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GeorgiAnn Diniaco , Ph.D., Dublin City Schools

Talk Data To Me: Using Behavioral Health Data for CCIP, PBIS, and OIP Strategic Planning. Plus a Free Tool for Ohio Schools. GeorgiAnn Diniaco , Ph.D., Dublin City Schools Jill Jackson, Ph.D., ODE Office for Innovation and Improvement Lara M. Belliston, Ph.D., OhioMHAS Office of Prevention.

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GeorgiAnn Diniaco , Ph.D., Dublin City Schools

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  1. Talk Data To Me:Using Behavioral Health Data for CCIP, PBIS, and OIP Strategic Planning. Plus a Free Tool for Ohio Schools. GeorgiAnnDiniaco, Ph.D., Dublin City Schools Jill Jackson, Ph.D., ODE Office for Innovation and Improvement Lara M. Belliston, Ph.D., OhioMHAS Office of Prevention

  2. Presentation Overview • Why Behavioral Health Data • Data Driven Decision-Making and Ohio Strategic Planning Processes • Implementation and the Every Student Succeeds Act • Exploring Data from the Ohio Healthy Youth Environments Survey – OHYES! • Info about the FREE OHYES! survey available to all Ohio schools

  3. Why Behavioral Health Data

  4. Goal for Ohio Students receive high quality instruction aligned with academic content standards Students have the right conditions and motivation for learning

  5. School Climate • School climate is a group experience that reflects the school community’s norms, goals and values. • School climate is a product of a school’s attention to fostering safety; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships. • A positive school climate is critically related to school success. For example, it can improve attendance, achievement, and retention and graduation rates.

  6. Improvements in academic achievement cannot occur without addressing the health and behavioral risks that confront our youth and establishing environments that support learning.

  7. A Positive School Climate Involves: • Engagement. Strong relationships between students, teachers, families, and schools and strong connections between schools and the broader community. • Safety. Schools and school-related activities where students are safe from violence, bullying, harassment, and controlled-substance use. • Environment. Appropriate facilities, well-managed classrooms, available school-based health supports, and a clear, fair disciplinary policy.

  8. Data-Driven Decision-Making and Ohio Strategic Planning Processes

  9. Strategic Planning Processes in Education: Positive Behavioral Interventions and Supports (PBIS) HB 318 requires all schools to use Required for all schools Comprehensive Continuous Improvement Plan (CCIP) Only for Schools in “Improvement” status Ohio Improvement Process

  10. Positive Behavioral Interventions and Supports (PBIS): • All public learning environments in Ohio will implement PBIS as an effective and proactive framework for improving safety, social competence, and academic achievement for all students. • Reduction in problem behavior • Increased academic performance • Improved perception of safety • Reduction in bullying behaviors • Increased administrator time for instructional leadership

  11. Ohio Improvement Process Areas of Planning: • District, school and classroom data • Ongoing student performance • Adult implementation • Organizational, school climate and culture • Family and community stakeholder data • *Districts are only required to address 2 areas

  12. Approaches to Strategic Planning

  13. Data Driven Decision Making: • Data is collected and analyzed by school and community professionals to: • Identify needs of the students and families • Identify gaps in services • Pinpoint a common agenda among school and community partners • Determine plans, partners, programs, and services

  14. Data Driven Decision Making: • Environmental Scan (District/School) • What programs and services do we have? • Needs Assessments (District/School/Community Agency) • What programs and services do student need? • Program Evaluation (District/School/Community Agency) • What have students learned? • Process Outcomes (District/School/Community Agency) • How were outcomes achieved?

  15. School and Community Data: • District and School (graduation rate, attendance, PBIS, discipline, etc.) • Health Department • Police Department (juvenile arrest, truancy) • Alcohol and Mental Health Board (prevalence data) • United Way • Community Partners • Program Evaluation • Activity Progress Tracking

  16. Implementation and the Every Student Succeeds Act Establishing Environments that Support Learning

  17. Every Student Succeeds Act (ESSA): • ESSA Title IV Part A is a flexible block grant program known as Student Support and Academic Enrichment Grants (SSAEG) under Title IV Part A. • Districts must use at least 20% of Title IV Part A funds on efforts to improve student mental and behavioral health, school climate, or school safety.

  18. ESSA Title IV, Part A continued: • Evidence supports a direct correlation between physical and mental health and learning that is essential to academic success, school completion, and the development of healthy, resilient and productive citizens. • Schools are uniquely positioned to help students acquire lifelong knowledge and skills through comprehensive health education, physical education, nutrition, comprehensive school mental and behavioral health services, counseling, and integration among all education and health programs.

  19. ESSA Title IV, Part A Authorized Activities: • Provide students with a well-rounded education including programs such as college and career counseling, STEM, arts, civics and International Baccalaureate/Advanced Placement. • Supporting safe and healthy students with comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, and health and physical education. • Supporting the effective use of technology that is backed by professional development, blended learning and ed tech devices.

