nh communities for children: safe schools and healthy students state planning grant
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NH Department o f Educat ion(NHDOE) ,Bureau o f Spec ia l Educat ion
Presentat ion by McKenz ie Harr ington-Bacote
January 30 , 2014
NH Communities for Children:Safe Schools and Healthy
Students State Planning Grant1
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Safe Schools & Healthy Students State Planning Grant
During the summer of 2013 the U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration (SAMHSA) released the Safe Schools and Healthy Students State Planning Grant Request for Applications (RFA)
The NH Department of Education (NHDOE), in conjunction with the NH Department of Health and Human Services’ Bureau of Behavioral Health (BBH), the Laconia, Concord, and Rochester School Districts, submitted an application for this RFA titled NH Communities for Children.
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SAMHSA RFA Background
Since 1999, the US Department of Health and Human Services, Education, and Justice have collaborated on the SS/HS Initiative. This grant program provided funding to local education agencies (LEAs) that worked in partnership with local law enforcement and juvenile justice, social service and mental health agencies, and other community organizations to plan and implement comprehensive and coordinated programs, policies, and services delivery systems that promoted the mental health of students, enhanced academic achievement, prevented violence and substance use, and created safe and respectful school climates.
This is the first funding opportunity for SS/HS in four years and was prompted by the shootings that occurred in Sandyhook, CT.
SAMHSA’s Intent SAMHA’s Expectation
SAMHSA’s explanation of RFA
The purpose of the SS/HS State Program is to create safe and supportive schools and communities by bringing the SS/HS model to scale at the state/tribe level by building partnerships among educational, behavioral health, and criminal/justice systems.
By implementing this program, SAMHSA expects to achieve an increase in the number of children and youth who have access to behavioral health services; a decrease in the number of students who abuse substances; an increase in supports for early childhood development; improvements in school climate; and a reduction in the number of students who are exposed to violence.
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5Safe schools/healthy students grant RFA requirements
SAMHSA required two state agencies to partner together for the submission of this grant, with a lead agency and a co-lead agency overseeing the work.
SAMSHA required that each state select three (3), and no more or no less than 3, Local Education Agencies (LEAs) to partner with for the life of the grant.
The 3 LEAs had to be selected prior to grant submission and the selection had to be based on student and community populations and district-wide data linked to the SS/HS elements.
Criteria Used to Select Three (3) Local Education
Agencies
• Populat ion Demographics (Concord & Laconia have the 2 n d and 3 r d l argest re fugee populat ions in NH)
• Free and Reduced Schoo l Lunch E l ig ib i l i ty Data• Median Househo ld Income Data• Persons be low the poverty l ine Data• Gaps in Ear ly Chi ldhood Programs• Gaps in Promot ing Menta l , Emot ional & Behaviora l
Heal th• Gaps in Connect ing Fami ly, Schoo ls & Communi t i es• PBIS read iness in LEA schoo ls• Youth Risk Behav ior Survey Resul ts• Schoo l Suspens ion Data• Bul ly ing and Harassment Data
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Application Process DetailsAll US States and Tribal Nations were eligible to apply
SAMHSA received thirty-three (33) applications across the country, including NH’s grant proposal
SAMHSA awarded seven (7) states a Safe Schools & Healthy Students State Planning Grant
SAMHSA awarded $56.9 million to seven (7) states over four years in FY 13 to support safe schools and healthy students
SS/HS Grant Awardees1. New Hampshire2. Connecticut3. Nevada4. Ohio5. Pennsylvania6. Michigan7. Wisconsin
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NH’s Safe schools/healthy students grant award
New Hampshire’s Department of Education (NHDOE) was awarded a four-year grant, beginning on October 1, 2013 for a total amount of $8.6 million over the life of the grant.
Annually: 25% of the funding will be distributed to each of the
three (3) LEAs = 75% total 10% will fund the required outside evaluator for the
project15% of the funding will go to the NHDOE and NH
DHHS’ Bureau of Behavioral Health
Integrates 3 components:
SAMHSA’s SS/HS Framework9
1. The Five SS/HS Elements which comprise the core content areas to be addressed
2. Strategic Approaches which are the roadmap that ensures success in planning and implementation
3. Guiding Principals which are the values that connect the content and program areas of the SS/HS Framework with best practices for planning and implementation
Safe Schools/Healthy Students Five Elements
Addressing each of the fol lowing elements in the grant was a requirement:1. Promoting Early Social and Emotional Learning
and Development2. Promoting Mental , Emotional , and Behavioral
Health3. Connecting Famil ies , Schools, and Communities4. Preventing Behavioral Health Problems
(including Substance Use)5. Creat ing Safe and Violence Free Schools
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Element One: Promoting Early Childhood Social & Emotional Learning and Development
Element One is intended to assist children (0–5) with the development of social and emotional skills that will
lay the foundation for future healthy interpersonal relationships, association with nonviolent peers, and
improved academic achievement.
