Advancing the Interconnected Systems Framework in Montana
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Transcript of Advancing the Interconnected Systems Framework in Montana
Susan Bailey-Anderson ([email protected]), Erin Butts (
[email protected]), Mark Weist ([email protected])
PBIS LEADERSHIP FORUM, LITTLE CHICAGO, OCT. 11, 2013
“Expanded” School Mental HealthFull continuum of effective mental health
promotion and intervention for students in general and special education
Reflecting a “shared agenda” involving school-family-community system partnerships
Collaborating community professionals (not outsiders) augment the work of school-employed staff
ButSMH programs and services continue to
develop in an ad hoc manner, andLACK AN IMPLEMENTATION STRUCTURE
Positive Behavior Intervention and Support (www.pbis.org)In 17,000 plus schoolsDecision making framework to guide
selection and implementation of best practices for improving academic and behavioral functioningData based decision makingMeasurable outcomesEvidence-based practicesSystems to support effective implementation
Tiered Support in Systems of Care
Universal Evidence-BasedMental Health Promotion, Social-Emotional Learning
Targeted Evidence-
Based Prevention
E-B ClinicalIntervention
Evidence-Based Clinical Intervention
Targeted Evidence-
Based Prevention
Universal E-B Mental Health
Promotion
Community
School Districts
Interconnected Systems Framework (ISF) for SMH-PBISStrategy for interconnection of two systems
across multiple tiersEmphasizes state teams working with district
teams and schools, and strong team planning and actions at each tier
Two national centers (for SMH and PBIS) and a number of states involved
Numerous training events and a monograph in progress
ISF DefinedA strong, committed and functional
team guides the work, using data at three tiers of intervention
Sub-teams having “conversations” and conducting planning at each tier
Evidence-based practices and programs are integrated at each tier
SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS
ISF cont.Key stakeholders from education and
mental health are involved and these people have the authority to reallocate resources, change roles and functioning of staff, and change policy
There is a priority on strong interdisciplinary, cross-system collaboration
ISF, School Readiness Assessment1) High status leadership and team with
active administrator participation2) School improvement priority on
social/emotional/behavioral health for all students
3) Investment in prevention4) Active data-based decision making5) Commitment to SMH-PBIS integration6) Stable staffing and appropriate resource
allocation
ISF, Indicators of Team FunctioningStrong leadership Good meeting attendance, agendas and
meeting managementOpportunities for all to participateTaking and maintaining of notes and the
sense of history playing outClear action planningSystematic follow-up on action planning
Team Members
*School psychologist
*Collaborating community mental health professional
School counselorSpecial educator
*co-leaders
Assistant principalSchool nurseGeneral educatorParentParent(Older student)
“Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior Support “
Publish a monograph that provides a summary and framework for interconnection, documents examples of success, and lays out a research, policy, and technical assistance
agenda for the future
(available on-line October 1, 2013)
OSEP TA Center of PBIS (www.pbis.org), Center for School Mental Health
(www.csmh.umaryland.edu), and IDEA Partnership (NASDE) (www.ideapartnership.org)
Key RationalePBIS and SMH systems are operating
separatelyResults in ad hoc, disorganized delivery of
SMH and contributes to lack of depth in programs at Tiers 2 and 3 for PBIS
By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced
Chapters in the ISF BookOverviewImplementation
FrameworkSchool Level
SystemsSchool Level
PracticesEffectively Using
Data
District/Community Role
Advancing in StatesPolicy, Practice and
PeopleCommentaries
Current ToolsDialogue Guides (IDEA partnership)4 Simple Questions (IDEA partnership)Implementation Guides (Funding, Team,
Evaluation)Knowledge Development SurveysReadiness ChecklistResource MappingConsumer Guide for Selecting MH practices
Stages of ImplementationFocusFocus StageStage DescriptionDescription
Exploration/Preparation Activities
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct baseline data, develop plan.
Initial Implementation
Roll-out the practices, work out details, learn and improve before expanding to other contexts.
Full Implementation
Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Sustainability/Continuous Regeneration
Make it easier, more efficient. Embed within current practices.
Steve Goodman
MONTANA-IZING PBIS…
And making it our own
MBI Belief Statements… the philosophyStudents should be taught all the skills necessary for success: academic, social,
emotional and behavioral.
