- Bully Prevention
- SWPBIS for Beginners
- PBIS in the Classroom
- Tier 1 Supports
- Tier 2 Supports
- Tier 3 Supports
- District Level
- PBIS and the Law
- School Mental Health
- High School PBIS
- Equity & PBIS
- Exemplar from the Field
Advancing Education Effectiveness: Interconnecting School Mental Health and School-wide Positive Behavior SupportEdited by Susan Barrett, Lucille Eber, & Mark Weist
The Interconnected Systems Framework (ISF) described in this monograph represents a proposed and developing interconnection of Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) systems to improve educational outcomes for all children and youth, especially those with or at risk of developing mental health challenges. This monograph represents a collective effort to further develop the ISF concept and guide the interconnection of PBIS and SMH toward effective multi-tiered mental health promotion for all students, with guidance for this work at school building, district, and state levels. The development of the monograph and other related processes (e.g., training events, webinars, pilot efforts in some states/ communities) has been supported by the Office of Special Education Programs (OSEP) of the United States (U.S.) Department of Education, and the Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration of the U.S. Department of Health and Human Services, as well as three national centers/initiatives. These are the Technical Assistance Center on PBIS (www.pbis. org; supported by OSEP), the IDEA Partnership and the National Community of Practice on Collaborative School Behavioral Health (www.ideapartnership. org; www.sharedwork.org; also supported by OSEP) and the University of Maryland Center for SMH (http://csmh.umaryland.edu; supported by MCHB).
The monograph also reflects experiences of state and district leaders from Illinois, Maryland, Montana, New York, Pennsylvania, and South Carolina. Thus, processes used in developing the monograph involve significant collaboration among leaders in training, practice, research and policy realms in PBIS and SMH, and represent school, district, state, national, and federal perspectives. These processes further complement two bodies of work: Implementation Science (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) and Communities of Practice (Wenger, McDermott, & Snyder, 2002) as both have informed and guided the development of the ISF and its pilot efforts.
Specifically the monograph will: 1) define the Interconnected Systems Framework (ISF) as an implementation framework that creates and guides the linkage between education and mental health systems and staff; 2) describe current implementation efforts of the ISF across seven participating pilots including state, district and school-level sites; 3) discuss potential school and student benefits of utilizing the ISF framework; and 4) define implementation, research, and policy agendas to further improve and scale up the framework.
The ISF monograph provides information as well as resources for a full range of stakeholders. Chapters are organized to increase knowledge through pilot site examples at the state, district and school level. Additionally, chapters describe the application of Implementation Science to the ISF as well as address the collaborative process and the potential for aligning efforts through collaborative efforts at the national level. The monograph also was designed to encourage new sites to use the ISF surveys and implementation guides located in the appendix section. The newly developed tools include a readiness survey, dialogue guides, implementation guides, a knowledge development guide and a consumer survey to guide in the selection of evidence- based practices. Pilot sites have used these tools in an effort to document and organize lessons learned, assess readiness and guide the ISF process. Early experiences from pilot sites are included throughout the monograph as well as documented in Knowledge Development Site Summaries in the Appendix.
The presentation discusses core features of ISF and identifies ways to enhance current PBIS implementation while integrating MH at the school and district (or regional) level.
Collaborative planning: Developing a Memorandum of Understanding (MOU); Funding Conversation; Confidentiality Conversation; Discussion of other potential barriers. In this webinar, two sites share their experience with the ISF Implementation Inventory. This tool is used to measure fidelity of implementation of ISF. It is in process of a validation study.
The presentation discusses 1) rationale and workflow of ISF, 2) key themes such as engaging stakeholders and creating a shared system with a integrated structure, and 3) tools with Action Planning Companion Guide. (by Lucille Eber)
Integrating Mental Health through PBIS Systems in Schools: The Interconnected Systems Framework (ISF)
The presentation provides information on the needs of integrating mental health into PBIS, overview of the mental health integration features, and guidance for the first step. (by Lucille Eber)
Keynote: Integrating Mental Health within a School-wide System of PB4LSWPBIS The Interconnected Systems Framework
History, rationale and structure for an integrated framework. ISF and its examples are presented. (by Lucille Eber)
Core features of ISF, universal screening, evidence-based practice and the role of clinicians are presented. (by Lucille Eber)
Restorative Practices within SWPBIS as part of their continuum of supports and non-exclusionary consequences. Readiness, fidelity measure, and implementer's handbook are presented. (Lucille Eber & Jessica Swain-Bradway)
The presentation defines data driven decision making (DDDM) in context of school mental health (SMH), provides system and practices examples of DDDM, and discusses opportunities for advancing SMH innovations through DDDM.