Because younger children are not yet enrolled in school, access to families and children and toddlers may be complex. For this reason, proposed activities
should include ways to overcome barriers in identifying and serving children and families in need of services.
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Element Two: Promoting Mental, Emotional, and Behavioral Health
Element Two is intended to support enhanced integration, coordination, and resource sharing of
mental, emotional, and behavioral services.
SS/HS requires a partnership between schools and public mental health entities so that students and
families can benefit from increased access to school-based universal prevention and early
intervention services as well as the delivery of more intensive community-based mental health services.
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Element Three: Connecting Families, Schools, and Communities
Element Three is intended to link families, schools, and communities together to increase and improve
the quality of their engagement in planning and implementing programs and activities that assist
students.
Integrated programs and services that link schools, families, and their communities improve school
climate, provide family services and support, increase parents' skills, and connect families and students with others in the school and in the community.
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Element Four: Preventing Behavioral Health Problems, including substance use
Element Four is intended to address the prevention and reduction of risk factors associated with behavioral health problems, including
substance use, in coordination with broader environmental strategies that address change not only at the individual, classroom,
and school levels, but also at the family and community levels.
SS/HS programs are expected to draw from the existing body of research on effective practices and strategies for reducing risk factors associated with behavioral health problems which can
prevent substance use, and other risky behaviors, among children and youth. Such practices and strategies may include a combination of proven school-wide approaches that focus on universal prevention
and target the whole school; selective interventions targeted at children and youth who show signs of potential drug involvement; or
indicated interventions for youth already engaging in drug use.
15Element Five: Creating Safe and Violence Free Schools
Element Five is intended to identify and address issues, conditions, behaviors, and structures that contribute to unsafe school
environments and violence in schools.
The level of disruptive and aggressive behaviors of students and how schools respond
to such behaviors is directly related to the potential for violence in a school.
NH Communities for Children
GRANT PROPOSAL IS COMPRISED OF SIX OVERARCHING GOALS THAT EACH
ADDRESS ONE OR MORE OF THE SS /HS ELEMENTS
EACH GOAL CONTAINS MULTIPLE OBJECTIVES THAT OUTLINE MAJOR
ACTIVITIES TO TAKE PLACE THAT WILL MEET THE OVERALL GRANT GOAL
STATE LEVEL MANAGEMENT TEAM AND LEA LEVEL CORE MANAGEMENT TEAMS
DEVELOPED
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Goal #1
Create and sustain safe and supportive schools and communities and improve the social, emotional, and behavioral health outcomes for all children and youth by developing and sustaining a formal state-level collaborative cross-agency structure for identifying needs, implementing evidence-based practices, sharing and targeting data and resources, changing policy, and implementing cross-discipline professional development (Elements 1, 2, 3, 4 & 5).
Build an effective State Level Team and Core Management Teams in each LEA
Goal #1: Highlighted Major Activities18
Disaggregate statewide education and behavioral health data
Use National Standards for Culturally & Linguistically Appropriate Services
Identify & Target Resources
Build a data collection & reporting system (evaluator)
Use Realizing the Promise of the Whole-School Approach to Children’s Mental Health: A Practical Guide for Schools (SAMHSA 2012) to guide planning and collaboration efforts
Conduct a needs assessment and environmental scan
Develop the comprehensive plan
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Goal #2
Substantially improve the social and emotional skills and preparedness for long-term educational success of young children, birth through five years, by facilitating cross-sector collaboration in each LEA among parents/caregivers and professionals serving expectant families and young children from birth through 3rd grade and their families (Element 1).
