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NH Department of Education(NHDOE),


NH Department of Education(NHDOE), Bureau of Special Education Presentation by McKenzie Harrington-Bacote January 30, 2014 Risk factors are measurable characteristic ... – PowerPoint PPT presentation

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Title: NH Department of Education(NHDOE),

NH Communities for Children Safe Schools and
Healthy Students State Planning Grant
  • NH Department of Education(NHDOE),
  • Bureau of Special Education
  • Presentation by
  • McKenzie Harrington-Bacote
  • January 30, 2014

Safe Schools Healthy Students State Planning
  • During the summer of 2013 the U.S. Department of
    Health and Human Services Substance Abuse and
    Mental Health Services Administration (SAMHSA)
    released the Safe Schools and Healthy Students
    State Planning Grant Request for Applications
  • The NH Department of Education (NHDOE), in
    conjunction with the NH Department of Health and
    Human Services Bureau of Behavioral Health
    (BBH), the Laconia, Concord, and Rochester School
    Districts, submitted an application for this RFA
    titled NH Communities for Children.

SAMHSA RFA Background
  • Since 1999, the US Department of Health and Human
    Services, Education, and Justice have
    collaborated on the SS/HS Initiative. This grant
    program provided funding to local education
    agencies (LEAs) that worked in partnership with
    local law enforcement and juvenile justice,
    social service and mental health agencies, and
    other community organizations to plan and
    implement comprehensive and coordinated programs,
    policies, and services delivery systems that
    promoted the mental health of students, enhanced
    academic achievement, prevented violence and
    substance use, and created safe and respectful
    school climates.
  • This is the first funding opportunity for SS/HS
    in four years and was prompted by the shootings
    that occurred in Sandyhook, CT.

SAMHSAs explanation of RFA
  • SAMHSAs Intent
  • SAMHAs Expectation
  • The purpose of the SS/HS State Program is to
    create safe and supportive schools and
    communities by bringing the SS/HS model to scale
    at the state/tribe level by building partnerships
    among educational, behavioral health, and
    criminal/justice systems.
  • By implementing this program, SAMHSA expects to
    achieve an increase in the number of children and
    youth who have access to behavioral health
    services a decrease in the number of students
    who abuse substances an increase in supports for
    early childhood development improvements in
    school climate and a reduction in the number of
    students who are exposed to violence.

Safe schools/healthy students grant RFA
  • SAMHSA required two state agencies to partner
    together for the submission of this grant, with a
    lead agency and a co-lead agency overseeing the
  • SAMSHA required that each state select three (3),
    and no more or no less than 3, Local Education
    Agencies (LEAs) to partner with for the life of
    the grant.
  • The 3 LEAs had to be selected prior to grant
    submission and the selection had to be based on
    student and community populations and
    district-wide data linked to the SS/HS elements.

Criteria Used to Select Three (3) Local Education
  • Population Demographics (Concord Laconia have
    the 2nd and 3rd largest refugee populations in
  • Free and Reduced School Lunch Eligibility Data
  • Median Household Income Data
  • Persons below the poverty line Data
  • Gaps in Early Childhood Programs
  • Gaps in Promoting Mental, Emotional Behavioral
  • Gaps in Connecting Family, Schools Communities
  • PBIS readiness in LEA schools
  • Youth Risk Behavior Survey Results
  • School Suspension Data
  • Bullying and Harassment Data

Application Process Details
  • SAMHSA awarded 56.9 million to seven (7) states
    over four years in FY 13 to support safe schools
    and healthy students
  • SS/HS Grant Awardees
  • New Hampshire
  • Connecticut
  • Nevada
  • Ohio
  • Pennsylvania
  • Michigan
  • Wisconsin
  • All US States and Tribal Nations were eligible to
  • SAMHSA received thirty-three (33) applications
    across the country, including NHs grant proposal
  • SAMHSA awarded seven (7) states a Safe Schools
    Healthy Students State Planning Grant

NHs Safe schools/healthy students grant award
  • New Hampshires Department of Education (NHDOE)
    was awarded a four-year grant, beginning on
    October 1, 2013 for a total amount of 8.6
    million over the life of the grant.
  • Annually
  • 25 of the funding will be distributed to each
    of the three (3) LEAs 75 total
  • 10 will fund the required outside evaluator for
    the project
  • 15 of the funding will go to the NHDOE and NH
    DHHS Bureau of Behavioral Health

