National Community of Practice on School Based Behavioral Health Systems of Care Principles What is a Community of Practice? Ohio Mental Health Network for School Success (OMHNSS) Since 2001 Ohio Department of Mental Health Ohio Department of Education Center for School-Based Mental Health Programs at Miami University (CSBMHP) (http://www.units.muohio.edu/csbmhp) Mental Health, Schools, and Families Shared Agenda Initiative IDEA Partnership Shared Agenda (Seed Grant) States Small grants to states to act on the principles articulated in the Shared Agenda report The Shared Agenda report was published by The National Association of State Directors of Special Education (NASDSE) and The National Association of State Mental Health Program Directors (NASMHPD) through the IDEA Partnership in 2002 A call for cross-agency work to address persistent problems The Education: An Essential Component of Systems of Care Practice Group is a community of practice issue group under the umbrella of the Behavioral Health National Community of Practice. The Behavioral Health National Community of Practice is affiliated with the Center for School Mental Health Analysis and Action (CSMHA) at the University of Maryland School of Medicine; and the IDEA Partnership of the Office of Special Education Programs and the National Association of State Directors of Special Education. The vision of the Practice Group is to advance an agenda that promotes the integration of education, families, and mental health as integral partners in systems of care. As a proactive, national level practice group, we will support resource sharing, cross agency training, and collaborative professional development. Our goal is to become the conduit by which researchers, administrators, practitioners and families share common interests and practices. It is our belief that youth with mental health needs are better served by people and systems that collaborate around aligned purposes and support a more connected look at issues in the context of the local schools. Communities of Practice include people who care passionately about an issue and agree to come together routinely to improve the state of practice Communities form practice groups that explore pieces of an issue and bring it back to the whole community Together, the community and its practice groups can bridge training, practice, research and policy Communities are based on relationships and natural bonds Supportive and convening functions enable a collective intelligence Communities share learnings at all levels to escalate progress Communities create new knowledge grounded in doing the work Communities reflect a pull versus a push * New Hampshire * Vermont * New Mexico * Ohio * Missouri * Hawaii * South Carolina * Maryland * North Carolina * Texas * Pennsylvania * Oregon New Communication VehicleWebsite for communication and shared work Space for the national community Space for practice group work Space for each state to build its own community Listserv for public communication, community announcements, summaries of practice group work, requests for comment, etc. MISSION: To help Ohios school districts, community- based agencies and families work together to achieve improved educational and developmental outcomes for all children especially those at emotional or behavioral risk and those with mental health problems. Ohios Shared Agenda Initiative ExperienceA Practice Group Example Priority Areas For Building Systems of Care Service Approaches And Practices Interagency Management Information Systems Strategic Planning Evaluation, Outcomes, and Accountability Financing and Managed Care Prevention and Early Intervention Family- Youth Partnerships Policy Development Leadership Development Interagency Collaboration Cultural Competence Education: An Essential Component of Systems of Care For the past decade, there has been a growing acknowledgement that the problems we face cannot be solved by any one agency, organization or stakeholder group. Despite that understanding, collaboration across groups has been difficult. This is especially true of the relationship across groups that have a shared interest in working across education and mental health. The work involves a number of individuals working in roles at various levels of policy, research and practice. Together, the IDEA Partnership and the Center for Mental Health Analysis and Action have created a conduit for people who share common interests to exchange information and pursue a shared agenda. This conduit is the National Community of Practice on School Based Behavioral Health. To date states, national organizations, federal technical assistance centers and advocacy groups have joined the national community and have begun working together. One of the first projects is to shape the annual national conference on school based mental health by creating a voice for all the stakeholder groups. Other projects will be carried out by individuals that join together in 10 issue focused practice groups. Comprehensivechildren and families should have access to a comprehensive array of services and supports that address physical, emotional, social and educational needs. MH services can only be efficient within a context of a larger child-serving network to meet a variety of needs. Individualizationservices should be designed and configured to meet the childs needs and each child and family has unique and changing needs. Least Restrictive Settingservices need to be in the most normative environment that is appropriate. Similar concept within special education as moved toward inclusion practices. Family OrientationFamilies and caregiving families (whoever is seen as family) to a child should have full participation in all aspects of the planning and delivery of services. Family involvement at all levels today is seen as important. Service IntegrationServices should be integrated with linkages between child-serving agencies and programs and mechanisms fro planning and coordinating services. Particularly for children with complex needs, integrated, multiagency networks of services are needed by MH, ED, CW, Health, SA, JJ. Collaboration Collaboration and coordination needs to happen at an agency level (system coordination) as well as service delivery (service coordination). Early Identificationearly identification and intervention for children who are at risk for more complex mental health problems or for young children should be promoted by systems of care to enhance likelihood of positive outcomes. Smooth TransitionsTransition from the child system to the adult system is often fraught with problems. Need to ensure that children and youth who go from one system to another whether it is the EI system to the school-based Special Education, Part B, or from youth to adult services or transitioning back from RTC placements. Transitions need to be planned and problem-solved around. Rights