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HEALTHY STUDENTS, HEALTHY COMMUNITIES:

Addressing Students’ Needs Collaboratively

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TODAY’S PRESENTATION

1 INTRODUCTIONS 2 UNIVERSAL SCREENING

3 PEDIATRIC MENTAL HEALTH TASK FORCE

4 Q & A

3PRESENTERSAt vero accusamus iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque

corrupti quos dolorestui quas molestias excepturi occaecati cupiditate provident similiqu sunt culpa

SpeakerSpeaker@zfishbio @munoz535 @tdmoody20

At vero eos accusamus iusto

odio dignissimos ducimus

Graham BriggsAt vero eos accusamus iusto

odio dignissimos ducimus

Dr. Rachel LynchAt vero eos accusamus iusto

odio dignissimos ducimus

Dr. Chris PierretAt vero eos accusamus iusto

odio dignissimos ducimus

Michael MunozAt vero eos accusamus iusto

odio dignissimos ducimus

Denise Moody

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5SCHOOL CLIMATE

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A trauma-informed school recognizes the prevalence of

trauma and responds by building resilience, relationships and safety for students, staff and

families

IDENTIFICATION OF STUDENTS IN NEED OF SUPPORT

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Special education referral process

REFER-TEST-PLACE

Discipline referrals

WAIT TO FAIL

UNIVERSAL SCREENING

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TYPES OF SCREENING IN SCHOOLS

SOCIAL-EMOTIONAL WELLNESS

WHY NOT? READINESS ACADEMIC HEARING VISION

THREE PATHWAYS

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Multiple entry points

for students to receive

dditi l t

NO M INATIO NB EHAV IO R AL INDICATO R S

SY STEM ATIC SCR EENING

Student of

Concern Form

Office Referrals

Attendance

Suspensions

Student Internalizing/Externalizing

Behavior Scale

Strengths and Difficulties

Questionnaire

MULTI-STAGE & MULTI-GATE APPROACH

Stage 3

Stage 2

Stage 1 Universal Screen

Elevated? Follow-up

Convergent Data

Still concerned? Refer to Tier 2 or intervention team

Monitor

Not elevated? Done.

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Discipline only

Special EdTeacher Referred

Newly identified

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STUDENT VOICE“We want more support”

● Our mental health is interfering with being our best self

● Even when we try to get help, we experience barriers

● We want our parent and caregivers to understand more about mental health

PEDIATRIC MENTAL HEALTH TASK FORCE● Instrument Committee

● Education & Beyond Committee

● Clinical Committee

● Process Committee

● Stakeholder Committee

INTENDED OUTCOMES● Identify and address student needs (T1 & T2)● Use data to identify trends/needs at the teacher,

classroom and school level● Connect students earlier & more effectively with

community resources● Change the perception/stigma of needs in the area

of social/emotional development

● Employ the data of the network to identify trends that will help us develop community strategies

COMMITTEES

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• Elevate community response through awareness, education, health literacy, self agency, and behavior

INSTR UM ENT EDUCATIO N & B EY O ND

• Identify and recruit voices in the community

• Review and revise procedure and all products

• Address barriers to care for stakeholders

● Establish connectivity across institutions

● Create a flow for patient journey

● Address confidentiality and privacy

• Identify best universal screener for population

• Evaluate permissions, costs, oversight

• Establish pathway to primary care

• Create referral plan

• Evaluate paths by insurance

CLINICAL PR O CESS STAK EHO LDER

LOGISTICS● Parental Consent● Student Assent● Response Protocol● Menu of Responses● Legal Agreements

NEXT STEPS● Expansion for 19/20

○ 2 Elementary, 1 middle school & 1 high school○ Total of 3500 students

● Use of Strengths & Difficulties Tool● Clinical Response● Legal Agreements

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WHAT IF?

...we identify more students than

we can serve?

….we don’t want other’s opinions on

the work we are doing in schools?

26LESSONS LEARNEDCOLLECTIVE RESPONSIBILITY

“WALK ONE THROUGH THE PROCESS”

COLLABORATION CAN BE UNCOMFORTABLE

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QUESTIONS?

WANT TO KNOW MORE?Denise Moody demoody@rochester.k12.mn.us