Midwest School Social Work Council Conference October 5, 2007 Dawn Anderson-Butcher, Ph.D, LISW

1. The Learning Support Continuum: A Linkage Protocol Technical Assistance Guide for School Social Workers, Mental Health Professionals, and Educators Midwest School Social Work Council Conference October 5, 2007 Dawn Anderson-Butcher, Ph.D, LISW Rebecca Wade-Mdivanian, MSW, LSW Aidyn Iachini, M.A.

2. Ohio Department of EducationLogic Model Students receive high quality instruction aligned with academic content standards HIGHER ACHIEVEMENT FOR ALL STUDENTS Students have the right conditions and motivation for learning

3. It is Difficult to Get the Conditions Right for Some of Our Kids Parents Did Not Do Well in School Alcoholic Mother Depressed Poor Health Isolated Smart & Bored Abused Hungry

4. 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

5. Academic Outcomes Getting the Conditions Right!!!!

6. OCCMSI Model Summary • Expands from traditional school reform/ improvement priorities • Building blocks of ‘getting the conditions right’ • Academic learning • Youth development • Parent/family engagement and support • Health and social services • Community partnerships • Connected with school and district continuous improvement planning processes (CIP; SIP)

7. OCCMSI Pilots

8. USDOE Grant: The Integration of Schools & Mental Health Systems in Ohio

9. Overarching Goals of USDOE Grant • Implementation of OCCMSI at the local-level • Fostoria Community Schools • Lima City Schools (Freedom Elementary School & South Middle School) • Development of tools/resources • School Linkage Protocol Technical Assistance Guide • Cultivation of state & national partnerships

10. School Linkage Protocol Technical Assistance Guide

11. School Linkage Protocol Technical Assistance Guide • Designed to: • Foster linkages and strategic connections across individuals and systems working within schools and communities • Plan and guide the design of learning supports in schools • Serve as a tool that may be used to guide professional development opportunities for individuals working in and within schools • Focus strategies of districts, schools, and community partners as they support academic achievement and healthy development • Developed for: • School administrators, educators, school supportive service staff, school-based mental health providers, parents/guardians, and community –based service providers

12. Systems of Intervention/Treatment • Students with Problems • Systems of Early Intervention • Students At-Risk • Systems of Prevention • and Promotion • All Students The Learning Support Continuum School, Family and Community Partnerships (Zins, 2006)

13. Prevention & Promotion Strategies • Designed to promote positive, healthy development among all students by fostering protective factors and other assets that contribute to positive outcomes. • Aimed at all students within the school community (Modified from Adelman & Taylor, 1998)

14. Early Intervention & Identification Strategies • Designed to identify and address the early onset of risk factors and/or non-academic barriers to learning among students at-risk for academic failure and other problem behaviors. • Aimed at students at-risk or initially displaying signs and symptoms of problems (Modified from Adelman & Taylor, 1998)

15. Intervention/Treatment Strategies • Designed to address the intensive needs of students who are experiencing severe and/or chronic problems and needs. • Addresses the needs of a small group of students who have chronic or sever problems who require intensive interventions or treatments. (Modified from Adelman & Taylor, 1998)

16. District-Wide Service Delivery Team County Cluster Team Individualized Education Planning Team (Special Education) Systems of Care Crisis Inter- vention Targeted Interventions (Counseling, tracking, treatment, etc) Intervention/Treatment School Support Team (IAT) Attendance/ Behavior Team Supportive Service Staff and Administration Services Teacher Assistance Team Individual Teacher Problem Solving Communication with Student and Parent/Guardian Recognition of Problems with Individual Students by Educators, Parents/Guardians, and Others Classroom Management And School Climate Quality, Individualized, and Engaging Instruction Youth Development Prevention and Promotion Potential Building-Level Continuum of Services (Anderson-Butcher, 2005; The early intervention tier is expanded from Zins et al, 1989).

17. Tools for Use Within Schools • Student Behavioral Referral • Teacher/School Staff Referral for Assessment • Authorization for Release of Information • Consent for Services • Intensive Assessment • Case Team Meeting Agenda • Case Team Meeting Report • Confidentiality Agreement for Case Team Meeting • Student Intervention Plan • Referral Tracking • Home Visit Report • Student Contact Report • Student Progress Report

18. Tools for Use as Schools Work with the Community • Statement of Assurances • Memorandum of Understanding • Inter-agency Referral Form

19. Dissemination & Implementation of Linkage Protocol • Fostoria Community Schools • Two-day training with school-based teams • First Day: • Identified needs/resources by building • Determined priority needs by building based on data • Examined potential linkages with existing resources Second day: • Second Day: • Used evaluation data from first training to guide content for the second meeting • Staff indicated that they would like more information on available resources both internal/external to the school • Overviewed existing resources & how to access them • Introduced two new mental health service providers that were co-located in the district

20. Informing State Policy - Guidelines for a Comprehensive System of Learning Supports

21. What is A Comprehensive System of Learning Supports? • Provides a systemic approach for diagnosing academic and nonacademic needs of all students; not a prescription • Designed to get the appropriate services to the right students through the appropriate means • Non-categorical requirements to get services

22. Seven Learning Support Guidelines • 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

23. System Requirements • District and schools develop written plans for a comprehensive learning support system through a continuous improvement process. This plan accounts for the needs of all learners, including students who are below or at risk of being below grade level expectations and those with accelerated abilities.

24. Instructional Management • Districts and schools provide a system of prompt learning supports that includes research and evidence-based strategies aligned to Ohio’s Academic Content Standards, School Climate Guidelines, and the Educator Standards.

25. Accountability • Districts and schools have a written accountability plan that contains methods and strategies to measure the impact of the foundation and instructional and student support interventions provided to correct achievement discrepancies.

26. Data-Informed Decision Making • Districts and schools collect and use assessment data, including assessment of non-academic barriers, to identify students and to provide appropriate interventions in the intensity required to ensure academic success for each student.

27. Fiscal Resources • Districts use individual building data and collaboratively plan to allocate and leverage appropriate resources to schools for supporting and implementing effective instructional and student support interventions.

28. Human Resources • District and community-based providers are appropriately degreed, licensed/certificated to provide appropriate intervention programs and services.

29. Community Engagement • Districts and schools leverage community resources, service providers and families to provide instructional and student support interventions to complement existing school-based foundation services and interventions.

30. Fiscal Resources Data-Informed Decision Making System Requirements Accountability Community Engagement Human Resources Instructional Management A Systems Approach to Education

31. Reorganizing • District Office • Roles/Responsibilities • -Resources District-Level Policy Changes District Superintendent, CEO, and Central Office Administration Expanded District CCIP Adoption of System of 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 Expanded SIP Planning Implementation Evaluation District, Feeder, and School Implementation

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

33. Pulling It All Together • Some students need additional experiences and extended learning opportunities to succeed • Accountability is more than the “three-legged stool”