Full continuum of effective mental health promotion and intervention for students in general and special education


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Full continuum of effective mental health promotion and intervention for students in general and special education

  • Full continuum of effective mental health promotion and intervention for students in general and special education

  • Reflecting a “shared agenda” involving school-family-community system partnerships

  • Collaborating community professionals (not outsiders) augment the work of school-employed staff



SMH programs and services continue to develop in an ad hoc manner, and

  • SMH programs and services continue to develop in an ad hoc manner, and

  • LACK AN IMPLEMENTATION STRUCTURE



In 17,000 plus schools

  • In 17,000 plus schools

  • Decision making framework to guide selection and implementation of best practices for improving academic and behavioral functioning

    • Data based decision making
    • Measurable outcomes
    • Evidence-based practices
    • Systems to support effective implementation




Strategy for interconnection of two systems across multiple tiers

  • Strategy for interconnection of two systems across multiple tiers

  • Emphasizes state teams working with district teams and schools, and strong team planning and actions at each tier

  • Two national centers (for SMH and PBIS) and a number of states involved

  • Numerous training events and a monograph in progress



A strong, committed and functional team guides the work, using data at three tiers of intervention

    • A strong, committed and functional team guides the work, using data at three tiers of intervention
    • Sub-teams having “conversations” and conducting planning at each tier
    • Evidence-based practices and programs are integrated at each tier
    • SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS


Key stakeholders from education and mental health are involved and these people have the authority to reallocate resources, change roles and functioning of staff, and change policy

    • Key stakeholders from education and mental health are involved and these people have the authority to reallocate resources, change roles and functioning of staff, and change policy
    • There is a priority on strong interdisciplinary, cross-system collaboration


1) High status leadership and team with active administrator participation

  • 1) High status leadership and team with active administrator participation

  • 2) School improvement priority on social/emotional/behavioral health for all students

  • 3) Investment in prevention

  • 4) Active data-based decision making

  • 5) Commitment to SMH-PBIS integration

  • 6) Stable staffing and appropriate resource allocation



Strong leadership

  • Strong leadership

  • Good meeting attendance, agendas and meeting management

  • Opportunities for all to participate

  • Taking and maintaining of notes and the sense of history playing out

  • Clear action planning

  • Systematic follow-up on action planning





Publish a monograph that provides a summary and framework for interconnection, documents examples of success, and lays out a research, policy, and technical assistance agenda for the future

  • Publish a monograph that provides a summary and framework for interconnection, documents examples of success, and lays out a research, policy, and technical assistance agenda for the future

  • (available on-line October 1, 2013)

  • OSEP TA Center of PBIS (www.pbis.org), Center for School Mental Health (www.csmh.umaryland.edu), and IDEA Partnership (NASDE) (www.ideapartnership.org)



PBIS and SMH systems are operating separately

  • PBIS and SMH systems are operating separately

  • Results in ad hoc, disorganized delivery of SMH and contributes to lack of depth in programs at Tiers 2 and 3 for PBIS

  • By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced



Overview

  • Overview

  • Implementation Framework

  • School Level Systems

  • School Level Practices

  • Effectively Using Data



Dialogue Guides (IDEA partnership)

  • Dialogue Guides (IDEA partnership)

  • 4 Simple Questions (IDEA partnership)

  • Implementation Guides (Funding, Team, Evaluation)

  • Knowledge Development Surveys

  • Readiness Checklist

  • Resource Mapping

  • Consumer Guide for Selecting MH practices









Students should be taught all the skills necessary for success: academic, social, emotional and behavioral.

  • Students should be taught all the skills necessary for success: academic, social, emotional and behavioral.

  • Schools are places where students can learn and practice positive interpersonal, cross-cultural and citizenship skills.

  • A caring school climate and positive relationships between students and staff are critical to student success and provide an environment where academics flourish.

  • Schools are places where youth have access to many significant adults to help them feel collectively and individually valued.

  • Schools and communities must work together to meet the diverse needs of students and honor the traditions and contributions of both family and community members.

  • All students are entitled to be treated with dignity and respect.

  • Successful schools gather and use a variety of information to improve teaching and learning.

  • Effective use of a team approach involving all school staff working together provides a consistency which enhances student success.

  • Positive, proactive and preventative efforts of schools and communities can create a school climate free of stereotyping, harassment and violence—filled with a concern for justice and fairness.



  • Practices Data

  • Montana’s Tri-lateral Framework



443 Elementary Schools

  • 443 Elementary Schools

  • 213 Middle, 7&8, or Junior High Schools

  • 171 High Schools

  • Total Enrollment 141,693

  • Licensed K-12 Staff 14,947







MBI Consultants

  • MBI Consultants

    • 20 part-time employees of OPI… retired educators and educators who are still working in local school districts.
    • Participate in trainings, work sessions and conference calls to gain fluency and process consistency.
    • Guided by a smaller core team/work groups/committees for decision-making.




Year One—2 two day sessions, fall and winter

  • Year One—2 two day sessions, fall and winter

  • Year Two—2 two day sessions, fall and winter

  • Year Three—1 two day session, fall

  • Beyond- Invited Tier Two and Tier Three sessions to MBI Institute.

  • These trainings include Tier I Universals, Classroom MBI, Tier Two. Tier Three Interventions. Site send representative teams, including an administrator









Common training for school and agency mental health staff using MBI model

  • Common training for school and agency mental health staff using MBI model

  • Bi-weekly coaching for CSCT staff in implementing evidenced based practices

  • Community High Fidelity Wraparound coaches provide support to school staff implementing Wraparound

  • Community team of key stakeholders guide SMH practices



Screening for All students

  • Screening for All students

  • Intensive SMH services tied to Tier 1 and 2 interventions (using common language, check-in/check-out, target groups)

  • School and CSCT staff co-facilitating Wraparound services

  • Data based decision making

  • On-going Systems evaluation (Implementation and Outcome data)



Partnering with

  • Partnering with

    • Families and Community
        • Title I- Family Engagement Tool
        • Teacher Home Visit Project
        • Helena Community
    • Health Enhancement
    • Early Childhood
        • Center for Social and Emotional Foundations of Early Learning
    • Quaglia Institute for Student Aspirations, www.qisa.org
        • Youth Voice
          • Focus Groups
    • Successful Schools/Healthy Students
        • Department of Education
        • Missoula-Helena
    • 21st Century Community Learning Grants
    • Graduation Matters Montana
    • Montana Board of Crime Control
    • School Resource Officers/Probation Officers
    • Multi-tiered System of Support


Comprehensive School and Community Treatment (CSCT) Administrative Rule Rewrite

  • Comprehensive School and Community Treatment (CSCT) Administrative Rule Rewrite

  • DPHHS and School-based Wraparound

  • My Voice Survey

  • Montana Behavioral Initiative (MBI) Youth Days

  • Mental Health Strand at MBI Summer Institute

  • Mental Health Toolkit

  • School Mental Health Community of Practice, webinars hosted by the IDEA Partnership










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