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Interagency Partnerships Can Improve Outcomes for Youth!Interagency Partnerships Can Improve Outcomes for Youth!
Strategies and Challenges
in Aligning Agency Priorities and Initiatives
Debra Grabill, M.Ed., C.A.G.S; Virginia O’Brien Irwin, M.Ed.
Eric Mann, M.S.W., LICSW; Joe Perry, M.S.W.
11th Annual CSMHA Conference, Baltimore, MD
September 28, 2006
Strategies and Challenges
in Aligning Agency Priorities and Initiatives
Debra Grabill, M.Ed., C.A.G.S; Virginia O’Brien Irwin, M.Ed.
Eric Mann, M.S.W., LICSW; Joe Perry, M.S.W.
11th Annual CSMHA Conference, Baltimore, MD
September 28, 2006
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Representing:Representing:
NH Department of Education, Division of Instruction, Bureau of Special Education
NH Department of Health and Human Services, Division for Community-Based Services, Bureau of Behavioral Health, Children’s Services
NH Center for Effective Behavioral Interventions and Supports
NH Department of Education, Division of Instruction, Bureau of Special Education
NH Department of Health and Human Services, Division for Community-Based Services, Bureau of Behavioral Health, Children’s Services
NH Center for Effective Behavioral Interventions and Supports
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Presentation ObjectivesPresentation Objectives
> Participants will learn about NH’s interagency efforts to develop and support Integrated Children’s Services.
> Participants will understand the role of a statewide program of Positive Behavioral Interventions and Supports as an example of aligning initiatives in order to improve outcomes for youth.
> Participants will engage in discussion to further stimulate thinking on the possibilities and challenges of interagency and cross-systems work.
> Participants will learn about NH’s interagency efforts to develop and support Integrated Children’s Services.
> Participants will understand the role of a statewide program of Positive Behavioral Interventions and Supports as an example of aligning initiatives in order to improve outcomes for youth.
> Participants will engage in discussion to further stimulate thinking on the possibilities and challenges of interagency and cross-systems work.
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7 Years and Counting: Charting a Course Toward Improved Youth Outcomes
7 Years and Counting: Charting a Course Toward Improved Youth Outcomes
1999 NH Special Education State Improvement Grant I (OSEP) partners with NH System of Care Grant (SAMHSA) to better serve children and youth with multi-agency intensive service needs in their communities
2002 NH PBIS Initiative Launched 2003 NH Receives SIG II Grant (OSEP) 2004 NH Joins IDEA Partnership initiatives in Professional
Development, Transition and Collaborative School Behavioral Health; develops cross-partnership leadership strategies
2006 NH Receives Schools and Mental Health Systems Integration Grant (OSDFS)
1999 NH Special Education State Improvement Grant I (OSEP) partners with NH System of Care Grant (SAMHSA) to better serve children and youth with multi-agency intensive service needs in their communities
2002 NH PBIS Initiative Launched 2003 NH Receives SIG II Grant (OSEP) 2004 NH Joins IDEA Partnership initiatives in Professional
Development, Transition and Collaborative School Behavioral Health; develops cross-partnership leadership strategies
2006 NH Receives Schools and Mental Health Systems Integration Grant (OSDFS)
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NH DOE Division of Instruction Mandates and Priorities
NH DOE Division of Instruction Mandates and Priorities
Federal Mandates NCLB IDEA
State LawsAdministrative Rules/PoliciesProgram Development
Follow the Child
Federal Mandates NCLB IDEA
State LawsAdministrative Rules/PoliciesProgram Development
Follow the Child
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NH DHHS Bureau of Behavioral Health, Children’s Services
Mandates and Priorities
NH DHHS Bureau of Behavioral Health, Children’s Services
Mandates and Priorities
Federal Mandates Block Grant
State LawsAdministrative Rules/Policies
Regional Planning
Program Development Integrated Children’s Services
Federal Mandates Block Grant
State LawsAdministrative Rules/Policies
Regional Planning
Program Development Integrated Children’s Services
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Values-Driven Partnerships: From Systems of Care to Systems of Care and Education
1999-2006
SOC&E are formalized state and local-level partnerships among families, youth and child-serving agencies, created to develop structures and processes that result in coordinated and effective services for all children, especially those with intensive level needs and their families. SOC&E partnerships employ values-driven and research-based approaches to improve home, school and community outcomes for children and youth.