SAMHSAs SS/HS Framework
  • Integrates 3 components
  1. The Five SS/HS Elements which comprise the core
    content areas to be addressed
  2. Strategic Approaches which are the roadmap that
    ensures success in planning and implementation
  1. Guiding Principals which are the values that
    connect the content and program areas of the
    SS/HS Framework with best practices for planning
    and implementation

Safe Schools/Healthy Students Five Elements
  • Addressing each of the following elements in the
    grant was a requirement
  • Promoting Early Social and Emotional Learning and
  • Promoting Mental, Emotional, and Behavioral
  • Connecting Families, Schools, and Communities
  • Preventing Behavioral Health Problems (including
    Substance Use)
  • Creating Safe and Violence Free Schools

Element One Promoting Early Childhood Social
Emotional Learning and Development
  • Element One is intended to assist children (05)
    with the development of social and emotional
    skills that will lay the foundation for future
    healthy interpersonal relationships, association
    with nonviolent peers, and improved academic
  • Because younger children are not yet enrolled in
    school, access to families and children and
    toddlers may be complex. For this reason,
    proposed activities should include ways to
    overcome barriers in identifying and serving
    children and families in need of services.

Element Two Promoting Mental, Emotional, and
Behavioral Health
  • Element Two is intended to support enhanced
    integration, coordination, and resource sharing
    of mental, emotional, and behavioral services.
  • SS/HS requires a partnership between schools and
    public mental health entities so that students
    and families can benefit from increased access to
    school-based universal prevention and early
    intervention services as well as the delivery of
    more intensive community-based mental health

Element Three Connecting Families, Schools, and
  • Element Three is intended to link families,
    schools, and communities together to increase and
    improve the quality of their engagement in
    planning and implementing programs and activities
    that assist students.
  • Integrated programs and services that link
    schools, families, and their communities improve
    school climate, provide family services and
    support, increase parents' skills, and connect
    families and students with others in the school
    and in the community.

Element Four Preventing Behavioral Health
Problems, including substance use
  • Element Four is intended to address the
    prevention and reduction of risk factors
    associated with behavioral health problems,
    including substance use, in coordination with
    broader environmental strategies that address
    change not only at the individual, classroom, and
    school levels, but also at the family and
    community levels.
  • SS/HS programs are expected to draw from the
    existing body of research on effective practices
    and strategies for reducing risk factors
    associated with behavioral health problems which
    can prevent substance use, and other risky
    behaviors, among children and youth. Such
    practices and strategies may include a
    combination of proven school-wide approaches that
    focus on universal prevention and target the
    whole school selective interventions targeted at
    children and youth who show signs of potential
    drug involvement or indicated interventions for
    youth already engaging in drug use.

Element Five Creating Safe and Violence Free
  • Element Five is intended to identify and address
    issues, conditions, behaviors, and structures
    that contribute to unsafe school environments and
    violence in schools.
  • The level of disruptive and aggressive behaviors
    of students and how schools respond to such
    behaviors is directly related to the potential
    for violence in a school.

NH Communities for Children
  • Grant proposal is comprised of six overarching
    goals that each address one or more of the ss/hs
  • Each goal contains multiple objectives that
    outline major activities to take place that will
    meet the overall grant goal
  • State level management team and lea level core
    management teams developed

Goal 1
  • Create and sustain safe and supportive schools
    and communities and improve the social,
    emotional, and behavioral health outcomes for all
    children and youth by developing and sustaining a
    formal state-level collaborative cross-agency
    structure for identifying needs, implementing
    evidence-based practices, sharing and targeting
    data and resources, changing policy, and
    implementing cross-discipline professional
    development (Elements 1, 2, 3, 4 5).

Goal 1 Highlighted Major Activities
  • Build an effective State Level Team and Core
    Management Teams in each LEA
  • Disaggregate statewide education and behavioral
    health data
  • Use National Standards for Culturally
    Linguistically Appropriate Services
  • Identify Target Resources
  • Build a data collection reporting system
  • Use Realizing the Promise of the Whole-School
    Approach to Childrens Mental Health A Practical
    Guide for Schools (SAMHSA 2012) to guide planning
    and collaboration efforts
  • Conduct a needs assessment and environmental scan
  • Develop the comprehensive plan

Goal 2
  • Substantially improve the social and emotional
    skills and preparedness for long-term educational
    success of young children, birth through five
    years, by facilitating cross-sector collaboration
    in each LEA among parents/caregivers and
    professionals serving expectant families and
    young children from birth through 3rd grade and
    their families (Element 1).

