Behavioral Health Supports in School Model in Illinois

1. Behavioral Health Supports in School Model in Illinois Lisa J. Betz, LCSW, LCPC Associate Deputy Clinical Director, IDHS-DMH Michele Carmichael Principal Consultant Behavioral Health in Schools Supports, ISBE

2. Let’s take a test. • What is the most common mental health problem in the United States? • Which of the following are symptoms of an anxiety disorder known as panic disorder? • Chest Pains • Dizziness • Nausea or stomach problems • Fear of dying • All of the above. • True or False? Most people successfully take control of the symptoms of mental health disorders by sheer willpower and personal strength. SAMHSA

3. WARNING DON’T PANIC THIS PRESENTATION IS DESIGNED TO INTRODUCE A PARADIGM SHIFT FOR WORKING IN SCHOOLS! THIS IS A NEW DAY!!!!!!! WITH A NEW WAY TO RESTRUCTURE YOUR SYSTEM TO REDUCE STRESS WHILE HELPING YOU WORK SMARTER NOT HARDER!

4. WHAT ISN’T WORKING FOR KIDS? • Little or no emphasis on prevention or early intervention • Only a small percentage of children who need treatment receive it • Little coordination among families, agencies and schools • Unequal access to services • Resources are not maximized • Families are not fully engaged as partners

5. Fragmented Policy Fragmented Practices After-School Programs Special Education Clinic Violence & Crime Prevention Pupil Services Health Services SCHOOL Juvenile Court Services Community Based Organizations Drug Prevention Social Services Child Protection Services Mental Health Services Drug Services Adapted from: Health is Academic:A guide to Coordinated School Health Programs (1998). Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.

6. 21st Century ATOD Parent Engagement PBIS SEL Trauma Informed Classrooms LRE Wraparound TransitionPlanning SASS Health Centers Military families Autism Poverty Bullying Prevention Mental Health SpecialEducation

7. The Guidelines for School-Community Partnerships: Addressing the Unmet Mental Health Needs of School Age Children define a partnership as: any collaboration between a school and community organization, public agency, business and/or other group that mutually agrees to jointly address the mental health needs of school-age children by providing a range of mental health services and supports that promote student’ academic, social, and emotional development and/or addresses a specific mental health need. In order to be effective and sustainable, school-community partnerships require an intentional commitment on behalf of all involved. (Guidelines for School-Community Partnerships: Addressing the Unmet Mental Health Needs of School Age Children)

8. Shift Happens Video http://www.bing.com/videos/search?q=shift+happens&mid=FAA08F1238946CF4F962FAA08F1238946CF4F962&view=detail&FORM=VIRE6&adlt=strict

9. Definition of Mental Health Mental health is “the successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and cope with adversity.” -Dept. Of Health and Human Services (1999). Mental Health: A Report of the Surgeon General.

10. Why address Mental Health Services in Schools • To effectively address barriers to learning, schools must weave resources into a cohesive and integrated continuum of interventions that promote healthy development and prevent problems; allow for early intervention to address problems as soon after onset as feasible; and that provide assistance to those with chronic and severe problems. (Adelman & Taylor, 2006)

11. Stress Awareness Activity Let’s take a few minutes to consider the impact of stress on us, as adults. • Think about the following: • What stresses you out? • When you are stressed out, how do you feel? • When you are stressed out, how do you act (what do you do)? • When you are stressed out, what do you need?

12. Social and Emotional Development The ability to… • Identify and regulate emotions • Develop trusting, safe and secure relationships • Express needs and feelings • Develop motivation • Attend to environment

13. Impacts of Social and Emotional Development Brain’s “Hardwiring” • Brain is 85% “hardwired” by age 3. • “Hardwiring” is responsible for all major cognitive and social-emotional functioning. School Readiness • School readiness requires social, emotional, behavioral, and physical skills along with cognitive skills. • Easier to teach cognitive skills when social, emotional, and behavioral skills have been mastered.

14. Meeting the Needs of ALL Students RtI IS School Improvement An EVERY EDUCATION Initiative Public Health Prevention Model of School Supports Problem Solving Method of Decision-Making Integrated Data Collection that Informs Instruction

15. Core Principles of Response to Intervention (RtI) Educators will: • Intervene early • Use a multi-tier model of instruction • Use a problem-solving method • Use scientific, research-based interventions/instruction • Monitor student progress to inform instruction • Use assessments for screening, diagnostics and progress monitoring • Use data to make decisions • Effectively teach all children

16. Interconnectedness with Illinois Schools Illinois PBIS Network, Revised May 2008. Adapted from "What is school-wide PBS?", OSEP Technical Assistance on Positive Behavioral Interventions & Supports. 

