MENTAL HEALTH AND EDUCATION PARTNERSHIP Joanne Cashman, Ed.D., Director of IDEA Partnership, National Association of State Directors Special Education

Joanne Cashman, Director

The IDEA Partnership @ NASDSE

CROSSING BOUNDARIES FOR THE BENEFIT OF YOUTH

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

STATE MENTAL HEALTH AND EDUCATION PARTNERSHIPExamples from Illinois, Pennsylvania, and Montana

IL

• 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?