1. From Cradle to Career: Pennsylvania’s Community of Practice
Center for School Mental Health 17th Annual Conference on Advancing School Mental Health
Pennsylvania School Based Behavioral Health Community of Practice Members
Salt Lake City, Utah
October 26, 2012

3. Session Objectives Participants will be able to:
Describe the work scope embraced by the PAPBS Network in their effort to ensure that program-wide PBIS blends with school-wide PBIS.
Identify critical features of the PAPBS Network’s tertiary demonstration sites.
Explain how multiple institutions of higher education play a critical role in Pennsylvania’s scale-up of PBIS.

4. Objective 1: Describe the work scope embraced by the PAPBS Network in their effort to ensure that program-wide PBIS blends with school-wide PBIS

5. This slide is an overview of the structure of the PAPBS Network
This slide is an overview of the structure of the PAPBS Network. Some states have had pockets of PBIS implementation that have coalesced into a statewide system (bottom up approach). PA created a state level support team, followed by regional and local support structures (top down approach). We will talk about each of these levels in more detail as we go along.
NOTE: BOTH SCHOOL AGE AND EARLY CHILDHOOD ARE REPRESENTED AT THE CO-DIRECTORS & SCT LEVEL ALL THE WAY DOWN TO LOCAL IMPLEMENTATION

6. Program Leadership Team District Leadership Team
PWPBIS
SWPBIS
Program Leadership Team
District Leadership Team
Building Leadership Team
Lessons developed to teach expectations
Acknowledgement system focuses on nontangible reinforcement
Acknowledgement system to reinforce expectations
Behavior Incident Report
Office Discipline Referral Form
Majority of behavior handled in and by the classroom staff
Define Office managed problem behavior vs. Teacher managed problem behavior
Most early childhood activities occur in the classrooms
Focus on common areas/non classroom based areas
Ongoing data collection
These next two slides attempt to illustrate the many aspects of PBIS that are the same across age ranges. You will notice that there are also some key differences based on child development. The most important thing to remember is that the foundational principles are the same. The differences are in specific strategies.

7. PWPBIS
SWPBIS
Fidelity Measures
Resources
Limited number of classrooms per building
Relatively large number of classrooms per building
Systems are beginning to be developed at the national level
National Data Systems
CSEFEL.vanderbilt.edu
Challenging behavior.org
PAPBS.org
PBIS.org

8. Strategies to Foster Collaboration across Ages
Consider and include early childhood from the beginning (state & local)
Community-wide projects
Common team meeting times
Facilitators trained for all ages
Common expectations across school and programs in the same community
when feasible

9. Strategies to Foster Collaboration Across Ages within School Buildings
Include preschool classrooms in school-wide project
Incorporate early childhood PBIS strategies in the early elementary grades
Include before and after school care
in school projects

10. School-Wide PBIS Sites in PA5 4 1 2 1 3 2 18 3 10 11
Approx. 300 Schools in the Network 5 6 6 3 1 7 2 4 13 3 1 16 1 12 1 4 26 2 16 11 2 14 1 3 17 19 1 15 12 1 3 3 6

11. Program-Wide PBIS Sites in PA
These are the locations of sites that have been implementing as part of the grants that we used to roll out PBIS. Many are continuing but not all. We are working on solidifying continuation.

12. Objective 2: Identify critical features of the PAPBS Network’s tertiary demonstration sites

13. 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

14. 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

15. 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

16. PA Tertiary Demonstration Sites
Scranton
Montrose
Urban
Three community mental health provider organizations
Return on investment
Rural
Systems of Care connection (ICSP)
One community mental health provider organization

17. Time Line School Year Activity 2008-09
Community Care engaged district through ICSP 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 2010
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
All three tiers are being implemented at both elementary schools
Montrose Junior High receives Tier One training in fall, with “soft” kickoff in January 2012
Discussion of SBBH Team model expanding into Junior and Senior High

18. Scranton School District
Year One
Year Two
Year Three
Year Four
Year Five
Year Six
District and Community Leadership Team established.
District commits to implementing SWPBIS with fidelity across the district.
SBBH Teams begin implementation at Frances Willard Elementary, George Bancroft Elementary, and Scranton High. A Tier Three support.
Frances Willard Elementary, George Bancroft Elementary, and Scranton High all receive training to implement Tier One SWPBIS.
Frances Willard Elementary, George Bancroft Elementary, and Scranton High all implement Tier One SWPBIS.
Frances Willard Elementary reaches implementation fidelity.
Frances Willard Elementary receives training for implementation of Tier Two and begins implementation.
Frances Willard Elementary implements three tiers of Interconnected Systems Framework.
Isaac Tripp Elementary, McNichols Plaza Elementary, and South Scranton Intermediate all receive training to implement Tier One SWPBIS.
Isaac Tripp Elementary, McNichols Plaza Elementary, and South Scranton Intermediate all implement Tier One SWPBIS.
George Bancroft Elementary and Scranton High receive training for implementation of Tier Two and begin implementation
Scranton High receives training and begins implementation of RENEW.
SBBH Teams begin implementation at Northeast Intermediate, John F. Kennedy Elementary, McNichols Plaza Elementary, and John G. Whittier Elementary.
John F. Kennedy Elementary, John G. Whittier Elementary, and Northeast Intermediate all receive training to implement Tier One SWPBIS.
John F. Kennedy Elementary, John G. Whittier Elementary, and Northeast Intermediate all implement Tier One SWPBIS.

19. Outcomes Change in Family Functioning

20. Outcomes Change in Child Functioning

21. Outcomes – SDQ-P Change in Difficulties Score

22. Outcomes – SDQ-T Change in Difficulties Score

23. Objective 3: Explain how multiple institutions of higher education play a critical role in Pennsylvania’s scale-up of PBIS

24. Higher Education & PAPBS
Indiana University of Pennsylvania
Penn State University
Bloomsburg University
Arcadia

25. Higher Education & PAPBS
Indiana University of Pennsylvania

26. Higher Education & PAPBS
Indiana University of Pennsylvania

27. Higher Education & PAPBS
Indiana University of Pennsylvania

28. Higher Education & PAPBS
Indiana University of Pennsylvania

29. Higher Education & PAPBS
Bloomsburg University

30. Higher Education & PAPBS
Bloomsburg University
McDowell Institute for Teacher Excellence in Positive Behavior Support
McDowell Institute

31. Higher Education & PAPBS
Bloomsburg University
McDowell Institute for Teacher Excellence in Positive Behavior Support
McDowell Institute

32. Higher Education & PAPBS
McDowell Institute to coordinate the Higher Education Conference Thread
Bloomsburg University
McDowell Institute for Teacher Excellence in Positive Behavior Support
McDowell Institute

33. Higher Education & PAPBS
Penn State University
School Mental Health Collaboration Instrument

34. Higher Education & PAPBS
Arcadia University – Program-wide PBIS Evaluation
School Mental Health Collaboration Instrument

35. Partnerships * CoP:
Add additional websites to relate to Kelly’s and Jim’s sections.

36. To Learn More: