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CALIFORNIA PBIS COALITION
Welcome! You have joined us for:
CALIFORNIA PBIS COALITION
We will begin at 2:00pm PDT
The materials for this webinar can be found
at: https://tinyurl.com/april-webinars
Building an Effective System Mental Health Supports
CALIFORNIA PBIS COALITION
California PBIS Coalition
A collaborative organization using evidence-based, culturally relevant practices
to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered
system following the National PBIS Blueprints for professional development,
implementation, and evaluation.
Est
2011
The materials for this webinar can be found
at: https://tinyurl.com/april-webinars
CALIFORNIA PBIS COALITION
Michael Lombardo
Placer County Office of Education
Executive Director, Prevention Supports and Services
Co-Coordinator California PBIS Coalition
& Zoominar Marathon Training….
CALIFORNIA PBIS COALITION
CALIFORNIA PBIS COALITION
This session is being recorded
To continue to provide resources with our
communities at large, this webinar will be
recorded and available at www.pbisca.org
CALIFORNIA PBIS COALITION
Objectives / Considerations
● Childen, youth and families have complex needs ● Increasing with COVID 19 Pandemic
● Now more than ever we need systems and strategies
to support learning
● We must create informed supportive learning
environments for Distrance Learning and return to
school
● No matter what your role in education,
what you do matters to each student
Building an Effective System Mental Health Supports
CA PBIS WebinarApril 16, 2020
Michael Lombardo
Placer County Office of Education
Executive Director, Prevention Supports and Services
https://tinyurl.com/april-webinars
Acknowledgements
● CA PBIS Coalition
● National PBIS Technical Assistance Center
● U.S. Department of Education
● California PBIS Coalition
● All of You!
Depression
Children, Youth and Families Complex Needs
● National Institute on Mental Health
Children, Youth and Families Complex Needs
National Institute on Mental Health
What you might notice:
● Sad or Down
● Confused thinking or reduced ability to
concentrate
● Excessive fears or worries, or extreme
feelings of guilt
● Extreme mood changes of highs and lows
● Withdrawal from friends and activities
Mayo Clinic 2020
What you might notice:
● Significant exhaustion, low energy or
problems sleeping
● Inability to cope with daily problems or
stress
● Trouble understanding and relating to
situations and to people
● Major changes in eating habits
● Excessive anger, hostility or violence Mayo Clinic 2020
What have you noticed since schools have closed?● Place your answer in the chat box.
Adverse Childhood Experience (ACEs)• Centers for Disease Control & Prevention wtih
Kaiser Hospital • Dr. Felitti, Kaiser Hospital • Dr. Anda, Center for Disease Control
• 17,000 Patients participated between 1995 & 1997
• Measured 10 childhood traumas
http://acestudy.org
10 Adverse Childhood Experiences
Dramatic increased during the first four weeks of Pandemic
Ace
Category
Women Men Total
Neglect
Emotional 16.7 12.4 14.8
Physical 9.2 10.7 9.9
Ace
Category
Women
9,367
Men
7,970
Total
17,337
Abuse
Emotional 13.1 7.6 10.6
Physical 27.0 29.9 28.3
Sexual 24.7 16.0 20.7
Adverse Childhood Experience
Ace Category Women
9,367
Men
7,970
Total
17,337
Household Dysfunction
Mother treated
violently
13.7 11.5 12.7
Household
Substance
Abuse
29.5 23.8 26.9
Parental
Separation/
Divorce
24.5 21.8 23.3
Family
Incarceration
5.2 4.1 4.7
Mental Illness 23.3 14.8 19.4
Adverse Childhood Experience
ACEs Are Common!
