school-wide pbis: bridging multiple systems
TRANSCRIPT
Schoolwide PBIS: Bridging Multiple Systems
Campbell Union School DistrictEMQ FamiliesFirstSanta Clara County Office of EducationAmerican Psychological Association Conference, Toronto, ONAugust 6, 2015
Objectives
• Overview of School-Wide Positive Behavior Intervention and Supports
• PBIS from a school district’s perspective
• PBIS from a community-based mental health organization perspective
• PBIS from a County of Education perspective
• Lessons learned
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SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) OVERVIEW
Objective 1: Sch
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Feature 1: Establishing a Social Culture
Common
Vision/Values
Common
Language
Common
Experience
MEMBERSHIP
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Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
Feature 2: Continuum of Supports with Multiple Tiers
of Intensity
27
Main Ideas:1. Invest in prevention first2. Multiple tiers of support
intensity3. Early/rapid access to
support
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
Multi-Tiered System for Student Success: Layering Interventions
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SYSTEMS
Culturally Knowledgeable
Staff Behavior
Culturally Relevant
Support for
Student
Behavior
OUTCOMES
Culturally Equitable Academic &
Social Competence
Culturally Valid
Decision
Making
School-wide PBIS
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Outcomes
School-wide behavior
expectations
Class-wide Behavior
expectations and routines
Academic Success
Social Emotional
Competence
Practices
School-wide Instruction on Expectations
Class-wide Instruction on
Routines
Active Supervision
Effective Recognition
Corrective Consequences
Function-based
Support
Systems
Team-based
Supportive Leadership
Selection, Training, Coaching
Multi-tiered Support
Policies and funding
Data
Universal Screening
Progress Monitoring
Implementation Fidelity
Standardized Assessments
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Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions andSupports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012
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Main Messages• PBIS works.
Effective (academic, behavior)
Equitable (all students succeed)
Efficient (time, cost)
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SCHOOL-WIDE EXPECTATIONS
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America Elementary School’s Matrix
Hall
Rules
Cafeteria
Rules
Recess
Rules
Be safe Walk facing forward.
Stay to the right except when directed otherwise.
Hold tray with 2 hands.
Keep all food to self without sharing.
Use equipment safely.
Follow game rules.
Be prepared
Have planner signed. Have lunch money ready.
Be dressed out & in place on time.
Be respectful
Keep hands, feet & objects to self.
Use voices appropriately.
Keep hands, feet & objects to self.
Face forward & keep the line moving.
Keep hands, feet & objects to self.
Use polite language and respectful tone of voice.
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TEACH THE BEHAVIOR
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“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
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SCHOOL-WIDE ACKNOWLEDGEMENT SYSTEM
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Why a School-wide Acknowledgement System?
• Increases the likelihood that desired behaviors will be repeated
• Focuses staff and student attention on desired behaviors
• Fosters a positive school climate
• Reduces the need for engaging in time consuming disciplinary measures
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Types of Rewards
• Social
• Activity
• Sensory
• Escape
• Tangible
- Edibles
- Materials
- Tokens
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Reward System Guidelines
• Keep it simple
• Provide staff with opportunities to recognize students in common areas who are not in their classes
• Include information and encouraging messages on daily announcements
• Rewards should target 85-95% of students
REFERRAL PROCESS-MINORS VS MAJORS
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SCHOOL-WIDE PBIS: THE EDUCATION PERSPECTIVE
Shelly Viramontez, Ed.D., Campbell Union School District Sch
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INSERT VIDEO HERE
• NOTE– SHELLY–
• Do you have more recent data for all the following data slides?
• Don’t know what you’d want to emphasize with the Bell Award.
