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L

The Consultation Center at

Yale

National Initiatives and Trends to Advance Comprehensive School Mental Health Quality

Elizabeth H Connors PhD

October 21 2019

National Center for School Mental Health

MISSION

Strengthen policies and programs in school mental health to improve learning and promote success for Americas youth

Focus on advancing school mental health research training policy and practice

Shared family-school-community mental health agenda

wwwschoolmentalhealthorgwwwtheshapesystemcom

Funded in part by the Health Resources and

Services Administration

National Center for School Mental Health

MISSION

Strengthen policies and programs in school mental health to improve learning and promote success for Americas youth

Focus on advancing school mental health research training policy and practice

Shared family-school-community mental health agenda

wwwschoolmentalhealthorgwwwtheshapesystemcom

Funded in part by the Health Resources and

Services Administration

2019 Annual Conference on Advancing School Mental HealthSafe and Supportive Schools for All Students

November 7-9Austin Texas

Agenda

Impact of School Mental Health

Comprehensive School Mental Health Systems

National Resources to Support School Mental Health

In a given classroom of 25 studentshellip

1 in 5 will experience a

mental health problem of

mild impairment

1 in 10 will experience a

mental health problem of

severe impairment

Less than half of those who need it will get services

(Merikangas et al 2010)

Median Age of Onset Mental Illness

Age 40

Age 80

Age 20

Birth

Age 60

Psychosis

Phobias amp

Separation Anxiety

ADHD Conduct

Disorder

Opposition Defiant

DisorderIntermittent

Explosive

Disorder

(WHO World Mental Health surveys as reported in Kessler et al2007)

Major

Depression

Substance

Abuse

Mid-

teens

Mid-

20sAutism Spectrum

Disorders

Schools Deliver on Access

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

Agenda

Impact of School Mental Health

Comprehensive School Mental Health Systems

National Resources to Support School Mental Health

In a given classroom of 25 studentshellip

1 in 5 will experience a

mental health problem of

mild impairment

1 in 10 will experience a

mental health problem of

severe impairment

Less than half of those who need it will get services

(Merikangas et al 2010)

Median Age of Onset Mental Illness

Age 40

Age 80

Age 20

Birth

Age 60

Psychosis

Phobias amp

Separation Anxiety

ADHD Conduct

Disorder

Opposition Defiant

DisorderIntermittent

Explosive

Disorder

(WHO World Mental Health surveys as reported in Kessler et al2007)

Major

Depression

Substance

Abuse

Mid-

teens

Mid-

20sAutism Spectrum

Disorders

Schools Deliver on Access

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

In a given classroom of 25 studentshellip

1 in 5 will experience a

mental health problem of

mild impairment

1 in 10 will experience a

mental health problem of

severe impairment

Less than half of those who need it will get services

(Merikangas et al 2010)

Median Age of Onset Mental Illness

Age 40

Age 80

Age 20

Birth

Age 60

Psychosis

Phobias amp

Separation Anxiety

ADHD Conduct

Disorder

Opposition Defiant

DisorderIntermittent

Explosive

Disorder

(WHO World Mental Health surveys as reported in Kessler et al2007)

Major

Depression

Substance

Abuse

Mid-

teens

Mid-

20sAutism Spectrum

Disorders

Schools Deliver on Access

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

Median Age of Onset Mental Illness

Age 40

Age 80

Age 20

Birth

Age 60

Psychosis

Phobias amp

Separation Anxiety

ADHD Conduct

Disorder

Opposition Defiant

DisorderIntermittent

Explosive

Disorder

(WHO World Mental Health surveys as reported in Kessler et al2007)

Major

Depression

Substance

Abuse

Mid-

teens

Mid-

20sAutism Spectrum

Disorders

Schools Deliver on Access

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

Schools Deliver on Access

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

School Mental Health Service Outcomes

Improvements in self and social awareness decision-making capacity and relationship skills (Durlak et al 2011)

Better academic outcomes (Durlak et al 2011 Kase et al 2017)

Fewer special education referrals and decreased need for restrictive placements (Bruns et al 2004)

Fewer disciplinary actions (Flannery et al 2014 Taylor et al 2017)

Increased student engagement and feelings of connectedness to school (Greenberg et al 2005)

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

Why Mental Health Treatment in Schools

bull Youth are 6x more likely to complete mental health treatment in schools than in community settings (Jaycox et al 2010)

bull Mental health treatment has large effects on decreasing mental health symptoms (Sanchez et al 2018)

bull Mental health services are most effective when they are integrated into studentsrsquo academic instruction (Sanchez et al 2018)

National School Mental Health Curriculum

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

Know Your Why

For more information on this concept see Michael Jr Know Your Why httpswwwyoutubecomwatchv=LZe5y2D60YU

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Definition and Core Features

