Systems of Care Overview

Transcription

1 Systems of Care Overview Proposal Preparation Webinar 17th Annual Conference on Advancing School Mental Health Salt Lake City, Utah Education: An Essential Component of Systems of Care Practice Group January 11, :00 p.m. EST

2 Sponsor Information and Disclaimer This webinar is offered in preparation for the 17 th Annual Conference on School Mental Health, sponsored by the Center for School Mental Health (CSMH) and the IDEA Partnership at the National Association of State Directors of Special Education. The National Community of Practice on School Behavioral Health is sponsored by the IDEA Partnership, a collaborative of more than 50 national organizations, technical assistance providers, and organizations and agencies at state and local levels. The National Community of Practice on School Behavioral Health hosts 13 topical practice groups, including the Education: An Essential Component of Systems of Care Practice Group, conveners of this webinar. The ideas and opinions expressed on this webinar are those of the individual presenters and participants and are not intended to suggest endorsement by the US Department of Education, Office of Special Education Programs, the IDEA Partnership, the National Association of State Directors of Special Education, the Center for School Mental Health or the Technical Assistance Partnership for Child and Family Mental Health. Today s webinar is sponsored by the Technical Assistance Partnership for Child and Family Mental Health. For the convenience of viewers, the webinar will be archived on the Technical Assistance Partnership website. Funding for the IDEA Partnership is provided by the U.S. Department of Education, Office of Special Education Programs. All Rights Reserved.

3 Welcome and Introductions Introduction of Facilitators Patti Derr, Texas Federation of Families for Children s Mental Health Joan Dodge, National Technical Assistance Center for Children s Mental Health, Georgetown University Debra Grabill, Technical Assistance Partnership for Child and Family Mental Health, American Institutes for Research Sandra Keenan, Technical Assistance Partnership for Child and Family Mental Health; Safe and Supportive Schools Technical Assistance Center, Safe Schools-Healthy Students Center, American Institutes for Research Ed Morris, University of Missouri - Columbia

4 17 th Annual Conference on Advancing School Mental Health Sponsored by the Center for School Mental Health (CSMH) at the University of Maryland Medical School and the IDEA Partnership at the National Association of State Directors of Special Education National Community of Practice on Collaborative School Behavioral Health 13 Practice Groups (Topical) Selected Presentations for Conference Education: An Essential Component of Systems of Care Practice Group Will Select SOC Track Presentations

5 Purpose of Today s Webinar Welcome and Introduction to EECSOC Practice Group Overview of Systems of Care Concept Review of Guidelines for Proposals Answer Your Questions!

6 Origins of SOC Concept Began with federal Child and Adolescent Service System Program (CASSP) 25 years ago Participatory process with multiple stakeholders Intent to guide the field in reforming systems and services for children with complex needs and their families Provided a definition, framework, and philosophy Concept was first articulated in a 1986 monograph by Beth Stroul and Robert Friedman Framework for reform by other child-serving and adult systems too Recent updated definition after 25 years based on increased knowledge and experience

7 Application of SOC Concept Shaped the work of states, communities, tribes, and territories some elements in nearly all communities Foundation of the federal CMHI in 1992 (Over $1 billion invested in implementing SOCs in communities) Surgeon General s Conference on Children s Mental Health National Action Agenda in 2000 Basis of recommendations of children s subgroup of the President s New Freedom Commission in 2005 Approach used for reform by other child-serving such as child welfare, education, juvenile justice, and adult systems Education: An Essential Component of Systems of Care January 2012

8 Definition of Systems of Care A spectrum of effective, community-based services and supports for children and youth with or at risk for mental health or other challenges and their families, that is organized into a coordinated network, builds meaningful partnerships with families and youth, and addresses their cultural and linguistic needs, in order to help them to function better at home, in school, in the community, and throughout life

9 System of Care Framework

10 System of Care Concept

11 Desired Outcomes for SOC The ultimate outcome for Systems of Care is to improve the lives of children and their families Language in current federal definition calling for SOCs and services to enable children, youth, and families to function better at home, in school, in the community, and throughout life

12 Include Core Values in Definition Add three core values to the basic definition: Community-based Family-driven and youth-guided Cultural and linguistic competence So intrinsic that they should be included in the overall definition, in addition to their specification as core values

