PARTNERS IN SCHOOL TRANSFORMATION™ Evaluating the Interface Between Schools and Community-Based Mental Health Agencies in a Partnership Model Challenges and Successes in Translation, Tracking, and Sustainability Leah Goldstein, LMSW, Joan Stamler, PhD, Eliot Goldman, PhD, and Owen Lewis, MD

TURNAROUNDUSA.ORG PARTNERS IN SCHOOL TRANSFORMATION™ School Leadership & Management Program Implementation Turnaround’s Model Readiness to Teach Readiness to Teach Readiness to Learn Readiness to Learn Readiness to Act Readiness to Act Build a well-managed school organization and positive school culture Create highly effective classrooms with all teachers trained in practices to motivate, engage, and support every student Develop a student support system that insures that every child who needs more help gets it, either in the classroom or individually 2 Student Support Systems Teacher Practice

TURNAROUNDUSA.ORG 3 PARTNERS IN SCHOOL TRANSFORMATION™ Developing the school-to-clinic connection Collaboration between MH clinics and schools is highly recommended Benefits: access to care, early detection, decreased stigma Turnaround model provides access to agencies & fosters engagement: Contract with community-based agency Referral protocols and information Bridge between school/agency/family Case management to ensure connection made & maintained Trouble-shooting problems

TURNAROUNDUSA.ORG 4 PARTNERS IN SCHOOL TRANSFORMATION™ Evaluation Questions How efficiently does the school-to-clinic connection operate? How effectively does the connection provide access and engagement for at-risk youth? How does the connection benefit at-risk youth?

TURNAROUNDUSA.ORG 5 PARTNERS IN SCHOOL TRANSFORMATION™ Considerations for the role of an internal evaluator I.Identifying the right data to evaluate the partnership II.Translating through multiple systems and school/clinic cultures III.Supporting data collection for partner agency staff and partner schools. IV.Monitoring the relationship

TURNAROUNDUSA.ORG 6 PARTNERS IN SCHOOL TRANSFORMATION™ 1.Indicators of Efficiency Treatment timeline Referral trends 2.Indicators of Engagement Treatment Attendance (dose) Treatment Adherence/compliance Participation in sessions Appropriate termination 3.Symptom Reduction using a Standard Outcome Measure Early decision to have everyone use a common measure 1) Feasibility-short and free; 2) Valid/reliable; 3)Match most common concerns Parallel use of Vanderbilt at both MH partners and schools Identifying the Right Data to Evaluate the Partnership

TURNAROUNDUSA.ORG 7 PARTNERS IN SCHOOL TRANSFORMATION™ What’s in a name? Organizationally Standardized Language Clearly defined and documented definitions from partners Translating through Multiple Systems and Cultures

TURNAROUNDUSA.ORG 8 PARTNERS IN SCHOOL TRANSFORMATION™ Translation & Support: Creating common ground for data from different agencies

TURNAROUNDUSA.ORG 9 PARTNERS IN SCHOOL TRANSFORMATION™ Translation & Support: Creating common ground for data from different agencies

TURNAROUNDUSA.ORG 10 PARTNERS IN SCHOOL TRANSFORMATION™ Translation & Support: Creating common ground for data from different agencies II. Working with pre-existing data structures Working with IT staff Building Standing Reports Downloading Datasets

TURNAROUNDUSA.ORG 11 PARTNERS IN SCHOOL TRANSFORMATION™ Monitoring the Relationship Key data points from clinic and schools are very useful as a part of the larger feedback loop

TURNAROUNDUSA.ORG 12 PARTNERS IN SCHOOL TRANSFORMATION™ Monitoring the Relationship Interpreting the data for partnership evaluation: Speed of intake, evaluation and case assignment Uneven flow of referrals by schools creating strains on clinic capacity and reflect on school practice Range and distribution of diagnoses Type of treatments offered

TURNAROUNDUSA.ORG 13 PARTNERS IN SCHOOL TRANSFORMATION™ Supporting the School-to-Clinic Connection Turnaround builds capacity in schools so that the right students (and right number of students) can be identified and referred to MH partners, and receive follow-up and support to promote ongoing engagement in services. However, referral and clinic practice data are crucial for unearthing and understanding obstacles to an effective partnership

TURNAROUNDUSA.ORG 14 PARTNERS IN SCHOOL TRANSFORMATION™ Works Cited Garland, A.F., Haine-Schlagel, R., Accurso, E.C., Baker-Ericzen, M.J. (2012). Exploring the effect of therapists’ treatment practices on client attendance in community-based care for children. Psychological Services, 9(1), Gopalan, G., Goldstein, L., Klingenstein, K., Sicher, C., Blake, C., Mckay, M.M. (2010). Engaging families into child mental health treatment: Updates and special considerations. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 19(3), Kutash, K., Duchnowski, A. J. & Lynn, N, (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies., Research and Training Center for Children’s Mental Health. Mellin, E.A., Weist, M.D. (2011). Exploring school mental health collaboration in an urban community: A social capital perspective. School Mental Health, 3 (2), Miller, L.M., Southam-Gerow, M.A., Allin, R.B. Jr., (2008). Who stays in treatment? Child and family predictors of youth client retention in a public mental health agency. Child Youth Care Forum, 37 (4), The President’s New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. Final report (DHHS Publication No. SMA ). Washington, DC: U.S. Government Printing Office.

TURNAROUNDUSA.ORG 15 PARTNERS IN SCHOOL TRANSFORMATION™ Contact Information Leah Goldstein, LMSW – Joan Stamler, PhD – Eliot Goldman, PhD – Owen Lewis, MD –