhat creates the pathway?Systems,
Data, Practices
  • Systems
  • Identified need (gaps in services, lack of
    services)
  • Identified cost savings
  • Shift in population (increased poverty,
    homelessness, health concerns)
  • Frustration with current condition (restrictive,
    inefficient, ineffective)
  • Flexible funding source identified (United Way,
    Walter Reed, community care, blended)
  • PBIS foundation (provided both structure and
    process)
  • Local Champions
  • Demo sites created opportunity
  • Received Grant (Systems of Care)
  • Non profit working with school system for
    district wide change
  • Data Moving beyond Office Referrals and
    Suspensions to 360 view that
  • include community data
  • hearing data, of student encounters with law
    enforcement, calls to crisis centers,
    instructional time lost for services, use of
    screeners, behavioral health assessments
  • Practices Broader range EBP with Trauma focus

64
Scranton, PAHistory and Time Line
  • District and Community Leadership Team
    established in 2009-10 school year
  • Transformation of mental health services for
    children/youth and families
  • Utilized PBIS Implementers Blueprint and Stages
    of Implementation (Fixen)
  • Began in two schools, after reviewing data
    indicating positive outcomes, then expansion

65
Scranton, PACurrent Conditions
  • Eleven Elementary Schools (K-5)
  • 2 implementing ISF at all three tiers
  • 3 implementing PBIS at tier one and have SMH
  • 1 implementing PBIS at tier one
  • 2 will be trained/kick off PBIS this year (1 w/
    SMH)
  • Three Intermediate Schools (grades 6-8)
  • 1 implementing PBIS at tier one and has SMH
  • 2 have SMH and will be trained/kick off PBIS this
    year
  • Two High Schools (grades 9-12)
  • 1 with SMH and previously implementing PBIS
  • 1 implementing PBIS at tier one and has SMH

66
2013-14 School Year
  • 20 licensed mental health professionals
  • 38 bachelors level behavioral health workers
  • Closure of center-based partial hospitalization
    program
  • Closure of five school-based partial
    hospitalization programs
  • ROI less restrictive educational placements,
    return to home schools, less restrictive mental
    health placements, cost savings
  • Increased collaboration, communication improved
    outcomes

67
Resource Mapping Definition
  • Mapping focuses on what communities have to offer
    by identifying assets and resources that can be
    used for building a system
  • It is not a "one-shot" drive to create a
    published list or directory
  • It is a catalyst for joint planning and
    professional development, resource and cost
    sharing, and performance-based management of
    programs and services
  • (National Center on Secondary Education and
    Transition, 2003)

68
Resource Mapping Identifying community
resources, assess duplication and build
comprehensive, sustainable resources
  • Identify the geographic community
  • Identify all currently participating
    organizations
  • Discuss the description of required target
    population
  • Identify services/programs available
  • Inventory each agency/organizations expenditures
  • Identify funds expended but not fully matched
  • Discuss spending resources collaboratively
  • Assess redundancy
  • Use resource map
  • Develop and implement plan
  • Share information and results to ensure support

69
Activity Whats in Place?
1-5 Tier 3-Resources/Supports for a
Few
Community-Based Services/Resources and Providers
5-15 Tier 2-
Resources/Supports for Some
School-Based Services Resources
80-90 Tier 1 Resources/Supports
for All
70
Applying the Logic to Families
  • Tier 3 Intensive, Individual Interventions
  • Family Liaison-matched with family, needs matched
    with community resources
  • Individual Skill Building Sessions-

1-5
  • Tier 2 Targeted Group Interventions
  • Support Groups (Military Families, Newcomer
    Group)
  • Skill Building Sessions (Academic and Behavior)

5-10
  • Tier 1 Universal Interventions
  • Self Assessments Family Engagement Checklist,
    Surveys
  • Skill Building Series Guest Speaker (Topics Vary-
    Survey Families)
  • Newsletter, Resource Library , Shout Outs
  • Volunteer Opportunities (DOGS- Dads of Great
    Students)
  • Teacher Conferences- Goal Setting, Family Vision,
    Strengths Discovery
  • Family Fun Nights throughout the year
  • School Handbook (Description, Teaching Matrix
    promote common language between school and home)

80-90
71
School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model SUPPORTS
Academic Systems
Behavioral Systems
  • 1-5 Tier 3/Tertiary Interventions
  • SBMH, Partial Hospitalization
  • Alt Ed
  • FBA/PBISP
  • Home School Visitor
  • Tier 3/Tertiary Interventions 1-5
  • 11 instruction
  • Increased time
  • 504
  • 5-15 Tier 2/Secondary Interventions
  • Counselor groups, lunch bunch
  • Friendship groups
  • Behavior Chart/plan
  • IST
  • Parenting Classes
  • Tier 2/Secondary Interventions 5-15
  • Title I Reading and Math
  • ERI, RM, RN, etc.
  • IST
  • 80-90 Tier 1/Universal Interventions
  • Character Education curriculum
  • Bullying Prevention
  • SWPBS (some schools)
  • Act 211 DA awareness
  • Counselor classroom lessons
  • Community Activities
  • Health Screening
  • Tier 1/Universal Interventions80-90
  • Core Curriculum reading and math
  • AIMS Web
  • MAP
  • PSSAs

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
72
Scranton High School
73
Building Level Action Plan
Problem Solving Team (individual student)
Tertiary Systems Team
Secondary Systems Team
Universal Systems Team




PRACTICES
PRACTICES
PRACTICES
PRACTICES







74
Annual Fidelity CheckAction Planning
  • Benchmarks of Advanced Tiers
  • Do we have more than one strategy available to
    support students who need more?
  • Do we use data to make decisions?
  • Are we selecting Evidence-Based Practices?
  • Do we have the staff and resources to implement
    with fidelity?
  • Are we progress monitoring?

