Presentation on theme: "Youth Substance Use and Academic Achievement"— Presentation transcript:
1Youth Substance Use and Academic Achievement Louise Fink, Ph.D.,Baltimore City Public SchoolsRita Mattison, DM, MHS, LCADC,Baltimore Substance Abuse Systems, Inc.
2Expanded School Mental Health Program Baltimore City Public SchoolsBaltimore Mental Health SystemBaltimore Substance Abuse System
3PROGRAM OVERVIEWBaltimore City Public Schools has partnered with external agencies to supplement clinical services to students in general education since 1991Financial support for these services has remained level ($1.4 million annually) while the number of providers and schools covered has increasedCurrently there are 4 lead agencies providing service in a total of 105 schools.
4Funding Sources The ESMH program has four funding sources PREVENTION SERVICESBaltimore City Schools $1.4 MillionBaltimore Mental Health System (BMHS) $726,000Baltimore Substance Abuse System (BSAS) $420,000TREATMENTPublic Mental Health System/Medicaidfee for service
5ESMH Services ModelCategory 1: School-wide Supportive Activities - 20% of clinician timeCategory 2: Treatment Services - 50% of clinician timeCategory 3: Group Prevention Activities - 20% of clinician timeCategory 4: Clinician Professional Development - 10% of clinician time
7School-wide Supportive Activities Consultation with school staffIn-service presentationsParticipation in school-wide crisis managementParticipation in school-wide behavior management planParticipation in school teamsAttendance at school functions
9Group Prevention Activities Prevention groups for small groups of studentsClassroom-wide prevention activitiesSchool-wide prevention activities/assembliesParent/family focusedgroup prevention activities
10OUTCOME INDICATORSStudent Attendance: percentage of students attending at least 90% of school daysSuspension: percentage of students with no suspensions after beginning servicesSpecial Education referrals: decrease in thethe number of inappropriate referrals toChild Study teamsPromotion: percentage of studentspromoted to the next grade
15Robert Balfanz 4 indicators • Students who fall off track in the sixth grade tend to have one or two off-track indicators. Relatively few sixth graders have three or four indicators, that is, failing math and English and having low attendance and poor behavior.
16Baltimore Substance Abuse Systems, Inc. Baltimore Substance Abuse Systems, Inc. (bSAS)Designated substance abuse treatment and prevention authority for Baltimore CityAdministrator of federal, state and local grant funds for substance abuse and prevention servicesMonitors treatment programsCollects client demographic and treatment dataWorks in collaboration with other agencies to improve services, and plan/develop new services
17Collaborative Effects ESBHI is a behavioral health intervention funded by bSAS in collabration with:Baltimore Mental Health Systems, Inc. (BMHS)Baltimore City Public Schools (BCPS)Baltimore City Health Department (BCHD)
18ContextSixth Grade Initiative is nestled within Expanded School Mental Health Initiative (ESMH)ESMHBegan in 1993Multi-agency partnershipProvides supplemental mental health prevention, early intervention, and treatment services to children in Baltimore City public schools
19ESMH Target Population Children enrolled in general education programsGrades K through 12Clinicians work with student support team (SST) to identify social/emotional needs of children and strategies for addressing these
20What is to be different in 6th Grade Initiative Schools Targeted high-risk sixth gradersIndividualized iterative interventions, regular follow-up, and tracking through SSTInitially used Why Try as the primary small-group intervention / FY12 Botvin’s LifeSkills as primary interventionS.A. prevention training for faculty/staffStandardized school-wide behavior management intervention
21Defining High-Risk Sixth Graders Research by Dr. Robert Balfanz – Identified children at risk for school drop out as early as 6th grade based on the following 4 risk factors:Poor attendanceBehavior problemsLack of math proficiencyLack of reading proficiencyRetentionSchool Administrators/StaffSubstance abuse is associated with school drop out
226th Grade InitiativeConcept: bSAS funding is leveraged with BCPS funding to provide targeted interventions with substance abuse focus to at-risk sixth gradersGoal: To prevent school drop-out which minimizes substance use and other negative outcomes for children
23What Does bSAS Money Buy? Partially funded mental health clinicians in 35 schools (25% of FTE)Minimum of 36 consultations for teachers and other school staffMinimum of prevention group activities/committee meetingsMinimum of 1 family outreach activityMinimum of 1 in-service presentation to school staffApproximately $10,000 per clinician. In addition….(1) Benefit of school infrastructure; (2) Access to additional school resources; (3) Full complement of ESMH services if needed; and (4) Access to large group of high-risk children
24Sixth Grade Initiative – As Implemented Program began fall 2008Baltimore City Schools and City Health Department identified 895 6th grade children as meeting at least one targeted risk factorClinicians in conjunction with SST identified individualized strategies and interventions for selected populationClinicians offered enhanced behavioral health services
25Evaluation of the Impact of ESBHI Evaluation of ESMH Services during the academic yearApproved by Georgetown University Institutional Review Board (IRB) and BCPS553 Students in ESBHI were trackedService use data was merged with measures of school and academic performance, provided by the Division of Research, Evaluation, Assessment (DREAA) of BCPS.
26Relationship to Academic Outcomes Benchmarks Figure 5: Math BenchmarkComparisons18161412108642N=77N=53Percent of Students Showing Increases in BenchmarksComparison ESBHI6th Grade Cohort
27Relationship to School Functioning Attendance Figure 9: Change in PercentAttendance for Subcohorts21Change in Percent Attendance-1-2-3GS-Lo GS-Mid GS-HiESBHI Subcohort
28Relationship to School Functioning Suspensions Figure 10 : Change From 5th to 6th Grade in Percent of Students Receiving Different Numbers of Suspensions654321-1-2-323ComparisonESBHIChange in Percent Suspensions7-‐1-‐2-2*-3Number of Suspensions
29ConclusionThe relationship between ESBHI participation and academic, attendance and suspension outcomes were evident in students who attended most of the sessions.Results suggest that participating in a school-based behavioral health life skills groups, implemented with reasonable fidelity, can lead to academic success and school functioning found to reduce or delay onset of substance use and behavioral health problems in youth.Anthony, B. J. & Sebian, J. K. (2011)
30Perspectives“The kids love the group! This is one really great thing that happened this week...it made me so proud of them: Some of my kids created a mini-play that talked about fighting and how they would solve the problem (without me asking them to do so!)! Four of them acted it out at the end of our group and it was really creative and drove the problem-solving point home! I may have them do it again for their parents at the graduation ceremony!”Behavioral Health Clinician ”Coming to the groups has helped me not to fuss with other students when they get on my nerves and I have learned to walk away and not get into fights.”Student“I believe the 6th Grade Initiative is good for the students and I would like to see it continued next year.”Principal
31ReferencesAnthony, B. J., & Sebian, J. K. (2011). Baltimore Expanded School Mental Health: Report of the Program Evaluation. Appendix B:6th Grade Expanded School Behavioral Health Initiative Evaluation Report. Washington, DC: Georgetown University Center for Child and Human Development. Balfanz, R., Ruby, A, & Mac Iver, D. (2002).Essential components and next steps for comprehensive whole-school reform in high poverty middle schools. In S. Stringfield, & D. Land, (Eds.), Educating at-risk students (pp ). Chicago: National Society for the Study of Education.