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Interagency Partnerships Can Improve Outcomes for Youth!Interagency Partnerships Can Improve Outcomes for Youth!

Strategies and Challenges

in Aligning Agency Priorities and Initiatives

Debra Grabill, M.Ed., C.A.G.S; Virginia O’Brien Irwin, M.Ed.

Eric Mann, M.S.W., LICSW; Joe Perry, M.S.W.

11th Annual CSMHA Conference, Baltimore, MD

September 28, 2006

Strategies and Challenges

in Aligning Agency Priorities and Initiatives

Debra Grabill, M.Ed., C.A.G.S; Virginia O’Brien Irwin, M.Ed.

Eric Mann, M.S.W., LICSW; Joe Perry, M.S.W.

11th Annual CSMHA Conference, Baltimore, MD

September 28, 2006

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Representing:Representing:

NH Department of Education, Division of Instruction, Bureau of Special Education

NH Department of Health and Human Services, Division for Community-Based Services, Bureau of Behavioral Health, Children’s Services

NH Center for Effective Behavioral Interventions and Supports

NH Department of Education, Division of Instruction, Bureau of Special Education

NH Department of Health and Human Services, Division for Community-Based Services, Bureau of Behavioral Health, Children’s Services

NH Center for Effective Behavioral Interventions and Supports

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Presentation ObjectivesPresentation Objectives

> Participants will learn about NH’s interagency efforts to develop and support Integrated Children’s Services.

> Participants will understand the role of a statewide program of Positive Behavioral Interventions and Supports as an example of aligning initiatives in order to improve outcomes for youth.

> Participants will engage in discussion to further stimulate thinking on the possibilities and challenges of interagency and cross-systems work.

> Participants will learn about NH’s interagency efforts to develop and support Integrated Children’s Services.

> Participants will understand the role of a statewide program of Positive Behavioral Interventions and Supports as an example of aligning initiatives in order to improve outcomes for youth.

> Participants will engage in discussion to further stimulate thinking on the possibilities and challenges of interagency and cross-systems work.

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7 Years and Counting: Charting a Course Toward Improved Youth Outcomes

7 Years and Counting: Charting a Course Toward Improved Youth Outcomes

1999 NH Special Education State Improvement Grant I (OSEP) partners with NH System of Care Grant (SAMHSA) to better serve children and youth with multi-agency intensive service needs in their communities

2002 NH PBIS Initiative Launched 2003 NH Receives SIG II Grant (OSEP) 2004 NH Joins IDEA Partnership initiatives in Professional

Development, Transition and Collaborative School Behavioral Health; develops cross-partnership leadership strategies

2006 NH Receives Schools and Mental Health Systems Integration Grant (OSDFS)

1999 NH Special Education State Improvement Grant I (OSEP) partners with NH System of Care Grant (SAMHSA) to better serve children and youth with multi-agency intensive service needs in their communities

2002 NH PBIS Initiative Launched 2003 NH Receives SIG II Grant (OSEP) 2004 NH Joins IDEA Partnership initiatives in Professional

Development, Transition and Collaborative School Behavioral Health; develops cross-partnership leadership strategies

2006 NH Receives Schools and Mental Health Systems Integration Grant (OSDFS)

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NH DOE Division of Instruction Mandates and Priorities

NH DOE Division of Instruction Mandates and Priorities

Federal Mandates NCLB IDEA

State LawsAdministrative Rules/PoliciesProgram Development

Follow the Child

Federal Mandates NCLB IDEA

State LawsAdministrative Rules/PoliciesProgram Development

Follow the Child

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NH DHHS Bureau of Behavioral Health, Children’s Services

Mandates and Priorities

NH DHHS Bureau of Behavioral Health, Children’s Services

Mandates and Priorities

Federal Mandates Block Grant

State LawsAdministrative Rules/Policies

Regional Planning

Program Development Integrated Children’s Services

Federal Mandates Block Grant

State LawsAdministrative Rules/Policies

Regional Planning

Program Development Integrated Children’s Services

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Values-Driven Partnerships: From Systems of Care to Systems of Care and Education

1999-2006

SOC&E are formalized state and local-level partnerships among families, youth and child-serving agencies, created to develop structures and processes that result in coordinated and effective services for all children, especially those with intensive level needs and their families. SOC&E partnerships employ values-driven and research-based approaches to improve home, school and community outcomes for children and youth.

