Interconnected Systems Framework PA
PBS Network
Professional Learning Community
Webinar #2
March 14, 2017
Agenda
 Follow up since 2/14 webinar
 CIU 10 Examples
 Bellefonte Area School District
 Keystone Central School District
 Resources
Follow Up from Last Time
 Questions, feedback, comments
 ISF Implementation Inventory
 Chicora Elementary – will be sharing on next
webinar!
Please Share
 One item you took from last two webinars
back to your site for discussion or follow up
 One way you have identified you will use this
PLC to advance the goals of your project
 One question you would like addressed today
An Interconnected Systems
Framework
 A Structure and process for education and
mental health systems to interact in most
effective and efficient way.
 guided by key stakeholders in education and
mental health/community systems
 who have the authority to reallocate resources,
change role and function of staff, and change
policy.
Core Features Aligned
 Effective teams that include community mental
health providers, family/youth
 Data based decision making
 Formal processes for the selection and
implementation of evidence based practices (EBP)
 Early access through use of comprehensive
screening
 Rigorous progress-monitoring for both fidelity and
effectiveness
 Ongoing coaching at both the systems and
practices level.
Example of Work Flow Checklist
1.
2.
3.
4.
5.
6.
7.
Select District and Schools
Form or Expand District Team (Workgroup of existing team?)

Membership
Establish Operating Procedures
Conduct Resource Mapping of current programs/initiatives/teams

Identify gaps/needs
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Assess staff utilization
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Examine organizational barriers
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Establish priority- measureable outcomes
Develop Evaluation Plan
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District and School Level

