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The Critical Roles of State Agency Leadership and

Local Community Partnerships in Improving

Youth Outcomes

Kathleen Abate, Executive Director, Granite State Federation of Families for Children’s Mental Health

Debra Grabill, Project Coordinator, Mental Health and Schools Together-NH (MAST-NH)

Joe Perry, Children’s Mental Health Services Administrator, NH Department of Health and Human Services

Peter Whelley, School Psychologist, Moultonborough, NH School District

12th Annual CSMHA Conference, Orlando, FL

September 27, 2007

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Presentation Objectives

1)Participants will understand the essential role of state agencies in the development and support of community-based cross-partnership work to improve student outcomes.

2)Participants will learn about NH’s work under an IDEA Partnership Mental Health and Schools Seed Grant and a new initiative, Mental Health and Schools Together (MAST-NH), funded by the USDOE Office of Safe and Drug-Free Schools.

3)Participants will learn about NH’s work to enhance the development and implementation of programs of tertiary supports in PBIS schools, including staff training, referral protocols, wraparound facilitation and community resource mapping.

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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)

• 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

PrioritiesFederal Mandates

NCLB IDEA: State Performance Plan (SPP) Indicators

#1 Increase Graduation Rates #2 Decrease Dropout Rates #4 Decrease rates of suspension and expulsion #8 Facilitate Family Involvement #13 Coordinated, measurable annual IEP goals…

transition goals #14 Increase number of youth who have completed

secondary school, are competitively employed, enrolled in training/education

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NH DOE Mandates and Priorities (cont.)

State Laws SB 18 - Compulsory age of education raised

Administrative Rules/Policies New School Approval Standards

No More Carnegie Units; Competency-based Credit Extended Learning Opportunities

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NH DOE Mandates and Priorities (cont.)

Program Development Follow the Child - Commissioner’s Initiative

Promoting personal, social, physical, academic development of all students

High School Redesign/Dropout Prevention School Approval Standards APEX II

RtI/PBIS - Improving academic achievement

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NH DHHS Bureau of Behavioral Health, Children’s Services

Mandates and Priorities

Federal Mandates Block Grant to States Required to Collaborate with Education

State Laws Mental Health Special Education Juvenile Justice Child Protection

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RSA’s and Children’s Mental Health Across Agencies* SED System of Care Enrolled SED and At Risk, Non-System of Care

Non-Interagency

*Chart illustrates categories not percentages of service utilization ** Includes meeting criteria for CMHC’s children eligibility and inpatient hospitalization

DBH RSA 135 C Mental Health Services for

Eligible** and Non-Eligible Children

SPED RSA 186 C

Special Education Services

Other MH Providers

DJJS RSA 169 B, D Juvenile Justice Services Other MH Providers

DCYF RSA 169 C Child Protection Services Other MH Providers

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Bureau of Behavioral Health Children’s Services Mandates and Priorities (cont.)

Administrative 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 big SOC/soc

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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Refining the Focus - 2006 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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Informed by Systems of Care and Education

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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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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PBIS - NH

NH Center for Effective Behavioral Interventions and Supports (NH CEBIS)

Howard Muscott, Eric Mann, Co-Directors

1992-2007 from 22 to 143 sites ECE (including Head Start) - High

School

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Goals of PBIS

• Regain instructional time lost to behavioral interference

• Maximize academic engagement time and academic achievement for all students

• Increase prosocial behavior

• Enhance school climate for students and adults

• Increase the willingness and ability of teachers to work with students with more complex behavior needs

Adapted from Sugai and Horner, 2000

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Type of School

Cohort 1 02-03

Cohort 2 03-04

Cohort 3 04-05

Cohort 4 05-06

Cohort 5 07-07

Totals

ECE 4 15 21 0 8 48Elementar

y13 10 10 11 3 47

Middle 6 4 1 2 4 17High 4 1 0 1 3 9

Multi-Level 4 6 3 2 1 16Alternative 0 3 1 4 1 9

Totals 31 39 36 20 20 146Dropouts 2 0 1 0 0 3

Active Totals

29 39 35 20 20 143

NH Center for Positive Behavioral Interventions and Supports

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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

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)

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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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. Minor

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Major Office Discipline Referrals for

22 of 28 PBIS-NH Cohort 1 Schools

SWIS Major Referrals 2003-2004: 21,335

SWIS Major Referrals 2004-2005: 15,325

Number Reduction 6,010

% Reduction 28%

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Celebrations and CongratulationsReductions in ODRs for Cohort 2

04-05 vs. 05-06

Hilltop ES reduced ODRs by 208Dover MS reduced ODRs by 465Franklin MS reduced ODRs by 493Rideout ES reduced ODRs by 55S. Londonderry ES reduced ODRs by 41Daisy Bronson MS reduced ODRs by 160Moore ML School reduced ODRs by 251Ellis ML School reduced ODRs by 111

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PBIS-NH and Suspensions

• The 22 Cohort 1 schools combined to reduce in-school suspensions (ISS) by 637 or 31% and out of school suspensions (OSS) by 395 or 19%, with middle and high schools experiencing the most reductions.

• The 22 Cohort 2 schools combined to reduce in-school suspensions (ISS) by 23 or 3% and out of school suspensions (OSS) by 497 or 46%.

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“PBIS has changed the way I have been able to engage our students to take responsibility for all they do.”

NH Middle School Assistant Principal

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IDEA 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

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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

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For more information:

• Kathleen Abate, Executive Director, Granite State Federation of Families for Children’s Mental Health, gsffcmh@aol.com

• Debra Grabill, Project Coordinator, MAST-NH, debra.grabill@valley.net

• Joe Perry, Administrator, Children’s Services, Bureau of Behavioral Health, NHDHHS: joeperry@dhhs.state.nh.us

• Peter Whelley, School Psychologist, Moultonborough, NH School District ptw@moultonborough,k12.nh.us

PBIS Information Sources

• www.nhcebis.seresc.net (NH)

• www.pbis.org (national)

• www.ebdnetwork.il.org (Illinois)

• www.pbismaryland.org (Maryland)

• www.swis.org (School-Wide Information System)