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Nov 29, 2022 •214 likes •686 views

How Does it All Fit Together? Leveraging State Policies and Mandates to Advance and Implement PBIS COLLEEN REILLY, THE REILLY GROUP, INC. PHIL DAGOSTINO, NEWPORT -MESA USD ANGELA CASTELLANOS, NEWPORT-MESA USD AGENDA 01 02 03 04

  1. How Does it All Fit Together? Leveraging State Policies and Mandates to Advance and Implement PBIS COLLEEN REILLY, THE REILLY GROUP, INC. PHIL D’AGOSTINO, NEWPORT -MESA USD ANGELA CASTELLANOS, NEWPORT-MESA USD

  2. AGENDA 01 02 03 04 Introductions School Board A Case Study on Lessons Learned Insights Leveraging State Objectives Policies to Advance PD Training AB-2246 & Implement PBIS PBIS & Student Mental Health

  3. Implementing PBIS? “let’s start Implementing Mental Health and Suicide Prevention? with” Knowledge of AB-2246? Work with school board leaders? Knowledge of Student Mental Health?

  4. Introduction: NMUSD • Leaders in school mental health, suicide prevention, violence prevention & school safety • Known for the “gold standard” in the state for implementation and leverage of AB-2246 • Experienced integrating PBIS - health and mental health training, tools, and access to services in schools • Long standing collaborative work with districts schools, community, county, boards, parents, family, peer, and social service agencies • Work with homeless, foster care, and other vulnerable populations • Key education partner with county to advance mental health needs for youth and family in school districts

  5. Introduction: The Reilly Group • Collective Impact Work in Health – Mental health, school based health, women’s health, and aging issues • Created and managed school-based mental health initiative bringing mental health and education stakeholders together to provide education, improve referral processes and systems, created new policies and sustainability • Expanded initiative to 37 states- 2500 schools – rural, urban and suburban - training over 150,000 teachers, staff, and parents • Partnering with organizations to advance AB-2246 including survey with the California School Board Association – to be released in the Fall • Advisor to SAMHSA- Youth Violence Prevention & Mental Heath • Partnering with districts – NMUSD and others in Orange County: AUHSD, SAUSD, Whittier, Santa Fe, OCDE, NMUSD • Work to advance mental health and suicide prevention by harnessing technology to integrate referrals systems, provide services, evaluate and collect data.

  6. Objectives Leveraging policy Learn about leveraging policy and state mandates (AB-2246) to advance PBIS for PBIS framework and support broader mental wellness efforts Gain knowledge about best practices and successful approaches to Gain knowledge implement mandates and build comprehensive mental health / suicide on best practices prevention / PBIS Walk away with Get specific actions and processes for building a climate of support for specific actions student’s behavioral, social, and emotional needs Learn about evidence-based mental health and suicide prevention training Learn evidence- that can scale effectively across school districts, build skills, link to supports, based trainings and evaluate impact and outcomes

  7. What is the Purpose of PBIS?

  8. PBIS IS To make sc schools ls more effecti tive and equit itable le About 1.3 million lea learnin ing envi vironments for r ALL LL stu tudents. California children have mental health needs…….. • Kids come to school with complex needs • Mental health challenges affect brain development and learning • Mental health issues are of major concern for teachers and school staff • Mental health challenges are common and treatable • However, most youth, even those with insurance, do not have ACCESS to services.

  9. Count Down 1 to 5

  10. Student Mental Health

  11. 90 % 90 of of FI FIRST SI SIGNS of mental of l il illn lness emerge by 14 year 14 ars of of age age Districts need to connect with Early identification, intervention and treatment effective training, tools and services are essential to improving lifelong health, on mental health academic, and social outcomes. Prevention to ensure kids & families get Efforts Need to be Focused in Schools and the help they need. Linked with Services Students with untreated disorders more likely to drop out, be in juvenile justice system, develop secondary disorder, and have overall worsening disorder.