Tools Identified

Economic Benefits
Develop Integrated Action plan

Identification of Formal Process for Selecting EBP’s
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System for Screening
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Communication and Dissemination Plan
Write MOU- Determine who will implement the plan
CIU 10
ISF Facilitator – Dawn Moss
Bellefonte Area School District
Keystone Central School District
Bellefonte Area School District
Fall 2008 District received a School Based Behavior Health Grant to
establish PBIS in Bellefonte Elementary and Bellefonte Middle School.
Continued to scale implementation into other buildings within the district
Fall 2012-13 Pilot site for universal screeners trained with
Kathleen Lane.
Pilot site for stop/walk/talk training with Scott Ross.
Banner Status is awarded to all schools within the district.
2016 Bellefonte Elementary and Bellefonte Middle School
recognized for fidelity at Tier 2.
Bellefonte Area School District
2012-2013 Established District Leadership Team
 Improved Communication.
 Increased Superintendent Awareness of PBIS and Social/Emotional
needs of Students.
 Improved Data Collection and Tracking Systems.
 Provided format to have discussions that the data generated from
the universal screeners and to adopt evidence base practices district
wide.
 Built a Foundation for Interconnected Systems Framework.
2015-2016 Interconnected Systems Framework
 District Community Leadership Team.
Universal Screening – initial project
Student Risk Screening Scale (SRSS)
 Completed in spreadsheet format
 Students rated on 14 indicators
Social Skills Improvement System (SSIS)
 Completed by paper and pencil, then needed to be in
putted into spreadsheet.
 Identified larger member of students due to academic
components.
The screeners identified the same students in need. District
decided to use the SRSS, then moved to SRSS - IE
How do we use this information to
help with decision making?
Once SRSS – IE was used, it became evident that buildings
needed additional resources and interventions in order to meet
address students with internalizing concerns
This led to dialogue at the DCLT on how to enhance continuum
of interventions with community mental health partners
Community mental health providers were able to commit
clinicians and other staff to join building level team meetings to
review data, select interventions, and enhance continuum
Getting Started with ISF
 Overview with district and community
partners
 Began with resource mapping and action
planning
 Have identified demonstration schools for
initial training during 2016-17 school year
 Schools completed ISF II to gather baseline
data and for action planning
Bellefonte Middle School
Next steps
 Develop action plan with school
 Highlight those areas indicated in “red”
 Primarily focus on Tier One areas
 Align building level training to focus on items
in action plan
 Working with community partners on moving
MH Agency clinicians from co-located model
to ISF model
Bellefonte Elementary
Karen Krisch
 SY 2016-17 – three days of training on
implementing core features at building
level
 Developing action plan to include
collaborative partners and existing
resources
 Youth Service Bureau
 CASSP
 UCBH – MH Provider (Outpatient +)
Bellefonte Elementary
 Other action items include
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Integration of SAP and Tier 2
Youth Mental Health First Aid training
Big Brother/Big Sister Program
Encourage community businesses to adopt
school-wide expectations and use
acknowledgement (tokens/tickets)
 Potential new position to support social,
emotional, and behavioral continuum
Discussion
 Questions or comments for Karen –
Bellefonte example
Keystone Central School District
County (Clinton) district of approximately 1,000
square miles…we bus around 8,000 miles per day
Two high schools (30 miles apart), 2 middle
schools, 6 elementary schools
4,024 students and over 600 employees (the
largest employer in the county)
Economically Disadvantaged numbers range from
55% to 84% in our elementary schools
We house and run our own Career and Technical
Center and On-line Learning Program
Single System of Delivery
Why We Decided to Adopt ISF:
 Strong Leadership Team and involvement with
Schoolwide Positive Behavior
 All schools in the district participate; 3 received
Banner Status in 2015, 4 more in 2016
 We have involvement with many agencies, but the
“right hand doesn’t always know what the left hand
is doing”
 The Interconnected Systems Framework gave us
a vehicle to get the decision makers to the table to
talk about how we can better collaborate and work
together differently to support students and
families
Other decision points
 Beginning Tier Two Implementation
 CSBBH Team started in fall of this year
 Have a community data point around
substance abuse and use among both
students and families
Getting Started
 We got support from the Leadership Team to move
ahead and asked them who they felt should be invited to
the table
 An email was sent to various community agencies
including the Infant Development Program, The Women’s
Center, Children and Youth, Probation, various Mental
Health providers, Drug and Alcohol prevention and
counseling services, community drug/alcohol prevention
groups, Lock Haven University, Lock Haven and Renovo
YMCA, Clinton County Commissioners, Police
agencies/Clinton County District Attorney, physicians,
preschools, Head Start, Clinton County Economic
Partnership, KCSD School Board President, and
members of the Leadership Team for the district
Getting Started cont.
 Discussion of moving beyond access
 SAP Data on referrals and those connected to
interventions within the community
 Discussion of Early Childhood and School
Age connections – education and mental
health
 Discussion of school and community data
How do the Key Messages support
our efforts?
 We need a Single System of Delivery in order
to get everyone on the same page in such a
large county with so many needs…also
building support for the district and our
children as the agencies have an
understanding of and appreciation for the
work in the buildings
 Action plans “force” us to bring measurable
goals to the table…we can’t just sit and
admire the problems…we need action to
solve them and importantly to determine if the
interventions we put in place are successful
How do the Key Messages support
our efforts? (continued)
 Keep us focused on the idea that mental health is
for all…not just those struggling or identified with
problems…ALL students need wellness and
positive life skills…a proactive effort by dealing
with manageable issues now before they become
huge issues later
 Helps us to select a few evidence-based practices
that will be implemented across the district with
fidelity…rather than “pockets” of good stuff that
aren’t sustained by a systems effort
 Screening efforts can positively impact all students
and this data can further support programs and
planning
Moving forward
 All agencies are overwhelmed by the needs
in our community…there is no doubt we have
to work together if any of us are going to be
successful
 The communication has already brought to
light how little we sometimes know about one
another…and how important it is that we
become better acquainted with what our
agencies and programs have to offer
 This communication has opened lines for
better problem solving and a “we’re all in this
together” mentality
2017-18
 Two buildings in CIU demonstration project
 Keystone Cares “connection”
 Action item developed from 2016-17 DCLT
planning
 Family Engagement and Participation
 Facebook page – reinforcement/connection
Keystone Cares
 Clinton County Offices of Children and
Youth, Courts, District Attorney, and
Probation
 Mission to offer multi-agency effort to focus
on practices that will make life better for
children and families
 Monthly themes throughout school year –
face to face activities and social media
Keystone Cares
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September – “What Are You Reading?”
October – “Say No To Drugs” (Red Ribbon)
November – “No Bullying Allowed”
December – “Charity and Giving”
January – “Attendance Counts”
February – “Emphasis on Family”
March – “Get Active, Be Healthy”
April – “Build a Future: Study, Learn, Succeed”
May – “Mental Health Awareness”
Social Media Example
 Facebook page –
 Asked families to post comments about how
they they spend time together as a family
 Families who posted had their names entered
into a drawing
 Winners received board games as prizes
Discussion
 Questions or comments about KCSD
example
ISF Implementation Inventory
Purpose of ISF Implementation
Inventory
 To assist school and community partners in
their installation and implementation of ISF
 To assess baseline and/or ongoing
implementation progress of critical ISF
features
 To inform action planning that advances and
enhances ISF implementation
 To measure ISF implementation fidelity
Tier
1
Tier 2 Inventory:
Tier 3
ISF
Implementation
19 items
16 items
19 items
Tiered Domains
Implementation of SWPBIS: Are core features of SWPBIS implemented with
fidelity?
Teaming: Do team members collaborate? Do team members include education and
mental health system representatives, families, and students as indicated with
active opportunities for participation and collaboration
Collaborative Planning and Training: Do all team members have PD and training
across systems and core features of ISF, as well as intervention practices as
appropriate?
Family and Youth Engagement: Are students and families included in teaming,
decision making, intervention selection and implementation, intervention
monitoring, and system processes?
Intervention Selection, Implementation and Progress: Are evidence-based
interventions selected based on need, implemented with fidelity, progress
monitored, and concluded after attainment of positive outcomes?
Data-Based Decision Making: Are data representative of school, home and
community behavior collected, analyzed and used for decision making, including
outcome/impact, process, and fidelity data?
ISF Implementation Inventory
Report Card
 Percent of
implementatio
n fidelity is
graphed
 Graphed by
tier and
assessment
time point
ISF Implementation Inventory
Report Card
Items will already be
highlighted based on
scoring by the ISF
research team. Schools
will be encouraged to
review highlights for
action planning
Item to
consider for
action
planning to
create
immediate
change
Item to
consider for
action
planning but
may need
additional
time/more
intensive Tier
system
implementation
changes for
score
score
ISF Implementation Inventory
Report Card


Items will be pre-sorted
by implementation level
and tier
Supports action
planning
Use this row for quick
comparison of
implementation across
tiers
Use this row for quick
comparison of item
responses and action
planning. Refer to
previous report pages for
actual items.
Process for Completion
 Need an email from district or building
administrator for consent – by ?
 A link will be sent from USC or UF
Research Team – individual completion –
by
 A report card will be generated within two
weeks – by
Next Steps
 Identify action steps for your sites
 What would be helpful for next time?
 How can we best support you?
Resources
 New eBook on Family Engagement
 Available at www.pbis.org
 www.papbs.org - ISF page
 www.midwestpbis.org - ISF page
PBIS National Leadership Forum
September 28 – 29
Hilton, Downtown Chicago
“PBIS: Starting, Scaling, and Sustaining”
75 different breakout sessions – including a
strand on mental health integration
National Trainers and Exemplars
19 Roundtable/Discussions
Networking Poster Session
www.pbis.org
www.pbis.org/mentalhealth
Thank You!
Kelly Perales
[email protected]
717-770-9365