SchoolBased Mental Health Programs and You NDE School

School-Based Mental Health Programs and You! NDE School Administrators Day July 29, 2020

WELCOME!

AWARE State Project Team NDE Mariella Resendiz Alvarado AWARE Project Coordinator Mariella. resendiz@nebraska. gov Michele Borg – AWARE Project Director Borgworks@gmail. com DHHS Amber Hartsock AWARE Project Coordinator Amber. hartsock@nebraska. gov Lisa Neeman – AWARE Project Director Lisa. neeman@nebraska. gov

Nebraska Dept. of Education and DHHS Behavioral Health Partnership’s Overall Goal To support a comprehensive continuum of school-based and community-based mental health services and programs, available to students and their families throughout Nebraska, ranging from: Ø Ø Ø Prevention Early Intervention School-Based Mental Health Services Community-Based Mental Health Services Residential Treatment Programs with Approved/Accredited Facility-Based Schools Ø Follow-Up Supports

Nebraska’s AWARE-SEA Project “Advancing Wellness and Resiliency in Education” Project’s Overall Goal: To build and enhance partnerships between State and local systems to improve school-based mental health services, initially in three rural school districts: Ø Chadron Public Schools Ø Hastings Public Schools Ø South Sioux City Community Schools

Nebraska’s AWARE Project Goals “Advancing Wellness and Resiliency in Education” Ø Positive, Supportive and Trauma-Informed Learning Environments Ø Student Resilience, Pro-Social Behavior and Social-Emotional Learning Ø Continuum of School-Based and Community-Based Mental Health Services Ø Identification, Immediate Response and Clinical Intervention Ø Bullying, Aggression and Youth Violence Intervention

Nebraska’s AWARE-SEA Project “Advancing Wellness and Resiliency in Education” Overall Outcome: 3 Different Program Templates Ø Configuration of State and Local Partnerships Ø Braided Funding Protocols Ø Behavioral Health Screenings and Assessment Ø Identification, Immediate Response and Clinical Interventions Ø Referral Protocols Ø School-Based and Community-Based Behavioral Health Service Delivery Ø Follow-Up Supports

Chadron Public Schools & ESU 13

Chadron LEA Site Dr. Katherine Carrizales Director of Behavioral Health Educational Service Unit 13 (308) 635 -3696 kcarrizales@esu 13. org

Supporting Students • Positive Intentionality • Promoting Resiliency • Predictability, Consistency and Follow Through • SEL Screener • Class-wide SEL/Mindfulness • Parent Resources (via-office postings, newsletters, emails, Page on ESU website, etc. ) • Parent Engagement • Tele-health Intakes and IDIs • Increased Dosing via Technology Platforms

Supporting Teachers • Focus on Self-Care and Supporting Self-Care Strategies • Collaboration with Professional Development Department • ESU 13 Resources related to staff self-care education and challenges • Individual Coaching/Check-Ins • Participation in Mental Health Trainings, such as Youth Mental Health First Aid • Chadron School Mental Health Resource Library

Supporting Mental Health Providers • Counseling Cadre • Skill Focused Capacity Building • Consultation Focused Peer to Peer Discussion • Individual Reflective Supervision • ESU 13 Resource Library • ESU 13 Provider Resource Page

South Sioux City Community Schools

South Sioux City LEA Site Becky Eckhardt Student Services Director South Sioux City Community Schools (402) 494 -2425 becky. eckhardt@ssccards. org Jennifer Jackson Executive Director Heartland Counseling Services, Inc. (402) 494 -3337, Ext. 12 jennifer@heartlandcounselingservices. com

South Sioux City LEA Site • Wellness of Staff

South Sioux City LEA Site • Wellness of Students

South Sioux City LEA Site • Sustainability - Funding

Hastings Public Schools

Hastings LEA Site Dr. Susan Lindblad School Psychologist and AWARE Project Director for Hastings Public Schools (402) 469 -6697 susan. lindblad@hpstigers. org

Demographics ● ● ● ● South Central Nebraska Approximately 3500 students Pre - 12+ 5 Elementary Schools 1 Middle School 1 High School 310 Certified staff members 210 Classified staff members 16 Administrators

Interconnected Systems Framework

Universal Assessment Behavior Intervention Monitoring Assessment System -2 (BIMAS-2) ● $4 per student ● Assessment given up to 5 times per year ● Multi-rater format ● Teacher Report ○ ○ ● ● ● Parent Report Student Self-Report (ages 12+) Others may be added to a student’s team to view results 24 -items 30 -40 seconds per student to complete

Subscales Behavioral Concerns Scales ● Conduct ● Negative Affect ● Cognitive/Attention Adaptive Scales ● Social ● Academic Functioning ● Anger, bullying, substance abuse, deviance ● Depression, anxiety ● Attention, focus, memory, planning, organization ● Social skills, friendship maintenance, communication ● Academic performance, attendance, ability to follow directions

Student Level Data Conduct Negative Affect Cognitive Attention Nicholas 61 54 67 59 40 Casey 52 59 55 58 51 Julia 54 55 49 62 55 Sean 65 64 67 27 31 Nevaeh 54 59 52 44 60 66 59 58 58 52 . Ashlee Social Skills Academic Functioning

Systems-Level Data: District https: //app. edumetrisis. com/re. Dort/status You. Tube: BIMAS-2: A Teacher's Experience

Direct Instruction: Tier 1. RJ Education PBIS

Direct Instruction Tier 3 ● Functional Behavioral Assessment (FBA) ● Positive Behavior Improvement Plan (PBIP) ● School-based Therapy ● Community-based Therapy ● Region 3 Wrap Around Services

Data Based Decision Making: Student Level Data.

Data Based Decision Making: Systems Level Data

WHAT WHY HOW PBIS Students need to know the expectations in order to be successful Organize the school environment in order to reinforce positive behaviors and prevent problem behaviors SEL Curriculum Students need social and emotional skills in order to navigate interactions with peers and adults Direct instruction in fundamental social skills INSTRUCTION ASSESSMENT Universal Screening Collect information that can Schools need universal data be used to guide instruction in order to understand at multiple levels (school, strengths and instructional grade, classroom, small programming needs group, and individual) DATA DRIVEN DECISION MAKING Problem Solving Teams and Data. Based Decision Making Teams need to understand School teams are effectively how to use universal data in organized to promote order to make systemic efficient data-informed decisions about instruction decision making

THANK YOU!