Mark Weist, Ph.D. University of South Carolina Carolina Network for School Mental Health Myrtle Beach, January 9, 2014.

Mark Weist, Ph.D.University of South Carolina

Carolina Network for School Mental Health

Myrtle Beach, January 9, 2014

Positive Behavior Intervention and Support (www.pbis.org)In 18,000 plus schoolsDecision making framework to guide

selection and implementation of best practices for improving academic and behavioral functioningData based decision makingMeasurable outcomesEvidence-based practicesSystems to support effective implementation

AdvantagesPromotes effective decision makingReduces punitive approachesImproves student behaviorImproves student academic performanceWHEN DONE WELL

ButMany schools implementing PBIS lack

resources and struggle to implement effective interventions at Tiers 2 and 3

“Expanded” School Mental HealthFull 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

AdvantagesImproved accessImproved early identification/interventionReduced barriers to learning, and

achievement of valued outcomesWHEN DONE WELL

ButSMH programs and services continue to

develop in an ad hoc manner, andLACK AN IMPLEMENTATION STRUCTURE

Key RationalePBIS and SMH systems are operating

separatelyResults 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

Other ReasonsInadequate mental health staff, both school

employed and from collaborating community agencies

Working together builds capacity and creates economies of scale

Working together acts as a force against silosMuch needed accountability is enhanced

LogicEnhanced resources, staff and coordination of ISF help to build systems at all tiers

Youth with challenging emotional/behavioral problems are generally treated very poorly by schools and other community agencies, and the “usual” approaches do not work

Logic, cont. • Effective academic performance

promotes student mental health and effective mental health promotes student academic performance. The same integration is required in our systems

Not two, but one

Interconnected Systems Framework (ISF) for SMH-PBIS*Strategy for interconnection of two systems

across multiple tiersEmphasizes 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*Key leaders – Lucille Eber, Susan Barrett, Mark Weist, Rob

Horner, Jessica Swain-Bradway

ISF DefinedA 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

ISF cont.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

ISF, Indicators of Team FunctioningStrong leadership Good meeting attendance, agendas and

meeting managementOpportunities for all to participateTaking and maintaining of notes and the

sense of history playing outClear action planningSystematic follow-up on action planning

Team Members

*School psychologist

*Collaborating community mental health professional

School counselorSpecial educator

*co-leaders

Assistant principalSchool nurseGeneral educatorParentParent(Older student)

SeeMarkle, R.S., Splett, J.W., Maras, M.A., & Weston, K.J. (2014). Effective school teams: Benefits, barriers, and best practices. In M.Weist, N.Lever, C. Bradshaw, & J.S.Owens. Handbook of school mental health: Research, training, practice and policy, 2nd edition (pp. 59-74), New York: Springer.

Chapters in the ISF BookOverviewImplementation

FrameworkSchool Level

SystemsSchool Level

PracticesEffectively Using

Data

District/Community Role

Advancing in StatesPolicy, Practice and

PeopleCommentaries

Current ToolsDialogue Guides (IDEA partnership)4 Simple Questions (IDEA partnership)Implementation Guides (Funding, Team,

Evaluation)Knowledge Development SurveysReadiness ChecklistResource MappingConsumer Guide for Selecting MH practices

ISF, School Readiness Assessment1) High status leadership and team with

active administrator participation2) School improvement priority on

social/emotional/behavioral health for all students

3) Investment in prevention4) Active data-based decision making5) Commitment to SMH-PBIS integration6) Stable staffing and appropriate resource

allocation