NH School Board Assembly

MERRIMACK SCHOOL DISTRICTSYSTEM OF CARE AND LEARNING SUPPORTS

1.26.19

Our Purpose

TO SHARE THE OVERALL PROCESS OF HOW A SYSTEM OF CARE AND LEARNING SUPPORTS IS BEING CREATED WITH THE IN MERRIMACK SCHOOL DISTRICT AND TO SHARE HOW THIS MODEL CAN BE INCORPORATED WITHIN OTHER DISTRICTS

District Mental Health Committee

States across the Nation looking into ACES andChildren and youth. In New England, average range of children with no aces ranges fromA high of 80% to a low of 42% based on ethnicity.

What is anAdverseChildhood Event?

As number of aces increases,So does the risk for negative health outcomesThe three categories include abuse, neglect and household dysfunction

Researchers are ….Bureau of Student Wellness

NH

National Institute

of Mental Health,

U.S. Departm

ent of Health

and Human Services

World Health

Organization,

US Departm

ent of Health

and Human Services

Centers for

Disease Control

and Preventio

n,

U.S. Surgeon General

National Academ

y of Sciences

US Departm

ent of Educatio

n

McGraw Hill – SEL Learning

and Educatio

n

Dr Cassie Yackley

and Project Grow

At least one of the four will most like not receive mental health services or supports.

Academic achievement is among the most thoroughly studied social consequences of

mental health problems…These studies find that youth with mental health problems perform less

well in school and attain lower levels of education than other youth. The association holds

throughout the early life course—in elementary school, in middle and high school, and into the

postsecondary years

1 in 5 children experience significant mental health impairment or psychotic disorder A U.S. Surgeon General report indicates that one in five children and adolescents will face a significant mental health condition during their school years.

46% of high school dropout is attributable to the effects of a mental health condition.

Approximately 4 students in average class of 20 will have mental health and comorbid behavioral struggles

Among the many functional consequences of mental health and related social- emotional conditions, impairment in the school setting includes stress, absenteeism, behavior and discipline problems, poor concentration, disruptions to school climate, dropout, delays in learning, social skill deficits, and more

Approximately 4 students in average class of 20 will have mental health and comorbid behavioral struggles

20 percent of Americans under the age of 18 suffer from mental, behavioral, or emotional disorders

How are our childrenAt risk in our nation?

YRBS – From 2015-207, 28% increase in high school

students report feeling sad, hopeless or stopping doing usual activities in two week

period.

The two leading causes of death among NH youth are

unintentional injury (52%) and suicide (19%)— with alcohol

use playing a key role in both. iii

YRBS – From 2015-2017, 16.1% more high school students reporting having seriously considered attempting

suicide.

Youth with disorders such as depression, substance use

disorder, and aggression are at an increased risk for suicide

attempts

YRBS and Suicide Data

Youth Risk Behavior Survey (YRBS)

Suicide ideation

increased 18% to 20%

Suicide attempts

remained at 7%

Concerns around

depression increased from

25% to 33%

YRBS survey results from 2013 to 20159th to 12th grade students surveyed on various drug, alcohol,

mental health and other risk taking behaviors

NH Children and

Adolescents

1 in 5 youth and adolescents(ages 5-19)

between 5 &19 have a diagnosable mental health disorder (56,000 students

16% of 56,000 of students involve

significant or extreme functional

impairment

14,000 students have a severe emotional

disturbance and are educated in our public

school system

70% of the 56,000 students get no

treatment

NH Ranks 38th in the nation for access to mental health care

What about your District and Community?

Complete self-assessmentShare overall results

Exploration

Pre-Implementation

ImplementationReview

and reflection

Sustainability Merrimack School DistrictSystem of Care (SOC) and

Learning SupportsStages of Implementation Science

What our SOC is NOT about! What

we are NOT

about

Becoming a mental

health clinic

Immediately hiring staff

Providing mental health treatment to all studentsScreening

students without

informed parental consent

Sharing student data

or not following

FERPA

Not focused on drug and alcohol and

bullying

District Mental Health System of Care and Learning Supports

Essential Questions

???

