Acknowledgements

1. E12 – Improving Family Engagement in an Interconnected Systems FrameworkLead Presenter: Mark Weist Exemplar Presenters: Dama Abshier and Megan BocchinoKey Words: Family, Mental Health, Systems Alignment

2. Acknowledgements • Christine DiStefano* • Colleen Halliday-Boykins* • Madi Kennedy • Elaine Miller* • Kelly Perales* • Katie Perkins • Victoria Rizzardi • Mike Seaman* • Joni Splett* *Leader/Investigator • Lisa Allison • Susan Barrett • Jennifer Coker • Lucille Eber • Kate Flory • Sharon Hoover • Alex O’Connell • Jennifer Roberts • Erin Scherder • George Sugai • Barbara Wagner

3. Mapping PBIS and SMH

4. Key Rationale • PBIS and SMH systems are operating separately • Results in ad hoc, disorganized delivery of SMH and contributes to lack of depth in programs at Tiers 2 and 3 for PBIS • By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced

6. Structure and process for education and mental health systems to interact in most effective and efficient way Guided by key stakeholders in education and mental health/community systems, including youth and families Who have the authority to reallocate resources, change roles and functions of staff, and change policy Interconnected Systems Framework (ISF) Defined

7. ISF Defined 2 • A strong, committed and functional team guides the work, using data at three tiers of intervention • Sub-teams having “conversations” and conducting planning at each tier • Evidence-based practices and programs are integrated at each tier, with implementation support and coaching • SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS

9. NIJ Comprehensive School Safety Initiative • Interconnecting PBIS and School Mental Health to Improve School Safety: A Randomized Trial • 2016-2019, National Institute of Justice (#2015-CK-BX-0018) • PI Mark Weist, Co-PI Joni Splett, Co-I Colleen Halliday-Boykins, Lead Research Manager Elaine Miller • This project was supported by Award No. 2015-CK-BX-0018), awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this publication/program/exhibition are those of the author(s) and do not necessarily reflect those of the Department of Justice. • Study Aims: • Evaluate impact of the ISF on school discipline rates, teacher and student perceptions of school climate and safety and social, emotional, behavioral and academic functioning of students • Evaluate the impact of the ISF on the functioning of teams, student access to services, and quality and cost-effectiveness

10. Study Design • 24 Participating Elementary Schools • Charleston, SC (12) • Ocala, FL (12) • Prior to study all were implementing PBIS; none were implementing SMH • Each school is randomized to one of three conditions • PBIS Only • PBIS + SMH (business as usual) • Interconnected Systems Framework (ISF) • Intervention (ISF) in place for 2 academic years • All students in the building are participants unless they opt of study

11. Teaming Outcomes In ISF Schools… • 3.7 times more meetings per quarter • More Tier 1 discussion in ISF schools • Greater attendance by principals, school counselors, school psychologists, and school mental health clinicians • Longer meeting times (~25 minutes longer)

12. Percentage of Students At-Risk or Presenting EB Problems Receiving Services • Students at risk for or presenting EB problems (as rated by teachers) received more services in the ISF condition compared to the PBIS-only and PBIS+SMH conditions during the first year of intervention

13. Services in ISF Schools for Students At-Risk and at Elevated-Risk for EB • Prior to intervention, schools supported 9.6% of students identified with elevated risk for EB problems and 19.8% of students identified with extremely elevated risk for EB problems • After one year of ISF intervention, ISF schools were serving 20.8% of students identified as elevated and 40.7% of students identified as extremely elevated • Essentially doubled the number of students receiving needed services

14. Percentage of African American Students Connected to Services Across Conditions • A greater proportion of African American students were connected to services in the ISF condition (47.7%) compared to the other two conditions (23.1%)

15. Percentage of Students With Abnormal SDQ Risk Student Ratings • The percentage of students reporting Abnormal levels of risk on the SDQ declined from pre-treatment to post-treatment for the ISF condition • Other groups reported similar (PBIS) or slightly increasing (PBIS +SMH) percentages of cases with Abnormal risk post-treatment • In middle school, all three treatment groups yielded similar percentages of students noting high risk

