Supporting Healthy Youth Across the State: An Ohio Example

1. Supporting Healthy Youth Across the State: An Ohio Example August 3, 2007 Dawn Anderson-Butcher The Ohio State University

2. Learning Supports Effective Practice Integration Council School Improvement Safe Schools, Healthy Students PBIS/OISM Social and Emotional Learning OCCMSI Access to Better Care Parent/Family Initiatives Partnerships for Success Wraparound Ohio Mental Health Network for School Success Wellness Policies Ohio Integrated Services Model (OISM) Shared Agenda NCLB Care Teams ADAMH Boards Bullying Policy (HB 276) Family and Children First Councils Eliminating Barriers Initiative Ohio’s Shared Prevention Framework A New Day (TSIG) IDEA Safe and Drug-Free Schools School Climate Guideline 21st Century Community Learning Centers Systems of Care Coordinated School Health Programs Ohio After-School Network

3. Figure 1. Traditional School Improvement/Reform Efforts: The Three-Legged Stool

5. Less Risk More Risk

7. Ohio Department of Education Agency Logic Model

8. ODE Priorities Related to “Getting the Conditions Right” • Ohio Integrated Systems Model (OISM) • Ohio Community Collaboration Model for School Improvement (OCCMSI) • School Climate Guidelines • Policies such as Prevention, Wellness, Bullying • Educator Standards • Safe and Drug-Free Schools • Supplemental Services • Alternative Education • Homeless Outreach • Character Education • Others…

9. An Ohio Integrated Systems Model Approach (OISM; based on PBIS) Academic Systems Behavioral Systems 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions Adapted from OSEP Effective School-Wide Interventions SWO SERRC/Session 1--9/2004

10. Academic Outcomes Getting the Conditions Right!!!! ODE’s new and expanded version for school improvement...

11. Process

12. Content

13. System of Learning Supports Components • System requirements: Planning and implementation • Instructional management: Prompt learning supports • Accountability: Follow through and evaluation • Data-informed decision making: Knowing what students need • Fiscal resources: Budgeting based on need • Human resources: Qualified personnel • Community engagement: Shared responsibility and resources

14. *Guidelines adopted by the Ohio School Board in July, 2007

15. Reorganizing • District Office • roles/responsibilities • resources District-Level Policy Changes District Superintendent, CEO, and Central Office Administration Expanded District CCIP Technical Assistance Targets for Learning Supports Inter-School and Community Articulations and Planning Structures for Resource Maximization, Transitions, Resource Sharing, Family Support, etc. Feeder System Principals and Middle Managers Building Principals, Teachers, School Staff, and Practitioners SIP Planning Implementation Evaluation District, Feeder, and School Implementation: Funded by USDOE and ODE

16. The Challenge of Providing Technical Assistance and Support • Regional Level: School Improvement Teams; Special Education Regional Resource Centers; Shared Mental Health Network; Ohio After-school Network, Resource and Referral Agencies • County Level: Children & Family First Councils; Education Service Centers; Extension • Local Level: Districts, Schools, and Community Partners

17. Funding A. Putting It Into Practice—Delivery System General Capacity Use Innovation-Specific Capacity Use B. Supporting the Work—Support System Policy Climate General Capacity Building Innovation-Specific Capacity Building C. Distilling the Information—Research System Synthesis Translation Existing Research and Theory Translating Research into Practice (From Wandersman et al., 2007)

18. Effective Practice Partners • Case Western Reserve University • Ohio State University • Kent State University • Miami University • Ohio University • Disciplines • Psychology • Education • Criminal Justice • Public Health • Social Work

19. Upcoming Tasks • Inventory of school • mental health in schools • Identification of effective • practice sites across the • state

20. Professional Development Opportunities for Delivery System • Conferences • grantees (alternative education, 21st CCLC, Title I, safe/drug-free schools, after-school, etc) • targeted groups (school board members, superintendents, etc) • Professional organization meetings • Communities of practice (Principal Leadership Seminar with 21st Century Community Learning Center Grantees) • Pre-service and in-service preparation

21. Connecting the Dots • Cross Departmental Efforts • State-county-local Connections • Connecting school improvement with school mental health (“HOW TO’s”) • Inter-professional practice models • Professional development (cross-disciplinary) • Connection of policy agendas • People who “connect the dots”

22. Final Thoughts • Learning supports as the fourth leg; expanded school improvement as “clapping with both hands” • District and school leadership as critical • Gap between research and practice • Coaches and technical assistance providers need support and professional development • Targeting specific roles within delivery system (i.e., teachers, etc) • Implications for professional development (cross-training; communities of practice, etc.)

23. This PowerPoint presentation is available upon request anderson-butcher.1@osu.edu