The School District of Philadelphia Building Cross-Systems Partnerships

Office of Specialized Services Support to Regions and Schools OSS Regional Team Support Professional Development Professional Steering Committees Resource Coordination Emergency Response Targeted Problem Solving

The School District of Philadelphia: Fast Facts 8th Largest District in Country 268 Schools; 12 Regional Sub-Districts 180,000 Students Percentage of Students by Race/Ethnicity: African-American- 64.8%, Asian- 5.5%, Latino- 15.5%, Native American-.2%, Caucasian-14.0% 73% of Students Eligible for Free/Reduced Lunch Over 125 Schools with ESOL and/or Bilingual Programs, over 10,000 Students Enrolled Average Student-Staff Ratio for Pupil Support Service Staff: Nurses: ; Counselors: ; Psychologists 1- 1,650

Building Resilient Schools: A Systems Approach School-Wide Effective Behavior Support Models Social Skills/ Character Education Curricula School-Wide Resource Coordination Emphasis on Small Group Intervention and Classroom Consultation Partnering to Develop Continuum of Flexible Behavioral Health Services that Support Inclusion

Universal Prevention Small Group Intervention Targeted Individual Support A New Support Paradigm SWEBS & Social Skills Curricula CSAP Tier I CSAP Tiers II & III School-Based CM Additional Resources Robust Infrastructure School- Wide School-Based Behavioral Health

Comprehensive Student Assistance Process- CSAP CSAP is a systematic mechanism of identification, intervention, referral assistance, and support/follow-up, including continuing care supports CSAP has a school-wide component and 3 tiers of progressive support Each tier has 4 phases: referral, team planning, intervention and recommendations, and follow-up CSAP views caregivers as essential partners

School-Based Case Management Collaboration with the Department of Human Services Consultation & Education (C & E) Specialist Program: Program History: Began as Pilot in 1998 with one Provider in 3 Schools Currently 14 Providers in 200 Schools Program Description: Provides short- term (120 day) school-based case management, consultation, and groups Majority of schools serviced are elementary; some secondary Program Funding: Program-Funded; District (30%) and DHS (70%) All Children Eligible Regardless of Insurance Creating a Continuum of K- 8 Support:

Program Outcomes YTD Short Term School-Based Case Management Provided to 3,666 Students C&E Consultations Provided to 10,537 Children 1,347 Children Referred for Behavioral Health Services 1,021 Children/Families Referred for Community-Based Services (e.g. Housing, Welfare Benefits, Recreation, Food/Emergency Services, Church- Related Support, Kinship Care Services) 540 Children Seen in Groups(Anger Management, Grief/Loss)

Contracted Emotional Support Classes (k-12) Program History Philadelphia School District unable to staff ES classrooms in 1998 School District contracted services in 1999 (one class) September of increased to 13 classes : 52 classes serviced by 2 separate agencies Program Design Lead Teacher/Counselor Assistant Teacher/Counselor Behavior Manager Program Funding School District of Philadelphia

Creating a K- 8 Continuum: School-Based Behavioral Health Program History: Began as Pilot in ‘02-’03 Year at 6 Schools; Currently in 28 Schools Program Description: Replacement of Traditional School-Based Wraparound/TSS; Provides Flexible Services via 11 member Team Program Funding: MA Funded Through Community Behavioral Health; 60-Day Review Cycle Collaboration with Community Behavioral Health (CBH)

SBBH Team Structure (N =11) Clinical Manager: master’s level clinical supervision case triage administrative oversight and liaison to school administration Clinicians: master’s level behavior intervention planning with CSAP/Interagency team Care Coordinator/ Case Manager: care coordination and linkages to services and supports BH Professionals: behavior plan implementation progress monitoring ensures ongoing communication with school and SBBH staff Psychiatrist: part-time supervision medication consultation

Creating a K- 8 Continuum: Children Achieving through Re-Education (CARE) Program History: Began as Pilot at 1 Site in ‘02-’03 Year; Currently in 8 Sites Serving 9 out of 12 regions Program Description: Based on “Re-Education” Model Services Provided in 3 Classrooms Per Site (Adult- Student Ratio: 3-10) Students Assigned via Regional Feeder Pattern Full-Time to CARE Classroom (6-12 months) Program Funding: Clinical Component Funded Through Community Behavioral Health; Educational Component Funded through SDP Collaboration with Community Behavioral Health (CBH)

CARE Clinical Team Structure Clinician: master’s level; provides behavior intervention planning, treatment and crisis intervention; linkage to family and other providers Mental Health Workers: provide behavior plan implementation, progress monitoring, ensures communication between school and CARE staff Clinical Manager: master’s level; provides clinical supervision and intervention, case triage, administrative oversight and liaison to school administration. Care Coordinator: provides care coordination and linkages to community services and supports Psychiatrist: part-time; provides supervision, medication consultation

Therapeutic Emotional Support Classrooms (TESC) Program History: Began in ‘04-’05; Currently in 14 District ES Classrooms Program Description: Provides MH Therapist in Lieu of Therapeutic Staff Support Program Funding: Funded via CBH Collaboration with Community Behavioral Health (CBH)

Creating a 9-12 Continuum: Secondary Behavioral Health Pilot Program History: Begun in ‘05- ‘06 Year at 20 Sites Program Description and Funding: Provides on-site, flexible direct services (individual, group, classroom consultation) Works with leadership team to support CSAP Development and Resource Coordination 3 Program Types: SDP Funded External Contracted Model (N= 12).5 FTE Agency Master’s Level Clinical SW SDP Funded Internal Interdisciplinary Model (N= 7).5 FTE SDP Master’s Level Clinical SW and Intern Team Hybrid “Deluxe” Model (N= 1).5 FTE SDP Funded Master’s Level Clinical SW and Intern Team; Outpatient Individual/ Group Services (CBH)

Secondary Behavioral Health Preliminary Outcomes Over 800 Students Served October - March via Individual and Group Sessions Impact Analysis of External Model (N=12) Using Fall Cohort (Treatment) and Spring Cohort (Control) Comparison Between ‘05 Performance Indicators and ‘06 Performance Indicators 71% Higher Rate of Increase in Absences Between Years for Control Group 11% Increase in Number of Suspensions Between Years for Control Group

Benefits of Cross-Systems Collaboration Services are Accessible for Families Stigma is Reduced Services are Integrated with Child’s Other Natural Contexts (Ecological Approach) Collaboration Between Systems More Likely

The Challenges of Cross- Systems Collaboration Increased Complexity Philosophical and Training Differences Family Involvement Funding Language Issues Policy Issues Space Supplies

Lessons Learned Time is needed to develop the partnerships Relationships are mutually beneficial Interns provide a bridge between youth and older employees Rich learning opportunities exist at multiple levels

Contact Information Linda Williams, Administrator Amy Maisterra, Director Behavioral Health Office of Specialized Services School District of Philadelphia 440 N. Broad Street, 2nd Floor Philadelphia, PA (215)