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DOE-DHHS Interagency Partners in SOC&E

• Addressing needs of children, youth and families through effective and efficient application of resources

• Supporting coordinated services for children and youth with intensive-level multi-agency needs

• Building partnerships and increasing community capacity to serve all children, youth and families, especially those with intensive-level service needs.

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Products of SOC&ESystems of Care and Education develop structures

that create:• Access to effective and coordinated services

• Regional planning and needs assessment

• Coordinated fiscal planning and funding

• Coordinated training strategies for personnel preparation/human resource development; systematic development and support of “highly qualified personnel”

• Cultural competence materials for training and practice.

• Coordinated annual reports on services, outcomes and expenditures.

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Products of SOC&E (cont.)

SOC&E Family and Youth Engagement Workgroup

MissionTo ensure that the experiences, knowledge and expertise of

families and youth shape Systems of Care and Education in NH.

MembershipLed by family and youth organizations (PIC, GSFFCMH, NAMI NH,

ACS, FAPA); comprised of family representatives, agency and program staff;

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Refining the Focus2006 and Beyond

Integrated Children’s Services

The delivery of integrated care and individualized services by ensuring that funding streams and other resources can support a single, family-centered treatment plan for children whose service delivery and treatment comes from multiple sources. Spending is redirected from high-end restrictive services to home and community-based services.

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NH Integrated Children’s Services

An initiative to develop a departmental-level Administrative Services Organization (ASO) that will coordinate and oversee the delivery of services to the priority population based upon client need - not agency affiliation (“pooling dollars, pooling values”)

No wrong door Single point of access Family involvement and choice Traditional and non-traditional services

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A Systems Approach to Improve Outcomes for All Youth

School-Based

Systems

PBIS

Community-Based

Systems

Systems of Care

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New Hampshire Center for Effective Behavioral Interventions and

Supports (NH CEBIS)

New Hampshire Center for Effective Behavioral Interventions and

Supports (NH CEBIS)

NH CEBIS: Eric Mann and Howard Muscott, Co-

Directors Becky Berk, Communications Director Joyce Welton, Project assistant Regional Coordinators (5 regions) On-site Facilitators (18 Facilitators)

NH CEBIS: Eric Mann and Howard Muscott, Co-

Directors Becky Berk, Communications Director Joyce Welton, Project assistant Regional Coordinators (5 regions) On-site Facilitators (18 Facilitators)

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NH CEBIS: PBIS-NH Training and

Technical Assistance

NH CEBIS: PBIS-NH Training and

Technical Assistance Awareness and information / recruitment 3 full years of support: 1st 1.5 years focused on building

School-Wide system Instruction & practice @ 3 behavioral tiers

School-Wide, then Targeted and Intensive

NH CEBIS facilitation at-site & at trainings Web-site for sharing information & products among

participating schools

Awareness and information / recruitment 3 full years of support: 1st 1.5 years focused on building

School-Wide system Instruction & practice @ 3 behavioral tiers

School-Wide, then Targeted and Intensive

NH CEBIS facilitation at-site & at trainings Web-site for sharing information & products among

participating schools

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125 Sites Participating in PBIS-NH NH Center for Effective Behavioral

Interventions & Supports (2005)

125 Sites Participating in PBIS-NH NH Center for Effective Behavioral

Interventions & Supports (2005)

C 1 , 2 &3: 2003-2005 Early Ch 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4

Total 105

C 1 , 2 &3: 2003-2005 Early Ch 39 Elementary 35 Middle 10 High School 6 Multi-Level 11 Alternative 4

Total 105

Cohort 4: 2005 Early Ch 1 Elementary 12 Middle 2 High School 1 Multi-Level Alternative 4

Total 20

Totals Early Ch

40 Elementary 47 Middle

12 High School 7 Multi-Level 11 Alternative 8

Total 125

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Achieved through culture-building; creating a common vision, language, and set of experiences for all members of the

community.

Adapted from Rob Horner, 2004

Achieved through culture-building; creating a common vision, language, and set of experiences for all members of the

community.