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TK – 8th grade
12 schools: 9 elementary, 3 middle
Total Enrollment7,683
English LanguageLearners36%
Languages38 Represented
Free and Reduced Lunch Percentage45%
Hispanic47%
White31%
Asian11%
Black4%
Filipino3%
Other4%
Ethnicities
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History of PBIS Implementation
• Initially brought to the district by a site principal seeking to address site behavioral needs (vs District decision)
• Became a district-wide expectation (Re-Boot)
• Consistent with the focus and greatest need, initial implementation focused on Tier 1 – Universal
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Targeted and Intensive Supports• Trained staff in understanding and
addressing the functions of behavior
• Trained psychologists, counselors and teacher coaches on developing simple Behavior Support Plans
• Determined need for additional staff and expertise beyond school personnel
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Clarifying Roles• Historically, schools needed to adjust to the
clinical model
• This partnership uses school predictors as treatment drivers – SST, Tier II teams
• Student who are struggling as demonstrated by academic and/or behavioral challenges – (RtI2)
• Leverage Tier II team to determine referral needs
• Identify point person for school and mental health provider (EMQFF)
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Goals of Education
• Increased student learning outcomes
• Increased attendance
• Decreased suspensions (in and out of school)
• Worked with staff to understand outside trauma, family dynamics and the effect on student learning Sc
ho
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PB
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PBIS System Infrastructure• District PBIS team• Partnerships coordinator (Asst. Supt. HR)• Director of Special Education*• Director of Student Services• Site Administrators (2)• Administrator of Instructional Coaches• Director of Extensions – Preschool & After School
• Student Information Supervisor – Data • Coach**• Community Partner
*Recently added to team**1 coach for the 10 participating schools
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Supports/Programs
• Counselors (district and contracted)
• Intervention, Opportunity Program (IOP)
• PBIS and Instructional Coaching
• Prevention, Early Intervention (PEI)
• Pre-School and Extensions programs –both implement PBIS
• Parenting classes
• Extensive community partnerships
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CUSD: Student Wellness
Campbell Union School
District
Dept.
Mental Health
EMQFFOther
Counseling Supports
Additional Supports
e.g., El Camino Hospital
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Coordinated Process was key
• A district coordinator was hired to develop an inventory of services available to our students and families
• Eliminate duplication, identify gaps
• Develop a communication process between district and community agencies
• Develop a referral system for consistency of internal and external supports
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Partnership Development• Each community partnership requires a
Memorandum of Understanding (MOU) between the two agencies
• Establish consistent student identifier
• Coordinator leveraged function as the gatekeeper and communicator between district and agencies
• District personnel and community agencies meet quarterly to share successes, problem solve and continue to streamline the communication and referral process
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Is it Working?
• We are committed to monitoring data to ensure that the efforts and resources are bringing about desired change
• Challenges to data
• Academic: Change of standardized testing, no comparable data for two years
• Behavioral: Law change requiring additional interventions for disruption prior to out of school suspension
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Assess Implementation - SET
School 2012-13 2013-14 2014-15
Blackford 87% 95% 92%
Campbell Middle 90% 85% 96%
Capri 94% 91% 92%
Castlemont 93% 95% 90%
Lynhaven 91% 95% 96%
Forest Hill 90% 91% 91%
Marshall Lane 91% 89% 97%
Monroe Middle 94% 89% 90%
Rolling Hills Middle 84% 82% 91%
Rosemary 91% 94% 91%
Sherman Oaks 85% 84% 86%
Village 64% 89% 84%
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CUSD Student Suspension Data 2014-2015
2012-2013 2013-2014 2014-2015
Elementary Schools
Suspensions
104 85 81
Middle Schools Suspensions
191 113 195
Total 295 198 276
Suspension Comparison
2012-2013 2013-2014 2014-2015
CUSD StudentSuspensions
192 166 162
CUSD SuspensionRate
2.3 2.0 2.0
Santa Clara County Suspension Rate
3.2 3.1 n/y/a
CA Statewide Suspension Rate
5.1 4.4 n/y/a
n/y/a = not yet available
Ethnicity Suspension Data
NativeAmerican
Asian Black/Afr.American
Hispanic PacificIslander
Caucasian Unknown Multi-Race
% of Enrolled Students
1% 14% 4% 48% 1% 25% 3% 4%
Total Number Enrolled
15 1098 285 3664 54 1946 261 319
Total Number of Suspensions
0 21 18 203 3 57 2 22
% of Suspensions
0 8% 6% 60% 0.5% 17% 0.5% 8%
Total Number of Students Suspended
0 15 14 86 1 33 2 1113% in 13-14
A look at a few schools
BLACKFORD ODR – Physical Aggression
2011-12 333
2012-13 321