Number of
Adverse
Childhood
Experiences
Women Men Total
0 34.5 38 36.1
1 24.5 27.9 26.0
2 15.5 16.4 15.9
3 10.3 8.6 9.5
4 or more 15.2 9.2 12.5
Health Effects of High ACE Scores
Now Add Impact of COVID 19
Adverse Experiences in CaliforniaUrban and Rural
Reported by
Parent Reported
2 or more:
Kids Data.Org
• Social Isolation
• Lack of Resources
• Lack of Access to Health
Care
Child Maltreatment
CWS/CMS
Cal Berkeley
115,0084,763
2,858 205
Children and Youth Impacted by Trauma - Symptoms
National Child Traumatic Stress Network
● Physical: ○ Headaches, backaches, stomach aches
○ Constipation or diarrhea
○ Always sick
● Fear, depression, anxiety
● Sleepy or overreactive
● Easily startled by noises or unexpected touch
● Outbursts of anger or rage, emotional swings
● Tendency to isolate
● Difficulty trusting and/or feelings of betrayal
● Diminished interest in everyday activities
What have you noticed while school has been out?
● Please type your answer in the chat box.
After COVID 19 - Returning to SchoolThree Strategies
Systems Increase Protective Factors
Increasing Protective Factors by Systems
Hand washing compliance
drops 8.7% in 12 hour shift Increase Systems for
Protective Factors
Three Strategies to Increase Protective Factors & Support Students1. Create an environment that is Predictable, Consistent,
Safe, Positive and Equitable - Using Positive Behavior
Intervention and Supports (PBIS/MTSS for Student
Wellness)
2. Explicitly teach, acknowledge and reteach Social
Expectations
3. Engage, recognize distress, and respond appropriately
…to make schools more effective and equitablelearning environments for ALL students.
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma Responsive
Create an Environment for our Children
UCLA & Duke University
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma
Responsive
Maintain usual routines. A return to “normalcy” will communicate
the message that the child is safe and life will go on. UCLA & Duke University
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma
Responsive
UCLA & Duke University Set clear, firm limits for inappropriate behavior and develop
logical—rather than punitive—consequences.
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma
Responsive
UCLA & Duke University Prepare children if you will be doing something out
of the ordinary
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma
Responsive
UCLA & Duke University The school supports all children to feel safe
physically, socially, emotionally, and academically
Purpose of PBIS
Predictable
Consistent
Positive
Safe
Equitable
Trauma
Responsive
UCLA & Duke University
The school addresses students needs in holistic ways, taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being
PBIS
School
Principal
School Team
Evidence Based
InterventionImplementation
Data
Coaching PBIS
Framework
Don Kincaid, University of South Florida
for enhancing the adoption and implementation of
A continuum of evidence-based interventions to achieve
For ALL Students
Framework
Important academic
behavioral and social -
emotional outcomes
PBIS helps tooperationalize systems for improving how schools work with children.
Positive Behavior Interventions and Supports
Universal PreventionAll Students
• Core Instruction
• Preventive
• Proactive
• 3 to 5 Common Rules
& Expectations
• Common Referral
System
• Acknowledgment
Based Behavior
System
Targeted InterventionGroups with similar needs• Check In Check
Out• Strong Kids
Intensive Intervention • Wraparound or RENEW• PTR• Practical Behavior
PBIS – (Typical Behavior Continuum)
80%
7-15%
1-5%
Tier III: Individual / Function Based to address diagnosis (mental health need)
Tier II: Small Group / Less Intensive Preventing greater interventions
Tier I: Universal Interventions – All StudentsPreventive -
Multi-tier System of Support for Student
Wellness
Tier III: Functional Family TherapyWraparoundParent Child Interactive TherapyIncredible YearsTrauma Focus Cognitive Behavior -Interactive Therapy
Tier II: Active ParentingTeaching Pro-Social SkillsWhite Bison – Substance TreatmentAdolescents Coping with Depression
Tier I: Universal Interventions – All Students Positive Action Promoting Alternative Thinking Strategies (PATHS)
Multi-tier System of Support for Student
Wellness
Tier III Indicated / Individual: • Applied Suicide Intervention
Skills Training• Coping and Support Training
Tier II: Targeted / Selected: • Mental Health First Aid• Signs of Suicide
Tier I: Universal Interventions – All Students:• Safe Talk • NAMI on Campus• Kognito• QPR Gate Keeper Training
Should be
locally
developed and
coordinated.