Adapted from Rob Horner, 2004

Effective School Communities are Consistent,

Predictable and Positive

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Primary Prevention:

School-wide Systems

for all students and staff and settings

Secondary Prevention:

Specialized Individual and Group Supports for Students At-Risk

for Repetitive Problem Behavior

5-15%

Tertiary Prevention:

Specialized Individual / Family

Supports for Students with Chronic &/or Serious Problem

Behavior1-5%

Effective For ~80-90% of Students

5-15%

1-5%

CONTINUUM OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

Students without Serious Problem

Behaviors

80-90%

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PBIS ‘In a Nutshell’Essential PBIS-NH Training

Outcomes: (Mann & Muscott, 2005)

PBIS ‘In a Nutshell’Essential PBIS-NH Training

Outcomes: (Mann & Muscott, 2005)

Collaborative Decision-Making at each tier Effective and Efficient Meeting Processes at each

tier Organized and Consistent Practices in Prevention

of and Response to problem behavior Data-Based Decision Making & Problem Solving

at all tiers (academic & behavior)

Collaborative Decision-Making at each tier Effective and Efficient Meeting Processes at each

tier Organized and Consistent Practices in Prevention

of and Response to problem behavior Data-Based Decision Making & Problem Solving

at all tiers (academic & behavior)

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Collaborative Team and Meeting Process

Collaborative Team and Meeting Process

Team Membership Essentials Skills and components

Ground Rules Decision Log / Action Planning Meeting process

Review / Preview / Data / Decisions

Team Membership Essentials Skills and components

Ground Rules Decision Log / Action Planning Meeting process

Review / Preview / Data / Decisions

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Issue Decision Made/Action Task

Person Responsible

To Be Done by Date

Additional Comments

Purpose/Type of Meeting:

Date:

Attendees:

NH CEBIS MEETING MINUTES

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NH CEBIS School-Wide PBIS Assessment Tools

NH CEBIS School-Wide PBIS Assessment Tools

Collaborative Team Checklist SW Teaching Plan Evaluation Tool Recognition Plan Evaluation Tool Family Engagement Checklist SET

Collaborative Team Checklist SW Teaching Plan Evaluation Tool Recognition Plan Evaluation Tool Family Engagement Checklist SET

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Prevention TasksPrevention Tasks

Expectations Matrix Rollout Teaching Process

Instruct Practice Recognize Assess and Monitor

Expectations Matrix Rollout Teaching Process

Instruct Practice Recognize Assess and Monitor

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Hallway Cafeteria Bus Classroom Bath-room

ACT RESPECT-FULLY

Use ‘School Language’

Use “Hallway Voices”

‘Keep it Clean’

‘Safe Space’

Wait with Patience

Use ‘School Language’

Use “Quiet Voices”

Clean up After Yourself

‘School Dress’

Use Active Listening

Follow Reasonable Requests

Take Care of Materials and Equipment

Give Opinions Kindly

TAKE RESPON-SIBILTY

‘Trash in the Can’

Move To Your Destination

Use Pass System

Eat Healthy

Return to Class on Time

Pay for What you Take

‘2 Feet in the Door’ (On Time)

Be Prepared with Materials

Engage in Class Activities

Make Helpful Suggestions

IMPROVE COMM-

UNITY

‘Trash in the Can’ Even If Its Not Yours

More Smiles

Make Room for Everyone

Sit and eat at tables

Leave your area clean

Return to class quietly

Respect Individuality

Be OK with Differences

Use ‘Respect Statements’

Use Kind Words

Positive and Hopeful Statements

Behavior Matrix (Middle School)Behavior Matrix (Middle School)

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Response TasksResponse Tasks

Define Problem Behavior Office (Major) v. Classroom (Minor) Managed

Efficient/Effective Office Referral Form Consistent Process for Responding to and

Reporting Problem Behavior Efficient / Effective Data Management System

• Schoolwide Information System (SWIS) www.swis.org

Define Problem Behavior Office (Major) v. Classroom (Minor) Managed

Efficient/Effective Office Referral Form Consistent Process for Responding to and