17. Targeted Supports and Interventions for Districts

18. Universal Professional Development Provided to all districts/schools once they have met Criteria • GOAL of Professional Development: • Provide awareness and understanding regarding the development of Effective District/School Improvement Planning • What are the infrastructure pieces needed to develop an effective an efficient district/school governance & management system? • What are the infrastructure pieces needed to develop an effective and efficient district/school curriculum & instruction system? • What are the infrastructure pieces needed to develop an effective and efficient district/school learning supports system? • OUTCOME of Professional Development: • Teams will identify “First Steps” in their District/School Improvement Planning Process and begin to develop their Action Plans (DIP/SIP) • Universal System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity

19. Targeted Professional Development (Content specific, identified through needs assessment/data collection) • GOAL of Professional Development: • Provide content-specific (A-Z Topics) Professional Development to build capacity of administrators and teachers for improved student outcomes • Where are the students performing in district/school? • Where do we want them to be? • What Professional Development for Administrators/Teachers is needed based upon data. • OUTCOME of Professional Development: • Administrators/Teachers build capacity to effectively lead, teach, provide necessary supports to improve student outcomes. • Targeted System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Targeted Function-based, Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity

20. Intensive, Individualized Professional Development Turnaround/Takeover Districts • Intensive/ • Individualized System Principles • Prevention focused • Team-based, Data-based decision making & problem solving • Targeted Function-based, Evidence-based interventions in the least restrictive environment • Continuous Progress Monitoring for Continuous Improvement • Implementation Integrity GOAL of Professional Development: Individualized , intensive programming directly coordinated through ISBE-contracted group.

21. Comprehensive System of Learning Supports(Systems, Data, & Practices) Professional Development Communication Data Systems Administrative Support Partnerships Funding Intensive Interventions Early Interventions Prevention Promotion

22. 21st Century ATOD Parent Engagement PBIS SEL Trauma Informed Classrooms LRE Wraparound TransitionPlanning SASS Health Centers Military families Autism Poverty Bullying Prevention Mental Health SpecialEducation

23. Learning Supports

24. Understanding Mental Health • Mental health is more than the absence of a mental disorder. • Consider mental health as a continuum, from optimal mental wellness to the most severe and chronic mental illness. Mental health Chronic mental illness

25. Illinois’ Interconnected Systems Model for School Behavioral Health • Tier 3: • Intensive Individualized Interventions • Individual Student and Family Supports • System Planning Team coordinates decision rules, referrals for this level of intervention/services and progress monitors. • Individual team developed to support each student. • Individual plans may have an array of interventions and services. • System in place for each team to monitor student progress • Plans can range from one to multiple domains. • Tier 2: Early Intervention • Coordinated Systems for Early Detection, Identification, and Response • to Behavioral Health Concerns • System Planning Team identified to coordinate referral, process, decision rules and progress monitor impact of interventions. • Array of interventions/services available • Communication system for staff, families, and the community. • Early identification of students who may be at risk for behavioral health concerns due to specific risk factors. • Skill-building at the individual and group level as well as support groups • Staff and family training to support skill development across settings • Tier 1: Universal/Prevention-Promotion • Coordinated Systems, Data, Practices for Promoting Healthy Academic, Social, Emotional, Behavioral, and Physical Development for ALL Students • School Improvement team gives priority to Prevention and Promotion of Mental Wellness. • Behavioral Health Skills development for students, staff, families and communities • Safe & Caring learning Environments that reduce barriers to teaching and learning and engages or re-engages students in the academic process. • 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. Adapted from the Framework for a Coordinated Mental Health System in Illinois for Children Ages 0-18, which was originally adapted from Minnesota Children’s Mental Health Task Force, Minnesota Framework for a Coordinated System to Promote Mental Health in Minnesota; center for Mental Health in Schools, Interconnected Systems for Meeting the Needs of All Youngsters These systems include early childhood, education, mental health, juvenile justice, health, human services, substance abuse, violence prevention, corrections, schools, and other relevant systems.

26. Problem Solving Approach to SBMH Define the Problem Is there a problem? What is it? Problem Analysis Why is there a problem? Evaluation Did our plan work? Develop a Plan What are we going to do?

27. Why address Behavioral Health Services in Schools? Caleb’s Story SAMHSA

28. Intensive Individualized Interventions Individual Student and Family Supports Early Intervention Coordinated Systems for Early Detection, Identification, and Response to Behavioral Health Concerns Universal/Prevention-Promotion Coordinated Systems, Data, Practices for Promoting Healthy Academic, Social, Emotional, Behavioral, and Physical Development for ALL Students What does Caleb need to be successful in school?

29. Dalton Sherman http://www.youtube.com/watch?v=HAMLOnSNwzA

30. Which level of intervention in this model meet most students needs? Treatment 3-5% of all students will fall into this category. Early Intervention By providing short term, interventions targeted to meet the unique needs of at risk students 15% of students needs will be met. Universal/Prevention When implemented with fidelity 80% of students needs will be met without any additional services.

31. Take-away Thought …Mental health is indispensable to personal well-being, family and interpersonal relationships, and contribution to community or society…Americans are inundated with messages about success-in school, in a profession, in parenting, in relationship - without appreciating that successful performance rests on a foundation of mental health. -Dept. of Human Services. (1999) Mental Health: A Report of the Surgeon General