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DOE-DHHS Interagency Partners in SOC&E
• Addressing needs of children, youth and families through effective and efficient application of resources
• Supporting coordinated services for children and youth with intensive-level multi-agency needs
• Building partnerships and increasing community capacity to serve all children, youth and families, especially those with intensive-level service needs.
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Products of SOC&ESystems of Care and Education develop structures
that create:• Access to effective and coordinated services
• Regional planning and needs assessment
• Coordinated fiscal planning and funding
• Coordinated training strategies for personnel preparation/human resource development; systematic development and support of “highly qualified personnel”
• Cultural competence materials for training and practice.
• Coordinated annual reports on services, outcomes and expenditures.
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Products of SOC&E (cont.)
SOC&E Family and Youth Engagement Workgroup
MissionTo ensure that the experiences, knowledge and expertise of
families and youth shape Systems of Care and Education in NH.
MembershipLed by family and youth organizations (PIC, GSFFCMH, NAMI NH,
ACS, FAPA); comprised of family representatives, agency and program staff;
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Refining the Focus2006 and Beyond
Integrated Children’s Services
The delivery of integrated care and individualized services by ensuring that funding streams and other resources can support a single, family-centered treatment plan for children whose service delivery and treatment comes from multiple sources. Spending is redirected from high-end restrictive services to home and community-based services.
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NH Integrated Children’s Services
An initiative to develop a departmental-level Administrative Services Organization (ASO) that will coordinate and oversee the delivery of services to the priority population based upon client need - not agency affiliation (“pooling dollars, pooling values”)
No wrong door Single point of access Family involvement and choice Traditional and non-traditional services
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A Systems Approach to Improve Outcomes for All Youth
School-Based
Systems
PBIS
Community-Based
Systems
Systems of Care
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New Hampshire Center for Effective Behavioral Interventions and
Supports (NH CEBIS)
New Hampshire Center for Effective Behavioral Interventions and
Supports (NH CEBIS)
NH CEBIS: Eric Mann and Howard Muscott, Co-
Directors Becky Berk, Communications Director Joyce Welton, Project assistant Regional Coordinators (5 regions) On-site Facilitators (18 Facilitators)
NH CEBIS: Eric Mann and Howard Muscott, Co-
Directors Becky Berk, Communications Director Joyce Welton, Project assistant Regional Coordinators (5 regions) On-site Facilitators (18 Facilitators)
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NH CEBIS: PBIS-NH Training and
Technical Assistance
NH CEBIS: PBIS-NH Training and
Technical Assistance Awareness and information / recruitment 3 full years of support: 1st 1.5 years focused on building
School-Wide system Instruction & practice @ 3 behavioral tiers
School-Wide, then Targeted and Intensive
NH CEBIS facilitation at-site & at trainings Web-site for sharing information & products among
participating schools
Awareness and information / recruitment 3 full years of support: 1st 1.5 years focused on building
School-Wide system Instruction & practice @ 3 behavioral tiers
School-Wide, then Targeted and Intensive
NH CEBIS facilitation at-site & at trainings Web-site for sharing information & products among
participating schools
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125 Sites Participating in PBIS-NH NH Center for Effective Behavioral
Interventions & Supports (2005)
125 Sites Participating in PBIS-NH NH Center for Effective Behavioral
Interventions & Supports (2005)
C 1 , 2 &3: 2003-2005 Early Ch 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4
Total 105
C 1 , 2 &3: 2003-2005 Early Ch 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4
Total 105
Cohort 4: 2005 Early Ch 1 Elementary 12 Middle 2 High School 1 Multi-Level Alternative 4
Total 20
Totals Early Ch
40 Elementary 47 Middle
12 High School 7 Multi-Level 11 Alternative 8
Total 125
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Achieved through culture-building; creating a common vision, language, and set of experiences for all members of the
community.
