Scranton High and Lourdesmont Helping Students Succeed Through an Interconnected Systems Framework

Connections Who We Are: O Kelly Perales – Community Care Behavioral Health O Mike Baldi – Lourdesmont

Interconnected Systems Framework paper (Barrett, Eber and Weist, revised 2009) Developed through a collaboration of the National SMH and National PBIS Centers

Why Schools Need MH/Community Partnerships O One in 5 youth have a MH “condition” O About 70% of those get no treatment O School is “defacto” MH provider O JJ system is next level of system default O 1-2% identified by schools as EBD O Those identified have poor outcomes O Suicide is 4th leading cause of death among young adults

Interconnected Systems Framework for School Mental Health Tier I: Universal/Prevention for All Coordinated Systems, Data, Practices for Promoting Healthy Social and Emotional Development for ALL Students  School Improvement team gives priority to social and emotional health  Mental Health skill development for students, staff/, families and communities  Social Emotional Learning curricula for all students  Safe & caring learning environments  Partnerships between school, home and the community  Decision making framework used to guide and implement best practices that consider unique strengths and challenges of each school community

Interconnected Systems Framework for School Mental Health Tier 2: Early Intervention for Some Coordinated Systems for Early Detection, Identification, and Response to Mental Health Concerns  Systems Planning Team identified to coordinate referral process, decision rules and progress monitor impact of intervention  Array of services available  Communication system for staff, families and community  Early identification of students who may be at risk for mental health concerns due to specific risk factors  Skill-building at the individual and groups level as well as support groups  Staff and Family training to support skill development across settings

Interconnected Systems Framework for School Mental Health Tier 3: Intensive Interventions for Few Individual Student and Family Supports  Systems Planning team coordinates decision rules/referrals for this level of service and progress monitors  Individual team developed to support each student  Individual plans may have array of interventions/services  Plans can range from one to multiple life domains  System in place for each team to monitor student progress

Structure for Developing an ISF: Community Partners Roles in Teams O A District/Community leadership that includes families, develops, supports and monitors a plan that includes: O Community partners participate in all three levels of systems teaming: Universal, Secondary, and Tertiary O Team of SFC partners review data and design interventions that are evidence-based and can be progress monitored O MH providers form both school and community develop, facilitate, coordinate and monitor all interventions through one structure

Old Approach  New Approach O Each school works out their own plan with Mental Health (MH) agency; O A MH counselor is housed in a school building 1 day a week to “see” students; O No data to decide on or monitor interventions; O “Hoping” that interventions are working; but not sure. O District has a plan for integrating MH at all buildings (based on community data as well as school data); O MH person participates in teams at all 3 tiers; O MH person leads group or individual interventions based on data; O For example, MH person leads or co-facilitates small groups, FBA/BIPs or wrap teams for students.

Old Approach  New Approach O District/school receive prevention and intervention services based on available grant or budget dollars. O District and community leadership team used data to provide prevention and intervention based on pooled resources and need.

Community Partners Roles in Teams O Participate in all three levels of systems teaming: Universal, Secondary, and Tertiary O Facilitate or co-facilitate tertiary teams around individual students O Facilitate or co-facilitate small groups with youth who have been identified in need of additional supports

3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Universal Support Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP Universal Team WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness

Time Line School YearActivity Community Care engaged district regarding SBBH Team SBBH Team begins work within district – September 2009 District and Community Leadership Team is established, district commitment signed, tertiary demonstration project begins – spring Tier One SWPBIS is fully implemented with kickoff at the start of the school year Tier Two training begins in the spring of 2011 with some implementation – in some buildings (framework/building fit) All three tiers are being implemented in some capacity. Unique features of High School implementation Changes within building/district

School Based Behavioral Health (SBBH) an Accountable Clinical Home O Accountable TO the family and FOR the care O Accessible, coordinated, and integrated care O Comprehensive service approach O Increased accountability and communication O Single point of contact for behavioral health O School is “launching pad” for services delivered in all settings O Youth continue on the team with varying intensity of service

SBBH Team Components L ICENSED M ASTER ’ S P REP C LINICIANS (MHP) E XPERIENCED B ACHELOR ’ S P REP W ORKERS (BHW) A DMIN A GENCY S UPPORT C ONSULTATION TO MHP S PRN

SBBH Service Components C LINICAL I NTERVENTIONS C ASE M ANAGEMENT C RISIS I NTERVENTION C ASE C ONSULTATION AND T RAINING for educational staff

A High School Clinical Home O Successes O Challenges O Collaboration and communication with the school

Raymond’s Story: A Successful Transition O Reason for referral – history prior to SBBH O Diagnosis – FSIQ medications O Treatment goals – modalities employed O Current status – GED and electrical trade O Reason for success – clinical home

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior STUDENT OUTCOMES Social Competence & Academic Achievement

Outcomes Change in Family Functioning

Outcomes Change in Child Functioning

Outcomes – SDQ-P Change in Difficulties Score

Outcomes – SDQ-T Change in Difficulties Score

Sustainability and Scaling (next steps and expansion) O At Tier One – O continued systems, data, and practices and staff buy-in O At Tier Two – O “formal” PBIS training and teaming O Further clarification of continuum of resources and gaps in interventions

Any Questions?

Thank you!  GO KNIGHTS!!!!!!