75
Revisit Resource Map
  • Do we have a continuum of interventions and
    supports?
  • Does our systems team include representatives
    from our community partners?
  • Are their gaps that we need filled?
  • Can we present needs to our district and
    community leadership team?

76
School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model SUPPORTS
Academic Systems
Behavioral Systems
  • Tier 3/Tertiary Interventions 1-5
  • _____________________
  • _____________________
  • _____________________
  • 1-5 Tier 3/Tertiary Interventions
  • ___________________________
  • ___________________________
  • ___________________________
  • Tier 2/Secondary Interventions 5-15
  • ___________________________
  • ___________________________
  • ___________________________
  • ___________________________
  • ___________________________
  • ___________________________
  • 5-15 Tier 2/Secondary Interventions
  • ____________________________
  • ____________________________
  • ____________________________
  • ____________________________
  • ____________________________
  • ____________________________
  • Tier 1/Universal Interventions80-90
  • ________________________
  • ________________________
  • ________________________
  • ________________________
  • ________________________
  • ________________________
  • 80-90 Tier 1/Universal Interventions
  • ____________________________
  • ____________________________
  • ____________________________
  • ____________________________
  • ____________________________

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/school-wide.htm
77
Consumer Guide to Selecting Evidenced Based
Mental Health Services (Putnam et al, 2012 in
draft)Main Components
  • Assessment
  • Interventions Selection
  • Intervention Progress Monitoring

78
Assessment
79
Intervention Selection
80
Intervention Progress Monitoring
81
Use of EBP ToolScrantonAssessment
  • Current Condition
  • Future Planning
  • Assessment/Screening happens upon referral to SMH
    Team
  • SDQ and COS used in addition to progress monitor
    and track outcomes
  • Universal Screening
  • Tie in work that happens in other processes - SAP

82
Use of EBP ToolScrantonIntervention Selection
  • Current Condition
  • Future Planning
  • Clinicians report almost exclusively selecting
    interventions that address all nine areas on the
    tool
  • There is not a place for indicated which
    interventions are selected and whether or not
    they are identified as EBPs
  • Combined training for school-employed and
    community-employed staff who will be supporting
    youth/families who need Tier Two and Three
    interventions that specifically address how to
    select EBPs that match area assessed/screened

83
Use of EBP ToolScrantonIntervention Progress
Monitoring
  • Current Condition
  • Future Planning
  • Clinicians utilize outcome tools of COS and SDQ
  • Not differentiating implementation fidelity to a
    particular intervention (TF-CBT)
  • Sharing outcome data in aggregate per school
    annually, not always by student and more frequent
  • Utilize tools to monitor fidelity of
    implementation of intervention
  • Share data with systems teams on a more frequent
    basis and by student for planning purposes,
    consistently

84
Trauma Informed Care
  • 3 Community Mental Health Provider Agencies
    employ the SMH staff working across
    home/school/community
  • As part of comprehensive assessment, include a
    trauma screening
  • Traumatic Events Screening Inventory (TESI)
  • UCLA PTSD Index

85
Trauma Screening Tools
  • TESI
  • UCLA PTSD Index
  • Used by most clinicians
  • Free
  • On our preferred list
  • 15-item clinician-administered interview
  • Variety of potential traumatic events
  • Requires licensing agreement for use
  • On our preferred list
  • Recommended by TF-CBT
  • 48-item interview
  • Assesses a childs exposure to 26 types of
    traumatic events

86
Once You Screen, You Must Intervene K. Lane
  • If trauma uncovered in screening/assessment,
    clinician works with family to determine
  • If previously addressed/resolved
  • If not addressed, yet not currently causing
    presenting issues/concerns/problems/symptoms
  • If not addressed, and contributing to current
    concerns
  • Clinician selects EBP that is trauma informed

87
National Child Traumatic Stress Network
  • Evidence-based treatment fact sheets
  • Trauma-Focused Cognitive Behavioral Therapy
    (TF-CBT)
  • Child/youth and family component ()
  • Can receive free web-based training (/-)
  • Important to have good clinical supervision

88
Arianna
  • 13 year old Caucasian female in 7th grade
  • Adopted at 18 months into a family with two
    half-siblings, who were also adopted.
  • 17 year old sister diagnosed with Aspergers
    Syndrome and Bi-Polar Disorder
  • 12 year old brother diagnosed with Aspergers
    Syndrome
  • Moved into area at age 4

89
Arianna continued
  • Referred to SMH team due to self-injurious
    behaviors
  • School reported risk of change in educational
    placement and concern for risk of drop-out
  • At the time of referral, Arianna did not have a
    positive peer group
  • Trauma uncovered during screening/assessment
  • Clinician utilized TF-CBT

90
Child Outcomes Survey (COS) Family
FunctioningChild X
A large improvement is observed in both domains
of family functioning
91
Child Outcomes Survey (COS) Overall
WellnessChild X
Overall wellness improves dramatically
92
Arianna today
  • Attending school with academic success
  • Participating on the girls basketball team
  • Reports having improved relationships with a more
    positive peer group
  • Reports having improved relationships with family
    members
  • School reports no risk for change in placement or
    drop-out at this time
  • Arianna told the team, through a drawing, that
    they saved her life!

93
School Mental Health
94
Child Outcomes Survey (COS) Family
FunctioningScranton School District
95
Child Outcomes Survey (COS) Child Functioning
Scranton School District
96
Child Outcomes Survey (COS) Therapeutic Alliance
Scranton School District
97
Strengths and Difficulties Questionnaire Parent
(SDQ-P) and Teacher (SDQ-T) Total Difficulties
Scranton School District
98
Questions?
About PowerShow.com