Adapted from Rob Horner, 2004
Achieved through culture-building; creating a common vision, language, and set of experiences for all members of the
community.
Adapted from Rob Horner, 2004
Effective School Communities are Consistent,
Predictable and Positive
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Primary Prevention:
School-wide Systems
for all students and staff and settings
Secondary Prevention:
Specialized Individual and Group Supports for Students At-Risk
for Repetitive Problem Behavior
5-15%
Tertiary Prevention:
Specialized Individual / Family
Supports for Students with Chronic &/or Serious Problem
Behavior1-5%
Effective For ~80-90% of Students
5-15%
1-5%
CONTINUUM OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
Students without Serious Problem
Behaviors
80-90%
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PBIS ‘In a Nutshell’Essential PBIS-NH Training
Outcomes: (Mann & Muscott, 2005)
PBIS ‘In a Nutshell’Essential PBIS-NH Training
Outcomes: (Mann & Muscott, 2005)
Collaborative Decision-Making at each tier Effective and Efficient Meeting Processes at each
tier Organized and Consistent Practices in Prevention
of and Response to problem behavior Data-Based Decision Making & Problem Solving
at all tiers (academic & behavior)
Collaborative Decision-Making at each tier Effective and Efficient Meeting Processes at each
tier Organized and Consistent Practices in Prevention
of and Response to problem behavior Data-Based Decision Making & Problem Solving
at all tiers (academic & behavior)
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Collaborative Team and Meeting Process
Collaborative Team and Meeting Process
Team Membership Essentials Skills and components
Ground Rules Decision Log / Action Planning Meeting process
Review / Preview / Data / Decisions
Team Membership Essentials Skills and components
Ground Rules Decision Log / Action Planning Meeting process
Review / Preview / Data / Decisions
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Issue Decision Made/Action Task
Person Responsible
To Be Done by Date
Additional Comments
Purpose/Type of Meeting:
Date:
Attendees:
NH CEBIS MEETING MINUTES
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NH CEBIS School-Wide PBIS Assessment Tools
NH CEBIS School-Wide PBIS Assessment Tools
Collaborative Team Checklist SW Teaching Plan Evaluation Tool Recognition Plan Evaluation Tool Family Engagement Checklist SET
Collaborative Team Checklist SW Teaching Plan Evaluation Tool Recognition Plan Evaluation Tool Family Engagement Checklist SET
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Prevention TasksPrevention Tasks
Expectations Matrix Rollout Teaching Process
Instruct Practice Recognize Assess and Monitor
Expectations Matrix Rollout Teaching Process
Instruct Practice Recognize Assess and Monitor
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Hallway Cafeteria Bus Classroom Bath-room
ACT RESPECT-FULLY
Use ‘School Language’
Use “Hallway Voices”
‘Keep it Clean’
‘Safe Space’
Wait with Patience
Use ‘School Language’
Use “Quiet Voices”
Clean up After Yourself
‘School Dress’
Use Active Listening
Follow Reasonable Requests
Take Care of Materials and Equipment
Give Opinions Kindly
TAKE RESPON-SIBILTY
‘Trash in the Can’
Move To Your Destination
Use Pass System
Eat Healthy
Return to Class on Time
Pay for What you Take
‘2 Feet in the Door’ (On Time)
Be Prepared with Materials
Engage in Class Activities
Make Helpful Suggestions
IMPROVE COMM-
UNITY
‘Trash in the Can’ Even If Its Not Yours
More Smiles
Make Room for Everyone
Sit and eat at tables
Leave your area clean
Return to class quietly
Respect Individuality
Be OK with Differences
Use ‘Respect Statements’
Use Kind Words
Positive and Hopeful Statements
Behavior Matrix (Middle School)Behavior Matrix (Middle School)
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Response TasksResponse Tasks
Define Problem Behavior Office (Major) v. Classroom (Minor) Managed
Efficient/Effective Office Referral Form Consistent Process for Responding to and
Reporting Problem Behavior Efficient / Effective Data Management System
• Schoolwide Information System (SWIS) www.swis.org
Define Problem Behavior Office (Major) v. Classroom (Minor) Managed
Efficient/Effective Office Referral Form Consistent Process for Responding to and
Reporting Problem Behavior Efficient / Effective Data Management System