Comprehensive School Mental Health Systems

Comprehensive School Mental

Health Systems

Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Comprehensive School Mental

Health Systems

Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Comprehensive School Mental

Health Systems

Assess and address the social and environmental factors that impact health and mental health

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Schools are Only One Part of an Integrated System of Care

Mental Health Promotion

Targeted Prevention

Intensive

Support Intensive Support

Targeted Prevention

Promotion

Community

School Districts

Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Comprehensive School Mental

Health Systems

Provide a full array of supports and services that promote positive school climate social emotional learning mental health and well-being while reducing the prevalence and severity of mental illness

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Comprehensive School Mental

Health Systems

Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Comprehensive School Mental

Health Systems

Assess and address the social and environmental factors that impact health and mental health

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Schools are Only One Part of an Integrated System of Care

Mental Health Promotion

Targeted Prevention

Intensive

Support Intensive Support

Targeted Prevention

Promotion

Community

School Districts

Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Comprehensive School Mental

Health Systems

Built on a strong foundation of district and school professionals in strategic partnership with students families and community health and mental health partners

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Comprehensive School Mental

Health Systems

Assess and address the social and environmental factors that impact health and mental health

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Schools are Only One Part of an Integrated System of Care

Mental Health Promotion

Targeted Prevention

Intensive

Support Intensive Support

Targeted Prevention

Promotion

Community

School Districts

Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Comprehensive School Mental

Health Systems

Assess and address the social and environmental factors that impact health and mental health

(Hoover amp Lever 2019 US Department of Health and Human Services 2018)

Schools are Only One Part of an Integrated System of Care

Mental Health Promotion

Targeted Prevention

Intensive

Support Intensive Support

Targeted Prevention

Promotion

Community

School Districts

Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Schools are Only One Part of an Integrated System of Care

Mental Health Promotion

Targeted Prevention

Intensive

Support Intensive Support

Targeted Prevention

Promotion

Community

School Districts

Slide used with permission from Kathy Short Director of School Mental Health ASSIST in Ontario Canada

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Core Features

bull Educators and Student Instructional Support Personnel

bull Collaboration and Teaming

bull Multi-tiered system of supports

bull Evidence-informed services and supports

bull Cultural Responsiveness and Equity

bull Data-driven decision making

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

In which core features of comprehensive school mental health is your team doing very well

Which core features do you wish were more consistently present in all your school(s)

What would students and families say

CSMH Core Features Checklist

Educators and Student Instructional Support Personnel

Adequate staffing and support

Trained to address mental health in schools

Collaboration and Teaming

Youth and Families

Community HealthMental Health and Other Partners

Multi-tiered system of supports

Mental health promotion support (Tier 1)

Early intervention and treatment services and supports (Tiers 2-3)

Evidence-informed services and supports

Cultural Responsiveness and Equity

Data-driven decision making

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

ldquoIts not the size of the dog in the fight its the size of the fight in the dog

-Mark Twain

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

National Resources to Improve School Mental Health Quality

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

School Health Assessment and Performance Evaluation (SHAPE) System

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

The School Health Assessment and Performance Evaluation

(SHAPE) SystemwwwtheSHAPEsystemcom

(NCSMH 2019)

Overview of School Mental Health Quality

Domains and Indicators

Quality Domainsbull Teamingbull Needs Assessment and Resource Mappingbull Mental Health Promotion for All (Tier 1)bull Early Intervention and Treatment (Tiers 23)bull Screeningbull Impactbull Funding and Sustainability

National School Mental Health Curriculum

Resources

(NCSMH 2019)

Quality Assessment

Quality Assessment

(NCSMH 2019)

(NCSMH 2019)

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Quality Assessment

Quality Assessment

(NCSMH 2019)

(NCSMH 2019)

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Quality Assessment

(NCSMH 2019)

(NCSMH 2019)

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

(NCSMH 2019)

(NCSMH 2019)

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

(NCSMH 2019)

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Teaming Action Steps

Map existing teams

Document purpose

and outcomes

Streamline teams

Clarify roles and

responsibilities

Appoint a leader

Establish regular time

and frequency

Use meeting best

practices

Use exemplar teams

to inform

improvement

Ensure community

providers are

included

Seek partnerships

that match student

family school

community needs

Determine policies

and procedures

Identify data to track

progress

Identify and address

data sharing barriers

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

(NCSMH 2019)

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

(NCSMH 2019)

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Teamwork Makes the Dream Work

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Mental Health Technology Transfer Center (MHTTC) Network

National School Mental Health Curriculum

Visit the MHTTC website at httpsmhttcnetworkorg

bull Established in 2018 with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA)

bull 10 Regional Centers

bull National Hispanic amp Latino Center

bull National American Indian and Alaska Native Center

bull Network Coordinating Office

Connecting with the MHTTC in your region

Visit the MHTTC website and select your center

httpsmhttcnetworkorgcentersselection

National School Mental Health Curriculum

Curriculum Development

The National School Mental Health Curriculum was co-developed by the Mental Health Technology Transfer Center (MHTTC) Network and the National Center for School Mental Health (NCSMH)