Depth and scope of

mental health needs

Blending district, state &

community practices Features of an

interconnected & systematic framework

Our PurposeResearch

frameworks & resources

within community &

state

Align with academics &

District Response to Instruction

model

Deepen understanding of needs & time for

problem identification

Develop a System of Care and Learning Supports for students with mental health

needs

MSD SOC Focus and ACTION PLAN

Protocols and

Procedures

District Systems

6 Content Areas

Protocolsand

Procedures

Goal: To develop an integrated multi-tiered system of care that develops our capacity as educators to address mental health concerns that are barriers to learning and achievement and to increase the resiliency of all students.

Tier 3: Intensive - few

Tier 2: Targeted -Some

Tier 1: Core -ALL

MEN

TAL HEA

LTH DATA

STATEM

ENTS

Multi-Year Action PlanIdentified Gaps

& VisionCompleted Gap

AnalysisComponents to System of Care

Needs AssessmentMthly Data Collection

Resource Mapping

Researched models of care

Expanded Committee

School Nurse MHS Pass Teacher

Met Monthly & 7 days summer

Professional DevelopmentDartmouth College – Trauma

– August AcademyAttended Various Mental

Health Conferences

Representation on State & Local CommitteesOffice of Student

Wellness Nashua Merrimack Safeguard

t ti St t l C itt

Community and State PartnershipsDOE – Office of Student

WellnessConnections with School

Districts

Year 1: 2015-2016

After a year, what we found out?

Fragmented

MSD System of Learning Supports and Systems of Care

Integrated

NowFuture

80% of “Helpers” Time is spent in Tier 2 and Tier 3

"System of Care" supporting 100% of our students

About 1 in 4 days spent on

tier 3 (intensive/crisis

response)

Approximately 200 students considered

suicide in MHS last year (YRBS)

Safety Protocols completed for 51

students from elementary to middle school

Approximately – 100 students in PASS and

80 students with social/emotional 504

plans

80% of "Helpers" time with 20%

students (Tier 2 & tier 3)

Data Collection & Needs Assessment2015-2016

Other ObservationsMultiple transitions from 5th grade+ with fragmented transitions between schools

Strong collaboration within schools

Students with identified services suspended less than non-identified students

Mismatch between district needs and resources

Contracted services/interns provide essential tier 3 and tier 2 interventions

SPED and non-identified students experience different transitional and communication supports

Population of students with “unidentified” mental health needs not receiving supports

Schedules at MMS and MHS limit access to supporting students with MH needs

MSD System of Care and Learning

Supports – 6 components

Classroom Based Learning Supports(Tier 1)

Student and Family Special Assistance

(Tiers 2 and 3)

Crises Assistance and

Prevention(Tiers 1,2,3)

Community Outreach and Collaborative Engagement(Tiers 1,2,3)

Home Involvement,

Engagement, and Re-engagement

in Schooling(Tiers 1,2,3)

M

Supports for Transitions(Tiers 1,2,3)

Adapted from: Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System; UCLA; 2015.

Systematic Data Collection

MSD System of Care and Learning Supports

Classroom Based

Learning Supports(Tier 1)

Student and Family

Special Assistance(Tiers 2 and

3)

Crises Assistance

and Prevention (Tiers 1,2,3)

Community Outreach and Collaborative Engagement(Tiers 1,2,3)

Home Involvement, Engagement,

and Re-engagement in

Schooling(Tiers 1,2,3)

Supports for Transitions(Tiers 1,2,3)

Tier 1 PD – Mental Health First Aid targeted groupsClassroom Learning Support GuideAlignment elementary competenciesUniversal screening tools Definition of tiers within district

Integrate mental health into RtI Model (referral, screening etc.)

Professional Development for MH Helpers District Collaboration DaysEnhance communication with school based crisis/safety teamsBook Study MHC

Continued state and community networkingParticipation at state level workgroupsOutreach to local agencies for district support

Focus groups for parents and studentsWorkshops for families & community Research family engagement Family continuum of services

Study and revise current transition practices between schools

aar

((

t, ,

inn

Adapted from: Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System; UCLA; 2015.

