From Cradle to Career: Pennsylvania’s Community of Practice

From Cradle to Career: Pennsylvania’s Community of Practice

Center for School Mental Health 17th Annual Conference on Advancing School Mental Health

Pennsylvania School Based Behavioral Health Community of Practice Members

Salt Lake City, UtahOctober 26, 2012

Session ObjectivesParticipants will be able to:1. Describe the work scope embraced by the PAPBS

Network in their effort to ensure that program-wide PBIS blends with school-wide PBIS.

2. Identify critical features of the PAPBS Network’s tertiary demonstration sites.

3. Explain how multiple institutions of higher education play a critical role in Pennsylvania’s scale-up of PBIS.

Objective 1: Describe the work scope embraced by the PAPBS Network in their effort to ensure that program-wide PBIS blends with school-wide PBIS

PWPBIS SWPBIS

Program Leadership Team District Leadership Team

Building Leadership Team Building Leadership Team

Lessons developed to teach expectations Lessons developed to teach expectations

Acknowledgement system focuses on nontangible reinforcement

Acknowledgement system to reinforce expectations

Behavior Incident Report Office Discipline Referral Form

Majority of behavior handled in and by the classroom staff

Define Office managed problem behavior vs. Teacher managed problem behavior

Most early childhood activities occur in the classrooms

Focus on common areas/non classroom based areas

Ongoing data collection Ongoing data collection

PWPBIS SWPBIS

Fidelity Measures Fidelity Measures

Resources Resources

Limited number of classrooms per building

Relatively large number of classrooms per building

Systems are beginning to be developed at the national level

National Data Systems

CSEFEL.vanderbilt.eduChallenging behavior.orgPAPBS.org

PBIS.orgPAPBS.org

Strategies to Foster Collaboration across Ages

• Consider and include early childhood from the beginning (state & local)• Community-wide projects• Common team meeting times• Facilitators trained for all ages• Common expectations across school and

programs in the same community when feasible

Strategies to Foster Collaboration Across Ages within School Buildings

• Include preschool classrooms in school-wide project• Incorporate early childhood PBIS

strategies in the early elementary grades• Include before and after school care in school projects

School-Wide PBIS Sites in PA

26

5

1

3

1

11

1

16

43

10

2

313

15

71

17

14

12

1

4

3

12

11

18

1

66

162

2

19

1

3

24

5

1 3

2

3 6 1

Approx. 300 Schools in the Network

Program-Wide PBIS Sites in PA

Objective 2: Identify critical features of the PAPBS Network’s tertiary demonstration sites

Interconnected Systems Framework for School Mental Health

Tier I: Universal/Prevention for AllCoordinated Systems, Data, Practices for

Promoting Healthy Social and Emotional Development for ALL Students

· School Improvement team gives priority to social and emotional health

· Mental Health skill development for students, staff/, families and communities

· Social Emotional Learning curricula for all students· Safe & caring learning environments · 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

Interconnected Systems Framework for School Mental Health

Tier 2: Early Intervention for Some

Coordinated Systems for Early Detection, Identification, and Response to Mental Health Concerns

· Systems Planning Team identified to coordinate referral process, decision rules and progress monitor impact of intervention

· Array of services available· Communication system for staff, families and

community · Early identification of students who may be at risk

for mental health concerns due to specific risk factors

· Skill-building at the individual and groups level as well as support groups

· Staff and Family training to support skill development across settings

Interconnected Systems Framework for School Mental Health

Tier 3: Intensive Interventions for FewIndividual Student and Family Supports

· Systems Planning team coordinates decision rules/referrals for this level of service and progress monitors

· Individual team developed to support each student

· Individual plans may have array of interventions/services

· Plans can range from one to multiple life domains

· System in place for each team to monitor student progress

PA Tertiary Demonstration Sites

Scranton• Urban• Three community mental

health provider organizations

• Return on investment

Montrose• Rural• Systems of Care connection

(ICSP)• One community mental

health provider organization

Time Line

School Year Activity

2008-09 •Community Care engaged district through ICSP regarding SBBH Team

2009-10 •SBBH Team begins work within district – September 2009•District and Community Leadership Team is established, district commitment signed, tertiary demonstration project begins – spring 2010

2010-11 •Tier One SWPBIS is fully implemented with kickoff at the start of the school year•Tier Two training begins in the spring of 2011 with some implementation

2011-12 •All three tiers are being implemented at both elementary schools•Montrose Junior High receives Tier One training in fall, with “soft” kickoff in January 2012•Discussion of SBBH Team model expanding into Junior and Senior High

Scranton School District

Year One2009-10

Year Two2010-11

Year Three2011-12

Year Four2012-13

Year Five2013-14

Year Six2014-15

District and Community Leadership Team established. District commits to implementing SWPBIS with fidelity across the district.