• Schoolwide Information System (SWIS) www.swis.org
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ODR Form – Data CollectionODR Form – Data Collection
Student Name:____________________Grade: ___ Behavior Location:Date: ______________ Time: ________________ __Playground __LibraryTeacher:__________________________________ __Hallway ClassroomReferring Staff: __________________________ __ Bathroom __Field Trip
__Bus __ Other
Others involved: __ None __Peers __ Staff __Other __ Unknown
Behavior Motivation Consequence
_ Abusive language __ Obtain peer attention __ Time in office__ Defiance/Disrespect __ Obtain adult attention __ Loss of privileges__ Disruption __Obtain items/activities __Conference with student__Fighting/Physical aggression __ Avoid peers __ Parent contact__Harassment/Teasing __ Avoid adult __ Detention__Lying/Cheating __ Avoid task/activity __ Individualized instruction__Property Damage __ Don’t know __ Out of school suspension__ Skip class/Truancy __ Other __ Expulsion
__ Redirection Major __ Ignore/ None Minor
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Behavior Minor Major
CHEATING Passing off someone else’s work or ideas (intellectual property) as your own
Repeatedly passing off someone else’s work or ideas (intellectual property) as your own and/or sharing it with others
MISUSE/DESTRUCTION OF PROPERTY.
Not using materials/items for its intended use or causing harm to materials/items.
Destruction of material/item of high personal or monetary value that could result in impairment or injury of materials/items or repetitious minor offense
HARASSMENT/BULLYING/ THREATENING
No minor offense level Disrespectful, hurtful messages, delivered through verbal, sexual, written or physical means or by gesture, to another person that likely result in that person feeling threatened or intimidated
Dupont MS Definitions: Major V. MinorDupont MS Definitions: Major V. Minor
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Data-Based Decision Making & Problem Solving at all tiers
(academic & behavior)
Data-Based Decision Making & Problem Solving at all tiers
(academic & behavior)
Identify desired outcomes and evaluate achievement of results:
Outcomes: Where do we want to be?
What will it look like, feel like sound like?
How & when will we assess progress?
How & when will we share progress?
Identify desired outcomes and evaluate achievement of results:
Outcomes: Where do we want to be?
What will it look like, feel like sound like?
How & when will we assess progress?
How & when will we share progress?
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Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans
Mann & Muscott (2006)
Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans
Mann & Muscott (2006) Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?)
Identify the scope a Problem (degree and context) through the use of Data (Where we are now?)
Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?)
Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation
Monitor and Evaluate progress – Use Data to assess your progress (Did it work?)
Adapted from Horner (2003)
Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?)
Identify the scope a Problem (degree and context) through the use of Data (Where we are now?)
Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?)
Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation
Monitor and Evaluate progress – Use Data to assess your progress (Did it work?)
Adapted from Horner (2003)
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Turning the Tide on Problem Behavior
South Meadow MS (5-8)
Turning the Tide on Problem Behavior
South Meadow MS (5-8) Created Cool Puma Tool to Combat these behaviors Identified “Stinging Statements”
“Comments or non-verbal messages that are disrespectful to others; deflating”
Students asked to watch and track “stinging statements” over 24 hour period
Students helped define ‘Disrespect’ – What does it look like?
Students helped identify Respectful statements: What do they look / sound like?
Created Cool Puma Tool to Combat these behaviors Identified “Stinging Statements”
“Comments or non-verbal messages that are disrespectful to others; deflating”
Students asked to watch and track “stinging statements” over 24 hour period
Students helped define ‘Disrespect’ – What does it look like?
Students helped identify Respectful statements: What do they look / sound like?