Identify one Head Start & one Child Care Program in each LEA
Goal #2: Highlighted Major Activities20
Identify all early childhood programs in each LEA
Promote participation in Watch Me Grow
Train staff in screening & assessment of young children & their families in the areas of mental health well-being and trauma symptoms
Create & implement LEA plan for cross-sector educational activities on evidence-based early mental health related interventions/practices
Hire Early Childhood Coordinator at each LEA
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Goal #3
Substantially improve the mental, emotional, and behavioral health of children and youth through early identification of needs and matching interventions to need by implementing of a continuum of positive, evidence-based behavioral health practices within a multi-tiered framework. This goal includes substantial reductions in school violence, bullying, behavior problems, suspensions, substance abuse and punitive/exclusionary discipline practices (Elements 2, 3 & 5).
Develop & Install Interconnected Systems Framework in each school in each LEA
Goal #3: Highlighted Major Activities22
Develop a LEA-level health workgroup that is responsible for assessing the behavioral health needs of the school’s population & developing formal agreements with local and regional providers
Identify each school’s current level of PBIS implementation and development of a plan for implementation or improvement
Identify existing data sources and the need for enhanced data systems (such as SWIS)
Screen all students for emotional, behavioral, and substance abuse needs.
Develop & deliver marketing, communication, & outreach campaigns that educate the community about mental health risk factors for behavioral health problems including substance use.
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Goal #3: Interconnected Systems Framework
Schools are not typically equipped to identify or address the wide range of social or emotional needs of all their students. The Interconnected Systems Framework will provide a structured process for school staffs and community behavioral health providers to work together through the school’s multi-tiered PBIS framework. At the school-wide level, community experts in early childhood, mental health, and substance abuse treatment will be part of the school’s Universal Team to develop social/emotional expectations and behavior support for all students/children in the school. This may include student groups, parent trainings, presentations, and staff training. At the secondary level, community experts and providers work with the school’s Tier 2 (Behavior Support) Team to implement screening protocols, and develop interventions for students with specific emotional or behavioral support needs (such as a social skills group or group for students with anxiety disorders). Finally, at the tertiary level, individual services are provided in collaboration with community providers and families for students with the greatest social/emotional needs including individualized behavior supports, therapies, and wraparound planning.
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Interconnected Systems Framework cont.
The ISF structure is based upon the same principles as PBIS:
Collaborative modelsData-based Decision-makingStrengths-based, positive social skills
developmentCommunity-based, focus on community
inclusionFamily, student driven
Goal #4
Substantially improve the behavioral health outcomes and reduce the need for intensive treatment, out-of-home placement, hospitalization, or incarceration of children and youth in each region through partnership with the local community mental health center and NH’s System of Care, which will provide individualized wrap-around and evidence-based interventions for the highest-need children, youth & their families/caregivers (Element 2).
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Provide wraparound and person-centered planning
Goal #4: Highlighted Major Activities26
LEA behavioral workgroup identifies children and youth who are at imminent risk of out-of-district, out-of-home placements or significant emotional or behavioral supports using education data and state Child Welfare screening process.
Develop contract (0r modify) with the mental health center & other regional behavioral health providers to address specific high-need behavioral health concerns
Establish formal relationship with regional juvenile justice office staff
Provide or coordinate intensive level evidence-based treatment services (chosen from SAMHSA website list) for the highest need children, youth and families
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Goal #5
Substantially improve the engagement of families and youth in decision-making at the policy, practice and individual levels by including and supporting family members and youth as members of the State Management Team, Core Management Teams, and individual child/family wraparound teams (Element 3).
Engage, involve, and strengthen the assets of family members, other caregivers, and youth.
Goal #5: Highlighted Major Activities28
Develop strong family involvement in decisions and implementation of state, LEA and regional work.
Provide training in cultural competence and Systems of Care for all project staff and team members.
Connect parents to school community through NH Connections programs at the NH Parent Information Center
Develop youth leadership in every school through NH YouthMove
Hold 2 school-wide events annually focused on diversity and cultural differences
Goal #6
Substantially reduce risk factors and strengthen protective factors at the individual, family and community level to reduce the prevalence of alcohol and other drug misuse among school aged children (Element 4).