SBBH Teams begin implementation at Frances Willard Elementary, George Bancroft Elementary, and Scranton High. A Tier Three support.

Frances Willard Elementary, George Bancroft Elementary, and Scranton High all receive training to implement Tier One SWPBIS.

Frances Willard Elementary, George Bancroft Elementary, and Scranton High all implement Tier One SWPBIS.

Frances Willard Elementary reaches implementation fidelity.

Frances Willard Elementary receives training for implementation of Tier Two and begins implementation.

Frances Willard Elementary implements three tiers of Interconnected Systems Framework.

Isaac Tripp Elementary, McNichols Plaza Elementary, and South Scranton Intermediate all receive training to implement Tier One SWPBIS.

Isaac Tripp Elementary, McNichols Plaza Elementary, and South Scranton Intermediate all implement Tier One SWPBIS.

George Bancroft Elementary and Scranton High receive training for implementation of Tier Two and begin implementation

Scranton High receives training and begins implementation of RENEW.

SBBH Teams begin implementation at Northeast Intermediate, John F. Kennedy Elementary, McNichols Plaza Elementary, and John G. Whittier Elementary.

John F. Kennedy Elementary, John G. Whittier Elementary, and Northeast Intermediate all receive training to implement Tier One SWPBIS.

John F. Kennedy Elementary, John G. Whittier Elementary, and Northeast Intermediate all implement Tier One SWPBIS.

OutcomesChange in Family Functioning

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

1.6

1.8

Change at 3 mos Change at 6 mos Change at 9 mos

Not Implementing Low Fidelity High Fidelity

Impr

ovin

g

OutcomesChange in Child Functioning

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

1.6

1.8

Change at 3 mos Change at 6 mos Change at 9 mosNot Implementing Low Fidelity High Fidelity

Impr

ovin

g

Outcomes – SDQ-PChange in Difficulties Score

-3.5

-3.0

-2.5

-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

Change Q1 Change Q2

Not Implementing Low Fidelity High Fidelity

Impr

ovin

g

Outcomes – SDQ-TChange in Difficulties Score

-4.0

-3.5

-3.0

-2.5

-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

Change Q1 Change Q2

Impr

ovin

g

Not Implementing Low Fidelity High Fidelity

Objective 3: Explain how multiple institutions of higher education play a critical role in Pennsylvania’s scale-up of PBIS

Higher Education & PAPBS

• Indiana University of Pennsylvania• Penn State University• Bloomsburg University• Arcadia

• Indiana University of Pennsylvania

Higher Education & PAPBS

• Indiana University of Pennsylvania

Higher Education & PAPBS

• Indiana University of Pennsylvania

Higher Education & PAPBS

• Indiana University of Pennsylvania

Higher Education & PAPBS

• Bloomsburg University

Higher Education & PAPBS

• Bloomsburg University – McDowell

Institute for Teacher Excellence in Positive Behavior Support

Higher Education & PAPBS

• Bloomsburg University – McDowell

Institute for Teacher Excellence in Positive Behavior Support

Higher Education & PAPBS

• Bloomsburg University – McDowell

Institute for Teacher Excellence in Positive Behavior Support

Higher Education & PAPBS

McDowell Institute to coordinate the Higher Education Conference Thread

• Penn State University

Higher Education & PAPBS

• Arcadia University – Program-wide PBIS Evaluation

Higher Education & PAPBS

Partnerships * CoP:

To Learn More:http://www.vanderbilt.edu/csefel

http://www.challengingbehavior.org/http://www.pattan.net/

http://www.pbis.orghttp://www.papbs.org/

http://www.bloomu.edu/mcdowellhttp://www.ccbh.com/