Susan Bailey-Anderson ([email protected]), Erin Butts ([email protected]), Mark Weist ([email protected])[email protected]@[email protected].

Susan Bailey-Anderson ([email protected]), Erin Butts (

[email protected]), Mark Weist ([email protected])

PBIS LEADERSHIP FORUM, LITTLE CHICAGO, OCT. 11, 2013

“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

ButSMH programs and services continue to

develop in an ad hoc manner, andLACK AN IMPLEMENTATION STRUCTURE

Positive Behavior Intervention and Support (www.pbis.org)In 17,000 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

Tiered Support in Systems of Care

Universal Evidence-BasedMental Health Promotion, Social-Emotional Learning

Targeted Evidence-

Based Prevention

E-B ClinicalIntervention

Evidence-Based Clinical Intervention

Targeted Evidence-

Based Prevention

Universal E-B Mental Health

Promotion

Community

School Districts

Interconnected Systems Framework (ISF) for SMH-PBISStrategy 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

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, 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

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)

“Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support “

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)

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

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

Stages of ImplementationFocusFocus StageStage DescriptionDescription

Exploration/Preparation Activities

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct baseline data, develop plan.

Initial Implementation

Roll-out the practices, work out details, learn and improve before expanding to other contexts.

Full Implementation

Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Sustainability/Continuous Regeneration

Make it easier, more efficient. Embed within current practices.

Steve Goodman

MONTANA-IZING PBIS…

And making it our own

MBI Belief Statements… the philosophyStudents 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.

Establish a Framework

Practices

Data

Montana’s Tri-lateral Framework

Partnership

Policy Research

Systems

Montana Schools

443 Elementary Schools

213 Middle, 7&8, or Junior High Schools

171 High SchoolsTotal Enrollment

141,693Licensed K-12 Staff

14,947

Susan Bailey-AndersonState Personnel Development Grant (SPDG) Director

CSPD Coordinator/MBI Coordinator Special Education Division

MBI CONSULTANTSMBI COUNCIL

MBI TEAM TRAININGMBI SUMMER INSTITUTE

STAKEHOLDERS

Montana Board of Crime Control

Montana Department of Higher Education

Montana School Resource Officers

School Administrators of Montana

School of Psychology, University of Montana

Division of Educational Research and Service, University of Montana

Jobs for Montana Graduates

And more….

MBI Facilitators

MBI Youth Days

Active MBI sites with assigned consultants 2010-11

Team Training Provided By 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.

MBI TEAM TRAININGS

MBI TEAM TRAINING CYCLEYear One—2 two day sessions, fall and winterYear Two—2 two day sessions, fall and winterYear Three—1 two day session, fallBeyond- 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

Impact Events

Strategies that Montana used to introduce state structures that support the integration of SMH and PBIS

Interconnected Systems Framework Pilot Projects

Helena Middle School

Missoula County Public Schools District• 9 Elementary Schools•3 Middle Schools•3 High Schools•1 Alternative High School

ActivitiesCommon training for school and agency

mental health staff using MBI modelBi-weekly coaching for CSCT staff in

implementing evidenced based practicesCommunity High Fidelity Wraparound

coaches provide support to school staff implementing Wraparound

Community team of key stakeholders guide SMH practices

What it Looks LikeScreening for All studentsIntensive 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 makingOn-going Systems evaluation

(Implementation and Outcome data)

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

Key SMH Activities In MontanaComprehensive School and Community Treatment

(CSCT) Administrative Rule RewriteDPHHS and School-based Wraparound My Voice SurveyMontana Behavioral Initiative (MBI) Youth DaysMental Health Strand at MBI Summer InstituteMental Health ToolkitSchool Mental Health Community of Practice,

webinars hosted by the IDEA Partnership

Investing In Early Childhood…Head Starts, childcare centers,

and pre-schools— including special education sites

Linking nutrition to learning…Partnering with Team Nutrition and

Montana Nutrition and Physical Activity

Teaching Healthy Choices

Promoting Healthy Lifestyles

Involving Youth…