VT Posi(ve Behavior Interven(ons & Supports. Integra(ng Mental Health and Educa(on in PBIS Schools

Transcription

1 VT Posi(ve Behavior Interven(ons & Supports Integra(ng Mental Health and Educa(on in PBIS Schools

2 Agenda Introduc.ons PBIS in Vermont Role of Mental Health Staff at the Universal, Targeted and Intensive Levels of PBIS Cultural Barriers and Strategies Funding Mental Health Services in PBIS Schools Vermont s Model School Example

3 Popula(on: 630,000 Schools: 324 Students: 93,625 SU/SD: 61 School boards: 285

4 New York City (Five Boroughs) Popula.on = 8.2 million Size = 305 square miles Vermont Popula.on = 630,000 Size = 9,614 square miles

5 Are there really more cows in VT than people? No, although Vermont does have the largest number of cows in the country per capita. An es.mated 150,000 cows reside in VT and produce three billion pounds of milk each year.

6 120 VTPBiS Schools Over Time VTPBiS Schools Over Time SY07 SY08 SY09 SY10 SY11 SY12

7 Where is PBIS? 14,325 schools in U.S. 113 schools in VT For more informa>on visit: 33% of VT Schools

8 Who are we? The VTPBiS Leadership Team UVM-CDCI Staff: Sherry Schoenberg Cassandra Townshend Ken Kramberg Anne Dubie VT DOE Staff: Carol Randall Richard Boltax Josh Souliere Sabine Baldwin Deb Price

9 Who s here?

10 Why PBIS? To Improve student academic/ behavior outcomes by ensuring all students have access to the most effec>ve and accurately implemented instruc>onal and behavioral prac>ces and interven>ons possible.

11 Tradi>onal Approaches Ineffec>ve Non- construc.ve Emphasis on punishment Poor implementa.on fidelity Reac.ve School wide Discipline Problems Limited effects

12 What is PBIS? Framework for enhancing, adop.on & implementa.on of Con.nuum of evidence- based interven.ons to achieve Academically & behaviorally important outcomes for All students

13 PBIS and ABA: Understanding the Connec(ons It all started with ABA! Posi.ve Behavior Interven.ons and Supports (PBIS) emerged from Applied Behavior Analysis (ABA), established in the 1960 s as an approach to problems of behavior adapta.on.

14 Role of Mental Health in PBIS 1. Why do schools need Mental Health partners? 2. What roles can Mental Health staff play in PBIS schools? 3. What are some barriers and strategies?

15 Why Schools Need Partnerships with Mental Health One in 5 youth have a MH condi.on About 70% of those get no treatment School is defacto MH provider JJ system is next level of system default 1-2% iden.fied by schools as EBD Those iden.fied have poor outcomes Suicide is 4 th leading cause of death among young adults

16 Shared Goals Success for all youth at school, home, community: academic/social/emo.onal Safe, effec.ve, suppor.ve learning environments Systemic approaches that are preven.on based

17 What do mental health workers bring to the table? Different types of exper.se Understanding of MH issues - causality, and effec.ve treatments and services Innova.ve strategies Greater access to and coordina.on of services Can contribute to decreased absences and discipline referrals; improved test scores. What else?

18 Challenges : Fragmenta.on of efforts Lack of early interven.ons for students at- risk of developing MH problems Lack of effec.ve behavior prac.ces in schools Lack of data- based decision making Low fidelity or low dosage interven.ons Mental Health staff working in PBIS schools can address these challenges!

19 hmp:// a- ar.cles

20 PBIS: Two Big Ideas PBIS Outcomes: Academic & Social Competence Data Systems Prac.ces 1. The basic framework for suppor.ng all students 2. Using data, prac.ces and systems to achieve academic and social outomes

21 Establishing Con(nuum for VTPBiS ~5% ~15% Intensive PREVENTION Func>on- based support Wraparound Person- centered planning Targeted PREVENTION Check in/out Targeted social skills instruc>on Peer- based supports Social skills club ~80% of Students Universal PREVENTION Universal PREVENTION Teach SW expecta>ons Proac>ve SW discipline Posi>ve reinforcement Effec>ve instruc>on Parent engagement

