Interagency/Community-Based Planning: State & District Level Planning for Tertiary Support

Rachel Freeman, University of KansasJoan Macy and Kaitlyn Stratemeier,

Kansas School for the Deaf

Purpose of Presentation

• Describe assessment and action planning for community involvement at the state and district level

• Provide an example of interagency collaboration in Kansas

• Discussion

Assumptions

• Tertiary support systems naturally include interagency collaboration

• State and District Community Action Plans increases the effectiveness of school-wide PBS

• Building community means creating a larger network of collaborators

• Change is expected– Funding streams– State leaders– Exemplary organizations

Fighting the System or Going with the Flow?

Use the Same PBS Strategies

• Strengths based model• Create a vision and build consensus• Use strong team processes• Conduct a community self assessment • Create a planning team that represents your

community• Create an action plan• Meet on a regular basis • Use data for decision making

Levels of Community: Changing Contexts at all Levels

Family

School

State

Neighborhood

Nation

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Organizational Logic

Challenges in Community Building

“we can’t get our families to become more involved in school activities”

“The businesses in our community are not interested in connecting with schools”

“Certain prominent community members have something against our school”

“Our state professionals are not interested in school-wide positive behavior support”

Focus on Assets and Strengths

• Create strong action-oriented meetings

• Use data for decision making

• Set the stage for a positive focus – Ground rules to avoid dwelling on negatives– Bring tools to build connections– Build on existing strengths

• Evaluate positive outcomes and celebrate

Community Building Activities

• Relationship-driven• Careful attention to different viewpoints, values,

and language• Facilitator of meetings must hold cultural

uniqueness of individuals collectively– Always define acronyms– Encourage questions to ensure understanding

“Strong communities value and use the skills that residents possess.” (Lionel Beaulieu

http://srdc.msstate.edu/publications/227/227_asset_mapping.pdf)

Areas of Assessment

• People within the community• Informal organizations• Formal organizations• Major activities or events within the

community• Larger community circles

– Create a parameter for inner circle of community

– Discuss how to map outer circles

Create an Inventory of Local Informal Organizations

• Newspapers, newsletters, and other directories• Contact local institutions

– Parks and recreation– Churches– Library– School Faculty and staff

• Get in touch with individuals in the community who are very involved in various public services

• Search the internet

What Information is Available on the Internet to

Assist in Community Planning?

General Google Searches

Community Mapping

Community Assessment

Northwest Regional Education Lab

http://www.nwrel.org

(Search for Community Mapping)

Internet Searches Continued

Community Toolboxhttp://ctb.ku.edu/

The Asset-Based Community Development Institute (ABCD)

http://www.northwestern.edu/ipr/abcd.html

Mentoring Resourceshttp://www.nwrel.org/learns/resources/mentor/

index.html

Internet Searches Continued

Community Mappinghttp://www.actionforchange.org/mapping/

Common Ground Community Mapping Projecthttp://www3.telus.net/cground/index.html

Mapping Community Assets Workbookhttp://www.nwrel.org/ruraled/publications/

com_mapping.pdf

Focus Assessment on Areas of Community Interest

• Search out resources that might meet community goals– High school student leadership– Transition– Drug prevention

• Work together to identify projects that stakeholders are interested in developing

Create a Community Action Plan

• Use meeting minutes to track progress• What specific goals does your community

want to accomplish within 2 years?– Break down the goals into smaller steps

• 12 month objectives• 6 month objectives• Next steps

• Create regular meeting process• Celebrate successes at each meeting

Implementation Examples: School & District Levels

• Increasing supervision in public settings (“Soul Tree”)

• Community Forums – Recruit volunteers– Donation of resources

• High school student grant writing

• “Community greeters”

• Family volunteers systems

Implementation Examples: State Level

• Braiding state resources for wraparound and PBS

• “Governor’s Day” and public events for advertising school-wide PBS

• Invitations to political leaders to visit schools

• “Introductory PBS Packets” • Relationship building at the state level• Awareness presentations of PBS

State-wide PBS Planning in Kansas

PBS Kansas

www.pbskansas.org

Kansas State-wide Positive Behavior Support Planning

PBS Kansas Interagency

Focus Support

Across the LifespanEducation

SW-PBS

Education Funded

SWPBS (6 Districts)

Collaboration with SRS

KIPBS Tertiary of Trainers Program

Mental

Health

Kansas Institute for PBS (KIPBS)

Tertiary Training Program

Community Support Services (Developmental

Disabilities)

Multiple Medicaid Waivers

Children Family

Services

Embed Philosophy

& Tools Across State

Services

Tertiary Trainers

of Trainers (KIPBS)

Social and Rehabilitation Services

Stakeholder Participation

• Stakeholders who are familiar with PBS are invited from throughout the state to participate in the planning process

• Stakeholders include:– Families– Self-advocates– State level administrators representing government

policy agencies, communities and schools– Service providers – Educators– Advocates– Community members

PBS Kansas Strategic Plan

State-wide Planning Example

Kansas Resources: State Plan for Medicaid Reimbursement

• Child must be “Kan-be Healthy” eligible (physical health screening)

• Reimbursement match with state started at 50 cases in year 1

• $8,800 per child for one year• Limit to 6 open cases at a time• Purpose of reimbursement

– Initiate PBS planning– Teach teams to become more independent

• Cannot bill for services during school hours for children receiving special education services

Tertiary Training System

• Linked to school-wide PBS efforts

• Educators audit the training

• All professionals learn together in small classes

• Online assignments, classes, and onsite mentoring

• Focus on case studies to learn tertiary PBS with support

Interagency Tertiary PBS Training

Green=FacilitatorsBlue=StudentsGrey=Students, Facilitators & Instructors

Brown –Students & InstructorsRed = Students & FacilitatorsOrange = AuditorsYellow = Instructors

Blue = Facilitators & AuditorsSalmon = Student, Facilitators, & Auditors

Kansas Department of Education State Improvement Grant

• SWPBS started initially with smaller contracts supporting 6 districts and 20 schools

• Other SWPBS efforts also supported by several leaders at the University of Kansas

• New state improvement grant supports dedicated to response to intervention (academics and behavior)

Kansas District Action Planning

• District action planning teams invite professionals – Child Welfare– Developmental Disabilities– Mental Health

• Students needing tertiary supports at home and in the community can receive support from KIPBS Facilitators

• Year 1: District teams identify professionals who will become behavioral specialists/trainers for the district

• Year 2: Community action plans are implemented

Kansas District Action Planning Example

Joan Macy

Kaitlyn Stratemeier

Kansas State-wide Positive Behavior Support Planning

PBS Kansas Interagency

Focus Support

Across the LifespanEducation

SW-PBS

Deaf Community In Kansas

Education Funded

SWPBS (6 Districts)

Collaboration with SRS

KIPBS Tertiary of Trainers Program

Mental

Health

Kansas Institute for PBS (KIPBS)

Tertiary Training Program

Community Support Services (Developmental

Disabilities)

Multiple Medicaid Waivers

Children Family

Services

Embed Philosophy

& Tools Across State

Services

Tertiary Trainers

of Trainers (KIPBS)

Social and Rehabilitation Services

Sustainability: Considerations• Invest in interagency state-wide

collaboration• Work from both top down, bottom up • Focus on developing self-organizing

systems• Emphasize efficient use of existing funds• Dynamic nature of projects and state

systems – Expect changes in funding, state

leadership, federal policies– Marketing and advertising PBS at all

levels of systems

National Resources: Networking