Reporting Problem Behavior Efficient / Effective Data Management System

• Schoolwide Information System (SWIS) www.swis.org

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ODR Form – Data CollectionODR Form – Data Collection

Student Name:____________________Grade: ___ Behavior Location:Date: ______________ Time: ________________ __Playground __LibraryTeacher:__________________________________ __Hallway ClassroomReferring Staff: __________________________ __ Bathroom __Field Trip

__Bus __ Other

Others involved: __ None __Peers __ Staff __Other __ Unknown

Behavior Motivation Consequence

_ Abusive language __ Obtain peer attention __ Time in office__ Defiance/Disrespect __ Obtain adult attention __ Loss of privileges__ Disruption __Obtain items/activities __Conference with student__Fighting/Physical aggression __ Avoid peers __ Parent contact__Harassment/Teasing __ Avoid adult __ Detention__Lying/Cheating __ Avoid task/activity __ Individualized instruction__Property Damage __ Don’t know __ Out of school suspension__ Skip class/Truancy __ Other __ Expulsion

__ Redirection Major __ Ignore/ None Minor

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Behavior Minor Major

CHEATING Passing off someone else’s work or ideas (intellectual property) as your own

Repeatedly passing off someone else’s work or ideas (intellectual property) as your own and/or sharing it with others

MISUSE/DESTRUCTION OF PROPERTY.

Not using materials/items for its intended use or causing harm to materials/items.

Destruction of material/item of high personal or monetary value that could result in impairment or injury of materials/items or repetitious minor offense

HARASSMENT/BULLYING/ THREATENING

No minor offense level Disrespectful, hurtful messages, delivered through verbal, sexual, written or physical means or by gesture, to another person that likely result in that person feeling threatened or intimidated

Dupont MS Definitions: Major V. MinorDupont MS Definitions: Major V. Minor

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Data-Based Decision Making & Problem Solving at all tiers

(academic & behavior)

Data-Based Decision Making & Problem Solving at all tiers

(academic & behavior)

Identify desired outcomes and evaluate achievement of results:

Outcomes: Where do we want to be?

What will it look like, feel like sound like?

How & when will we assess progress?

How & when will we share progress?

Identify desired outcomes and evaluate achievement of results:

Outcomes: Where do we want to be?

What will it look like, feel like sound like?

How & when will we assess progress?

How & when will we share progress?

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Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans

Mann & Muscott (2006)

Using Data-Based Decision-Making to Inform Schoolwide Teaching Plans

Mann & Muscott (2006) Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?)

Identify the scope a Problem (degree and context) through the use of Data (Where we are now?)

Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?)

Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation

Monitor and Evaluate progress – Use Data to assess your progress (Did it work?)

Adapted from Horner (2003)

Begin with Broad Outcomes (What do we want to achieve?) or Key Questions (What do we want to know?)

Identify the scope a Problem (degree and context) through the use of Data (Where we are now?)

Translate Broad Outcomes into Specific Objectives with Criteria for Success based on data (What exactly do we want to achieve by when?)

Identify Action items to get to the outcomes (What do we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation

Monitor and Evaluate progress – Use Data to assess your progress (Did it work?)

Adapted from Horner (2003)

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Turning the Tide on Problem Behavior

South Meadow MS (5-8)

Turning the Tide on Problem Behavior

South Meadow MS (5-8) Created Cool Puma Tool to Combat these behaviors Identified “Stinging Statements”

“Comments or non-verbal messages that are disrespectful to others; deflating”

Students asked to watch and track “stinging statements” over 24 hour period

Students helped define ‘Disrespect’ – What does it look like?

Students helped identify Respectful statements: What do they look / sound like?

Created Cool Puma Tool to Combat these behaviors Identified “Stinging Statements”

“Comments or non-verbal messages that are disrespectful to others; deflating”

Students asked to watch and track “stinging statements” over 24 hour period

Students helped define ‘Disrespect’ – What does it look like?

Students helped identify Respectful statements: What do they look / sound like?