2013-14 150
2014-15 149
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CASTLEMONT ODR – Physical Aggression
2011-12 127
2012-13 141
2013-14 98
2014-15 79
ATTENDANCE IMPROVEMENTS
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District Attendance
2012-13 96.74%
2013-14 96.88%
2014-15 97.02%
3 year increase 0.28%
This increase is approximately $162,000 in ADA revenue
System of Supports
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PEISchoolSitesContinuumofCare
LowerNeeds HigherNeeds
Counselor MFTiEMQFF
PEIEMQFF
SLS
CommunityLiaison
LinksstudentsandFamiliestoServices
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Ongoing Action to Improve Student Behavior
• Positive Behavior Intervention and Support (PBIS)• Universal Prevention• Coaching and Training• Rapid Response for Tier 2 & 3 Supports/Interventions• Teaming; Schoolwide (Tier 1) and Interventions (Tier 2 &3)
• Intervention Opportunity Program (IOP)• Parent Project-Referral Process• Safe Schools-City of San Jose-Referral Process• Project Cornerstone-All Sites• Department of Alcohol and Drug Services
• Too Good For Drugs 7th Grade 10 week classes-All Middle Schools• Drugs, Alcohol and Youth Parent Workshop—All Middle Schools• Friday Night /Club Live Program -MMS
• Counseling• All Middle Schools• Eight MFT Interns
• Prevention & Early Intervention (PEI) Mental Health Services• Individual & Family Therapy• Enhanced Support (small number of students)• School Based Prevention – Family and Classroom workshops
School Linked Services and CUSD
SLS has allowed us to continue or commitment to support the health and wellness of our students and families by:
• Building on existing services
• Coordinating existing and new services
• Facilitating new partnerships
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Existing CUSD Supports
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Climate
&
Nutrition
• PBIS
• Behavior Supports & System
• Project Cornerstone
• Counselors, MFT interns
• Parenting Classes in Spanish & English
• Nutrition focus of Food Services
• Farm to Table (produce)
• Farmer’s Market
• Harvest of the Month
• Gardens at all schools
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Partnerships for Wellness
El Camino Hospital • Nurses
• PlayWorks
• BAWSI
• 5-2-1-0
Schoolwide PBIS: Bridging Multiple Systems
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Program Goal: Promote optimal student health
Decrease health-related barriers to learning
Increase access to healthcare
Funded by El Camino Hospital Grant: 2009-2010: 1.0 FTE School Nurse
2010-2011: *2.0 FTE School Nurses
2011-2012: *2.0 FTE School Nurses and 100 Translation Support
2012-2013: *2.0 FTE School Nurses and 300 Hrs. Translation Support
2013-2014: *2.0 FTE School Nurses and 300 Hrs. Translation Support
El Camino Hospital Grant
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Health Care Insurance Objective: 60% of uninsured students will apply for healthcare insurance
Nurse established monthly healthcare insurance
enrollment at Blackford Family Resource Center.
Coordinated 2 health insurance enrollment events
in December 2014 serving over 60 families
SLS Coordinator supports these efforts by helping
families enroll into health insurance programs and developing partnerships
with community agencies to hold enrollment events
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Health Screening Objectives
Health Screening:
• Vision – grades K, 3, 6
• Hearing – grades K, 2, 5, 8
• Scoliosis – grade 7 girls, grade 8 boys
• 80% of students with failed health screenings at target schools (Blackford, Capri, Lynhaven and Rosemary) will see a healthcare provider.
• 60% of students with failed health screenings at non-target schools will see a healthcare provider.
Grant nurses follow-up with students to ensure students have access to a vision and dental home and receive appropriate care.
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Screenings provided by Santa
Clara County Dental Society
Over 1,400 students screened at 11 schools and
Rosemary Preschool
Dental hygiene education
provided at 7 schools
Dental Services Objective: Connect 80% of students needing urgent dental to a dentist
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Portable Dentistry
• In Partnership with the Indian Health Center for Medi-Cal eligible students:• 42 students served last school year
• Dentist is able to provide children with a dental exam, x-rays, cleaning, and sealants (when appropriate).
• Expanding from Family Learning Center to Rosemary with the support of grant funded Nurse.
• Nurse and SLS Coordinator provide outreach to students identified through dental screenings.
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SLS Coordinator
• Funded by SCC Mental Health Dept., El Camino Hospital, and CUSD
• Supports CUSD staff and families with community resources
• Service Coordination of EMQFF and other Programs
• Supports coordination of new partnerships
• Data Collection and Monitoring of Services
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Connecting Families to Food ResourcesIn partnership with Second Harvest Food Bank we have provided outreach and held several clinics district-wide to support enrollment into Cal-Fresh (food stamps) and the Family Harvest Program.
