Tools for School-Based Diversion Success May 19, 2016
Tools for School-Based Diversion Success May 19, 2016 Please take this time to answer the polling questions that appear in the bottom corner of your web browser This webinars slides & handouts are available for download from the File Transfer tab that opened when you joined the webinar. Housekeeping A recording of this webinar will be posted to http://www.ncmhjj.com/jjtpa/resources/archived-webinars/ and to https://schooljusticepartnership.org/
A question & answer session will be held at the end of the webinar. You may use the chat function (please select chat with all Q&A panelists) to submit questions. If you have logistical challenges or questions during this webinar, please notify us by using the chat function (select chat with all panelists). School-Justice Partnership National Resource Center Supported by the Office of Juvenile Justice and Delinquency Prevention Led by the National Council of Juvenile and Family Court
Judges, with four core partners: National Center for Mental Health and Juvenile Justice (NCMHJJ) International Association of Chiefs of Police National Association of State Boards of Education The National Child Traumatic Stress Network Webinar Series: Developing Effective School-Based Diversion Programs that Identify and Address Behavioral Health #1: Overview of
Models Connecticut's School-Based Diversion Initiative Responder Program in Summit County, Ohio #2: Building your Team Strategies to engage law
enforcement, schools, families, and providers #3: Serving Youth Screening processes for connection to services the role of trauma #4: Tools
to Build your Diversion selecting a school needs assessment professional development using data MOAs graduated response grid getting started sample flowchart family engagement
Recordings at http://www.ncmhjj.com/jjtpa/resources/archivedwebinars/ Concrete Tools for Success - selecting a school needs assessment professional development using data MOAs graduated response grid steps to get started sample flowchart family engagement tools Dr. Jeana
Bracey Director of School and Community Initiatives, Child Health and Development Institute of Connecticut Coordinator, Connecticut School-Based Diversion Initiative (SBDI) Project Director, Connecticut Network of Care Transformation (CONNECT) Implementing the SBDI Toolkit: A Practical Guide to Reduce School-Based Arrests Jeana R. Bracey, PhD Child Health and Development Institute of Connecticut
May 19, 2016 Overview Introduction to the School-Based Diversion Initiative (SBDI) SBDI Toolkit Needs Assessment Professional Development Expanded School Mental Health Framework Referral and Service Coordination Discipline Policy Consultation
8 Data Informed Decision-Making Core Components of Arrest Diversion Model Immediate Action Steps Website, Video, Additional Resources Introduction The Connecticut School-Based Diversion Initiative (SBDI) is a school-level initiative that promotes positive outcomes for youth at risk of arrest due to emotional or behavioral health challenges through:
9 Arrest reduction efforts Linkage to community-based services and supports Staff professional development Discipline policy consultation Goals of the School-Based Diversion Initiative Reduce the number of discretionary arrests in school; reduce expulsions and out-of school suspensions Build knowledge and skills among teachers, school staff, and school resource officers to recognize and manage behavioral health crises in the school, and access needed community resources Link youth who are at-risk of arrest to appropriate school and community-based
services and supports 10 Overview of SBDI Model Tier III : Intensive SBDI Focus on Staff Development, Building Community Partnerships, and School Policy Consultation Multi-method Needs Assessment Consultation with school leadership and support staff
School/ Community Coalition Building (Workgroup sessions w/ EMPS, DCF, Care Coordination, J J , LIST; MOA development, Learning Community) Full StaffProfessional Development Series (Topics: Classroom Behavior Management, Adolescent Development, School Climate, Family Engagement) School Disciplinary Policy Consultation (Graduated Response Model development; Restorative J ustice) Data collection, analysis, evaluation Tier II : Targeted SBDI Emphasis on Intensive School Policy Consultation and Maintaining Effective Community Collaborations
Multi-method Needs Assessment Consultation with school leadership and support staff School/ Community Coalition Building (Workgroup sessions w/ EMPS, DCF, Care Coordination, J J , LIST; MOA development, Learning Community) School Disciplinary Policy Consultation (Graduated Response Model development, Restorative J ustice) Data collection, analysis, evaluation Tier I: Universal SBDI
SBDI Toolkit 11 Access to print or electronic toolkit for implementing basic principles and activities of SBDI, download at www.chdi.org Connection to available resources including EMPS and local community collaboratives Implementation support provided through community outreach and Learning Community SBDI Toolkit Available for free download
http://www.chdi.org/SBDIToolkit We recognized a need to reach more schools, more quickly Toolkit was designed for a school to self-implement some of the core principles and activities of SBDI 12 SBDI Toolkits Contents 13 Self-assessment guide and best practice information
Immediate action steps Support for Data informed Decision-Making, Referral and Service Coordination Appendices: Sample MOA; Graduated Response Framework; Core Training Modules; Workgroup Activities; SBDI Application Form; List of Resources Getting Started School selection Interest Needs Capacity Needs assessment survey
Three core components: 1) Linkage to Network of Community-Based Resources 2) Customized Professional Development in MH and JJ 3) School Disciplinary Policy Consultation 14 Needs Assessment 15 A brief Survey only takes 5 minutes to complete.