22 At the Universal Level: Six Components of School- wide PBIS 1. Statement of purpose 2. Clearly defined expected behavior 3. Procedures for teaching expected behavior 4. Con.nuum of procedures for acknowledging expected behavior 5. Con.nuum of procedures for discouraging problem behaviors 6. Procedures for record- keeping and decision making

23 What VT MH Clinicians say they are doing in PBIS schools at the Universal Level: Par.cipa.ng in School Leadership Teams Working directly with students to reinforce school- wide expecta.ons Promo.ng awareness and provide training in mental health preven.on prac.ces. Helping schools iden.fy community resources for preven.on Reviewing and interpre.ng data for decision- making Emphasizing posi.ve/strengths- based approach with adults

24 Ac(vity How can PBIS at the Universal Level can help mental health workers serve students and their families? What ques.ons do you s.ll have?

25 Targeted and Intensive Interven(ons and Supports Comprehensive Supports Function-based Support Group Interventions w/function-based modifications Group Interventions CICO Anger Mgmt group Skills groups Peer Tutors Tier III Tier II School Mentors Study Skills Tier 1 SWPBS Tier I

26 Con.nuum of Supports at the Targeted/ Intensive Levels Small group interven.ons Group interven.ons with individualized focus Simple individual interven.ons Mul.ple- domain FBA/BIP Wraparound Illinois PBIS Network, Revised Sept., 2008

27 Necessary Conversa.ons (Teams) Tier 1 Tier 2 Tier 3 SU/District SU/District Team Universal: Coordinates implementa.on at schools Ensures access to resources Reviews data across schools for SU/District planning SU/District Team Targeted/Intensive: Secures resources Focuses on student outcomes Focuses on Fidelity of Implementa.on measures across the district/su School School Leadership Team Universal Plans and implements 6 school components of PBIS School Systems Level Team Targeted/Intensive: Creates procedures for referral, screening and evalua.on Communicates with staff and families Student Student Level Team Targeted: Matches students to interven.ons Evaluates & Monitors Student Progress Student Level Team Intensive: Completes FBA/BIP Evaluate & Monitor Student Progress Facilitates Wraparound

28 What VT MH Clinicians say they are doing in PBIS Schools - at the Targeted/Intensive Levels Developing interven.ons that support students in the classroom Individualizing CICO for a few students Crea.ng skills groups that include all students, not just students that need targeted supports Co- facilita.ng Wraparound Plans Helping iden.fy big needs that may not be educa.onal in nature At a systems level, tackling barriers to family engagement

29 Ac(vity How can PBIS at the Targeted and Intensive Levels support mental health work with students and families? What ques.ons do you s.ll have?

30 Support is needed at every level of PBIS!

31 Then Now 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 interven.ons; Hoping that interven.ons are working; but not sure. District has a plan for integra.ng MH at all buildings (based on community data as well as school data); MH person par.cipates in teams at all 3.ers; MH person helps to infuse MH curricula/supports as a universal prac.ce/ heads universal team MH person leads targeted group or individual interven.ons based on data; For example, MH person leads or co- facilitates small groups, FBA/BIPs or wrap teams for students.

32 Cultural Barriers Diverse understandings of common MH issues, causality, and effec.ve treatments and services; Dissimilar legal requirements and mandated popula.ons; and Different language (including the term mental health ). What is your experience?

33 These system barriers are oqen readily addressed and overcome once strong communica.on and decision making pathways are well established through the collabora.ve process.

34 Braiding Ini(a(ves ViiM mon Core C

35 School Mental Health in Vermont PURPOSE The purpose is to help create a payment mechanism allowing bemer integra.on of two statewide ini.a.ves in Vermont: The Department of Mental Health s Success Beyond Six (SBS) and the Department of Educa.on/University of Vermont School- wide Posi>ve Behavior Interven>ons and Supports (PBIS).. so as to allow school based mental health clinicians to par.cipate at all.ers of a MTSS.

36 Role of VT DMH in Suppor.ng PBIS Ini.ally focusing on school based Mental Health Clinicians Change from fee for services payment model. Results in: Reduced paper work More.me and flexibility to provide greater range of services to schools and students Department of Mental Health Agency of Human Services

37 Mental Health/School Implementa(on of Wraparound at Vergennes High School Wraparound is a family- driven, team- based process for planning and implemen.ng services and supports. Teams create plans that are geared toward mee.ng the unique needs & strengths of children and youth with complex needs and their families. PLAY VIDEO

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