We have:
• Provided educational presentations at ELACs meetings district-wide
• Held enrollment clinics at several school sites and school events
• Provided targeted outreach to students/families receiving free or reduced lunch
• Over 50 families have been connected to a food program this year through our partnership with SHFB
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Blackford Family Resource Center
• 124 preschoolers screened at Rosemary and Capri last year
• Students identified as needing care are followed-up by the Healthier Kids Foundation to ensure they receive care
In Partnership with The Health Trust/First 5/ Catholic Charities
• Open Tuesday and Thursday mornings offers:
• Art Enrichment Class
• Community Referrals to Services
• Monthly Medi-Cal and Cal-Fresh Enrollment
Focus First Vision Screenings
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Blackford Campus Collaborative
• Provides services at all 3 of our middle schools
• Too Good for Drugs at Groups served 190 students to date
• Drug and Alcohol Parent Workshop severed 30 parents to date
• Club Live after school Program serves 15 students on-going
• Kick-off November 2014 with the support of Dept. of Mental Health
• 12 representatives/service providers from the school and community
• Focus on family/parent engagement
DADS Prevention Grant
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DADS – Drug & Alcohol Department Services
Parenting Classes and Parent Education
· Music&and&Movement.&&Oct.&6–Nov.&5&
· SEEDS&of&Early&Literacy.&TBD&
· Abriendo&Puertas.&Oct.&14–Oct.&30&
· Triple&P&Level&2.&TBD&
· EMQ&Strengthening&Families.&&Sep.&25–Jan.&22&
· ESL&Classes.&Year&Long&
· Positive&Discipline&in&English.&Oct.15–Dec.&17&
· Positive&Discipline&De&Hombre&a&Hombre&&&&&&&&&&&&&&&&&&&&&Oct.&15–Dec.&17&
· Family&Engagement&Institute&&Oct.&1–Nov.&19&
· ESL&Classes.&Year&Long&
· Positive&Discipline&in&Spanish.&Oct.&10–Dec.&12&
· ESL&Classes.&Year&Long&
· Triple&P&Teen&in&English.&Oct.&13–Dec.&15&
· Triple&P&Teen&in&Spanish.&Oct.&13–Dec.&15&
· Drug&and&Alcohol&Parent&Workshop&in&Spanish.&&Oct.&30th&at&9U10:30am&
&
· Drug&and&Alcohol&Parent&Workshop&English.&Oct&28,&6:30U8pm&
&
· Art&Enrichment.&Feb.&17–Mar&19&
· Music&and&Movement.&Jan.&12–Mar&19&
· SEEDS&of&Early&Literacy.&TBD&
· Positive&Discipline&in&Spanish.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Morning&and&Evening&Classes&Jan&.15–Mar.&18&
· Positive&Discipline&in&Spanish.&&Jan.&14–Mar.&18&
· How&to&Eat&Healthy&on&a&Budget.&&Jan.&13–Jan&27&
· Strengthening&Families&Teen.&&Feb.&10–June&3&
· Art&Enrichment.&Apr.&28–May&28&
· Music&and&Movement.&Mar.&23–Apr.&22&
· SEEDS&of&Early&Literacy.&TBD.&
· Positive&Discipline&Part&2&in&Spanish.&&Mar.&25–May.27&
&&FOR&MORE&INFORMATION&&Please&contact&your&school&community&liaison,&or&contact&the&district&community&liaison.&&408U365U4200&x6226&[email protected]
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EMQ Prevention and Early InterventionStudents Receiving Services through PEI
PEI Provides our students and families with:
• Therapy
• Parenting classes
• Case Management
• Referrals to outside services
Students Receiving Services
through PEI
2012-2013 2013-2014 2014-2015 Total
Blackford 15 22 19 56
Campbell MS 36 29 12 77
Capri 17 18 12 47
Rosemary 33 46 13 92
Total 101 115 56 272
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EMQFF School Linked Service
StudentsReceiving
ServicesThroughSLS
andFTS
2012-2013 2013-2014 2014-2015 Total
Blackford 18 2 8 28
CampbellMiddle 9 3 15 27
Capri 9 9 8 26
Castlemont 15 4 5 24
Lynhaven 11 12 7 30
MonroeMS 16 29 6 51
Rosemary 2 7 8 17
ShermanOaks 13 9 3 25
Total 93 75 60 228
• Medi-Cal Only
• Individual and Family Therapy
• Medication Support through Psychiatrist
• Case Management
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Pilot Study with ASR
There was a significant
decrease in office disciplinary referrals for
students who were referred to
services and received them in
comparison to students who
were referred to services and did not receive them.
1.36
1.05
1.151.27
2.15
3.35
0
1
2
3
4
Jan.-June 2012 Aug.-Dec. 2012 Jan.-June 2013
EarlyStarters
Declined/droppedout
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Education-County of Education Partnership
• The success of our partnerships was becoming known within the county
• We were invited to participate on a county leadership team to support these coordinated supports in districts throughout the county
• PBIS was seen as the premier practice to support multi tiered systems of support Sc
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Education-Dept of Mental Health Partnership
• Vision to offer services and supports to students and families
• Allow educators to focus on educational needs
• Eliminate barriers preventing school success
• Partner with experts to provide additional services
• Become a community hub
• Provide meaningful and lasting engagement
• Most services and agencies were across town from families
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Education-Community-Based Organization Partnership• PEI services at 4 schools
• SLS (medi-cal) services at 8 schools
• EMQFF works within CUSD’s Positive Behavioral Intervention and Supports structure to implement secondary and tertiary services.