Mod 1 bull Foundations of Comprehensive School Mental Health

Mod 2 bull Teaming

Mod 3 bull Needs Assessment amp Resource Mapping

Mod 4 bull Screening

Mod 5 bull Mental Health Promotion for All (Tier 1)

Mod 6 bull Early Intervention and Treatment (Tiers 23)

Mod 7 bull Funding and Sustainability

Mod 8 bull Impact

National School Mental Health Curriculum

httpbitlyMHTTC-trainer-manual

Mod 1 bull Foundations of Comprehensive School Mental Health

Mod 2 bull Teaming

Mod 3 bull Needs Assessment amp Resource Mapping

Mod 4 bull Screening

Mod 5 bull Mental Health Promotion for All (Tier 1)

Mod 6 bull Early Intervention and Treatment (Tiers 23)

Mod 7 bull Funding and Sustainability

Mod 8 bull Impact

National School Mental Health Curriculum

httpbitlyMHTTC-trainer-manual

Target Audience

District teams that can influence develop and oversee

school mental health systems at the school district and building levels

District teams may include

bull School District Leaders (eg superintendent school board)

bull School Administrators (eg Principal Assistant Principal)

bull District Mental Health Director or Student Services Supervisor (eg Director of Student Services District Supervisor School PsychologistsSocial WorkersCounselors)

bull Community Behavioral Health Agency SupervisorDirector (eg clinical director of an agency that provides school-based services in the district)

bull YouthFamily Advocate or Consumer

National School Mental Health Curriculum

Training Goals and Objectives

Design and Time

bull Purpose of agreement

bull Entities involved

bull Roles and responsibilities of each party

bull Fiscal and resource agreement

bull Liability release as an independent contractor

bull Duration and termination clause

bull Insurance and indemnification

MOU Components

Resources

National School Mental Health Curriculum NCSMH 2019

httpscbhmbostoncom

District Example

Boston Public Schools Comprehensive Behavioral

Health Model

National School Mental Health Curriculum

Resources

40

Training Goals and Objectives

Design and Time

bull Purpose of agreement

bull Entities involved

bull Roles and responsibilities of each party

bull Fiscal and resource agreement

bull Liability release as an independent contractor

bull Duration and termination clause

bull Insurance and indemnification

MOU Components

Resources

National School Mental Health Curriculum NCSMH 2019

httpscbhmbostoncom

District Example

Boston Public Schools Comprehensive Behavioral

Health Model

National School Mental Health Curriculum

Resources

40

Design and Time

bull Purpose of agreement

bull Entities involved

bull Roles and responsibilities of each party

bull Fiscal and resource agreement

bull Liability release as an independent contractor

bull Duration and termination clause

bull Insurance and indemnification

MOU Components

Resources

National School Mental Health Curriculum NCSMH 2019

httpscbhmbostoncom

District Example

Boston Public Schools Comprehensive Behavioral

Health Model

National School Mental Health Curriculum

Resources

40

bull Purpose of agreement

bull Entities involved

bull Roles and responsibilities of each party

bull Fiscal and resource agreement

bull Liability release as an independent contractor

bull Duration and termination clause

bull Insurance and indemnification

MOU Components

Resources

National School Mental Health Curriculum NCSMH 2019

httpscbhmbostoncom

District Example

Boston Public Schools Comprehensive Behavioral

Health Model

National School Mental Health Curriculum

Resources

40

httpscbhmbostoncom

District Example

Boston Public Schools Comprehensive Behavioral

Health Model

National School Mental Health Curriculum

Resources

40

Wisconsinrsquos School Mental Health Initiative

bull 3 supporting grantsbull Safe Schools Healthy Students

bull Project AWARE

bull School Climate Transformation

bull State School Mental Health Framework

State Example

Resources

wwwschoolmentalhealthwisconsinorg

41

Each module aligns with the national

performance domains and indicators

of comprehensive school mental health

system quality

National School Mental Health

Quality Assessment (SMH-QA

NCSMH 2019)

Best Practices

bull Quality indicators have best practice guidelines

bull Used to self-assess indicator implementation and guide strategic quality improvement planning