  12. • Suicide on the rise; 2nd leading cause of death for youth 10 to 24 years of age (CDC – 2018) • 1 in 6 high schoolers reported seriously considering suicide (2015 YRBS - CDC) • 90% of those who died by suicide had an underlying mental health disorder (NAMI) • Schools play a critical role in early identification, intervention and referrals In 2015, 495 California children and youth ages 5 – Photo by: to mental health (AFSP) Stan Lim, The Press- 24 were known to have Enterprise /SCNG committed suicide (kidsdata)

  13. AB AB-2246 Signed by Governor Brown on September 26 th 2016 • • Requires LEAs before the beginning of the 2017- 18 school year to “adopt…a policy on pupil suicide prevention on grades 7- 12…and address procedures relating to suicide prevention, intervention and postvention.” • Model policy developed by CDE identified evidence based PD and student trainings on suicide and mental health • Legislation ignited important actions in school districts: • MH Task Forces • Consensus with Stakeholders • Recognition of Importance • Developed Specific District Policies • Districts utilizing AB-2246 to advance PBIS NO BASELINE ASSESSMENT WAS BUILT IN TO LEGISLATION

  14. California School Board Insights Methodology: 1. 12-question survey on ADOPTION & IMPLEMENTATION OF AB-2246 2. Insights from 30 School Board Presidents 3. Purpose: Gain insights from leaders on suicide prevention and mental health efforts, training, partnerships, priorities 4. Findings will inform future efforts, technical assistance and training needs

  15. Describe Your District Remote Area Urban Area Location Responses Urban Area 14.81% Rural Area Suburban Area 51.85% Rural Area 29.63% Remote Area 3.7% Suburban Area

  16. Has Adopting AB-2246 Been Important to Your District? “We constantly do what we can with the resources available and Agree 83 % working with the County agencies” Disagree 16% “We have experienced student suicides, and this has put a focus on mental health issues at our schools, especially the high schools. Parents have also been active in demanding services.”

  17. CSBA Insights Training Teachers & Administrators on: SP Policy = 85-92% SP Training = 92% MH training = 68-82%

  18. What Are the Pri riorit ities for r Student Suic icid ide Prevention? 80.00% 70.00% 62.96% 62.96% 55.56% 55.56% 55.56% TRAINING TRAINING TRAINING SCHOOL TRAINING PARENTS TRAINING PROVIDING EXPANDING TEACHERS ADMINISTRATORS STAFF STUDENTS SUPPORT/SERVICES SUPPORT/SERVICES

  19. Partnering with Oth ther Agencies Of those who selected yes, please Would you like to partner with specify with whom you would like to other agencies to support and partner? provide student mental health services? 10% County 25.93% Mental Yes Health No 90% 74.07%

  20. What Assistance Would be Help lpfu ful l to Buil ild Upon SP Efforts? 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% Funding for Support for Technical Additional Info on Other Training Mental Health Assistance Support Available Services Services Resources

  21. What Would Need to Happen to be Successful in Your District’s Suicide Prevention Efforts? • Training “Training on mental health and suicide prevention and changing culture of schools” o • Expanding Services “Wellness centers/drop in centers with support staff and peer counseling specifically focused o on reducing stress and allowing students access to help” “We are in the process of developing student services in this vital area along with security” o • Additional Funding “universal training for teachers and staff that fits within school” o “to oversee the policy implementation and additional mental health workers” o “We need money attached to these policies and we need money for mental health. Our o county services are 60 miles away and not always available when needed.” “I need to be held accountable. Give me the tools. Let me make this happen.” 21

  22. NMUSD Case study How We Leveraged State Policy to Advance and Implement PBIS

  23. Case Study: Leveraging Policy • Building consensus • Creation of a suicide prevention and education task force • Complete review and revisions of crisis response protocols and procedures • Prevention • Intervention • Postvention

  24. NMUSD Mental Health Task Force

  25. Purpose of the NMUSD MHTF • Continue expanding and collaborating on suicide prevention and education • Advisement to District staff concerning social and emotional well being of all students • Reviews of policy and procedures • Promotion of mental health initiatives and programs • Determining optimum resource allocations • Collaboration with community partners

  26. NMUSD Best Practices Complete review and revisions of crisis response protocols and procedures

  27. ❑ Training for Staff - Kognito ❑ Training for Parents - PREVENTION Psychoeducation ❑ Training for Students - Signs of Suicide Tier 1 ❑ Protocol for Risk Assessment Training ❑ Refresher training for Assessors

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