• The schools identify children who are at-risk in various school/life domains through “tier 2 meetings”
• SLS Coordinator developed a centralized referral process to triage referrals and forward them to the appropriate program
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Data Collection and Monitoring
• Collecting Data on students accessing support services
• EMQ and other counseling services
• Parenting Classes
• Outcome measures:
• Increased attendance, academic achievement
• Decreased discipline referrals
• Developing monitoring system to assess:
• Student outcomes
• Program effectiveness
• Family involvement
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Recognition of Success
•Hoffman Exemplary Program Award (December 2014)
• County School Boards
•Golden Bell Award (June 2015)
• California School Boards Association
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SCHOOLWIDE PBIS: THE MENTAL HEALTH PERSPECTIVE
Eleanor Castillo Sumi, PhD, BCBA-D, EMQ FamiliesFirst Sch
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Who We Are
• In existence for over 100 years
• Not-for-profit 501c3
• Primarily a mental health and social services agency throughout CA
• Serve approximately 8,000 ethnically diverse children annually
• Expertise is working with children and families with challenging needs (Tier 3)
• Funding sources: Medi-Cal (mental health), Social Services, Regional Center, Education, commercial insurance, and grants
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Who We Are
Our Mission:
To do whatever it takes to help children, strengthen families, build community, and advocate for systems change to ensure that our families thrive.
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EMQFF Services in Santa Clara County
Bay Area Region
Capital Region
Central Region
Inland Empire Region
Los Angeles Region
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How We Do It
Corporate Office
Campbell
Central Fresno
Bay Area
Campbell
Inland Empire
San Bernardino
Capital Sacramento
Los Angeles
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Service PrinciplesStrengths- Based
Development and implementation of a plan of care that identifies, build on, and enhances strengths of the child and family, their community, and other team members. Throughout this process, team interactions demonstrate appreciation for each member’s competencies
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Family Centered
Families/caregivers have a primary decision making role in the care of their children as well as the policies and procedures governing care for all children in their community, state, tribe, territory, and nation
Team Based
The child and family team (CFT) consists f individuals agreed upon by the family and connected to them through natural, community, and formal supports.
Service PrinciplesCollaborative and Integrative
Team members work together and share responsibility for developing, implementing, monitoring, and evaluating single plan of care that reflects a blending of team members’ perspective and that guides and coordinates each team members’ work with the family.
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Community Based
The child and family team implements services and support strategies that take place in the most inclusive, most responsive, most accessible, and least restrictive settings possible, and that safely promote child and family integration into home and community life and roles.
Individualized
The plan of care includes strategies, services, and supports that the team develops and implements in response to the unique needs and aspirations of the child and family.
Service PrinciplesNatural Supports
The team actively seeks out and welcomes natural supports, and integrates their perspectives fully into the team process. The plan of care reflects activities and interventions undertaken by natural supports
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Unconditional
Regardless of the child’s behavior, legal status, or service setting; the family’s circumstances; or the services availability in the community; the team is unconditional in working with the family toward the goals of the plan of care.
Needs driven
Supports and services are designed to meet unmet family needs across multiple life domains. Formal therapeutic services are viewed as tools to meet normalized needs rather than as needs in and of themselves.
Service PrinciplesFlexible/Accessible
Services and supports are dynamic and have the ability to change as the needs change for families. These services and supports are accessible to the family given their ability to creatively adapt to change.
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Outcome Based
The team ties the goals and strategies of the plan of care to observable or measurable indicators of success, monitors progress in terms of the indicators, and revises the plan accordingly, until the team reaches agreement that a formal process is no longer required.
Culturally Competent
The service process demonstrates respect for and builds on the values, preferences, beliefs, and racial and cultural identity of the family and its community.