Quality Indicators

National School Mental Health Curriculum

bull Tier 1 Services and Supports

bull School Climate

bull Teacher and School Staff Well-being

bull Positive Behaviors and Relationships

bull Positive Discipline Practices

bull Mental Health Literacy

bull Social Emotional Learning

bull Determine whether services and supports are evidence-informed

bull Ensure all services and supports are evidence-informed

bull Ensure fit with strengths needs cultural and linguistic considerations

bull Ensure adequate resources for implementation

bull Provide interactive training and ongoing supports

bull Monitor fidelity

Quality Indicators

National School Mental Health Curriculum

The National School Mental Health Curriculum is now LIVE on the MHTTC website

httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects

bull Tier 1 Services and Supports

bull School Climate

bull Teacher and School Staff Well-being

bull Positive Behaviors and Relationships

bull Positive Discipline Practices

bull Mental Health Literacy

bull Social Emotional Learning

bull Determine whether services and supports are evidence-informed

bull Ensure all services and supports are evidence-informed

bull Ensure fit with strengths needs cultural and linguistic considerations

bull Ensure adequate resources for implementation

bull Provide interactive training and ongoing supports

bull Monitor fidelity

Quality Indicators

National School Mental Health Curriculum

The National School Mental Health Curriculum is now LIVE on the MHTTC website

httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects

The National School Mental Health Curriculum is now LIVE on the MHTTC website

httpsmhttcnetworkorgcentersmhttc-network-coordinating-officenational-school-mental-health-projects

ldquoThe secret of getting ahead is getting started

-Mark Twain

YaleEVA

L

Thank YouElizabeth H Connors PhD

Assistant Professor of Psychiatry (Psychology) Yale School of Medicine

Director of Quality Improvement National Center for School Mental Health University of Maryland

Elizabethconnorsyaleedu DrEConnors

YaleEVA

L

Thank YouElizabeth H Connors PhD

Assistant Professor of Psychiatry (Psychology) Yale School of Medicine

Director of Quality Improvement National Center for School Mental Health University of Maryland

Elizabethconnorsyaleedu DrEConnors

References

bull Bruns E J Walrath C Glass-Siegel M amp Weist M D (2004) School-based mental health services in Baltimore Association with school climate and special education referrals Behavior Modification 28 491ndash512 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ689813ampsite=ehost-live

bull Burns B J Costello E J Angold A Tweed D Stangl D Farmer E M amp Erkanli A (1995) Childrens mental health service use across service sectors Health affairs 14(3) 147-159

bull Durlak J A Weissberg R P Dymnicki A B Taylor R D amp Schellinger K B (2011) The impact of enhancing studentsrsquo social and emotional learning A meta‐analysis of school‐based universal interventions Child development 82(1) 405-432

bull Flannery K B Fenning P Kato M M amp McIntosh K (2014) Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools School Psychology Quarterly 29 111ndash124 httpsdoiorg101037spq0000039

bull Foster S Rollefson M Doksum T Noonan D Robinson G amp Teich J (2005) School Mental Health Services in the United States 2002-2003 Substance Abuse and Mental Health Services Administration

bull Green J G McLaughlin K A Alegriacutea M Costello E J Gruber M J Hoagwood K amp Kessler R C (2013) School mental health resources and adolescent mental health service use Journal of the American Academy of Child amp Adolescent Psychiatry 52(5) 501-510

bull Greenberg M T Domitrovich C E Graczyk P A amp Zins J E (2005) The study of implementation in school-based preventive interventions Theory research and practice Promotion of Mental Health and Prevention of Mental and Behavioral Disorders 2005 Series V3 21

References continued

bull Jaycox L H Cohen J A Mannarino A P Walker D W Langley A K Gegenheimer K L amp Schonlau M (2010) Childrens mental health care following Hurricane Katrina A field trial of trauma‐focused psychotherapies Journal of Traumatic Stress Official Publication of The International Society for Traumatic Stress Studies 23(2) 223-231

bull Kase C Hoover S Boyd G West K D Dubenitz J Trivedi P A amp Stein B D (2017) Educational outcomes associated with school behavioral health interventions a review of the literature Journal of School Health 87(7) 554-562

bull National Center for School Mental Health (2018) School mental health teaming playbook Best practices and tips from the field Retrieved from httpcsmhumarylandedumediaSOMMicrositesCSMHdocsReportsSchool-Mental-Health-Teaming-Playbookpdf

bull National Center for School Mental Health (2019) School Mental Health Matters Infographic Retrieved from httpbitly2NKpG25

bull Sanchez A L Cornacchio D Poznanski B Golik A M Chou T amp Comer J S (2018) The effectiveness of school-based mental health services for elementary-aged children A meta-analysis Journal of the American Academy of Child amp Adolescent Psychiatry 57(3) 153-165

bull Taylor R D Oberle E Durlak J A amp Weissberg R P (2017) Promoting positive youth development through school-based social and emotional learning interventions A meta analysis of follow-up effects Child Development 88 1156ndash1171 Retrieved from httpsurveyhshslumarylandeduurl=httpsearchebscohostcomloginaspxdirect=trueampdb=ericampAN=EJ1147161ampsite=ehost-live