CALIFORNIA PBIS COALITION Welcome! You have joined us for...2020/04/16 · Data PBIS Coaching...

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CALIFORNIA PBIS COALITION

Welcome! You have joined us for:

We will begin at 2:00pm PDT

The materials for this webinar can be found

at: https://tinyurl.com/april-webinars

Building an Effective System Mental Health Supports

California PBIS Coalition

A collaborative organization using evidence-based, culturally relevant practices

to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered

system following the National PBIS Blueprints for professional development,

implementation, and evaluation.

The materials for this webinar can be found

at: https://tinyurl.com/april-webinars

Michael Lombardo

Placer County Office of Education

Executive Director, Prevention Supports and Services

Co-Coordinator California PBIS Coalition

& Zoominar Marathon Training….

This session is being recorded

To continue to provide resources with our

communities at large, this webinar will be

recorded and available at www.pbisca.org

Objectives / Considerations

● Childen, youth and families have complex needs ● Increasing with COVID 19 Pandemic

● Now more than ever we need systems and strategies

to support learning

● We must create informed supportive learning

environments for Distrance Learning and return to

school

● No matter what your role in education,

what you do matters to each student

Building an Effective System Mental Health Supports

CA PBIS WebinarApril 16, 2020

Michael Lombardo

Executive Director, Prevention Supports and Services

https://tinyurl.com/april-webinars

Acknowledgements

● CA PBIS Coalition

● National PBIS Technical Assistance Center

● U.S. Department of Education

● California PBIS Coalition

● All of You!

Depression

Children, Youth and Families Complex Needs

● National Institute on Mental Health

Children, Youth and Families Complex Needs

National Institute on Mental Health

What you might notice:

● Sad or Down

● Confused thinking or reduced ability to

concentrate

● Excessive fears or worries, or extreme

feelings of guilt

● Extreme mood changes of highs and lows

● Withdrawal from friends and activities

Mayo Clinic 2020

What you might notice:

● Significant exhaustion, low energy or

problems sleeping

● Inability to cope with daily problems or

stress

● Trouble understanding and relating to

situations and to people

● Major changes in eating habits

● Excessive anger, hostility or violence Mayo Clinic 2020

What have you noticed since schools have closed?● Place your answer in the chat box.

Adverse Childhood Experience (ACEs)• Centers for Disease Control & Prevention wtih

Kaiser Hospital • Dr. Felitti, Kaiser Hospital • Dr. Anda, Center for Disease Control

• 17,000 Patients participated between 1995 & 1997

• Measured 10 childhood traumas

http://acestudy.org

10 Adverse Childhood Experiences

Dramatic increased during the first four weeks of Pandemic

Category

17,337

Emotional 13.1 7.6 10.6

Physical 27.0 29.9 28.3

Sexual 24.7 16.0 20.7

Adverse Childhood Experience

Ace Category Women

17,337

Household Dysfunction

Mother treated

violently

13.7 11.5 12.7

Household

Substance

29.5 23.8 26.9

Parental

Separation/

Divorce

24.5 21.8 23.3

Family

Incarceration

5.2 4.1 4.7

Mental Illness 23.3 14.8 19.4

Adverse Childhood Experience

ACEs Are Common!

Number of

Adverse

Childhood

Experiences

Women Men Total

0 34.5 38 36.1

1 24.5 27.9 26.0

2 15.5 16.4 15.9

3 10.3 8.6 9.5

4 or more 15.2 9.2 12.5

Health Effects of High ACE Scores

Now Add Impact of COVID 19

Adverse Experiences in CaliforniaUrban and Rural

Reported by

Parent Reported

2 or more:

Kids Data.Org

• Social Isolation

• Lack of Resources

• Lack of Access to Health

Child Maltreatment

CWS/CMS

Cal Berkeley

115,0084,763

2,858 205

Children and Youth Impacted by Trauma - Symptoms

National Child Traumatic Stress Network

● Physical: ○ Headaches, backaches, stomach aches

○ Constipation or diarrhea

○ Always sick

● Fear, depression, anxiety

● Sleepy or overreactive

● Easily startled by noises or unexpected touch

● Outbursts of anger or rage, emotional swings

● Tendency to isolate

● Difficulty trusting and/or feelings of betrayal

● Diminished interest in everyday activities

What have you noticed while school has been out?

● Please type your answer in the chat box.

After COVID 19 - Returning to SchoolThree Strategies

Systems Increase Protective Factors

Increasing Protective Factors by Systems

Hand washing compliance

drops 8.7% in 12 hour shift Increase Systems for

Protective Factors

Three Strategies to Increase Protective Factors & Support Students1. Create an environment that is Predictable, Consistent,

Safe, Positive and Equitable - Using Positive Behavior

Intervention and Supports (PBIS/MTSS for Student

Wellness)

2. Explicitly teach, acknowledge and reteach Social

Expectations

3. Engage, recognize distress, and respond appropriately

…to make schools more effective and equitablelearning environments for ALL students.

