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Thanks to Funder and Disclaimer

D10 – Improving Family-School-Community Partnerships in an Interconnected Systems Framework Leader Presenter: Mark Weist Exemplar: Erin Scherder Key Words: Family, Mental Health, Coaching. Thanks to Funder and Disclaimer.

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Thanks to Funder and Disclaimer

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  1. D10 – Improving Family-School-Community Partnerships in an Interconnected Systems FrameworkLeader Presenter: Mark WeistExemplar: Erin ScherderKey Words: Family, Mental Health, Coaching

  2. Thanks to Funder and Disclaimer • This project was supported by Award No. 2015-CK-BX-0018 awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect those of the Department of Justice

  3. Acknowledgements • Joni Splett • Elaine Miller • Lisa Allison • Jennifer Coker • Colleen Halliday-Boykins • GerritaPostlewait • Sonja Jenkins • Jennifer Roberts • Kelly Perales • Lucille Eber, Susan Barrett, George Sugai, Sharon Hoover • Many others….

  4. Objectives • Describe the core features of an ISF • Learn strategies for authentic family engagement and participation across tiers • Identify lessons learned from an exemplar regarding improving family-school-community partnerships

  5. “Expanded” School Mental Health • Full 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

  6. Positive Behavior Intervention and Support (www.pbis.org) • In around 26,000 schools • Decision making framework to guide selection and implementation of best practices for improving academic and behavioral functioning • Data based decision making • Measurable outcomes • Evidence-based practices • Systems to support effective implementation

  7. Mapping PBIS and SMH

  8. Key Rationale • PBIS and SMH systems are operating separately • Results 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

  9. Structure and process for education and mental health systems to interact in most effective and efficient way Guided by key stakeholders in education and mental health/community systems, including youth and families Who have the authority to reallocate resources, change roles and functions of staff, and change policy Interconnected Systems Framework (ISF) Defined

  10. ISF Defined 2 • A 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, with implementation support and coaching • SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS

  11. ISF Conceptual Framework • Improved behavioral/academic outcomes for all • Greater depth and quality in services • Improved data use, team functioning • Systematic MOAs • Strong district/building leadership • A SHARED AGENDA Intervention Prevention – Early Intervention Prevention/Promotion for All

  12. Three Connected Priorities • Implement effective practices • Document valued outcomes • Build capacity

  13. District-Community Leadership Team • Systems leaders (e.g., School Superintendent, MH Agency Leader) • Those involved in ISF coaching (from EDU and MH) • Educators (including principals) and clinicians • Family members and older youth • Representatives from other diverse youth-serving systems (e.g., child welfare, juvenile justice, disabilities, primary healthcare) • Government officials • University staff and researchers

  14. NIJ Comprehensive School Safety Initiative • Interconnecting PBIS and School Mental Health to Improve School Safety: A Randomized Trial • 2016-2019, National Institute of Justice (#2015-CK-BX-0018) • PI Mark Weist, Co-PI Joni Splett, Co-I Colleen Halliday-Boykins, Lead Research Manager Elaine Miller • Study Aims: • Evaluate impact of the ISF on school discipline rates, teacher and student perceptions of school climate and safety and social, emotional, behavioral and academic functioning of students • Evaluate the impact of the ISF on the functioning of teams, student access to services, and quality and cost-effectiveness

  15. Study Design • 24 Participating Elementary Schools • Charleston County, SC (12) • Marion County, FL (12) • Prior to study all were implementing PBIS; none were implementing SMH • Each school is randomized to one of three conditions • PBIS Only • PBIS + SMH (business as usual) • Interconnected Systems Framework (ISF) • Intervention (ISF) in place for 2 academic years (2016-17, 2017-18), with two cohorts followed into 6th grade • All students in the building are participants unless they opt of study

  16. PASS Goals/Objectives • Improved coordination and communication between school and mental health staff • Face to Face training, technical assistance, coaching in addition to webinars and conference calls • Quarterly DCLT meetings

  17. PASS Goals/Objectives Cont. • Enhanced provision of school-wide mental health promotion and prevention programs • Use of Action Planning Companion Guide to Tiered Fidelity Inventory to enhance both SWPBIS and ISF implementation • Use of ISF Implementation Inventory • Development of an Integrated Action Plan

