Post on 26-Dec-2015
MENTAL HEALTH AND EDUCATION PARTNERSHIP Joanne Cashman, Ed.D., Director of IDEA Partnership, National Association of State Directors Special Education
Together: A Persistently Appealing Idea
• Over the last two decades, education and mental health have persistently been cast as potential partners.
• The design of these collaborations has been shaped by the policy goals in the sponsoring agency and/or strategies promoted through funding initiatives.
• Collaborations between education and mental health systems have emerged at the local, state and national levels. o Each of these initiatives has introduced values, strategies, practices,
vocabulary and funding mechanisms. o Individually, they have solidified the understanding that education and
mental health are interconnected. o Collectively, they have highlighted the gaps in understanding, roles and
relationships due to limited cross-system exposure.
Source: Cashman, Rosser and Linehan (2013) in Interconnected Systems Framework ( ISF) in press
Together: What Will It Take?
• Education and Mental Health bring unique and equally valuable knowledge and skills into collaborations.
• Together, they can build comprehensive programs.
• A survey to over 300 school and community practitioners revealed:o Practitioners want their individual unique skills to be recognized and used
effectively to address the range of needs.o They want to be involved in planning a responsive system, not cast in
narrow roles.o They want to learn more about each other and how they can build a full
complement of serviceso There are tensions between groups that arise from different training
traditions and overlap of roleso Decisionmakers need to recognize the potential for both cooperation and
tensionSource: Cashman, Rosser and Linehan (2013) in
Interconnected Systems Framework ( ISF) in press
Meeting the Challenge at Every Level
Technical ChallengeRequires information, knowledge or tools
AdaptiveRequires understanding and a willingness to make behavior changes
Source: Leadership on the Line, 2002
The Leadership Challenge
Learning that technical solutions are necessary but often not sufficient
Knowing when a persistent problem needs a adaptive (human) solution
Building adaptive (human) skills as a part of strategy
Source: Leadership on the Line, 2002
Relationships as Strategy
The Foundation: Authentic Engagement
• Participation vs Engagement• Relevant Participation• Shared leadership
The Infrastructure: Community of Practice
Source: The IDEA Partnership@NASDSE
• Social Emotional Learning Standards: http://www.isbe.net/ils/social_emotional/standards.htm
• Social/Emotional Learning (SEL): http://www.isbe.net/learningsupports/html/sel.htm
• Social/Emotional Learning (SEL) – Resources- http://www.isbe.net/learningsupports/html/sel-resources.htm
• Positive Behavioral Interventions and Supports: http://www.isbe.net/learningsupports/html/pbis.htm
IL
Supt. Christopher A. Koch, Ed.D.
Illinois State Superintendent of Education
Implementing PBIS Schools Over 14 Years as of June 30, 2013
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
23120 184
303394 444
520 587 654
895
*1,081
*1,3071,460
1,6551,819
* Excludes CPS data
Number of IL-PBIS Schools Achieving Reading AYP in 2010-11 – Fully vs. Partially Implementing Schools (N=931 schools)
11
0
50
100
150
200
250
300
350 329
51
Fully Implementing (n=717) Partially Implementing (n=214)
Num
ber o
f Sch
ools
Number of IL-PBIS Schools Achieving Math AYP in 2010-11 – Fully vs. Partially Implementing Schools (N=931 schools)
12
0
100
200
300
400
500
600
504
96
Fully Implementing (n=717) Partially Implementing (n=214)
Num
ber o
f Sch
ools
Comparison of School Safety Survey Scores Between Partially and Fully Implementing Schools 2011-12
13
Risk Factors Protective Factors0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
44%
70%
37%
79%
Partially Implementing (n=43) Fully Implementing (n=159)
Scor
e
Stan Mrozowski, Ph.D. Director, Children’s Bureau Pennsylvania Office of
Mental Health & Substance Abuse Services
James Palmiero, Ed.D.Director, Pennsylvania Training and Technical
Assistance Network (PATTAN)
Draft: 7/29/13
Pennsylvania
• What are we doing?• Statewide scale up of PBIS
• Promotion, Prevention & Intervention• High Fidelity Wrap Around & RENEW • School-Based Mental Health
• Results / Data • PA PBIS Annual Program Evaluation
• Reductions in Office Discipline Referrals, Suspensions and Expulsions,
• Closing Academic Achievement Gaps
• School-Based Mental Health• Return on Investment Studies
Draft: 7/29/13
Pennsylvania
•How are we doing it?• Relationships: State, Regional and Local
• Making Stone Soup
Pennsylvania• How are we doing it?
• Relationships: State, Regional and Local • Making Stone Soup
Erin Butts, MSWBehavioral Health Specialist, Institute for Educational
Research and Service and The Montana Office of Public Instruction
Zoe Barnard, M.A. Public Policy Children’s Mental Health Bureau Chief
Department of Public Health and Human Services
While we receive questions from our attendees, let’s talk a little about what you have learned….
oWhat advice would you give to state leaders who want to begin crossing agencies boundaries for the benefit of youth?
oWhat predictable challenges might state leaders on this call encounter as they work across agency boundaries? How did you address these challenges?