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Scranton High and Lourdesmont

Scranton High and Lourdesmont. Helping Students Succeed Through an Interconnected Systems Framework. Connections. Kelly Perales – Community Care Behavioral Health Mike Baldi – Lourdesmont. Who We Are:. Interconnected Systems Framework paper (Barrett, Eber and Weist , revised 2009).

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Scranton High and Lourdesmont

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  1. Scranton HighandLourdesmont Helping Students Succeed Through an Interconnected Systems Framework

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

  3. Interconnected Systems Frameworkpaper (Barrett, Eber and Weist , revised 2009) Developed through a collaboration of the National SMH and National PBIS Centers www.pbis.org www.csmh.umaryland.edu

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

  5. 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

  6. 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

  7. 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

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

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

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

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

  12. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP

  13. Time Line

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

  15. SBBH Team Components

  16. SBBH Service Components

  17. A High School Clinical Home • Successes • Challenges • Collaboration and communication with the school

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

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

  20. OutcomesChange in Family Functioning

  21. OutcomesChange in Child Functioning

  22. Outcomes – SDQ-PChange in Difficulties Score

  23. Outcomes – SDQ-TChange in Difficulties Score

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

  25. Any Questions?

  26. Thank you! • GO KNIGHTS!!!!!!

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