  18. PASS Goals/Objectives Cont. • Improved proportion of children with mental health problems who receive treatment interventions • Intervention Receipt Forms (IRF) to track the number of students over time who are connected to ISF interventions

  19. Sample View of IRF

  20. PASS Goals/Objectives Cont. • Enhanced connection of students to school mental health interventions for full range of mental health needs • ISF Clinicians part of ISF team to review data, select EBPs, progress monitor, etc. • School clinicians and other staff with training on mental health and trauma

  21. PASS Goals/Objectives Cont. • Decrease the amount of time between problem identification and effective intervention delivery • Use of universal screening in all ISF schools • Use of nomination/referral for both teachers/staff and families • Review of expanded data (i.e. early warning system plus screening, Review 360, etc.)

  22. PASS Goals/Objectives Cont. • Improved selection and implementation of evidence-based school mental health services across tiers • Enhancing continuum of interventions in both sites with attention to existing resources (i.e., behavior intervention protocol) and PD on protocol/process

  23. PASS Continuum of Interventions

  24. PASS Goals/Objectives Cont. • Students and families receive greater dose of effective interventions • Professional development for school employed (psychologists, socials workers, counselors) and ISF Clinicians on MATCH-ADTC • Use of MATCH-ADTC in both small group and individual intervention

  25. Exemplar • Charleston County School District • Charleston Dorchester Mental Health

  26. Department of Mental Health • Pre-existing relationship with district • History of school-based mental health services • What is different with ISF

  27. Implementation of ISF • Training materials, workbook, tools, resources were all supported with technical assistance • Teams met twice per month • Summary of process

  28. Purpose of ISF Implementation Inventory • To assist school and community partners in their installation and implementation of ISF • To assess baseline and/or ongoing implementation progress of critical ISF features • To inform action planning that advances and enhances ISF implementation • To measure ISF implementation fidelity

  29. Themes from Report Card • Many items are indicated as fully in place • No items were indicated as needing “moderate” improvement (aka – no red) • 10 items indicated for needing mild improvement – half (5) were focused on family and student engagement

  30. Family Engagement Prior to ISF Implementation • Parents involved in Tier 3, sometimes Tier 2 • PTO/PTA • Report Card/Attendance ceremonies • Communities In Schools & Social Workers • …..Volunteer anytime! Some barriers to this model?

  31. Family Engagement Through ISF Implementation • Family representation starts at Tier 1 • Consistent through Tier 2 & 3 • Request family input • Families aware of continuum of interventions available

  32. Examples of Family Engagement Solicit Parent voice • Survey families frequently • Parent focus group • Social media- polls, comments, messaging • Parent present at Tier 1 meetings/conversation

  33. Examples of Family Engagement Family Involvement • Ask for assistance through specific tasks • Survey parent skills, hobbies, and interests to ask for involvement • Room parent that changes frequently • Add Family Engagement as topic to every agenda (PBIS, MTSS, and district level)

  34. Examples of Family Engagement Sharing Information with families • Social media • Pamphlets sent home & kept in office of continuum of services • Share data • Coffee chats at different times • Phone calls, texts, etc. (informative and positive)

  35. Examples of Family Engagement Sharing Information with families • Directory in office w/ pics & services offered • Google drive with tools for parents • Attending PTA/PTO meeting • sharing continuum of services • student sharing (skits, testimonials, etc.)

  36. Google Drive Sharing

  37. PBIS & Family Engagement Ideas • PBIS outline in parent handbook • Monthly PBIS updates in newsletter/social media • Parents participate in stations, learning expectations in school • Parents invited to participate in celebrations

  38. PBIS & Family Engagement • Communication logs • CICO sheets sent home • Parent classes on ways to use positive discipline in the home • Family and parent matrix

  39. Family Matrix

  40. Parent Matrix

  41. Featuring Parent Involvement

  42. Additional Thoughts Traffic study- change the time Changing from PTO to family academic nights… make it fun! • Halloween Literacy Night • Fall Festival Math Night • Multicultural Festival Include door prizes, food, and feature student work as much as possible!

  43. CCSD: Plans Moving Forward Extended ISF in more schools this year and plan to continue Lacking in family engagement and decided to hire Family Support Specialist

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