1. Mark Weist, Ph.D. University of South Carolina Carolina Network for School Mental Health Myrtle Beach, January 9, 2014

2. Positive Behavior Intervention and Support (www.pbis.org) In 18,000 plus schools Decision making framework to guide selection and implementation of best practices for improving academic and behavioral functioning Data based decision making Measurable outcomes Evidence-based practices Systems to support effective implementation

3. Advantages Promotes effective decision making Reduces punitive approaches Improves student behavior Improves student academic performance WHEN DONE WELL

4. But Many schools implementing PBIS lack resources and struggle to implement effective interventions at Tiers 2 and 3

5. “Expanded” School Mental Health Full continuum of effective mental health promotion and intervention for students in general and special education Reflecting a “shared agenda” involving school-family- community system partnerships Collaborating community professionals (not outsiders) augment the work of school-employed staff

6. Advantages Improved access Improved early identification/intervention Reduced barriers to learning, and achievement of valued outcomes WHEN DONE WELL

7. But SMH programs and services continue to develop in an ad hoc manner, and LACK AN IMPLEMENTATION STRUCTURE

8. Key Rationale PBIS and SMH systems are operating separately Results in ad hoc, disorganized delivery of SMH and contributes to lack of depth in programs at Tiers 2 and 3 for PBIS By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced

9. Other Reasons Inadequate mental health staff, both school employed and from collaborating community agencies Working together builds capacity and creates economies of scale Working together acts as a force against silos Much needed accountability is enhanced

10. Logic Enhanced resources, staff and coordination of ISF help to build systems at all tiers Youth with challenging emotional/behavioral problems are generally treated very poorly by schools and other community agencies, and the “usual” approaches do not work

11. Logic, cont. Effective academic performance promotes student mental health and effective mental health promotes student academic performance. The same integration is required in our systems

12. Not two, but one

13. Interconnected Systems Framework (ISF) for SMH-PBIS* Strategy for interconnection of two systems across multiple tiers Emphasizes state teams working with district teams and schools, and strong team planning and actions at each tier Two national centers (for SMH and PBIS) and a number of states involved Numerous training events and a monograph in progress *Key leaders – Lucille Eber, Susan Barrett, Mark Weist, Rob Horner, Jessica Swain-Bradway

14. ISF Defined A strong, committed and functional team guides the work, using data at three tiers of intervention Sub-teams having “conversations” and conducting planning at each tier Evidence-based practices and programs are integrated at each tier SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS

15. ISF cont. Key stakeholders from education and mental health are involved and these people have the authority to reallocate resources, change roles and functioning of staff, and change policy There is a priority on strong interdisciplinary, cross-system collaboration

16. ISF, Indicators of Team Functioning Strong leadership Good meeting attendance, agendas and meeting management Opportunities for all to participate Taking and maintaining of notes and the sense of history playing out Clear action planning Systematic follow-up on action planning

17. Team Members *School psychologist *Collaborating community mental health professional School counselor Special educator *co-leaders Assistant principal School nurse General educator Parent (Older student)

18. See Markle, R.S., Splett, J.W., Maras, M.A., & Weston, K.J. (2014). Effective school teams: Benefits, barriers, and best practices. In M.Weist, N.Lever, C. Bradshaw, & J.S.Owens. Handbook of school mental health: Research, training, practice and policy, 2 nd edition (pp. 59-74), New York: Springer.

20. Chapters in the ISF Book Overview Implementation Framework School Level Systems School Level Practices Effectively Using Data District/Community Role Advancing in States Policy, Practice and People Commentaries

21. Current Tools Dialogue Guides (IDEA partnership) 4 Simple Questions (IDEA partnership) Implementation Guides (Funding, Team, Evaluation) Knowledge Development Surveys Readiness Checklist Resource Mapping Consumer Guide for Selecting MH practices

22. ISF, School Readiness Assessment 1) High status leadership and team with active administrator participation 2) School improvement priority on social/emotional/behavioral health for all students 3) Investment in prevention 4) Active data-based decision making 5) Commitment to SMH-PBIS integration 6) Stable staffing and appropriate resource allocation