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Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)
Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)
SWIS identified high levels of disruptions, disrespect/defiance and aggression as compared to other problem behaviors in the first two
months of school Disruptions – 130 Defiance/Disrespect – 145 Aggression – 75 Other – 16 Physical Contact – 28 Harassment – 27 Inappropriate verbal – 22 Abusive language – 25
SWIS identified high levels of disruptions, disrespect/defiance and aggression as compared to other problem behaviors in the first two
months of school Disruptions – 130 Defiance/Disrespect – 145 Aggression – 75 Other – 16 Physical Contact – 28 Harassment – 27 Inappropriate verbal – 22 Abusive language – 25
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S. Meadow Middle School School Wide Information System -- DataSeptember 1, 2003 through December 30, 2003
0
20
40
60
80
100
120
140
160
Problem Behaviors
Frequency
9/1 - 10/25
10/25-12/30
9/1 - 10/25 130 145 75 16 28 27 22 25
10/25- 12/30 65 66 38 8 8 8 7 7
DisruptionsDefiance/Disr
espectAggression Other
Physical/Contact
HarassmentInappropriate
VerbalAbusive
Language
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Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)
Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)
Disruptions 130 Defiance/Disrespect 145 Aggression 75 Other 16 Physical Contact 28 Harassment 27 Inappropriate verbal 22 Abusive language 25
Disruptions 130 Defiance/Disrespect 145 Aggression 75 Other 16 Physical Contact 28 Harassment 27 Inappropriate verbal 22 Abusive language 25
65 ( 50%)66 ( 54%)38 ( 49%)8 ( 50%)8 ( 71%)8 ( 70%)7 ( 68%)7 ( 62%)
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Lakeway Elementary School (487) SWIS Data Majors Only
Lakeway Elementary School (487) SWIS Data Majors Only
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FRANKLIN MIDDLE SCHOOL’S SUSPENSION DATA
SUSPENSION DATA PER 100 STUDENTS AT
FRANKLIN MIDDLE SCHOOL
207
150
57
7891
77
41
70
0
50
100
150
200
250
In School Suspension
Actions
Days of In School
Suspension
Out of School
Suspension Actions
Days of Out of School
Suspension
Number Per 100 Students
2003-2004 2004-2005
Suspension Per 100 Days In Per 100 # Students
Actions Students Suspension Students Contributing
2003-2004 IN SCHOOL 914 207 661.5 150 119
OUT SCHOOL 251 57 343 78 61
2004-2005 IN SCHOOL 395 91 336 77 84
OUT SCHOOL 179 41 302.5 70 66
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NH High School
NH High School
47% decrease in Saturday School assignments
51% decrease in Out of School Suspensions 16% decrease in repeat offenders resulting
in Out of School Suspension 48% decrease in students with multiple Out
of School Suspensions
47% decrease in Saturday School assignments
51% decrease in Out of School Suspensions 16% decrease in repeat offenders resulting
in Out of School Suspension 48% decrease in students with multiple Out
of School Suspensions
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New Hampshire Center for Effective Behavioral Interventions and SupportsSchool-wide Evaluation Tool (SET) Scores
for Cohort 2 Preschools and Schools Spring 2005
0
10
20
30
40
50
60
70
80
90
100
PS PS PS ES ES ES ES ES ES ES ES ES ES ES MS MS MS MS HS HS EMS EMS MHS MHS AS AS AS
Type of School
Percent Implemented
05 Taught
05 Summary
80/80
19/26 or 73% All
3/3 or 100% PS
10/11 or 91% ES
2/4 of 50% MS
1/2 of 50% HS
0/3 or 0% ML
3/4 or 75% AS
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Priorities to Programs:MAST-NH
Mental Health and Schools Together - NHOSDFS- Grants for Integration of Schools and
MH Systems
Priorities to Programs:MAST-NH
Mental Health and Schools Together - NHOSDFS- Grants for Integration of Schools and
MH Systems Improving Student Access to Mental Health
Services Community Resource Mapping Wraparound Facilitation Training and Support Training for School, MH, DJJS Staff and Families
in MH, SSBD, LSCI, FBA Development of Communications Protocols Data Gathering and Dissemination Network
Improving Student Access to Mental Health Services
Community Resource Mapping Wraparound Facilitation Training and Support Training for School, MH, DJJS Staff and Families
in MH, SSBD, LSCI, FBA Development of Communications Protocols Data Gathering and Dissemination Network
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Grown from SeedsIDEA Partnership- NH Seed Grant
Grown from SeedsIDEA Partnership- NH Seed Grant
Seed Grant Goals: Develop understanding of fiscal strategies necessary to
establish/support collaborative work, not limited to direct mental health services to students
Develop a model process and system that will assist schools in accurate identification of students/families who would be eligible and who would benefit from available resources.