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Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)

Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)

SWIS identified high levels of disruptions, disrespect/defiance and aggression as compared to other problem behaviors in the first two

months of school Disruptions – 130 Defiance/Disrespect – 145 Aggression – 75 Other – 16 Physical Contact – 28 Harassment – 27 Inappropriate verbal – 22 Abusive language – 25

SWIS identified high levels of disruptions, disrespect/defiance and aggression as compared to other problem behaviors in the first two

months of school Disruptions – 130 Defiance/Disrespect – 145 Aggression – 75 Other – 16 Physical Contact – 28 Harassment – 27 Inappropriate verbal – 22 Abusive language – 25

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S. Meadow Middle School School Wide Information System -- DataSeptember 1, 2003 through December 30, 2003

0

20

40

60

80

100

120

140

160

Problem Behaviors

Frequency

9/1 - 10/25

10/25-12/30

9/1 - 10/25 130 145 75 16 28 27 22 25

10/25- 12/30 65 66 38 8 8 8 7 7

DisruptionsDefiance/Disr

espectAggression Other

Physical/Contact

HarassmentInappropriate

VerbalAbusive

Language

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Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)

Turning the Tide on Problem BehaviorSouth Meadow MS (5-8)

Disruptions 130 Defiance/Disrespect 145 Aggression 75 Other 16 Physical Contact 28 Harassment 27 Inappropriate verbal 22 Abusive language 25

Disruptions 130 Defiance/Disrespect 145 Aggression 75 Other 16 Physical Contact 28 Harassment 27 Inappropriate verbal 22 Abusive language 25

65 ( 50%)66 ( 54%)38 ( 49%)8 ( 50%)8 ( 71%)8 ( 70%)7 ( 68%)7 ( 62%)

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Lakeway Elementary School (487) SWIS Data Majors Only

Lakeway Elementary School (487) SWIS Data Majors Only

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FRANKLIN MIDDLE SCHOOL’S SUSPENSION DATA

SUSPENSION DATA PER 100 STUDENTS AT

FRANKLIN MIDDLE SCHOOL

207

150

57

7891

77

41

70

0

50

100

150

200

250

In School Suspension

Actions

Days of In School

Suspension

Out of School

Suspension Actions

Days of Out of School

Suspension

Number Per 100 Students

2003-2004 2004-2005

    Suspension Per 100 Days In Per 100 # Students

    Actions Students Suspension Students Contributing

2003-2004 IN SCHOOL 914 207 661.5 150 119

  OUT SCHOOL 251 57 343 78 61

2004-2005 IN SCHOOL 395 91 336 77 84

  OUT SCHOOL 179 41 302.5 70 66

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NH High School

NH High School

47% decrease in Saturday School assignments

51% decrease in Out of School Suspensions 16% decrease in repeat offenders resulting

in Out of School Suspension 48% decrease in students with multiple Out

of School Suspensions

47% decrease in Saturday School assignments

51% decrease in Out of School Suspensions 16% decrease in repeat offenders resulting

in Out of School Suspension 48% decrease in students with multiple Out

of School Suspensions

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New Hampshire Center for Effective Behavioral Interventions and SupportsSchool-wide Evaluation Tool (SET) Scores

for Cohort 2 Preschools and Schools Spring 2005

0

10

20

30

40

50

60

70

80

90

100

PS PS PS ES ES ES ES ES ES ES ES ES ES ES MS MS MS MS HS HS EMS EMS MHS MHS AS AS AS

Type of School

Percent Implemented

05 Taught

05 Summary

80/80

19/26 or 73% All

3/3 or 100% PS

10/11 or 91% ES

2/4 of 50% MS

1/2 of 50% HS

0/3 or 0% ML

3/4 or 75% AS

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Priorities to Programs:MAST-NH

Mental Health and Schools Together - NHOSDFS- Grants for Integration of Schools and

MH Systems

Priorities to Programs:MAST-NH

Mental Health and Schools Together - NHOSDFS- Grants for Integration of Schools and

MH Systems Improving Student Access to Mental Health

Services Community Resource Mapping Wraparound Facilitation Training and Support Training for School, MH, DJJS Staff and Families

in MH, SSBD, LSCI, FBA Development of Communications Protocols Data Gathering and Dissemination Network

Improving Student Access to Mental Health Services

Community Resource Mapping Wraparound Facilitation Training and Support Training for School, MH, DJJS Staff and Families

in MH, SSBD, LSCI, FBA Development of Communications Protocols Data Gathering and Dissemination Network

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Grown from SeedsIDEA Partnership- NH Seed Grant

Grown from SeedsIDEA Partnership- NH Seed Grant

Seed Grant Goals: Develop understanding of fiscal strategies necessary to

establish/support collaborative work, not limited to direct mental health services to students

Develop a model process and system that will assist schools in accurate identification of students/families who would be eligible and who would benefit from available resources.