Continuum of Care• Adoption and Foster Care• Addiction Prevention Services • Crisis Services (Mobile Crisis, Crisis Stabilization, Crisis
Residential)• Outpatient• Psychiatric Services • School-Based Treatment • Wraparound (Program UPLIFT®)/System of Care • Residential Treatment• Non-Public School
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CBO-Mental Health System Partnership• School Linked Services Initiative• Mental Health Service Act – Strategic Plan
for Prevention & Early Intervention• Mental Health Department helps pay for
coordinators at schools• Monthly Over site Meetings including
School Administrators, Principals, and Mental Health providers and the Dept. of Mental Health
• Joint decision making processes• On going communication and collaboration
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3-Way Contract
School Operational Agreements
• Agreement between DMH and CUSD
DMH & EMQFF Contract
• Agreement between DMH and EMQFF
CUSD & EMQFF Collaborative
MOU
• Point persons at school and EMQFF• Referral process• Forms• Office space• Communication agreements• Follow-up
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Referral Process
• TIER 2 meetings identify youth
• School point person obtains authorization from parent
• Mental Health Staff on site to engage parents and describe services
• Mental Health staff obtains authorization to communicate with schools
• Streamlined process
• Triage MHSA funded and medical funded to maximize service
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Multi-Tiered Psychosocial Treatment
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Tier 2: Enhanced Parenting Support
• Triple P Level 4- Individual & Group
• Student Behavioral Support Services
• Strengthening Families Workshop
Tier 3 Tertiary: Family and Individual Therapy
• Brief Family Therapy Model
• Trauma Focused Cognitive Behavioral Therapy (TF-CBT)
• Triple P Level 5- Pathway
• Case Management
• Touch & Refer Services
o Strive to prevent, reduce, and eliminate mental health illness that may be inhibiting academic success and family wellness.
o 2 tiers of service
• Family Based and Child Skills Interventions
• Enhanced Parenting Support
• School Based Prevention and
intervention.
o Focus on Evidence Based
Practices
Family Partner
Strengthening Family Workshops
Case Management
Touch & Refer
Behavior Specialist
Strengthening Family Workshops
Behavioral-Based Case Management
Triple P Level 4
Clinician
Clinical Case Management
Brief Strategic Family Therapy
Trauma Focused Cognitive
Behavioral Therapy
Triple P Level 5
Clinical Program Manager
Program oversight, supervision, staff management
Program Staff Responsibility
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Program oversight, supervision, staff management
Secondary Prevention ServicesStrengthening Families Workshops
• Evidence-based parenting, family skill building and strengthening workshops for high-risk families
• Age-based curriculums
• Significantly reduces:• Child maltreatment as parents strengthen bonds with their
children and learn more effective parenting skills
• Problem behaviors
• Delinquency
• Alcohol and drug abuse in children
• Significantly improves:• Social competencies
• School performance
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Triple P (Positive Parenting Practices) Levels 4: Standard Group/Self Directed
• The program offers proven, research-based strategies to help parents learn how to deal with everyday challenges -from toddler temper tantrums to teenage rebellion.
• Emphasizes positive parenting techniques rather than punitive measures that typically escalate bad behavior.
• Empowers parents to teach important life skills about how to:
• Be respectful
• Become independent problem-solvers
• Communicate needs
• Get along with others and manage feelings
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Secondary Prevention Services
Tertiary Prevention Services
Triple P (Positive Parenting Practices)
• Level 5: Enhanced/Pathways
• Intensive program focused on parent-child interaction and the application of parenting skills to address severe behavior challenges. Individual modules include home visits to enhance parenting skills, mood management strategies, stress coping skills and partner support skills.
• Family challenges such as parental depression or stress and conflict between parents are effectively addressed.
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Tertiary Prevention ServicesTrauma Focused Cognitive Behavioral Therapy (TF-CBT)
• For children and families exposed to either individual or family trauma
• Early treatment reduces the need for deep end services and system involvement
• Addresses the bio-psycho-social needs of children with PTSD or other challenges related to traumatic life experiences.
• Parents and children are provided knowledge and skills related to processing the trauma; managing distressing thoughts, feeling and behaviors and enhancing safety, parenting skills and family communication.
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Tertiary Prevention Services
Brief Family Therapy
• Provides intensive, direct interventions to address severe emerging behavioral/emotional problems
• Improves youth’s behavior by improving family interactions
• Reduces risk factors and strengthens protective factors
• Provides families with the tools to overcome individual and family risk factors through:
• focused interventions to improve maladaptive patterns of family interaction,
• skills building strategies to strengthen families.
• provides specialized outreach strategies for bringing families into therapy
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EMQFF Systems Structure
CUSD & EMQFF Oversight Meeting
School Tier 2 Bi-Month Meeting
Work Team Weekly Meeting
School Tier 2 Bi-Monthly
Meeting
Work Team Weekly Meeting
School Tier 2 Bi-Monthly
Meeting
Work Team Weekly Meeting
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Cycle of Inquiry
Tier 2 Referral
EMQFF
Progress Review: Tier 2
(2 weeks)
Daily-weekly contact
between EMQFF &
School Counselor
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Communication to Schools
• Monthly oversight/advisory committee meetings
• Mental Health participation on PBIS leadership team
• Weekly school team meetings
• Mental Health participation in TIER 2 meetings
• Mental Health staff daily presence at schools
• Created tools to define school and Mental Health jargon so as not to become a communication barrier
• Mental Health staff trained on school procedures so as to be respectful of schools culture
• Mental Health staff trained on PBIS
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OUTCOMES
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24.10%
27%
42.20%
0%
6.70%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Adjustment Mood Disruptive behavior Psychotic Other
Diagnostic Categories by Group (SCC FTS and SCC SLS)
FTS, N = 4155
SLS, N = 585
X2(4) = 103.133, p <.000.