Protection and Advocacy system of care should be an advocate for the child. SOC should adopt mechanisms to ensure the rights of children, grievance procedures, case reviews committees, P and A systems in place. Part of advocacy is building support for childrens mental health at multiple levels and cross multiple organizations. Nondiscriminationchildren should receive services and supports without regard to race, religion, national origin, sex, physical disability or other characteristic AND services should be sensitive to the linguistic, cultural and ethnic differences of the child and family. The Ten Practice Groups 1.Connecting School Mental Health & Positive Behavior Supports 2.Developing a Common Language 3.Education: An Essential Component of Systems of Care 4.Faith-Community Partnerships 5.Family Partnerships 6.Improving School Mental Health for Youth with Disabilities 7.Mental Health-Education Training and Workforce 8.Quality & Evidence-Based Practice 9.School Mental Health, Juvenile Justice and Dropout Prevention 10.Youth Involvement & Leadership Effective Practice Integration Council (EPIC) 1.EPIC is focused on strengthening the application of existing knowledge. 2.The overall aim of EPIC is to support high quality, interdisciplinary, collaborative synthesis and translation within and across all fields related to expanded school mental health. 3.EPIC must have an interdisciplinary perspective. 4.EPIC must have an agenda that prioritizes process over program. 5.EPIC is about supporting the common good. 6.The tools and products of EPIC will be produced for the public domain. 7.EPIC should be self-sustaining. Hopes for EPIC Initiative Connecting the Dots: School Mental Health and EPIC tools and content papers will provide information useful in producing beneficial outcomes for youth and families. Tools and processes will be accessible and useful to the range of stakeholders engaged in the process of planning, implementing, evaluating, sustaining, and continuously improving services related to SMH. EPEs will increase readiness and capacity to implement services promoting SMH at the county, district, and/or building level. University-Community partnerships will contribute to the sustainable promotion of services in SMH. Access to Better Care (ABC) School- Community Partnership Initiative (state, MH/ED) Effective Practice Integration Council (federal, MH) Eliminating Barriers Initiative (federal, MH) Integration of Schools and Mental Health Systems (federal/state, ED) Ohio Integrated Systems Model for Academic & Behavior Supports [PBIS] (federal/state, ED) Ohios Community Collaboration Model for School Improvement (state, ED) Shared Agenda Initiative (state/federal, ED/MH Transformation State Incentive Grant (federal, MH) 21st Century Community Learning Centers (federal/state, ED) Key Current and Past Shared Agenda Partners in Ohio Ellen Abraham, Lakewood City Schools (Lakewood) Mike Armstrong, Ohio Department of Education (ODE) (Columbus) Dawn Anderson Butcher, College of Social Work (Ohio State U., Columbus) Noelle Duvall, Childrens Resource Center (Bowling Green) Stephanie Falor, ODE (Columbus) Paul Flaspohler, CSBMHP (Miami U., Oxford) Terre Garner, Ohio Federation for Childrens Mental Health (Cincinnati) Diana Leigh, Center for Learning Excellence (Ohio State U., Columbus) Paul Lilley, Alcohol, Drug Addiction, and MH Services Board of Hancock Co. (Findlay) Linda Maxwell, Childrens Hospital (Columbus) Sue Mikolic, National Alliance for the Mentally Ill of Ohio (Eastlake) Jennifer Miller, ODE (Columbus) Kathy Oberlin, Heartland Behavioral Health (Cuyahoga Falls) Julie Owens, Department of Psychology (Ohio U., Athens) Carl E. Paternite, CSBMHP (Miami U., Oxford) Kay Rietz, Ohio Department of Mental Health (Columbus) Mary Lou Rush, ODE (Columbus) Dave Tener, Woodland Centers (Gallipolis) Jennifer Vargo, Center for Learning Excellence (Ohio State U., Columbus) Amy Wilms, CSBMHP (Miami U., Oxford) Joe Zins, CASEL and University of Cincinnati (Cincinnati) And Many Others! Phase 1 Statewide forum for leaders of mental health, education, and family policymaking organizations and child-serving systems (March 3, 2003) Phase 2 Six regional forums for policy implementers and consumer stakeholders (April-May, 2003) Phase 3 Legislative forum involving key leadership of relevant house and senate committees (October 9, 2003) Phase 4 Development and release of Shared Agenda report Phase 5 Ongoing policy/funding advocacy and technical assistance to promote attention to the crucial links between mental health and school success Making Connections National Alliance on Mental Illness (NAMI) Child & Adolescent Action Center NAMI (the National Alliance on Mental Illness) is the nations largest grassroots mental health organization dedicated to improving the lives of persons living with serious mental illness and their families. Founded in 1979, NAMI has become the nations voice on mental illness, a national organization including NAMI organizations in every state and in over 1100 local communities across the country who join together to meet the NAMI mission through advocacy, research, support, and education. NAMI believes that together families, school professionals and mental health providers can make a tremendous difference in the lives of children and families. NAMI is pleased to see so many schools opening their doors to family advocates working to raise awareness about early onset mental illnesses. We look forward to continuing to build our partnerships and alliances with the school and mental health advocacy and provider communities. National Assembly on School-Based Health Care (NASBHC) Our Vision W E ENVISION schools and communities working together to ensure that all children and adolescents have access to health care. Our Mission W E REPRESENT those who support, receive and provide health care in schools and school-connected programs, WE ADVOCATE for national and state policies, programs and funding that sustain, grow and integrate school-based health care into our nations health care and education systems. WE PROVIDE leadership, resources and technical assistance to enable school-based health centers to deliver high quality services, become financially stable, and play an active role in public policy. WE SUPPORT the growth of state and regional school-based health care organizations and networks. Expanding Partnerships and Collaboration in Systems of Care: Families, Education, and Mental Health Working Together Carl E. Paternite, Amy Wilms, Mark D. Weist, Joanne Cashman, Darcy Gruttadaro, Kay Rietz, Patti Derr, Joan Dodge, Debra Grabill, Sandy Keenan, Ed Morris, and Joe Perry Building a Community of Practice CSMHA and IDEA Partnership 60 Professional organizations and at least 12 states 10 practice groups Providing mutual support, opportunities for dialogue and collaboration Advancing multi-scale learning systems