Goal 2 Highlighted Major Activities
  • Identify one Head Start one Child Care Program
    in each LEA
  • Identify all early childhood programs in each LEA
  • Promote participation in Watch Me Grow
  • Train staff in screening assessment of young
    children their families in the areas of mental
    health well-being and trauma symptoms
  • Create implement LEA plan for cross-sector
    educational activities on evidence-based early
    mental health related interventions/practices
  • Hire Early Childhood Coordinator at each LEA

Goal 3
  • Substantially improve the mental, emotional, and
    behavioral health of children and youth through
    early identification of needs and matching
    interventions to need by implementing of a
    continuum of positive, evidence-based behavioral
    health practices within a multi-tiered framework.
    This goal includes substantial reductions in
    school violence, bullying, behavior problems,
    suspensions, substance abuse and
    punitive/exclusionary discipline practices
    (Elements 2, 3 5).

Goal 3 Highlighted Major Activities
  • Develop Install Interconnected Systems
    Framework in each school in each LEA
  • Develop a LEA-level health workgroup that is
    responsible for assessing the behavioral health
    needs of the schools population developing
    formal agreements with local and regional
  • Identify each schools current level of PBIS
    implementation and development of a plan for
    implementation or improvement
  • Identify existing data sources and the need for
    enhanced data systems (such as SWIS)
  • Screen all students for emotional, behavioral,
    and substance abuse needs.
  • Develop deliver marketing, communication,
    outreach campaigns that educate the community
    about mental health risk factors for behavioral
    health problems including substance use.

Goal 3 Interconnected Systems Framework
  • Schools are not typically equipped to identify or
    address the wide range of social or emotional
    needs of all their students. The Interconnected
    Systems Framework will provide a structured
    process for school staffs and community
    behavioral health providers to work together
    through the schools multi-tiered PBIS framework.
    At the school-wide level, community experts in
    early childhood, mental health, and substance
    abuse treatment will be part of the schools
    Universal Team to develop social/emotional
    expectations and behavior support for all
    students/children in the school. This may
    include student groups, parent trainings,
    presentations, and staff training. At the
    secondary level, community experts and providers
    work with the schools Tier 2 (Behavior Support)
    Team to implement screening protocols, and
    develop interventions for students with specific
    emotional or behavioral support needs (such as a
    social skills group or group for students with
    anxiety disorders). Finally, at the tertiary
    level, individual services are provided in
    collaboration with community providers and
    families for students with the greatest
    social/emotional needs including individualized
    behavior supports, therapies, and wraparound

Interconnected Systems Framework cont.
  • The ISF structure is based upon the same
    principles as PBIS
  • Collaborative models
  • Data-based Decision-making
  • Strengths-based, positive social skills
  • Community-based, focus on community inclusion
  • Family, student driven

Goal 4
  • Substantially improve the behavioral health
    outcomes and reduce the need for intensive
    treatment, out-of-home placement,
    hospitalization, or incarceration of children and
    youth in each region through partnership with the
    local community mental health center and NHs
    System of Care, which will provide individualized
    wrap-around and evidence-based interventions for
    the highest-need children, youth their
    families/caregivers (Element 2).

Goal 4 Highlighted Major Activities
  • Provide wraparound and person-centered planning
  • LEA behavioral workgroup identifies children and
    youth who are at imminent risk of
    out-of-district, out-of-home placements or
    significant emotional or behavioral supports
    using education data and state Child Welfare
    screening process.
  • Develop contract (0r modify) with the mental
    health center other regional behavioral health
    providers to address specific high-need
    behavioral health concerns
  • Establish formal relationship with regional
    juvenile justice office staff
  • Provide or coordinate intensive level
    evidence-based treatment services (chosen from
    SAMHSA website list) for the highest need
    children, youth and families

Goal 5
  • Substantially improve the engagement of families
    and youth in decision-making at the policy,
    practice and individual levels by including and
    supporting family members and youth as members of
    the State Management Team, Core Management Teams,
    and individual child/family wraparound teams
  • (Element 3).

