YaleEVA
L
The Consultation Center at
Yale
National Initiatives and Trends to Advance Comprehensive School Mental Health Quality
Elizabeth H Connors PhD
October 21 2019
National Center for School Mental Health
MISSION
Strengthen policies and programs in school mental health to improve learning and promote success for Americas youth
Focus on advancing school mental health research training policy and practice
Shared family-school-community mental health agenda
wwwschoolmentalhealthorgwwwtheshapesystemcom
Funded in part by the Health Resources and
Services Administration
2019 Annual Conference on Advancing School Mental HealthSafe and Supportive Schools for All Students
November 7-9Austin Texas
Agenda
Impact of School Mental Health
Comprehensive School Mental Health Systems
National Resources to Support School Mental Health
In a given classroom of 25 studentshellip
1 in 5 will experience a
mental health problem of
mild impairment
1 in 10 will experience a
mental health problem of
severe impairment
Less than half of those who need it will get services
(Merikangas et al 2010)
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
National Center for School Mental Health
MISSION
Strengthen policies and programs in school mental health to improve learning and promote success for Americas youth
Focus on advancing school mental health research training policy and practice
Shared family-school-community mental health agenda
wwwschoolmentalhealthorgwwwtheshapesystemcom
Funded in part by the Health Resources and
Services Administration
2019 Annual Conference on Advancing School Mental HealthSafe and Supportive Schools for All Students
November 7-9Austin Texas
Agenda
Impact of School Mental Health
Comprehensive School Mental Health Systems
National Resources to Support School Mental Health
In a given classroom of 25 studentshellip
1 in 5 will experience a
mental health problem of
mild impairment
1 in 10 will experience a
mental health problem of
severe impairment
Less than half of those who need it will get services
(Merikangas et al 2010)
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
2019 Annual Conference on Advancing School Mental HealthSafe and Supportive Schools for All Students
November 7-9Austin Texas
Agenda
Impact of School Mental Health
Comprehensive School Mental Health Systems
National Resources to Support School Mental Health
In a given classroom of 25 studentshellip
1 in 5 will experience a
mental health problem of
mild impairment
1 in 10 will experience a
mental health problem of
severe impairment
Less than half of those who need it will get services
(Merikangas et al 2010)
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Agenda
Impact of School Mental Health
Comprehensive School Mental Health Systems
National Resources to Support School Mental Health
In a given classroom of 25 studentshellip
1 in 5 will experience a
mental health problem of
mild impairment
1 in 10 will experience a
mental health problem of
severe impairment
Less than half of those who need it will get services
(Merikangas et al 2010)
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
In a given classroom of 25 studentshellip
1 in 5 will experience a
mental health problem of
mild impairment
1 in 10 will experience a
mental health problem of
severe impairment
Less than half of those who need it will get services
(Merikangas et al 2010)
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Median Age of Onset Mental Illness
Age 40
Age 80
Age 20
Birth
Age 60
Psychosis
Phobias amp
Separation Anxiety
ADHD Conduct
Disorder
Opposition Defiant
DisorderIntermittent
Explosive
Disorder
(WHO World Mental Health surveys as reported in Kessler et al2007)
Major
Depression
Substance
Abuse
Mid-
teens
Mid-
20sAutism Spectrum
Disorders
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Schools Deliver on Access
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
School Mental Health Service Outcomes
Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)
Better academic outcomes (Durlak et al 2011 Kase et al 2017)
Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)
Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)
Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Why Mental Health Treatment in Schools
bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)
bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)
bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)
National School Mental Health Curriculum
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Know Your Why
For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
YaleEVA
L
Definition and Core Features
Comprehensive School Mental Health Systems
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Comprehensive School Mental
Health Systems
Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Comprehensive School Mental
Health Systems
Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Comprehensive School Mental
Health Systems
Assess and address the social and environmental factors that impact health and mental health
(Hoover amp Lever 2019 US Department of Health and Human Services 2018)
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Schools are Only One Part of an Integrated System of Care
Mental Health Promotion
Targeted Prevention
Intensive
Support Intensive Support
Targeted Prevention
Promotion
Community
School Districts
Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Core Features
bull Educators and Student Instructional Support Personnel
bull Collaboration and Teaming
bull Multi-tiered system of supports
bull Evidence-informed services and supports
bull Cultural Responsiveness and Equity
bull Data-driven decision making
(NCSMH 2019)
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
In which core features of comprehensive school mental health is your team doing very well
Which core features do you wish were more consistently present in all your school(s)
What would students and families say
CSMH Core Features Checklist
Educators and Student Instructional Support Personnel
Adequate staffing and support
Trained to address mental health in schools
Collaboration and Teaming
Youth and Families
Community HealthMental Health and Other Partners
Multi-tiered system of supports
Mental health promotion support (Tier 1)
Early intervention and treatment services and supports (Tiers 2-3)
Evidence-informed services and supports
Cultural Responsiveness and Equity
Data-driven decision making
(NCSMH 2019)
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
ldquoIts not the size of the dog in the fight its the size of the fight in the dog
-Mark Twain
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
National Resources to Improve School Mental Health Quality
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
