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Interconnected Systems Framework (ISF)Replication
November 21, 2014
Agenda
• ISF overview
• Readiness steps (2014-15)
• Implementation steps (2015-16)
• Questions
Pennsylvania State Community of Practice on School Based Behavioral Health
“tertiary demonstration sites”:ScrantonMontrose
Advancing Education Effectiveness:
Interconnecting School Mental Health
and School-Wide Positive
Behavior SupportEditors: Susan Barrett,
Lucille Eber and Mark Weist
Development of an Interconnected Systems Framework for School Mental Health
Access on the Center for School Mental Health or National PBIS websites:
• http://csmh.umaryland.edu/Resources/ Reports/SMHPBISFramework.pdf
• http://www.pbis.org/school/school_mental_health/interconnected_systems.aspx
Edited by: Susan Barrett and Lucille Eber, National PBIS Center Partners; and Mark Weist, University of South Carolina (and Senior Advisor to the University of Maryland, Center for School Mental Health)
BIG Idea…
• How Multi-tiered Systems of Support (MTSS) can enhance mental health in schools
• Installing SMH through MTSS in Schools
• The Interconnected Systems Framework (ISF)
SMH +MTSS=ISF
Logic
Youth with challenging emotional/behavioral problems are generally treated very poorly by schools and other community agencies, and the “usual” approaches do not work
Enhanced resources, staff and coordination of ISF helps to build and enhance systems at all tiers
Logic (cont.)
• Effective academic performance promotes student mental health and effective mental health promotes student academic performance. The same integration is required in our systems
ISF Defined– ISF provides structure and process for education
and mental health systems to interact in most effective and efficient way.
– ISF is guided by key stakeholders in education and
mental health system who have the authority to reallocate resources, change role and function of staff, and change policy.
– ISF applies strong interdisciplinary, cross-system collaboration.
ISF Defined– ISF uses the tiered prevention logic as the
overall organizer to develop an action plan.– ISF involves cross system problem solving teams
that use data to decide which evidence based practices to implement.
– ISF involves ongoing progress monitoring for both fidelity and impact.
– ISF emphasizes active involvement by youth, families, and other school and community stakeholders.
Traditional Preferred
• Each school works out their own plan with Mental Health (MH) agency;
• District has a plan for integrating MH at all buildings (based on community data as well as school data);
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Implementation Science
• Exploration and Adoption• Installation Phase• Initial Implementation• Full Implementation• Innovation and Sustainability
Fixsen, 2010
STUDENTSin one school
RtI
SpecialEducation
SEL
Fragmented Structures Fragmented Practices
StudentAssistance
Teams
StudentAssistance
Teams
SocialWork
Services
FamilyCoordinators
Pre-referralInterventions
After SchoolPrograms
School-basedMental Health
Services
StudentSupportLeaders
How does a school decide how to support different students?
SCHOOL
Violence & Crime
Prevention
Drug Services
Juvenile Court
Services
Social Services
Child Protection Services
Special Education
Pupil Services Health
Services
Mental Health
Services
Drug Prevention
Community Based
Organizations
Clinic
After-School
Programs
Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998). Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.
Fragmented Policy Fragmented Practices
Compelling FactorsDetention/ RTF
t h
Intake
Intake
CW Sys
Intake
Referral
Referral
Referral
Referral
Referral
Referral
MH Sys
D&A Sys
JJ Sys
Ed. Sys
Intake
MCO Sys
MR Sys
Intake
Referral
Partial
Psych
Detox
AAA
Intake
Court
Probation
Residential
Eligibility
Counseling
Special Ed
Truancy
Mentor
APS
Partial
Residential
Mobile T
Case Mgmt.
TSS/BSC
Inpatient
Case Mgmt..
Care Mgmt.Primary Care
Case Work
Foster Care
Health Sys
ER
Intake
Hospital.
Therapist. Psychiatrist
SupervisorSW/Psych
BuildingPrincipal
Rep.