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma Responsive

Create an Environment for our Children

UCLA & Duke University

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma

Responsive

Maintain usual routines. A return to “normalcy” will communicate

the message that the child is safe and life will go on. UCLA & Duke University

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma

Responsive

UCLA & Duke University Set clear, firm limits for inappropriate behavior and develop

logical—rather than punitive—consequences.

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma

Responsive

UCLA & Duke University Prepare children if you will be doing something out

of the ordinary

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma

Responsive

UCLA & Duke University The school supports all children to feel safe

physically, socially, emotionally, and academically

Purpose of PBIS

Predictable

Consistent

Positive

Equitable

Trauma

Responsive

UCLA & Duke University

The school addresses students needs in holistic ways, taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being

School

Principal

School Team

Evidence Based

InterventionImplementation

Coaching PBIS

Framework

Don Kincaid, University of South Florida

for enhancing the adoption and implementation of

A continuum of evidence-based interventions to achieve

For ALL Students

Framework

Important academic

behavioral and social -

emotional outcomes

PBIS helps tooperationalize systems for improving how schools work with children.

Positive Behavior Interventions and Supports

Universal PreventionAll Students

• Core Instruction

• Preventive

• Proactive

• 3 to 5 Common Rules

& Expectations

• Common Referral

System

• Acknowledgment

Based Behavior

System

Targeted InterventionGroups with similar needs• Check In Check

Out• Strong Kids

Intensive Intervention • Wraparound or RENEW• PTR• Practical Behavior

PBIS – (Typical Behavior Continuum)

Tier III: Individual / Function Based to address diagnosis (mental health need)

Tier II: Small Group / Less Intensive Preventing greater interventions

Tier I: Universal Interventions – All StudentsPreventive -

Multi-tier System of Support for Student

Wellness

Tier III: Functional Family TherapyWraparoundParent Child Interactive TherapyIncredible YearsTrauma Focus Cognitive Behavior -Interactive Therapy

Tier II: Active ParentingTeaching Pro-Social SkillsWhite Bison – Substance TreatmentAdolescents Coping with Depression

Tier I: Universal Interventions – All Students Positive Action Promoting Alternative Thinking Strategies (PATHS)

Wellness

Tier III Indicated / Individual: • Applied Suicide Intervention

Skills Training• Coping and Support Training

Tier II: Targeted / Selected: • Mental Health First Aid• Signs of Suicide

Tier I: Universal Interventions – All Students:• Safe Talk • NAMI on Campus• Kognito• QPR Gate Keeper Training

Should be

locally

developed and

coordinated.

Wellness (Suicide Prevention)

➢ What Works Clearinghouse https://ies.ed.gov/ncee/wwc/➢ California Evidence-Based Clearinghouse for Child Welfare➢ CEBC: www.cebc4cw.org➢ Office of Juvenile Justice and Delinquency Prevention➢ (OJJDP): www.ojjdp.gov/MPG➢ National Registry of Evidence Based Programs (NREPP):

https://www.samhsa.gov/ebp-resource-center➢ Colorado Blueprints:

https://www.blueprintsprograms.org/program-search/

Potential Resources for Interventions

Selecting and Monitoring Programs

Selection of Evidence Based Practices:1. Identify need and data source for determining Tier EBPs Practice 2. Use care in selecting practice model 3. Track Initiatives and how they link to district LCAP and to Each Other

Click on Picture to Link to Tool

Take Care in Selection – Hexagon Tool

• Capacity to Implement as intended and to sustain and improve implementation over time.

• Needs of students; how well the program or practice might meet identified needs.

• Fit with current initiatives, priorities, structures and supports, and parent/community values.

• Evidence Strength of evidence—for whom in what conditions.• Usability: Well-defined program with mature sites to observe and

several replications.• Supports: Expert Assistance, staffing, training, coaching &

supervision. Racial equity impact assessment, data systems technology supports (IT) administration & system

ction a

nitoring

Selecting a

Practice or

Intervention

https://implementation.fpg.unc.edu

Note about the law…● AB 2246 Requires Board Policy for Suicide Prevention grades 7-12 must include

high risk groups

● AB 1767 Board Policy for grades K – 6 for suicide prevention (Beginning 20/21)

● SB 972 Requires schools 7 to 12 that issue pupil identification must have suicide

prevention hotline number

● SB 316 Identification cards: domestic violence hotline telephone number

● AB 2022 School shall notify about Mental Health Supports…

● W&I Code 5850 – 5886 Mental Health Student Services Act: funding for

integrated mental health – Competitive Grant

● AB 2083 Foster youth: trauma-informed system of care developing a

coordinated integrated system of care and MOU to guide collaboration

What Does it Mean to Integrate?

Change in routines and procedures?(e.g. who needs to be available to participate in team meetings?)