13 Commitment to Family-Driven and Youth-Guided Care Family-Driven means that families have a primary decision-making role in the care of their own children as well as the policies and procedures governing care for all children in their community, state, tribe, territory and nation. This includes: Choosing culturally and linguistically competent supports, services and providers; Setting Goals; Designing implementing and evaluating programs: Designing, implementing and evaluating programs; Monitoring outcomes; and Partnering in funding decisions (National Federation of Families for Children s Mental Health:

14 Youth-Guided Youth-Guided means that young people have the right to be empowered, educated, and given a decision making role in the care of their own lives as well as the policies and procedures governing care for all youth in the community, state, and nation. This gives young people a sustainable voice and then listening to that voice. Youth-Guided organizations create safe environments that enable young people to gain self sustainability in accordance with the cultures and beliefs with which they identify. Further, a youth guided approach recognizes that there is a continuum of power that should be shared with young people based on their understanding and maturity in a strength based change process. Youth guided organizations recognize that this process should be fun and worthwhile. (Youth M.O.V.E National:

15 Strengthen Cultural and Linguistic Competence and Diversity Increasing diversity of the populations served by SOCs makes it essential to add greater emphasis to the core value of cultural and linguistic competence Specify that systems of care are responsible for strategies to ensure access to high-quality, acceptable services for culturally diverse groups Incorporate elimination of disparities as part of the core value

16 System of Care Approach Expansion Purpose is to build upon the progress already achieved in the CMHI program over the last 18 years Goal is to expand the number of jurisdictions and locations within a state, territory, or tribal entity which have adopted a system of care approach SAMHSA has recently awarded 24 state planning grants for expansion of Systems of Care.

17 SOC National Evaluation Data Nationally, 56 percent of students with serious emotional challenges will drop out of school. These students drop out of school more frequently than any other population of students * * Woodruff, D.W., Osher, D., Hoffman, C.C., Gruner, A., King, M.A., Snow, S.T., & Melntire, J.C. (1999). The role of education in a system of care: Effectively serving children with emotional or behavioral disorders. Systems of Care: Promising Practices in Children s Mental Health, 1998 Series, Volume III. Washington, D.C.: Center for Effective Collaboration and Practice, American Institutes for Research. Chart from: Working Together to Help Youth Thrive in Schools and Communities: Systems of Care, National Children's Mental Health Awareness Day - May 7, 2009, Pub id: SMA ,,

18 SOC National Evaluation Data From: Working Together to Help Youth Thrive in Schools and Communities: Systems of Care, National Children's Mental Health Awareness Day - May 7, 2009, Pub id: SMA ,, Schools-and-Communities-Systems-of-Care/SMA

19 SOC National Evaluation Data Youth who entered systems of care with the highest levels of risk for school- related problems demonstrated significant progress on many educational outcomes. As they entered system of care services, over 43% of these at-risk youth attended school less than 60% of the time. This figure dropped more than half (to 20%) within 12 months after entering services. Nearly 56% of these youth had been failing half or more of their classes before entering services. This percentage dropped by more than half (to 26%) within 12 months. From: Working Together to Help Youth Thrive in Schools and Communities: Systems of Care, National Children's Mental Health Awareness Day - May 7, 2009, Pub id: SMA ,, Schools-and-Communities-Systems-of-Care/SMA

20 SOC National Evaluation Data Expulsions from school decreased by two thirds (from 15% at intake to 5%) within 12 months. No youth were permanently expelled from school within 12 months after entering services. Only 8% of youth in systems of care had dropped out of school after 12 months of services. From: Working Together to Help Youth Thrive in Schools and Communities: Systems of Care, National Children's Mental Health Awareness Day - May 7, 2009, Pub id: SMA ,, Schools-and-Communities-Systems-of-Care/SMA

21 School Mental Health: Promoting Positive Outcomes for Students, Families, Schools and Communities Guidelines for Abstracts Presentation should be consistent with conference theme and objectives Topic of presentation should be consistent with priorities of one practice group (track) Must describe the content, method of teaching, and identify three learning objectives for the session that are clearly defined and measurable

22 Guidelines for Abstracts (cont.) Include information on how outcomes, research, evidence-based practice, and/or practice-based evidence informs this presentation Be appropriate for and sensitive to a diverse group of stakeholders Sessions that include youth and caregivers as presenters are encouraged

23 More Information Webinar to be archived at:

24 Contact Information Patti Derr Joan Dodge Debra Grabill Sandra Keenan Ed Morris