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Hire Student Assistance Program (SAP) Counselors at each LEA
Goal #6: Highlighted Major Activities30
Implement Project SUCCESS in middle and high schools (addressing lack of coordination of services as risk factors) & deliver prevention curriculum to middle and high school students
Design and deliver culturally competent, incentivized parent education and outreach opportunities and materials with community-based partners that educate parents on risks of youth substance misuse and effective parent strategies
Provide school based prevention and early intervention
Develop & disseminate behavioral health & substance misuse information & messaging that challenge risk factors and strengthen protective factors through existing school and community channels
Recruit and retain youth in resiliency programming during out-of-school time (e.g. afterschool programs)
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SS/HS PHASES of the Grant
• Assessment Phase (includes
Needs Assessment, Environmental Scan and
Comprehensive Plan)Year 1
• Implement -ation Phase (Comprehensive Plan)
Year 2 • Implement-ation Phase (Comprehensive Plan)
Year 3
• Implement -ation Phase (Comprehensive Plan)
Year 4
Year 1Funding for Year 1 is restricted to essential staff for planning activities and development of comprehensive plan.
Staff to be hired during Year 1: NHDOE Project Coordinator, BBH Project Co-Coordinator, LEA Project Managers
RFP for contracted Evaluator
SAMHSA does not allow funding during Year 1 for staff and partners who will be implementing the comprehensive plan’s activities
Year 2 – 4: Implementation Phases Implementation of the State and LEA
comprehensive plan
Funding not restricted by SAMHSA and all required staff and partners will be funded
Staff to be hired: NHDOE Educational Information Dissemination Coordinator, Early Childhood Coordinator at each LEA, Student Assistant Program (SAP) Counselors at each LEA (others as based on LEA needs)
Partners to be funded at each LEA: such as but not limited to, Mental Health Centers, Family Organizations, PBIS and ISF partners, refugee and homeless partners,
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Phase I:Assessment
• Im pro v e a l i g n me nt , i n t e gr a t i on , a n d effec t i ve ne s s o f s y s te ms l e ve l eff or t s
• Id en t i f y ga ps i n ex i s t i n g s e r v i ces a nd a s s e s s i n g re s o ur ce c a p a c i t y,
• Id en t i f y r i s k a n d pro te c t i ve f a c to r s• S t re n g th en e x i s t i ng p a r t n e r s h i ps a n d i d en t i f y ne w a n d
ex pa n de d o pp o r tu n i t i e s f o r l oc a l a n d s t a te l e v e l o rg pa r t n e r s h i ps
• B u i l d s up p or t be twee n pr og ra m p a r tn e r s a nd o th e r pu b l i c a n d pr i v a t e p a r t n e r s
ACTIVITIES : COMPLETE NEEDS ASSESSMENT AND ENVIRONMENTAL SCAN TO DEVELOP COMPREHENSIVE PLAN ( INCLUDES STATE LEVEL AND EACH LEA LEVEL)
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Shared Indicators35
SS/HS Elements Indicators (The required GPRA indicators are in bold italics)
1. Promoting Early Childhood Social & Emotional Learning & Development
• Number and rate of children enrolled in early childhood education programs (Example).
2. Promoting Mental, Emotional, and Behavioral Health
• Total number of students who received school-based mental health services
• Percentage of mental health service referrals for students which resulted in mental health services being provided in the community
3. Connecting Families, Schools and Communities
• Number of school, community, and family initiatives that promote safe student academic, recreational, and social environments (Example).
4. Preventing Behavioral Health Problems (including substance use)
• Percentage of students who report consuming alcohol on one or more occasions during the past 30 days
5. Creating Safe and Violence Free Schools
• Percentage of students who reported being in a physical fight on school property during the current school year.
• Percentage of students who did not go to school on one or more days during the past 30 days because they felt unsafe at school or on their way to and from school.
Identify the Data Sources for the Shared Indicators
Quantitative data such as numbers, rates, and statistics (includes primary and secondary sources)
Qualitative data through focus groups, interviews, and observations
Data source for each shared indicator must be identified Example: a good data source tied to
indicators on adolescent substance use would be the most recent Youth Risk Behavior Surveillance System (YRBSS) survey
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SAMHSA Recommended Data Sources
NH DHHS (number of recipients of Medicaid and Food Stamp Program Participants)
County Health Rankings
County Health Calculator
Police RecordsChamber of
Commerce Data
School districtsNHDOE (district
profiles, etc.)State and national
surveys, such as Behavioral Risk Factor Survey, National Survey of Children’s Health, YRBSS, Health and Nutrition Examination Survey, etc.