Increase knowledge of community resources and develop process for access

Collaborate with mental health partners and other community resources to get 'same page' processes for all available supports including wraparound

Seed Grant Goals: Develop understanding of fiscal strategies necessary to

establish/support collaborative work, not limited to direct mental health services to students

Develop a model process and system that will assist schools in accurate identification of students/families who would be eligible and who would benefit from available resources.

Increase knowledge of community resources and develop process for access

Collaborate with mental health partners and other community resources to get 'same page' processes for all available supports including wraparound

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NH Seed Grant, (cont.)NH Seed Grant, (cont.)

Strategies Survey community mental health Children’s Directors on

current services and contracts with schools, including funding/billing mechanisms

Survey school staff on understanding of referral process, mh center resources and needs for further training

Link with NH CEBIS TA and Training for PBIS school teams

Develop NH Seed Grant site on SharedWork.org as tool for info dissemination, community learning

Strategies Survey community mental health Children’s Directors on

current services and contracts with schools, including funding/billing mechanisms

Survey school staff on understanding of referral process, mh center resources and needs for further training

Link with NH CEBIS TA and Training for PBIS school teams

Develop NH Seed Grant site on SharedWork.org as tool for info dissemination, community learning

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Sustaining Integrated Children’s Services

Necessary Agency CommitmentsDOE

Affirmation of Partnership Representatives to ICS

Management Team

DHHS Affirmation of Partnership Representatives to ICS

Management Team

•Interagency Strategic Plan for Integrated Children’s Services

•Intra-agency Initiative Alignment•Info Dissemination and Support in field

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Child, Family andNatural Supports

Behavioral Health

Services

Child Protection

and Juvenile Justice

Services

Educational Services

Health & Developmental

Disabilities Services

Family Support and Education Services

Substance Abuse

Services

Transition to AdulthoodServices

Social and Recreational Opportunities

Social Services

Community Based Services and Supports Systems for Children, Families and their Natural Support Systems

Service Capacity Indicators for SOC&E

Current Capacity How is it counted? How is it collected? Where is the data stored? SOC&E access to the data.

Considerations What are the service needs

of the community? Is there sufficient capacity to

meet the needs of the community?

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For more information:For more information:

Virginia Irwin, Director, Division of Instruction, NHDOE: virwin@ed.state.nh.us

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

Eric Mann, Co-Director, NH Center for Effective Behavioral Interventions and Supports: emann@seresc.net

Debra Grabill, SIG II Transition Coordinator, Interagency Consultant: debra.grabill@valley.net

Virginia Irwin, Director, Division of Instruction, NHDOE: virwin@ed.state.nh.us

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

Eric Mann, Co-Director, NH Center for Effective Behavioral Interventions and Supports: emann@seresc.net

Debra Grabill, SIG II Transition Coordinator, Interagency Consultant: debra.grabill@valley.net

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NH Seed Grant Info.NH Seed Grant Info.

www.sharedwork.org Community of Practice on Collaborative School

Behavioral Health Register Explore Site!

Click on NH Button on Left Join Our E-mail List

www.sharedwork.org Community of Practice on Collaborative School

Behavioral Health Register Explore Site!

Click on NH Button on Left Join Our E-mail List

PBIS Information SourcesPBIS Information Sources

www.nhcebis.seresc.net (NH web-site) www.pbis.org (national web-site) www.ebdnetwork.il.org (Illinois web-site) www.pbismaryland.org (Maryland web-site) www.swis.org (School-Wide Information

System web-site – data system)

www.nhcebis.seresc.net (NH web-site) www.pbis.org (national web-site) www.ebdnetwork.il.org (Illinois web-site) www.pbismaryland.org (Maryland web-site) www.swis.org (School-Wide Information

System web-site – data system)