Multi-tier System of Support for Student
Wellness (Suicide Prevention)
➢ What Works Clearinghouse https://ies.ed.gov/ncee/wwc/➢ California Evidence-Based Clearinghouse for Child Welfare➢ CEBC: www.cebc4cw.org➢ Office of Juvenile Justice and Delinquency Prevention➢ (OJJDP): www.ojjdp.gov/MPG➢ National Registry of Evidence Based Programs (NREPP):
https://www.samhsa.gov/ebp-resource-center➢ Colorado Blueprints:
https://www.blueprintsprograms.org/program-search/
Potential Resources for Interventions
Selecting and Monitoring Programs
Selection of Evidence Based Practices:1. Identify need and data source for determining Tier EBPs Practice 2. Use care in selecting practice model 3. Track Initiatives and how they link to district LCAP and to Each Other
Click on Picture to Link to Tool
Take Care in Selection – Hexagon Tool
• Capacity to Implement as intended and to sustain and improve implementation over time.
• Needs of students; how well the program or practice might meet identified needs.
• Fit with current initiatives, priorities, structures and supports, and parent/community values.
• Evidence Strength of evidence—for whom in what conditions.• Usability: Well-defined program with mature sites to observe and
several replications.• Supports: Expert Assistance, staffing, training, coaching &
supervision. Racial equity impact assessment, data systems technology supports (IT) administration & system
Imp
lem
en
tatio
n In
dic
ato
rs
Pro
gra
m In
dic
ato
rs
Sele
ction a
nd
Mo
nitoring
Selecting a
Practice or
Intervention
https://implementation.fpg.unc.edu
Note about the law…● AB 2246 Requires Board Policy for Suicide Prevention grades 7-12 must include
high risk groups
● AB 1767 Board Policy for grades K – 6 for suicide prevention (Beginning 20/21)
● SB 972 Requires schools 7 to 12 that issue pupil identification must have suicide
prevention hotline number
● SB 316 Identification cards: domestic violence hotline telephone number
● AB 2022 School shall notify about Mental Health Supports…
● W&I Code 5850 – 5886 Mental Health Student Services Act: funding for
integrated mental health – Competitive Grant
● AB 2083 Foster youth: trauma-informed system of care developing a
coordinated integrated system of care and MOU to guide collaboration
What Does it Mean to Integrate?
Change in routines and procedures?(e.g. who needs to be available to participate in team meetings?)
Change in how interventions are selected and monitored?(e.g. team review of data/research vs. individual clinician choice?)
Change in language we use?(e.g. identifying specific interventions vs. generic terms such as “counseling” or “supports”?)
Changes in roles/functions of staff?(e.g. clinicians coordinating/overseeing some interventions that non-clinicians deliver?)
“Advancing Education Effectiveness: Interconnecting School Mental
Health and School-wide Positive Behavior Support”
Barrett, Weist, and Eber
Integrated
Continuum
Academic
Continuum
Behavior
/Social
Emotional
Continuum
Integrated System of Support
Mental Health & Wellness
Supporting Student Wellness
Supporting
Decision
Making
Supporting
Staff
Response
and
Prevention
Social Worker
Mental Health
Admin
School Psychologist
Academic Staff
Integrated School Team
Family
Behavior Staff
Community Based
Agency
Social Worker
Mental Health
Admin
School Psychologist
Academic Staff
Integrated School Team
Family
Behavior Staff
Community Based
Agency
➢Meets Regularly
➢ Databased Decision Making
➢ Referral/ Nomination Process
➢ Facilitated Team Structure
➢ Respect for Members
➢Multi-tiered System of Supports
➢ Defined Structured Social
Expectations
Features of Collaboration
Process for decision making
● Team Initiated Problem Solving
● Evidence based strategy for decision making a
Click Here for More Information Regarding TIPS
Teaching Social Expectations Across Grade Levels
Teaching MatrixExplicit Teaching Social Expectations
All Settings Halls Playground SnackTime Classroom
Respectful
Give your
best effort Walk Have a plan Sit in one spot
Safe
Be kind
Hands/feet
to self
Help/share
with others
Use
normal
voice
volume
Walk to
right
Share
equipment.