Change in how interventions are selected and monitored?(e.g. team review of data/research vs. individual clinician choice?)

Change in language we use?(e.g. identifying specific interventions vs. generic terms such as “counseling” or “supports”?)

Changes in roles/functions of staff?(e.g. clinicians coordinating/overseeing some interventions that non-clinicians deliver?)

“Advancing Education Effectiveness: Interconnecting School Mental

Health and School-wide Positive Behavior Support”

Barrett, Weist, and Eber

Integrated

Continuum

Academic

Continuum

Behavior

/Social

Emotional

Continuum

Integrated System of Support

Mental Health & Wellness

Supporting Student Wellness

Supporting

Decision

Making

Supporting

Response

Prevention

Social Worker

Mental Health

School Psychologist

Academic Staff

Integrated School Team

Family

Behavior Staff

Community Based

Agency

Social Worker

Mental Health

School Psychologist

Academic Staff

Integrated School Team

Family

Behavior Staff

Community Based

Agency

➢Meets Regularly

➢ Databased Decision Making

➢ Referral/ Nomination Process

➢ Facilitated Team Structure

➢ Respect for Members

➢Multi-tiered System of Supports

➢ Defined Structured Social

Expectations

Features of Collaboration

Process for decision making

● Team Initiated Problem Solving

● Evidence based strategy for decision making a

Click Here for More Information Regarding TIPS

Teaching Social Expectations Across Grade Levels

Teaching MatrixExplicit Teaching Social Expectations

All Settings Halls Playground SnackTime Classroom

Respectful

Give your

best effort Walk Have a plan Sit in one spot

Be kind

Hands/feet

to self

Help/share

with others

normal

volume

Walk to

equipment.

Include othersListen/watch.

appropriate

Responsible

Recycle

Clean up

after self

Pick up

litter

Use equipment

properly

Pick up

Treat chairs

carefully

Have a plan and

choose quiet or social

break area

Invite friends to join

Invite those sitting

alone to join in

Use my breathing

technique

Listen to my signals

Susan Barrett – National TA Center

Welcoming Children - Greeting at the Door

Click Here for Study

Positive Greetings at the Door

● Behavior is a concern for all school staff

○ Attention Seeking and Avoidance

● Research shows greeting at the door:

○ Decrease behavior

○ Improve transitions

○ Increase academic performance

Positive Greetings at the Door

Process - Simple and specific….STEP 1: Stand at or around the door

STEP 2: Positively interact with students as they come into the

class (Be Specific) “I see you were______ when you____...”

STEP 3: Provide pre-corrective statements to individual student

or entire class “Michael, thank you for being ______ as

you____”…..

STEP 4: Remind the students to look at the activity schedule and

of the time when activities will occur

Practice Behavior Specific Greeting

● Step One: Stand at or around the door

● Step Two: Positively interact with students as the come into the class

Practice:

● With a partner

● Initiate at-least 3 positive interactions

● Use Behavior Specific Praise

Practice Pre-Corrective Praise

● Step Three: Provide pre-corrective statements

○ Individual or Group○ Not intended to rehash or remind students of “problem behavior” ○ Intended to redirect behavior to positive social expectations

Practice:

● With a partner

● Initiate 2-3 Pre-corrective greetings

Sample: “Michael, thank you for being safe as you take your

seat by keeping hands and feet to yourself”

Summary● Social emotional needs are more common than we

may have previously thought

● Educators can make a difference and Structured

Systems will function to support all children

● No matter what our role we can take advantage of key

strategies to increase our support of all students

CA PBIS Webinar Series

Building an Effective System of Support for Students with

Multiple Mental Health and Behavioral Needs

Michael Lombardo

California PBIS Coalition

mlombardo@placercoe.k12.ca.us

Thoughts?

Please share your thoughts on our evaluation:

https://tinyurl.com/CPCwebinarEVAL

Please Fill

Out Survey

In Closing: CA PBIS Recognition System Update

• Due to the COVID-19 Pandemic, the traditional CA PBIS Coalition Recognition System has been replaced with the California PBIS Community Cares Recognition System for 2020

• To participate, schools need only to provide a story or artifact (e.g., video, picture, document) that demonstrates their commitment to supporting their community, families, and/or students during the COVID-19 pandemic.

• Visit California PBIS Community Cares to learn more and participate

In Closing: Present at the CA PBIS Conference

Submit Proposal Here

Upcoming Webinars

https://tinyurl.com/april-webinars

California PBIS CoalitionFor more information and your closest technical assistance

www.pbisca.org

Hold the date: California PBIS Conference in Sacramento

September 21st - 23rd

A Special Thanks to Stephanie Tague at Santa Clara County Office of Education for the vision to launch this

series of webinars

CALIFORNIA PBIS COALITION Welcome! You have joined us for...2020/04/16 · Data PBIS Coaching...

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