Year 2 Year 3 Year 4

Year 2 - 2016-17

Year 3 – 2017 - 2018

District Mental Health MTSS

(UCLA, 2015)

Classroom Based

Learning Supports

Tier 1

Student and Family Special

AssistanceTiers 2 and 3

Crises Assistance

and Prevention

Community Outreach and Collaborative Engagement

Home Involvement, Engagement,

and Re-engagement in

Schooling

Supports for Transitions

Mental Health First Aid –Full rolloutImplementation of Universal Screening ToolCurriculum alignment – Middle SchoolDevelop classroom supports for MH

Tier 2 and 3 Consultation/Wraparound model (Cross District Problem Solving Teams)District Collaboration Days Continued Resource review/allocation recommendations across DistrictSolidify Agreement Community Supports in-District

Further PDReview crisis data and plan for support

Resource identification for helpersResource review/allocation recommendationsClinical Consultation – Committee and Helpers

Create parent communication planDevelop district-wide resource guide for families and students on MH. Family workshops

Transition Protocols between and within schools

Year 22 Year 3

Year 4

Year 4 - 2018-2019

District Mental

Health MTSS (UCLA, 2015)

Classroom Based

Learning Supports

Tier 1Student

and Family Special

AssistanceTiers 2 and

3

Crises Assistance

and Prevention

Community Outreach and Collaborative Engagement

Home Involvement, Engagement, and Re-engagement in

Schooling

Supports for Transitions

Mental Health First Aid – train new staffScreening tool results analysis Review of social/emotional instruction at MHSPeer to Peer Support ModelsIdentified scope and sequence for SEL PK-12

Tier 2 and 3 Consultations/Wraparound model – Case Study (Cross District Problem Solving Teams)District Collaboration Days Resource review/allocation recommendations

Further PDCrisis Data to inform system

Contracted community resourcesClinical SupervisionCommunity PD for MSD Staff and Families

Parent Voice on CommitteeConnection with Parent Groups for PD

Transition Process and Protocols in place PK-12Transition Guide for Families

Year 2 Year 3

Year 4

Possible Budget Implications2016- 2017:

Monies for PD & Summer Work Embedded in Current BudgetCost for Materials for YMHFA Targeted Populations

2017 – 2018:Professional Development – "Helpers", Educators and AdministrationMonies for consulting supportCost for Materials for YMHFA – Professional StaffSubstitutes for Teachers for PDSummer Committee WorkConsideration of expansion of related services to support current needs2018-2019:Consultation Services – Community Clinician Professional Development – Educators and Family PresentationsMaterials for Further PD for YMHFA – New Staff & Support StaffSummer Committee WorkStaffing for System of Care aligned with Student Services

Years 2017-2019 –Research on Social Emotional Learning as a Tier 1 Support

2017 research demonstrated that social-emotional learning not only had immediate benefits for student mental health, social skills and academic achievement, but those benefits continued up to 18 years later.Students who receive evidenced based SEL instruction demonstrated an 11% gain in academic achievement. A 2015 study showed that the “measurable benefits exceed the cost” of programming. On average, for every dollar spent on SEL programming, there is an $11.00 savings.http://www.casel.org/impact/

STATEMENT OF PURPOSE FOR SOCIAL EMOTIONAL LEARNING IN MSD

SOCIAL-EMOTIONAL LEARNING PROVIDES THE FOUNDATION FOR COGNITIVE GROWTH, ACADEMIC SUCCESS AND EMOTIONAL RESILIENCY. WE ARE COMMITTED TO DELIVERING SOCIAL-EMOTIONAL COMPETENCIES WITHIN A COMPREHENSIVE, MULTI-TIERED SYSTEM THAT WILL CREATE OPTIMAL CONDITIONS FOR LEARNING FOR EVERY STUDENT.

Collaborative forAcademic, Social andEmotional learning CASEL)

MSD SEL K-6 Tier 1 Criteria

S.A.F.E. (Sequenced, Active, Focused, Explicit)Clear scope and sequenceTaught with fidelityAlign with CASEL core competencies18-20 lessons, minimumOwned by allEvidence-basedEvaluative toolsTeacher PD / Ease of useMultiple modalitiesStructured lesson plansParent / Family ComponentDevelopmentally appropriateCultural sensitivityConnected to climate and cultureCost to support and ongoing training

MSD SEL Evaluation Timeline and Process

Create District/school

Committee focused on SOC

Raise awareness and listening

Align with District vision and improvement

models

Buy in through professional

development and presentations to all

stakeholders

Needs assessment/gap analysis

Collect data

Listening and research (Bureau of Student Wellness)

Integrate with RTI – tiered models

Possible NextSteps

Meet with Superintendent’sOffice

Questions?

Thank you for your time and attention.