School Health Assessment and Performance Evaluation (SHAPE) System
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
The School Health Assessment and Performance Evaluation
(SHAPE) SystemwwwtheSHAPEsystemcom
(NCSMH 2019)
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Overview of School Mental Health Quality
Domains and Indicators
Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability
National School Mental Health Curriculum
Resources
(NCSMH 2019)
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Quality Assessment
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Quality Assessment
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
(NCSMH 2019)
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
(NCSMH 2019)
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Teaming Action Steps
Map existing teams
Document purpose
and outcomes
Streamline teams
Clarify roles and
responsibilities
Appoint a leader
Establish regular time
and frequency
Use meeting best
practices
Use exemplar teams
to inform
improvement
Ensure community
providers are
included
Seek partnerships
that match student
family school
community needs
Determine policies
and procedures
Identify data to track
progress
Identify and address
data sharing barriers
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
(NCSMH 2019)
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
(NCSMH 2019)
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Teamwork Makes the Dream Work
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Mental Health Technology Transfer Center (MHTTC) Network
National School Mental Health Curriculum
Visit the MHTTC website at httpsmhttcnetworkorg
bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)
bull 10 Regional Centers
bull National Hispanic amp Latino Center
bull National American Indian and Alaska Native Center
bull Network Coordinating Office
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Connecting with the MHTTC in your region
Visit the MHTTC website and select your center
httpsmhttcnetworkorgcentersselection
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
National School Mental Health Curriculum
Curriculum Development
The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Mod 1 bull Foundations of Comprehensive School Mental Health
Mod 2 bull Teaming
Mod 3 bull Needs Assessment amp Resource Mapping
Mod 4 bull Screening
Mod 5 bull Mental Health Promotion for All (Tier 1)
Mod 6 bull Early Intervention and Treatment (Tiers 23)
Mod 7 bull Funding and Sustainability
Mod 8 bull Impact
National School Mental Health Curriculum
httpbitlyMHTTC-trainer-manual
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Target Audience
District teams that can influence develop and oversee
school mental health systems at the school district and building levels
District teams may include
bull School District Leaders (eg superintendent school board)
bull School Administrators (eg Principal Assistant Principal)
bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)
bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)
bull YouthFamily Advocate or Consumer
National School Mental Health Curriculum
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Training Goals and Objectives
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Design and Time
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
bull Purpose of agreement
bull Entities involved
bull Roles and responsibilities of each party
bull Fiscal and resource agreement
bull Liability release as an independent contractor
bull Duration and termination clause
bull Insurance and indemnification
MOU Components
Resources
National School Mental Health Curriculum NCSMH 2019
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
httpscbhmbostoncom
District Example
Boston Public Schools Comprehensive Behavioral
Health Model
National School Mental Health Curriculum
Resources
40
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Wisconsinrsquos School Mental Health Initiative
bull 3 supporting grantsbull Safe Schools Healthy Students
bull Project AWARE
bull School Climate Transformation
bull State School Mental Health Framework
State Example
Resources
wwwschoolmentalhealthwisconsinorg
41
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
Each module aligns with the national
performance domains and indicators
of comprehensive school mental health
system quality
National School Mental Health
Quality Assessment (SMH-QA
NCSMH 2019)
Best Practices
bull Quality indicators have best practice guidelines
bull Used to self-assess indicator implementation and guide strategic quality improvement planning
Quality Indicators
National School Mental Health Curriculum
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
bull Tier 1 Services and Supports
bull School Climate
bull Teacher and School Staff Well-being
bull Positive Behaviors and Relationships
bull Positive Discipline Practices
bull Mental Health Literacy
bull Social Emotional Learning
bull Determine whether services and supports are evidence-informed
bull Ensure all services and supports are evidence-informed
bull Ensure fit with strengths needs cultural and linguistic considerations
bull Ensure adequate resources for implementation
bull Provide interactive training and ongoing supports
bull Monitor fidelity
Quality Indicators
National School Mental Health Curriculum
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
The National School Mental Health Curriculum is now LIVE on the MHTTC website
httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
ldquoThe secret of getting ahead is getting started
-Mark Twain
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
YaleEVA
L
Thank YouElizabeth H Connors PhD
Assistant Professor of Psychiatry (Psychology) Yale School of Medicine
Director of Quality Improvement National Center for School Mental Health University of Maryland
Elizabethconnorsyaleedu DrEConnors
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
References
bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live
bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159
bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432
bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039
bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration
bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510
bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live
References continued
bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231
bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562
bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf
bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25
bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165
bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live