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PHASE 1: Needs Assessment Process
Collaborative effort between project partners at both the state and community levels. The SMT and CMTs should take the following steps as part of the process:1. Compile data on the risk and protective factors
related to each of the five SS/HS Elements2. Define the target populations and sub-populations3. Select at least one shared indicator for each of the
five SS/HS Elements (can have as many indicators as desired)
4. Locate data sources for each of the Indicators
PHASE I: ENVIRONMENTAL SCAN
ENVIRONMENTAL SCAN SHOULD IDENTIFY SYSTEMS, PROGRAMS, AND SERVICES THAT EXISTED PRIOR TO THE SS /HS STATE PROGRAM (NOT THOSE THAT WILL BE ADDED TO THE COMPREHENSIVE PLAN) . THE ENVIRONMENTAL SCANNING PROCESS IS S IMILAR TO STATE AND COMMUNITY LEVEL NEEDS ASSESSMENT PROCESS. IT SHOULD FOCUS ON DESCRIBING THE AVAILABLE RESOURCES AT THE STATE AND WITHIN THE THREE COMMUNITIES THAT ADDRESS THE SHARED INDICATORS FOR THE SPECIF IED POPULATION.
AFTER GATHERING DATA FOR THE NEEDS ASSESSMENT, THE ENVIRONMENTAL SCAN SHOULD BE CONDUCTED TO DETERMINE TYPES OF RESOURCES THAT ARE CURRENTLY ADDRESSING THE NEED.
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Environmental Scan Activities
Document existing resources, services & systems
Describe how existing resources and services align with the enhanced National CLAS standards
Describe funding streams supporting the existing resources
Identify existing policies and proceduresIdentify technology resourcesDescribe systems change and integration
activities
Methods of Scanning Environment40
Use multiple methods to scan to get a true picture of the availability of existing resources to address needs:Direct observationQuestionnairesConsultation with persons in key positions,
and/or with specific knowledgeReview of relevant policiesInterviewsFocus Group
Pulling It All
Together:
Analyzing the Needs and Gaps
in Resources
Last step of the needs assessment and environmental scanning process is to assess gaps in services and infrastructure.Where and how services
related to the shared indicators can be created or enhanced
Assess what types of systems or infrastructure developments are needed to address the shared indicators
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Critical & Strategic Analysis Phase
Questions to be considered:What needs of children and youth are going
unmet?What available programs, supports, and
services are designed to meet these needs?Are there any major problems not being
addressed by a service, program or activity?Are the children and youth at greatest risk
receiving prevention programs, services, and supports? If not, why not?
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Critical & Strategic Analysis Phase
Questions to be considered, continued:Are there duplicative services, programs, and
supports attempting to address the same problem? If so, which are more effective and which are less so?
Are those who are implementing the separate programs coordinating their efforts in any way?
Are there documented policies and procedures for addressing behavioral health disparities?
Is there a blending of funding across these various programs and efforts?
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Critical & Strategic Analysis Phase
Other considerations include:Community-level coordination issues, including
changes in state policies and regulations that can facilitate the blending of funding
Regional and/or statewide work force development issues
Mechanisms available to share lessons learned with others in the state and across communities (example: utilize IRB process with evaluators to ensure publication of success and challenges of SS/HS model and provide model for NH SS/HS model expansion across the state)
Comprehensive Plan
NH wi l l work wi th our SAMHSA Pro ject Officer and our Resource Spec ia l i s t (AIR) to use the needs assessment and envi ronmenta l scan in format ion to complete the SS/HS Framework Gr id Too l . NH wi l l work wi th the Pro ject Officer to deve lop our Comprehens ive P lan . The comprehens ive p lan should be a d i rect response to address the h ighest pr ior i ty needs and gaps . The comprehens ive p lan a l so presents the SS/HS State Program’s v i s ion for how best pract ices in in fras t ructure re form and serv ice de l i very can most effect i ve ly meet the ident ified needs .
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Current steps being taken
prior to beginning
of Assessmen
t Phase
Grant Award to Fiscal Committee and Governor & Council: anticipated approval during February 2014
Evaluator RFP development Behavioral Health Disparities
Impact Statement developmentRevised timeline development for
Year 1Upon G&C approval, Project
Coordinator and LEA Project Managers hired
State Management Team begin meeting January 2014
Core Management Teams begin meeting January 2014
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State Project Leads
PROJECT DIRECTOR:McKenz ie Harr ington-Bacote ,NH Department o f Educat ion
McKenz ie .Harr ington-Bacote@doe .nh .gov
PROJECT CO -DIRECTOR:Miche le Har lan ,
NH DHHS, Bureau o f Behav iora l Heal thMiche le .A .Har lan@dhhs .s tate .nh .us
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