Goal is to determine how your school identifies youth with juvenile justice and behavioral needs and refers them for services. Responses to the survey are reported only in aggregate data and supplemented with focus group/interview data Needs Assessment 16 Professional Development Goal: Enhance knowledge, attitudes, and skills among school staff to support arrest diversion principles and practices Training and Workgroup Modules include: Crisis De-escalation and Effective Classroom Behavior Management
Understanding Adolescent Development and Recognizing Child Trauma Effective Collaborations with EMPS and Care Coordination Multicultural Competence in the Schools and DMC Understanding and Partnering with the Juvenile Justice System and Local Law Enforcement Engaging Parents of Youth with Mental Health Needs Promoting School Climate and Connectedness Incorporating Restorative Practices 17 Expanded School Mental Health Framework Strategies for supported school-level interventions Expanded School Mental Health Framework; IMPACT report www.chdi.org
Building Capacity: o Referral Service Coordination o Discipline policy revisions and Graduated Response consultation o Training and professional development 18 Referral and Service Coordination Goal: Reduce burden placed on schools to address mental health concerns Community coalition-building Emergency Mobile Psychiatric Services (EMPS) Care Coordination Family members and students
Local police departments/SROs Juvenile Probation officers Youth Service Bureaus Juvenile Review Boards Community Collaboratives (SOC) Local Interagency Service Teams (LISTs) Disproportionate Minority Contact Committee 19 Emergency Mobile Psychiatric Services (EMPS) Component of CTs behavioral health system Funded and managed by DCF Available FREE to all CT children Access: Dial 2-1-1 Phone support 24/7, 365 Mobile hours M-F 6am-10pm;
Weekends/holidays 1pm-10pm Rapid response to behavioral crises 90%+ mobility rate On site in 45 min. or less Crisis stabilization, assessment, brief treatment, linkage to ongoing care 20 School-EMPS Provider MOA 21 Discipline Policy Consultation Goal: Examine and revise disciplinary policies and practices where needed to support diversion efforts Convene a workgroup, ideally building off an existing in-school team to develop a Graduated Response Model
Include restorative justice practices in disciplinary approach and in linkages to community-based organizations 22 School-Police MOA A school-police Memorandum of Agreement(MOA) addresses behavioral incidents through strategies that encourage and support diversion from the juvenile justice system without compromising school safety. 23 School-Police MOA Adapted from CT JJAC: http://www.ctjja.org/forum/toolkit/moa-jjac.pdf 24
Graduated Response Model SAMPLE 25 Behavior Strategies Level 1 Classroom Intervention Excessive talking; Change seat; School policy violation Parent
conference Level 2 School Administration Intervention Disruptive behavior; Mediation; Verbal student conflict Restorative Conference Level 3 Assessment and Service Provision
Inappropriate behavior; Insubordination Level 4 Law Enforcement Weapons violation; Intervention Drug possession Crisis response team; Community supports Diversion; Juvenile Review
Board Sample Diversion Algorithm Behavioral Incident Assess immediate threat of harm to self or others Yes No Law Enforcement Call ambulance Crisis Response Team Call
Police Stabilize Situation CRT Stabilize Situation Refer for MH/SA Screening Yes No - Behavioral Health
Ge - Graduated Response - Restorative Practice Treatment referral - Graduated Response - Restorative Practices Track data and outcomes 26 Data Informed Decision-Making School and community-level baseline and outcome indicators
Rates of arrest Disciplinary referrals and outcomes Student characteristics Community-based service referrals Data tracking helps identify patterns, highlight improvements, address challenges, and plan for sustainability 27 28 Core Components of an Arrest Diversion Model
29 School-Community-Family Workgroup Professional Development School Discipline Policy Consultation Crisis Response Team (school or community-based) Behavioral Health Screening Access to Behavioral Health Services (school and
community-based) Restorative Practices Data Collection and Evaluation Immediate Action Steps 1. Monitor your data 2. Meet with your crisis response provider (EMPS, school crisis intervention team ) 3. Connect with your local systems of care (e.g., Community Collaborative, Local Interagency Services Team) 4. Develop a School-Police Memorandum of Agreement 30 SBDI Website www.ctsbdi.org 31
Contact Us Jeana R. Bracey, Ph.D. Director of School and Community Initiatives [email protected] www.ctsbdi.org www.chdi.org Judge Linda Tucci Teodosio Judge of the Summit County Juvenile Court of Common Pleas, Juvenile Division since 2002 Former President of the Akron Bar Association, the Akron Bar Foundation, and the University of Akron School of Law Alumni Association Named a Champion for Change by the MacArthur Foundation, recipient of the St. Thomas More Award