Include othersListen/watch.
Use
appropriate
voice
Responsible
Recycle
Clean up
after self
Pick up
litter
Use equipment
properly
Pick up
Treat chairs
carefully
Exp
ecta
tio
ns
Have a plan and
choose quiet or social
break area
Invite friends to join
me
Invite those sitting
alone to join in
Use my breathing
technique
Listen to my signals
Susan Barrett – National TA Center
Welcoming Children - Greeting at the Door
Click Here for Study
Positive Greetings at the Door
● Behavior is a concern for all school staff
○ Attention Seeking and Avoidance
● Research shows greeting at the door:
○ Decrease behavior
○ Improve transitions
○ Increase academic performance
Positive Greetings at the Door
Process - Simple and specific….STEP 1: Stand at or around the door
STEP 2: Positively interact with students as they come into the
class (Be Specific) “I see you were______ when you____...”
STEP 3: Provide pre-corrective statements to individual student
or entire class “Michael, thank you for being ______ as
you____”…..
STEP 4: Remind the students to look at the activity schedule and
of the time when activities will occur
Practice Behavior Specific Greeting
● Step One: Stand at or around the door
● Step Two: Positively interact with students as the come into the class
Practice:
● With a partner
● Initiate at-least 3 positive interactions
● Use Behavior Specific Praise
Practice Pre-Corrective Praise
● Step Three: Provide pre-corrective statements
○ Individual or Group○ Not intended to rehash or remind students of “problem behavior” ○ Intended to redirect behavior to positive social expectations
Practice:
● With a partner
● Initiate 2-3 Pre-corrective greetings
Sample: “Michael, thank you for being safe as you take your
seat by keeping hands and feet to yourself”
Summary● Social emotional needs are more common than we
may have previously thought
● Educators can make a difference and Structured
Systems will function to support all children
● No matter what our role we can take advantage of key
strategies to increase our support of all students
CA PBIS Webinar Series
Building an Effective System of Support for Students with
Multiple Mental Health and Behavioral Needs
Michael Lombardo
Placer County Office of Education
California PBIS Coalition
CALIFORNIA PBIS COALITION
Thoughts?
Please share your thoughts on our evaluation:
https://tinyurl.com/CPCwebinarEVAL
63
Please Fill
Out Survey
CALIFORNIA PBIS COALITION
In Closing: CA PBIS Recognition System Update
• Due to the COVID-19 Pandemic, the traditional CA PBIS Coalition Recognition System has been replaced with the California PBIS Community Cares Recognition System for 2020
• To participate, schools need only to provide a story or artifact (e.g., video, picture, document) that demonstrates their commitment to supporting their community, families, and/or students during the COVID-19 pandemic.
• Visit California PBIS Community Cares to learn more and participate
CALIFORNIA PBIS COALITION
In Closing: Present at the CA PBIS Conference
Submit Proposal Here
CALIFORNIA PBIS COALITION
Upcoming Webinars
https://tinyurl.com/april-webinars
66
CALIFORNIA PBIS COALITION
California PBIS CoalitionFor more information and your closest technical assistance
visit
www.pbisca.org
Hold the date: California PBIS Conference in Sacramento
September 21st - 23rd
A Special Thanks to Stephanie Tague at Santa Clara County Office of Education for the vision to launch this
series of webinars
Est
2011