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6.16
5.265.23
4.17
0
1
2
3
4
5
6
7
Admit Exit
CANS total Score by Group (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS, N=489
SLS, N=151
Main effect of time, F(1, 638) = 118.732, p < .000.Interaction of group X time, ns.FTS and SLS differ significantly at both admit and exit.
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6.14
5.185.43
4.1
0
1
2
3
4
5
6
7
Admit Exit
CANS Life Domain Functioning by (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS,N=489
Main effect of time, F(1, 638)=82.42, p<.000; Interaction of time X group, F(1,638)=2.13, p<.05, such that the difference between the groups is greater at exit than at admit.FTS and SLS differ significantly at both admit and exit.Both FTS and SLS showed a significant decrease in scores between admit and exit. Sc
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13.17
11.1911.53
9.51
0
2
4
6
8
10
12
14
Admit Exit
CANS Child Strengths by (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS,N=489
Time, F(1,638) = 101.944, p <.000Interaction, ns.FTS and SLS differ significantly at both admit and exit.
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2.75
2.162.18 2.2
0
0.5
1
1.5
2
2.5
3
Admit Exit
CANS Acculturation by (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS,N=489
Time, F(1, 638)= 5.52, p <.05Interaction, F(1, 638)=6.17, p<.05, such that the groups differsignificantly at admit only. No difference at exit.Only FTS showed a significant decrease in scores between admit and exit.
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4.053.89
3.24 3.23
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Admit Exit
CANS Caregiver Strengths and Needs by Group and Time
FTS,N=489
Time, nsInteraction, nsFTS scores are significantly higher that SLS scores
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6.92
5.58
6.2
4.02
0
1
2
3
4
5
6
7
8
Admit Exit
CANS Child Behavior & Emotional Needs (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS,N=489Time, F(1, 638) = 161.847, p <.000
Interaction, F(1, 638) = 9.417, p < .005,such that the difference between the groups is greater at exit than at admit.FTS and SLS differ significantly at both admit and exit.Both FTS and SLS showed a significant decrease in scores between admit and exit.
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1.78
1.52
1.08
0.78
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Admit Exit
CANS Child Risk Behavior by (SCC FTS vs. SCC SLS)and Time (Admit vs. Exit)
FTS,N=489
Time, F(1, 638)=17.067, p <.001Interaction, nsFTS and SLS differ significantly at both admit and exit.
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SCHOOL-WIDE PBIS: COUNTY PERSPECTIVE“CONNECTING EFFORTS THROUGH COUNTY/CITY
LEADERSHIP FOR SAFER SCHOOLS AND COMMUNITIES”
Rebecca Mendiola, Ed.D., Santa Clara County Office of Education
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Santa Clara County Office of Education
• The Santa Clara County Office of Education is a champion for children, schools, and community.• Safe and Healthy Schools Department
• Provides trainings, workshops, technical assistance, and events to districts and schools throughout Santa Clara County in planning, implementing, and evaluating programs focused on School Climate and Student Health & Wellness efforts improving achievement for all students.
• Multi-tiered systems of support approach in our work empowering all stakeholders to be actively engaged in the education process.
• Northern California Positive Behavioral Interventions and Supports (PBIS) Technical Assistance Center• Provides training and technical assistance for the
implementation of Multi-tiered systems of supports through Positive Behavioral Interventions and Supports.
• County Offices of Education: 6; School Districts: 35; School Sites: 395
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Mutli-tiered Systems of Support
Multi-Tiered System of Supports is a whole-school, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and systems.
• Data-based problem-solving and decision making
• It’s a “way of doing business”, creating systems
• Ensuring every student receives the appropriate level of support to be successful.
• Organize resources through alignment of academic standards and behavioral expectations.
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Santa Clara County PBIS/School Climate Leadership Team
• Established as the Student Mental Health Initiative Consortia in 2011.
• Re-established as the SCC PBIS/School Climate Leadership Team in January 2014 through the National Forum PBIS Demonstration Project.
• National Forum Goals:
• Monthly meetings with representation from Justice, Mental Health, Public Health, Education, and CBOs.