The presentation provides overview of Interconnected Systems of Framework (ISF), current tools to guide implementation, and school/district examples of use of tools. (by Lucille Eber, Sheri Luecking, Susan Barrett, & Kelly Perales)
Integrating Mental Health through PBIS Systems in Schools: The Interconnected Systems Framework (ISF)
The presentation provides information on 1) effective systems for mental health support for all youth through schools, 2) history, rationale and structure for an integrated framework, and 3) local examples of community and school leaders and practitioners. (by Lucille Eber)
The presentation discusses 1) fidelity and impact of interventions as a critical feature of a comprehensive system of behavioral health support and 2) examples of tools and procedures for measuring progress at all three tiers. (by Lucille Eber)
Integrating Individualized Interventions for Students with Mental Health Challenges within a School-wide System of Positive Behavior Supports
The presentation describes efficient intervention delivery for students with mental health challenges within SWPBIS and shares examples of effective SWPBS curriculum integrating individualized interventions. (by Lucille Eber)
Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey
The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/ districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.
The webinar provides information on the use of ISF Action Planning Companion Guide and the TFI
The webinar provides stories of two site examples of creating a shared funding structure.
The webinar provides stories of four sites of experiences in engaging stakeholders to work differently and establishing a structure for integrated work.
The webinar content includes 1) updates on sites, tools, validation study & 2) national Conference Themes – overview.
The webinar provides validation Study overview (Readiness Survey & ISF Implementation Inventory).
The webinar provides examples of assessing current status (District Leadership and PBIS Implementation level).
The webinar content includes introductions of 1) ISF Tool Chart – review of tools and 2) ISF Implementation Inventory – initial overview.
The webinar content includes 1) ISF Workflow for districts and schools and 2) Assessing readiness and current level of implementation Initial steps for getting started.
The webinar content includes 1) ISF Overview, 2) Roles of State/Regional/Local Facilitators, 3) Overview of tools, and 4) How to select sites.
An overview of the changing-role of clinicians within multi-tiered systems of behavioral health in schools. (by Lucille Eber, Midwest PBIS Network; Susan Barrett, Mid-Atlantic PBIS Network; Mark Weist, University of South Carolina; Ali Hearn & Sheri Luecking, Midwest PBIS Network; Sharon Stephan & Nancy Lever, University of Maryland)
An overview of integrating Restorative Practices into the SWPBIS frame, following the ISF model of expanded systems, data and practices. (by Jessica Swain Bradway, Midwest PBIS Network; Susan Barrett, Mid-Atlantic PBIS Network)
A review of the core components of the ISF and experiences from SOC/Education efforts in New Hampshire including strategies for work force development, focus for ISF focused leadership teams, and ensuring use of data and evidence-based practices (by Susan Barrett, Sheppard Pratt Health Systems)
An introduction to the Interconnected System Framework (ISF) for efficiently integrating mental health/SOC in schools featuring lessons learned from Pennsylvania’s implementation experiences. (by Lucille Eber, Midwest PBIS Network, Susan Barrett, Sheppard Pratt Health Systems, & Kelly Perales, Community Care Behavioral Health)
This checklist is to assist agency leadership and staff during the initial implementation of ISF. It provides guidance on essential elements of core ISF features. MH leadership and staff will develop an action plan based on completion of the tool to ensure integrity of ISF implementation.
The ISF Implementation Inventory is intended to serve as an efficient and valid assessment of ISF implementation for the purposes of ongoing evaluation and action planning (by ISF National Leadership Team)
Assist schools implementing PBIS and using the Tiered Fidelity Inventory to enhance current implementation to include ISF approach. (by Barrett, Perales, & Eber, 2015)
Resource mapping offers a method to link regional, community, and school resources with an agreed upon vision, organizational goals, specific strategies for addressing problems, and expected outcomes so that youth and families have access to the full array of services that they need. Graphically mapping resources helps to better organize the heterogeneous resources and assets that are available within a larger system into a standardized, understandable, and centralized format. As a result of resource mapping, community partners, school staff, families, and youth have more flexibility, autonomy, choice, and a better understanding of the resources and services that are available within a school and the larger community (Lever, N., Castle, M., Cammack, N., Bohnenkamp, J., Stephan, S., Bernstein, L., Chang, P., Lee, P, & Sharma, R. (2014). Resource Mapping in Schools and School Districts: A Resource Guide. Baltimore, Maryland: Center for School Mental Health.)
This guide is used when topics such as funding, evaluation and integrated teaming become a barrier to an integrated approach. The questions promote dialogue around current funding status and help teams determine specific action steps to promote flexible funding model. (i.e. clinicians can be paid to participate in school teams). (by ISF Development Team- Barrett, Eber and Weist 2011)
When a data indicates a need for a new initiative, this guide, checklist and case examples should be used to determine the best fit and will also guide teams to install systems features like data decision systems as well as training and coaching features that increase intervention fidelity and positive outcomes for children, youth and families. (by Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai)
Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health
The purpose of the survey is to evaluate readiness to interconnect PBIS and SMH; that is, delivering SMH services through the PBIS framework. Readiness includes perceptions of all those involved (teachers, students, administrators, family members, etc.), feasibility of implementing changes, and types of available resources. (by Vittoria Anello and Mark Weist)