Service Providers
Local Area Network
Co-Convenor
Homeless Coordinator Mental
Health/708 Board
Curriculum/Prof. Dev
RtI Coordinator
FamilyGroups
PoliceJuvenile Justice
Special EducationDirector
Supt/Asst. Supt
Core District and Community Leadership
Team
Building Level Model
Community/Family
Mental Health Rep.
SW, School Psych
Guidance
Principal
Special Education Teachers
Grade Level
Teachers
Building Leadership
Team
Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions• ___________________________• ___________________________• ___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model: SUPPORTS
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Building Level Action Plan
Problem Solving Team (individual student)
Tertiary Systems Team
Secondary Systems Team
Universal Systems Team
PRACTICES PRACTICES PRACTICES PRACTICES
Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule
UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM
20
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
School Data Community Data Student and System level
• Academic (Benchmark, GPA, Credit accrual etc)
• Discipline• Attendance• Climate/Perception• Visits to Nurse,
Social Worker, Counselor, etc
• Screening from one view
• Community Demographics
• Food Pantry Visits• Protective and Risk
Factors• Calls to crisis centers,
hospital visits• Screening at multiple
views
Other DatasetsPositive Assets• Parks & Playgrounds• Hospitals• Community Centers• Recreation Centers• Vacant housing• Community• Core service agencies
Disadvantage• Census (income, familystructure, population
Potential Risk Factors• Alcohol Outlets• Crime• Libraries• Religious Buildings• Fast food outlets• Lottery outlets
Show outcomes leading to Social and financial Benefit
• Show outcomes for PBIS and SMH– Social competence– Emotional functioning – Improved GPA, test scores, attendance, teacher retention– Organizational Health– Climate
• Demonstrate financial impact• Show link between fidelity and outcomes
Greenberg et al., 2005; Greenberg et al., 2003; Welsh et al., 2001; Zins et al., 2004; Bruns et al., 2004; Lehr et al., 2004; Jennings, Pearson, & Harris, 2000; see Hoagwood, Olin, Kerker, Kratochwill, Crowe, & Saka, 2007 and Wilson & Lipsey, 2007)
WSHS
WSHS
WSHS
WSHS
• Tier One Problem Solving Team
• Student Team
• Faculty input
• Administrative support
Annual Fidelity CheckAction Planning
• Benchmarks of Advanced Tiers– Do we have more than one strategy available to
support students who need more?– Do we use data to make decisions?– Are we selecting Evidence-Based Practices?– Do we have the staff and resources to implement
with fidelity?– Are we progress monitoring?
Revisit Resource Map
• Do we have a continuum of interventions and supports?
• Does our systems team include representatives from our community partners?
• Are their gaps that we need filled?• Can we present needs to our district and
community leadership team?
Innovation and Sustainability
• Community level dialogue– Data– Practices– Systems
• Collaboration and Communication
District level dialogue
• Physical Health/Behavioral Health Collaboration
• Wellness and access to care
• Wright Center – Commonwealth Medical College
• Data point of children entering Kindergarten – not “ready” – social/emotional/behavioral
Example School One
Example School Two
Example School Three
Community Partners
• Head Start
• Early Childhood Mental Health Community Providers– Scranton Counseling Center– Friendship House– NEIU 19
• United Way
Intervention strategies
• Program Wide PBIS– NEIU– PaTTAN
• Prevent Teach Reinforce – Young Children– Typically “tier three”– Pre-school and kindergarten teachers attend– Use for classroom management strategies
• Parent Child Interactive Therapy – PCIT– Evidence based practice– Home/school/community connection
Intervention strategies continued:
• “summer camp” for all enrolled kindergarteners who had no prior “school” experience
• Funded through Title One dollars with support from United Way
• 4 week program that included food, parent connection, and pro-social skills for children
Example One 2014
Example Two 2014
Next steps:
• Facilitators– identify potential replications sites– Complete readiness activities Spring 2015
Questions?