Goal 5 Highlighted Major Activities
  • Engage, involve, and strengthen the assets of
    family members, other caregivers, and youth.
  • Develop strong family involvement in decisions
    and implementation of state, LEA and regional
  • Provide training in cultural competence and
    Systems of Care for all project staff and team
  • Connect parents to school community through NH
    Connections programs at the NH Parent Information
  • Develop youth leadership in every school through
    NH YouthMove
  • Hold 2 school-wide events annually focused on
    diversity and cultural differences

Goal 6
  • Substantially reduce risk factors and strengthen
    protective factors at the individual, family and
    community level to reduce the prevalence of
    alcohol and other drug misuse among school aged
    children (Element 4).

Goal 6 Highlighted Major Activities
  • Hire Student Assistance Program (SAP) Counselors
    at each LEA
  • Implement Project SUCCESS in middle and high
    schools (addressing lack of coordination of
    services as risk factors) deliver prevention
    curriculum to middle and high school students
  • Design and deliver culturally competent,
    incentivized parent education and outreach
    opportunities and materials with community-based
    partners that educate parents on risks of youth
    substance misuse and effective parent strategies
  • Provide school based prevention and early
  • Develop disseminate behavioral health
    substance misuse information messaging that
    challenge risk factors and strengthen protective
    factors through existing school and community
  • Recruit and retain youth in resiliency
    programming during out-of-school time (e.g.
    afterschool programs)

SS/HS PHASES of the Grant
Year 1
  • Year 2 4 Implementation Phases
  • Implementation of the State and LEA comprehensive
  • Funding not restricted by SAMHSA and all required
    staff and partners will be funded
  • Staff to be hired NHDOE Educational Information
    Dissemination Coordinator, Early Childhood
    Coordinator at each LEA, Student Assistant
    Program (SAP) Counselors at each LEA (others as
    based on LEA needs)
  • Partners to be funded at each LEA such as but
    not limited to, Mental Health Centers, Family
    Organizations, PBIS and ISF partners, refugee and
    homeless partners,
  • Funding for Year 1 is restricted to essential
    staff for planning activities and development of
    comprehensive plan.
  • Staff to be hired during Year 1 NHDOE Project
    Coordinator, BBH Project Co-Coordinator, LEA
    Project Managers
  • RFP for contracted Evaluator
  • SAMHSA does not allow funding during Year 1 for
    staff and partners who will be implementing the
    comprehensive plans activities

Phase I Assessment
  • Improve alignment, integration, and
    effectiveness of systems level efforts
  • Identify gaps in existing services and
    assessing resource capacity,
  • Identify risk and protective factors
  • Strengthen existing partnerships and identify
    new and expanded opportunities for local and
    state level org partnerships
  • Build support between program partners and
    other public and private partners
  • Activities Complete needs assessment and
    environmental scan to develop comprehensive plan
    (includes state level and each lea level)

Shared Indicators
SS/HS Elements Indicators (The required GPRA indicators are in bold italics)
1. Promoting Early Childhood Social Emotional Learning Development Number and rate of children enrolled in early childhood education programs (Example).
2. Promoting Mental, Emotional, and Behavioral Health Total number of students who received school-based mental health services Percentage of mental health service referrals for students which resulted in mental health services being provided in the community
3. Connecting Families, Schools and Communities Number of school, community, and family initiatives that promote safe student academic, recreational, and social environments (Example).
4. Preventing Behavioral Health Problems (including substance use) Percentage of students who report consuming alcohol on one or more occasions during the past 30 days
5. Creating Safe and Violence Free Schools Percentage of students who reported being in a physical fight on school property during the current school year. Percentage of students who did not go to school on one or more days during the past 30 days because they felt unsafe at school or on their way to and from school.
Identify the Data Sources for the Shared
  • Quantitative data such as numbers, rates, and
    statistics (includes primary and secondary
  • Qualitative data through focus groups,
    interviews, and observations
  • Data source for each shared indicator must be
  • Example a good data source tied to indicators on
    adolescent substance use would be the most recent
    Youth Risk Behavior Surveillance System (YRBSS)

SAMHSA Recommended Data Sources
  • NH DHHS (number of recipients of Medicaid and
    Food Stamp Program Participants)
  • County Health Rankings
  • County Health Calculator
  • Police Records
  • Chamber of Commerce Data
  • School districts
  • NHDOE (district profiles, etc.)
  • State and national surveys, such as Behavioral
    Risk Factor Survey, National Survey of Childrens
    Health, YRBSS, Health and Nutrition Examination
    Survey, etc.

PHASE 1 Needs Assessment Process
  • Collaborative effort between project partners at
    both the state and community levels. The SMT and
    CMTs should take the following steps as part of
    the process
  • Compile data on the risk and protective factors
    related to each of the five SS/HS Elements
  • Define the target populations and sub-populations
  • Select at least one shared indicator for each of
    the five SS/HS Elements (can have as many
    indicators as desired)
  • Locate data sources for each of the Indicators

  • Environmental scan should identify systems,
    programs, and services that existed prior to the
    ss/hs state program (not those that will be added
    to the comprehensive plan). The environmental
    scanning process is similar to state and
    community level needs assessment process. It
    should focus on describing the available
    resources at the state and within the three
    communities that address the shared indicators
    for the specified population.
  • After gathering data for the needs assessment,
    the environmental scan should be conducted to
    determine types of resources that are currently
    addressing the need.

Environmental Scan Activities
  • Document existing resources, services systems
  • Describe how existing resources and services
    align with the enhanced National CLAS standards
  • Describe funding streams supporting the existing
  • Identify existing policies and procedures
  • Identify technology resources
  • Describe systems change and integration activities

Methods of Scanning Environment
  • Use multiple methods to scan to get a true
    picture of the availability of existing resources
    to address needs
  • Direct observation
  • Questionnaires
  • Consultation with persons in key positions,
    and/or with specific knowledge
  • Review of relevant policies
  • Interviews
  • Focus Group

Pulling It All Together Analyzing the Needs
and Gaps in Resources
  • Last step of the needs assessment and
    environmental scanning process is to assess gaps
    in services and infrastructure.
  • Where and how services related to the shared
    indicators can be created or enhanced
  • Assess what types of systems or infrastructure
    developments are needed to address the shared

Critical Strategic Analysis Phase
  • Questions to be considered
  • What needs of children and youth are going unmet?
  • What available programs, supports, and services
    are designed to meet these needs?
  • Are there any major problems not being addressed
    by a service, program or activity?
  • Are the children and youth at greatest risk
    receiving prevention programs, services, and
    supports? If not, why not?

Critical Strategic Analysis Phase
  • Questions to be considered, continued
  • Are there duplicative services, programs, and
    supports attempting to address the same problem?
    If so, which are more effective and which are
    less so?
  • Are those who are implementing the separate
    programs coordinating their efforts in any way?
  • Are there documented policies and procedures for
    addressing behavioral health disparities?
  • Is there a blending of funding across these
    various programs and efforts?

Critical Strategic Analysis Phase
  • Other considerations include
  • Community-level coordination issues, including
    changes in state policies and regulations that
    can facilitate the blending of funding
  • Regional and/or statewide work force development
  • Mechanisms available to share lessons learned
    with others in the state and across communities
    (example utilize IRB process with evaluators to
    ensure publication of success and challenges of
    SS/HS model and provide model for NH SS/HS model
    expansion across the state)

Comprehensive Plan
  • NH will work with our SAMHSA Project Officer and
    our Resource Specialist (AIR) to use the needs
    assessment and environmental scan information to
    complete the SS/HS Framework Grid Tool. NH will
    work with the Project Officer to develop our
    Comprehensive Plan. The comprehensive plan should
    be a direct response to address the highest
    priority needs and gaps. The comprehensive plan
    also presents the SS/HS State Programs vision
    for how best practices in infrastructure reform
    and service delivery can most effectively meet
    the identified needs.

State Project Leads
  • Project Director
  • McKenzie Harrington-Bacote,
  • NH Department of Education
  • McKenzie.Harrington-Bacote_at_doe.nh.gov
  • Michele Harlan,
  • NH DHHS, Bureau of Behavioral Health
  • Michele.A.Harlan_at_dhhs.state.nh.us
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