The Summit County Juvenile Court Responder Program Supported by the NCMHJJ though a grant from the MacArthur Foundation Funded by the Summit County Department of Job and Family Services and RECLAIM Ohio Background Schools represent one of the primary sources of juvenile justice referrals. Many youth referred to juvenile court from the schools have untreated or undiagnosed mental health issues
Youth with mental health issues, especially disruptive behavior disorders, demonstrate significant behavioral problems at school Background Schools, citing zero tolerance policies, often suspend or expel these students due to their disruptive behavior, bullying, fighting, or poor attendance. Research has shown that suspensions and expulsions can have both short and long-term significant and negative consequences for students:
Negative educational outcomes Less likely to graduate Increased delinquency Responder Program Description Created in 2009
Summit County Juvenile Court (SCJC) National Center for Mental Health and Juvenile Justice at Policy Research Associates, Inc. MacArthur Foundation Purpose: provide schools with options when dealing with disruptive or unwanted behavior in the classroom from students who may have mental health concerns. In lieu of referring to law enforcement or the juvenile court, schools can make a referral to the Responder Program. Program Goals
The goals of the Responder Program are to: Promote early intervention Facilitate early recognition Improve school attendance and performance Involve families as a meaningful and valued part of the team Empower schools with confidence about the referral process Direct children away from the juvenile justice system and toward appropriate mental health or other appropriate support services Getting Started:
Identify problem Identify stakeholders Host open discussion with stakeholders Identify program goals Identify necessary resources Identify resources that each stakeholder can provide to the program Working With Schools
Identify schools By By By By grade level district
alternative schools application Time frame Training Responder Model Flowchart Training A yearly training is provided by Family Resource Center Staff and other Court personnel for teachers and school staff to be sure that they are aware of:
The staff that the school will be working with The program and its objectives The referral process Signs and symptoms of mental illness Family and parent involvement Opportunity for school personnel to make suggestions that will allow the program to work for them Family Engagement
Family engagement is key to success A video is provided to assist the family in understanding the program and objectives that is available prior to the first meeting with the Responder Family Engagement Family Engagement The Responder meets with the family frequently and keeps them up
to date with the childs progress The Responder monitors the familys satisfaction with services and assists with any changes that may be needed Parent advocates are available Results Successful Completion Determinations of successful participation in the Responder Program were made by the SCJC staff. Youth were judged to be successful if there were improvements in the identified problem areas and if they received referrals to/accessed appropriate community-based programs/agencies.
83.3% of youth were judged to have been successful Responder Program participants Conclusions Preliminary findings from evaluation by Case Western Reserve University have shown the Responder Program to be an effective school-based intervention for youth While most youth were referred to the Responder Program for behavior or truancy issues, nearly 90% were subsequently referred into mental health programming as a result of their screening and assessment.
Twelve months after referral into the program, the majority of youth had no new charges or adjudications. Resources:
Video describing the Summit County School Responder Program: https://juvenilecourt.summitoh.net/index.php/information/publi cations/videos Responder Brochure for Families: https://juvenilecourt.summitoh.net/images/stories/pdfs/Brochur es/responder_brochure.pdf The Summit County School Responder Program Implementation Manual http://www.modelsforchange.net/publications/450 National Center for Mental Health and Juvenile Justice: www.ncmhjj.com MacArthur Models for Change: www.modelsforchange.net Resources School-Justice Partnership National Resource Center https://schooljusticepartnership.org/
Mental Health and Juvenile Justice Collaborative for Change http:// cfc.ncmhjj.com/resources/diversion-strategies/the-school-based-diversio n-model/ Contact Us Questions ?????? National Center for Mental Health and Juvenile Justice Policy Research Associates, Inc. 345 Delaware Avenue Delmar, New York 12054 P: 866-962-6455 | E: [email protected] Jacqui Greene: [email protected]
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