Schools are places where students can learn and practice positive interpersonal, cross-cultural and citizenship skills.
A caring school climate and positive relationships between students and staff are critical to student success and provide an environment where academics flourish.
Schools are places where youth have access to many significant adults to help them feel collectively and individually valued.
Schools and communities must work together to meet the diverse needs of students and honor the traditions and contributions of both family and community members.
All students are entitled to be treated with dignity and respect.
Successful schools gather and use a variety of information to improve teaching and learning.
Effective use of a team approach involving all school staff working together provides a consistency which enhances student success.
Positive, proactive and preventative efforts of schools and communities can create a school climate free of stereotyping, harassment and violence—filled with a concern for justice and fairness.
Establish a Framework
Practices
Data
Montana’s Tri-lateral Framework
Partnership
Policy Research
Systems
Montana Schools
443 Elementary Schools
213 Middle, 7&8, or Junior High Schools
171 High SchoolsTotal Enrollment
141,693Licensed K-12 Staff
14,947
Susan Bailey-AndersonState Personnel Development Grant (SPDG) Director
CSPD Coordinator/MBI Coordinator Special Education Division
MBI CONSULTANTSMBI COUNCIL
MBI TEAM TRAININGMBI SUMMER INSTITUTE
STAKEHOLDERS
Montana Board of Crime Control
Montana Department of Higher Education
Montana School Resource Officers
School Administrators of Montana
School of Psychology, University of Montana
Division of Educational Research and Service, University of Montana
Jobs for Montana Graduates
And more….
MBI Facilitators
MBI Youth Days
Active MBI sites with assigned consultants 2010-11
Team Training Provided By MBI Consultants
MBI Consultants
20 part-time employees of OPI… retired educators and educators who are still working in local school districts.
Participate in trainings, work sessions and conference calls to gain fluency and process consistency.
Guided by a smaller core team/work groups/committees for decision-making.
MBI TEAM TRAININGS
MBI TEAM TRAINING CYCLEYear One—2 two day sessions, fall and winterYear Two—2 two day sessions, fall and winterYear Three—1 two day session, fallBeyond- Invited Tier Two and Tier Three
sessions to MBI Institute.
These trainings include Tier I Universals, Classroom MBI, Tier Two. Tier Three Interventions. Site send representative teams, including an administrator
Impact Events
Strategies that Montana used to introduce state structures that support the integration of SMH and PBIS
Interconnected Systems Framework Pilot Projects
Helena Middle School
Missoula County Public Schools District• 9 Elementary Schools•3 Middle Schools•3 High Schools•1 Alternative High School
ActivitiesCommon training for school and agency
mental health staff using MBI modelBi-weekly coaching for CSCT staff in
implementing evidenced based practicesCommunity High Fidelity Wraparound
coaches provide support to school staff implementing Wraparound
Community team of key stakeholders guide SMH practices
What it Looks LikeScreening for All studentsIntensive SMH services tied to Tier 1 and 2
interventions (using common language, check-in/check-out, target groups)
School and CSCT staff co-facilitating Wraparound services
Data based decision makingOn-going Systems evaluation
(Implementation and Outcome data)
Partnering with Families and Community
Title I- Family Engagement Tool Teacher Home Visit Project Helena Community
Health Enhancement Early Childhood
Center for Social and Emotional Foundations of Early Learning
Quaglia Institute for Student Aspirations, www.qisa.org Youth Voice
Focus Groups Successful Schools/Healthy Students
Department of Education Missoula-Helena
21st Century Community Learning Grants Graduation Matters Montana Montana Board of Crime Control School Resource Officers/Probation Officers Multi-tiered System of Support
Key SMH Activities In MontanaComprehensive School and Community Treatment
(CSCT) Administrative Rule RewriteDPHHS and School-based Wraparound My Voice SurveyMontana Behavioral Initiative (MBI) Youth DaysMental Health Strand at MBI Summer InstituteMental Health ToolkitSchool Mental Health Community of Practice,
webinars hosted by the IDEA Partnership
Investing In Early Childhood…Head Starts, childcare centers,
and pre-schools— including special education sites
Linking nutrition to learning…Partnering with Team Nutrition and
Montana Nutrition and Physical Activity
Teaching Healthy Choices
Promoting Healthy Lifestyles
Involving Youth…