the school district of philadelphia building cross-systems partnerships
TRANSCRIPT
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The School District of Philadelphia
Building Cross-Systems Partnerships
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Office of Specialized ServicesSupport to Regions and Schools
• OSS Regional Team Support
• Professional Development
• Professional Steering Committees
• Resource Coordination
• Emergency Response
• Targeted Problem Solving
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The School District of Philadelphia:Fast Facts
8th Largest District in Country 268 Schools; 12 Regional Sub-Districts 180,000 Students Percentage of Students by Race/Ethnicity: African-American- 64.8%,
Asian- 5.5%, Latino- 15.5%, Native American- .2%, Caucasian-14.0% 73% of Students Eligible for Free/Reduced Lunch Over 125 Schools with ESOL and/or Bilingual Programs, over 10,000
Students Enrolled Average Student-Staff Ratio for Pupil Support Service Staff:
Nurses: 1- 930; Counselors: 1- 530; Psychologists 1- 1,650
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Building Resilient Schools:A Systems Approach
• School-Wide Effective Behavior Support Models
• Social Skills/ Character Education Curricula• School-Wide Resource Coordination• Emphasis on Small Group Intervention and
Classroom Consultation• Partnering to Develop Continuum of Flexible
Behavioral Health Services that Support Inclusion
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Universal Prevention
Small Group Intervention
TargetedIndividual Support
A New Support Paradigm
SWEBS & Social Skills Curricula
CSAP Tier I
CSAP Tiers II & III
School-Based CM
Additional Resources Robust Infrastructure
School-Wide
School-Based Behavioral Health
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Comprehensive Student Assistance Process- CSAP
CSAP is a systematic mechanism of identification, intervention, referral assistance, and support/follow-up, including continuing care supports
CSAP has a school-wide component and 3 tiers of
progressive support Each tier has 4 phases: referral, team planning,
intervention and recommendations, and follow-up CSAP views caregivers as essential partners
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School-Based Case Management
Collaboration with the Department of Human Services
Consultation & Education (C & E) Specialist Program:• Program History:
Began as Pilot in 1998 with one Provider in 3 Schools
Currently 14 Providers in 200 Schools
• Program Description: Provides short- term (120 day) school-based case management, consultation, and groups
Majority of schools serviced are elementary; some secondary
• Program Funding: Program-Funded; District (30%) and DHS (70%) All Children Eligible Regardless of Insurance
Creating a Continuum of K- 8 Support:
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Program Outcomes05-06 YTD
Short Term School-Based Case Management Provided to 3,666 Students
C&E Consultations Provided to 10,537 Children
1,347 Children Referred for Behavioral Health Services
1,021 Children/Families Referred for Community-Based Services (e.g. Housing, Welfare Benefits, Recreation, Food/Emergency Services, Church- Related Support, Kinship Care Services)
540 Children Seen in Groups(Anger Management, Grief/Loss)
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Contracted Emotional Support Classes (k-12)
Program History Philadelphia School District unable to staff ES classrooms in 1998 School District contracted services in 1999 (one class) September of 2000 - increased to 13 classes 2006-2007: 52 classes serviced by 2 separate agencies
Program Design Lead Teacher/Counselor Assistant Teacher/Counselor Behavior Manager
Program Funding School District of Philadelphia
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Creating a K- 8 Continuum:
School-Based Behavioral Health
• Program History: Began as Pilot in ‘02-’03 Year at 6 Schools; Currently in 28 Schools
• Program Description: Replacement of Traditional
School-Based Wraparound/TSS; Provides Flexible Services via 11 member Team
• Program Funding: MA Funded Through Community Behavioral Health; 60-Day Review Cycle
Collaboration with Community Behavioral Health (CBH)
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SBBH Team Structure (N =11)
Clinical Manager: master’s level clinical supervision case triage administrative oversight and liaison to school administration
Clinicians: master’s level behavior intervention planning with CSAP/Interagency team
Care Coordinator/ Case Manager: care coordination and linkages to services and supports
BH Professionals: behavior plan implementation progress monitoring ensures ongoing communication with school and SBBH staff
Psychiatrist: part-time supervision medication consultation
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Creating a K- 8 Continuum: Children Achieving through Re-Education
(CARE)
Program History: Began as Pilot at 1 Site in ‘02-’03 Year;
Currently in 8 Sites Serving 9 out of 12 regions Program Description: Based on “Re-Education” Model
Services Provided in 3 Classrooms Per Site
(Adult- Student Ratio: 3-10)
Students Assigned via Regional Feeder Pattern
Full-Time to CARE Classroom (6-12 months) Program Funding: Clinical Component Funded Through Community
Behavioral Health; Educational Component Funded through SDP
Collaboration with Community Behavioral Health (CBH)
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CARE Clinical Team Structure
Clinician: master’s level; provides behavior intervention planning, treatment and crisis intervention; linkage to family and other providers
Mental Health Workers: provide behavior plan implementation, progress monitoring, ensures communication between school and CARE staff
Clinical Manager: master’s level; provides clinical supervision and intervention, case triage, administrative oversight and liaison to school administration.
Care Coordinator: provides care coordination and linkages to community services and supports
Psychiatrist: part-time; provides supervision, medication consultation
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Therapeutic Emotional Support Classrooms (TESC)
Program History: Began in ‘04-’05; Currently in 14 District ES Classrooms
Program Description: Provides MH Therapist in Lieu of Therapeutic Staff Support
Program Funding: Funded via CBH
Collaboration with Community Behavioral Health (CBH)
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Creating a 9-12 Continuum: Secondary Behavioral Health Pilot
Program History: Begun in ‘05- ‘06 Year at 20 Sites Program Description and Funding: Provides on-site, flexible direct services
(individual, group, classroom consultation) Works with leadership team to support CSAP Development and Resource Coordination3 Program Types:
• SDP Funded External Contracted Model (N= 12).5 FTE Agency Master’s Level Clinical SW
• SDP Funded Internal Interdisciplinary Model (N= 7).5 FTE SDP Master’s Level Clinical SW and Intern Team
• Hybrid “Deluxe” Model (N= 1) .5 FTE SDP Funded Master’s Level Clinical SW and Intern Team; Outpatient Individual/ Group Services (CBH)
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Secondary Behavioral Health Preliminary Outcomes
Over 800 Students Served October - March via Individual and Group Sessions
Impact Analysis of External Model (N=12) Using Fall Cohort (Treatment) and Spring Cohort (Control)
Comparison Between ‘05 Performance Indicators and ‘06 Performance Indicators
71% Higher Rate of Increase in Absences Between Years for Control Group
11% Increase in Number of Suspensions Between Years for Control Group
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Benefits of Cross-Systems Collaboration
Services are Accessible for Families Stigma is Reduced Services are Integrated with Child’s Other
Natural Contexts (Ecological Approach) Collaboration Between Systems More
Likely
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The Challenges of Cross-Systems Collaboration
Increased Complexity Philosophical and Training Differences Family Involvement Funding Language Issues Policy Issues Space Supplies
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Lessons Learned
Time is needed to develop the partnerships Relationships are mutually beneficial
Interns provide a bridge between youth and older employees
Rich learning opportunities exist at multiple levels
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Contact Information
Linda Williams, Administrator
Amy Maisterra, DirectorBehavioral Health
Office of Specialized ServicesSchool District of Philadelphia440 N. Broad Street, 2nd Floor
Philadelphia, PA 19130(215) 400-4170