16. Exemplar 1 • Charleston County School District • Charleston Dorchester Mental Health

18. Department of Mental Health • Pre-existing relationship with district • History of school-based mental health services • Global mental health contract • What is different with ISF

19. Implementation of ISF • Training materials, workbook, tools, resources were all supported with technical assistance • Teams met twice per month • Mental health clinician as part of the team

20. Purpose of ISF Implementation Inventory • To assist school and community partners in their installation and implementation of ISF • To assess baseline and/or ongoing implementation progress of critical ISF features • To inform action planning that advances and enhances ISF implementation • To measure ISF implementation fidelity

24. Themes from Report Card • Many items are indicated as fully in place • No items were indicated as needing “moderate” improvement (aka – no red) • 10 items indicated for needing mild improvement – half (5) were focused on family and student engagement

25. Family Engagement Prior to ISF Implementation • Parents involved in Tier 3, sometimes Tier 2 • PTO/PTA • Report Card/Attendance ceremonies • Communities In Schools & Social Workers • …..Volunteer anytime! Some barriers to this model?

26. Family Engagement Through ISF Implementation • Family representation starts at Tier 1 • Consistent through Tier 2 & 3 • Request family input • Families aware of continuum of interventions available • Improved understanding of universal practices and schoolwide expectations

27. Examples of Family Engagement Solicit Parent voice • Survey families frequently • Parent focus group • Social media- polls, comments, messaging • Parent present at Tier 1 meetings/conversation

28. Examples of Family Engagement Family Involvement • Ask for assistance through specific tasks • Survey parent skills, hobbies, and interests to ask for involvement • Room parent that changes frequently • Add Family Engagement as topic to every agenda (PBIS, MTSS, and district level)

29. Examples of Family Engagement Sharing Information with families • Social media • Pamphlets sent home & kept in office of continuum of services • Share data • Coffee chats at different times • Phone calls, texts, etc. (informative and positive)

31. Examples of Family Engagement Sharing Information with families • Directory in office w/ pics & services offered • Google drive with tools for parents • Attending PTA/PTO meeting • sharing continuum of services • student sharing (skits, testimonials, etc.)

32. Google Drive Sharing

33. PBIS & Family Engagement Ideas • PBIS outline in parent handbook • Monthly PBIS updates in newsletter/social media • Parents participate in stations, learning expectations in school • Parents invited to participate in celebrations

34. PBIS & Family Engagement • Communication logs • CICO sheets sent home • Positive Office Referrals • Parent classes on ways to use positive discipline in the home • Family and parent matrix

35. Family Matrix

36. Expectations

37. Parent Matrix

39. Positive Office Referral

40. Parent Workshops: Mindfulness and Yoga

41. Featuring Parent Involvement

42. Additional Thoughts Traffic study- change the time Changing from PTO to family academic nights… make it fun! • Halloween Literacy Night • Fall Festival Math Night • Multicultural Festival Include door prizes, food, and feature student work as much as possible!

43. CCSD: Plans Moving Forward Extended ISF in more schools this year and plan to continue Clarify expectations: Development of DMH and CCSD handbook-incorporating ISF model More professional learning and alignment opportunities: Trauma Informed Practices-How do we get this information to families?

44. Continue to Struggle… Why? Common Barriers: • Confidentiality • Transportation • Scheduling Conflicts • Financial Conflicts • Space • Mindset...

45. Share Your Thoughts Common Barriers Ways to overcome barriers

46. Exemplar 2

48. District Demographics • Large, rural school district with many “critical-needs” outlying schools • 42,925 students • 68% students eligible for free/reduced meals

49. Meaningful Community Data(Meeting Agenda – East Marion)

50. Family Engagement Successes • Evening English classes for parents • Clinician’s Corner - monthly school newsletter • Utilized “Remind App” to communicate with parents of students in Check in/Check out • Mental Health Clinician worked with students and families over the summer • Mental Health Clinician met with families on the school campus