Increase knowledge of community resources and develop process for access
Collaborate with mental health partners and other community resources to get 'same page' processes for all available supports including wraparound
Seed Grant Goals: Develop understanding of fiscal strategies necessary to
establish/support collaborative work, not limited to direct mental health services to students
Develop a model process and system that will assist schools in accurate identification of students/families who would be eligible and who would benefit from available resources.
Increase knowledge of community resources and develop process for access
Collaborate with mental health partners and other community resources to get 'same page' processes for all available supports including wraparound
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NH Seed Grant, (cont.)NH Seed Grant, (cont.)
Strategies Survey community mental health Children’s Directors on
current services and contracts with schools, including funding/billing mechanisms
Survey school staff on understanding of referral process, mh center resources and needs for further training
Link with NH CEBIS TA and Training for PBIS school teams
Develop NH Seed Grant site on SharedWork.org as tool for info dissemination, community learning
Strategies Survey community mental health Children’s Directors on
current services and contracts with schools, including funding/billing mechanisms
Survey school staff on understanding of referral process, mh center resources and needs for further training
Link with NH CEBIS TA and Training for PBIS school teams
Develop NH Seed Grant site on SharedWork.org as tool for info dissemination, community learning
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Sustaining Integrated Children’s Services
Necessary Agency CommitmentsDOE
Affirmation of Partnership Representatives to ICS
Management Team
DHHS Affirmation of Partnership Representatives to ICS
Management Team
•Interagency Strategic Plan for Integrated Children’s Services
•Intra-agency Initiative Alignment•Info Dissemination and Support in field
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Child, Family andNatural Supports
Behavioral Health
Services
Child Protection
and Juvenile Justice
Services
Educational Services
Health & Developmental
Disabilities Services
Family Support and Education Services
Substance Abuse
Services
Transition to AdulthoodServices
Social and Recreational Opportunities
Social Services
Community Based Services and Supports Systems for Children, Families and their Natural Support Systems
Service Capacity Indicators for SOC&E
Current Capacity How is it counted? How is it collected? Where is the data stored? SOC&E access to the data.
Considerations What are the service needs
of the community? Is there sufficient capacity to
meet the needs of the community?
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For more information:For more information:
Virginia Irwin, Director, Division of Instruction, NHDOE: [email protected]
Joe Perry, Administrator, Children’s Services, Bureau of Behavioral Health, NHDHHS: [email protected]
Eric Mann, Co-Director, NH Center for Effective Behavioral Interventions and Supports: [email protected]
Debra Grabill, SIG II Transition Coordinator, Interagency Consultant: [email protected]
Virginia Irwin, Director, Division of Instruction, NHDOE: [email protected]
Joe Perry, Administrator, Children’s Services, Bureau of Behavioral Health, NHDHHS: [email protected]
Eric Mann, Co-Director, NH Center for Effective Behavioral Interventions and Supports: [email protected]
Debra Grabill, SIG II Transition Coordinator, Interagency Consultant: [email protected]
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NH Seed Grant Info.NH Seed Grant Info.
www.sharedwork.org Community of Practice on Collaborative School
Behavioral Health Register Explore Site!
Click on NH Button on Left Join Our E-mail List
www.sharedwork.org Community of Practice on Collaborative School
Behavioral Health Register Explore Site!
Click on NH Button on Left Join Our E-mail List
PBIS Information SourcesPBIS Information Sources
www.nhcebis.seresc.net (NH web-site) www.pbis.org (national web-site) www.ebdnetwork.il.org (Illinois web-site) www.pbismaryland.org (Maryland web-site) www.swis.org (School-Wide Information
System web-site – data system)
www.nhcebis.seresc.net (NH web-site) www.pbis.org (national web-site) www.ebdnetwork.il.org (Illinois web-site) www.pbismaryland.org (Maryland web-site) www.swis.org (School-Wide Information
System web-site – data system)