• Evaluation Plan using data from Education, Justice, and Mental Health
• Coordination of resources
National Youth Forum PBIS Demonstration Project
• Funded by the Department of Justice and Department of Education ($100K)
• Additional $100K
• Connecting efforts with Justice, Education, and Mental Health
• President Obama’s plan – “Now is the Time”
• Protecting our children and communities
• reducing gun violence
• making schools safer
• increasing access to mental health
City Leadership Team
Education Mental HealthJustice
Outcomes:Social and Academic Success in school
Reduction in community violenceReduction in Referrals to JusticeImproved Recidivism Patterns
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National Youth Forum Cities
• A Vision
• Establish effective schools as the “pivotal unit of change”
School
Home
Community Work
Peers
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County Leadership Team
District Leadership Team
School Site Leadership
Team
MTSS/PBIS Support Structure
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Leadership Team
Active Coordination
Funding
Visibility PoliticalSupport
Training Coaching Evaluation
Local School/District Teams/Demonstrations
BehavioralExpertise
Policy
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Santa Clara County Leadership Team
• Monthly meetings since January 2014 with representation from Justice, Mental Health, Public Health, Education, and CBOs.
• Evaluation Plan
• Coordination of resources
• Continued discussion for overall outcome:
• Strategic planning
• Building collaborative partnerships with all county agencies and CBOs and breaking down silo efforts.
• Impact on the broader community
• Unified language among different aspects of the community
• Integrated system of care from First 5 to Adulthood
• PBIS/School Climate Symposium
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Santa Clara County School Climate Leadership Team
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Mission: Through interagency collaborations we cultivate positive and safe school environments to empower youth with confidence and knowledge to successfully navigate and improve the ever-changing world.
Vision:With meaningful partnerships we develop engaged students, healthy families, safe schools and strong communities.
Draft Strategic Plan Goals 2015-2016
Goal 1: Increase awareness & visibility of Multi-tiered Systems of Support (MTSS)
• Unified communication plan
Goal 2: Expand the infrastructure to lead & support MTSS implementation • Leadership team guide and support MTSS Strategic Plan• Identify evidence based practices to support MTSS implementation• Increase capacity to support PBIS implementation
Goal 3: Increase training and coaching capacity of MTSS• Schools will implement an integrated Multi-Tier System of Supports with
fidelity or demonstrate improved implementation fidelity over time. • Schools that implement an integrated Multi-Tier System of Supports with
fidelity or demonstrate improved implementation fidelity over time will demonstrate annual reductions in the incidences of student problem behavior (discipline referrals) and increases in academic achievement
Goal 4: Engage community stakeholders in MTSS• Establish effective partnerships• Create a common language • Establish trainings for parents and community agencies
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Facts about Santa Clara County
School Districts
Elementary 20
Unified 6
High School 5
County Office of Education
1
Total 32
PUBLIC SCHOOL SITES
Traditional Schools *
Elementary 252
Intermediate/Middle 61
Junior High 5
High School 53
K - 12 3
Charter ** 61
Total 374
Non-Traditional Schools
Alternative10
Community Day 4
Continuation 18
Other *** 7
Total 39
ALL SCHOOLS 413
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Number of Schools Implementing SWPBIS since 2000January, 2014
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14'
19,960
Santa Clara County Data
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52
65
83
101
124
0
20
40
60
80
100
120
140
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
School Sites Implementing PBIS
Total
LESSON LEARNED
Shelly Viramontez, Rebecca Mendiola, and Eleanor Castillo Sumi Sc
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Lessons Learned: County’s Perspective
• District leadership involvement is critical.
• Consistent processes and procedures.
• Regional coaching for districts.
• Creating collaborative partnerships with all county agencies and CBOs to break down silo efforts and duplication of services.
• Unified language among different aspects of the community.
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Lessons Learned: Education’s Perspective• Consistent implementation is an ongoing
struggle
• Adhere to the system – don’t rush to Tier 3 to get outside supports
• Work with outside agencies to develop common language and understanding of PBIS
• Continue to refine structures and procedures
• Coach! Coach! Coach!
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Lessons Learned: MH Perspective• Sponsorship from leadership is critical
• Train staff on school culture and expectations critical
• Must address confidentiality barriers openly
• Develop shared language – school and mental health jargon confusing and off-putting
• Need to tailor services to each schools needs.
• Relationship building critical
• Adopt a continuous quality improvement approach and create an environment in which feedback is welcomed and quickly responded to. Sc
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QUESTIONS AND ANSWERS
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Contact Information• Shelly Viramontez, Ed.D., Assistant Superintendent, Human
Resources
Campbell Union School District
• Rebecca Mendiola, Ed.D., Director of Safe and Healthy Schools
Santa Clara County Office of Education
• Eleanor Castillo Sumi, Ph.D., Director, Program Development
EMQ FamiliesFirst
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