  20. Implementation Planning: • School and community plan developed to: • Address the needs of the whole child • Implement school climate strategies to create a positive school environment • Implement a continuum of social, emotional, and behavioral strategies • Refer students showing signs of risk to appropriate community agencies

  21. Prevention and Intervention Approaches *Behavioral Health Treatment occurs after diagnosis of a mental health or drug and alcohol disorder and can include individual counseling, wraparound services, and outpatient and intensive outpatient treatment.

  22. Behavioral Health Survey Tools

  23. Other Surveys • CAYCI (OSU’s Community and Youth Collaborative Institute) • CDC Youth Risk Behavior Survey (YRBS) • Communities that Care • DADS (Dayton Area Drug Survey) • Hospital Council of Northwest Ohio (HCNO) • PreventionFIRST! Student Drug Use Survey • PRIDE • Primary Prevention: Awareness, Attitudes and Use Survey (PPAUS) • Ohio Dept. of Health Youth Tobacco Survey • Search Institute Attitudes and Behaviors Survey • Wright State Center for Urban and Public Affairs (CUPA) • Wright State Center for Interventions, Treatment and Addictions Research (CITAR)

  24. www.ohyes.ohio.gov

  25. OHYES! Main Purposes • To address the need for local data in youth behaviors and risk and protective factors. • To meet federal grant reporting requirements. • To provide an inexpensive survey to local communities. • To identify local needs and trends for planning.

  26. Statewide Support/Development • Other Supporters • ADE Incorporated • Drug Free Action Alliance • Hospital Council of Northwest Ohio • Licking County Juvenile-Probate Court • Ohio Children’s Trust Fund • Ohio Suicide Prevention Foundation • Ohio University • Ohio Youth MOVE Youth Council • Ohio Youth-Led Prevention Network • Our Futures Coalition • The Ohio State University • The University of Toledo • University of Cincinnati • Urban Minority Alcoholism and Drug Abuse Outreach Program Federation

  27. What is OHYES! • Ohio Healthy Youth Environments Survey • Online survey (takes about 20 mins) • Administered by schools; grades 7-12 are eligible • 2 versions (111 or 101 items) available • Recruit participation every 4 years; available annuall • First administered SY 2015 – 2016 • Next recruitment year SY 2019-2020

  28. Item Content Areas • Demographics • Alcohol • Tobacco & Vapor Products • Marijuana • Prescription Drugs • Bullying • Safety and Violence • Physical Health & Well-being • Mental Health • Adverse Childhood Experiences • School Climate and Safety • Gambling • Family and Peer Factors • School Success • Community Environment • Sexual Behavior and Suicide (Optional)

  29. Selected State Summary Data

  30. Who Participated

  31. OHYES! Participation School Year 2015-2016 School Year 2016-2017

  32. Data Considerations/Limitations: • Data should be used for local decision-making. • Data is not considered research. • Representative only of the students that participated. • Data may not be generalizable to the county, region, or state: • No sampling methods were used (i.e. non-probability). • Not all schools participated. • Schools selected the grades and classrooms. • County summary data are available only if 2+ districts participated. • Participating districts posted: http://ohyes.ohio.gov/Results

  33. OHYES! Participation by Gender 50.9% 49.7% 47.6% 48.1% 1.4% 2.3%

  34. OHYES! Participation by Grade Level 29.3% 7.4% 29.6% 16.0% 15.6% 17.4% 12.7% 15.4% 11.8% 18.2% 22.4% 19.5% 7.4% 13.3% 35

  35. OHYES! School Climate

  36. OHYES! School Safety

  37. OHYES! Types of Bullying (Past year)

  38. OHYES! Bullied on School Property (Past year) by Gender & Grade 2015-2016 = Darker 2016-2017 = Lighter

  39. OHYES! In a Fight on School Property (Past year) by Gender & Grade 2015-2016 = Darker 2016-2017 = Lighter

  40. OHYES! Mental Health

  41. OHYES! PHQ: Anxious (Last 2 weeks) by Gender and Grade 2015-2016 = Darker 2016-2017 = Lighter

  42. OHYES! PHQ: Depressed (Last 2 weeks) by Gender & Grade 2015-2016 = Darker 2016-2017 = Lighter

  43. OHYES! Alcohol, Tobacco & Marijuana (Past 30 day use)

  44. OHYES! Past 30-day Alcohol Use by Gender and Grade 2015-2016 = Darker 2016-2017 = Lighter

  45. OHYES! Any Electronic Vapor Product Use (Past 30 days) by Gender & Grade 2015-2016 = Darker 2016-2017 = Lighter

  46. Youth Perception of Risk of Harm: No Risk or Slight Risk

  47. OHYES! Methodology How to participate

  48. School Flexibility • Principals choose: • Which grades to include • Date(s) to administer • Classes to survey (e.g. English classes, homeroom) • Depends on available technology

  49. OHYES! Methodology • Anonymous – no individual IDs • Superintendents and Principals sign up • 7th graders = avg 19 minutes • 68% of the students finish between 11 and 26 mins • 12th grades = avg 14 minutes • 68% of the students finish between 8 and 20 mins • www.ohyes.ohio • Surveys, instructions, and confidentiality information • Passive parental consent – Opt Out Form provided • (3 week notification by 2 methods) • Students assent and can skip/quit

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