School-wide PBIS: Bridging Multiple Systems

Schoolwide PBIS:
Bridging Multiple Systems
Campbell Union School District
EMQ FamiliesFirst
Santa Clara County Office of Education
American Psychological Association Conference, Toronto, ON
August 6, 2015

Objectives
• Overview of School-Wide Positive Behavior Intervention
and Supports
• PBIS from a school district’s perspective
• PBIS from a community-based mental health organization
perspective
• PBIS from a County of Education perspective
• Lessons learned
SchoolwidePBIS:BridgingMultiple
Systems
2

SCHOOL-WIDEPOSITIVEBEHAVIOR
INTERVENTIONSANDSUPPORTS(PBIS)OVERVIEW
Objective 1:
Systems
3

Feature1:EstablishingaSocialCulture
Common
Vision/Values
Common
Language
Common
Experience
MEMBERSHIP
Systems
4

Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
Feature 2: Continuum of
Supports with Multiple Tiers
of Intensity
27
Main Ideas:
1. Invest in prevention first
2. Multiple tiers of support
intensity
3. Early/rapid access to
support
Systems
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
Multi-TieredSystemfor Student Success:
LayeringInterventions
Systems
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SYSTEMS
Culturally Knowledgeable
Staff Behavior
Culturally Relevant
Support for
Student
Behavior
OUTCOMES
Culturally Equitable Academic &
Social Competence
Culturally Valid
Decision
Making
School-wide PBIS
Systems
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Outcomes
School-wide
behavior
expectations
Class-wide
Behavior
expectations
and routines
Academic
Success
Social
Emotional
Competence
Practices
School-wide
Instruction on
Expectations
Class-wide
Instruction on
Routines
Active
Supervision
Effective
Recognition
Corrective
Consequences
Function-
based
Support
Systems
Team-based
Supportive
Leadership
Selection,
Training,
Coaching
Multi-tiered
Support
Policies and
funding
Data
Universal
Screening
Progress
Monitoring
Implementation
Fidelity
Standardized
Assessments
Systems
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ExperimentalResearchon SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive
Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention
Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive
Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School
Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral
Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in
elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive
Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized
trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and
supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list
controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal
of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior
support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.
Journal of Positive Behavioral Interventions. 14(2) 118-128.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and
Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of
Pediatric Adolescent Medicine. 2012;166(2):149-156
Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012
Systems
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Main Messages
• PBIS works.
Effective (academic, behavior)
Equitable (all students succeed)
Efficient (time, cost)
Systems
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SCHOOL-WIDE EXPECTATIONS
Component 1:
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Systems
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Systems
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Systems
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America Elementary School’s Matrix
Hall
Rules
Cafeteria
Rules
Recess
Rules
Be safe Walk facing forward.
Stay to the right
except when directed
otherwise.
Hold tray with 2
hands.
Keep all food to self
without sharing.
Use equipment
safely.
Follow game rules.
Be
prepared
Have planner signed. Have lunch money
ready.
Be dressed out & in
place on time.
Be
respectful
Keep hands, feet &
objects to self.
Use voices
appropriately.
Keep hands, feet &
objects to self.
Face forward & keep
the line moving.
Keep hands, feet &
objects to self.
Use polite language
and respectful tone
of voice.
Systems
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TEACH THE BEHAVIOR
Component 2:
Systems
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Systems
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“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)

Systems
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Systems
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SCHOOL-WIDE ACKNOWLEDGEMENT
SYSTEM
Component 3:
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Why a School-wideAcknowledgementSystem?
• Increases the likelihood that desired behaviors will be
repeated
• Focuses staff and student attention on desired behaviors
• Fosters a positive school climate
• Reduces the need for engaging in time consuming
disciplinary measures

Systems
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Types of Rewards
• Social
• Activity
• Sensory
• Escape
• Tangible
- Edibles
- Materials
- Tokens

Systems
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Reward System Guidelines
• Keep it simple
• Provide staff with opportunities to recognize students in
common areas who are not in their classes
• Include information and encouraging messages on daily
announcements
• Rewards should target 85-95% of students

REFERRAL PROCESS-
MINORS VS MAJORS
Component 4:
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SCHOOL-WIDEPBIS:THE EDUCATION
PERSPECTIVE
Shelly Viramontez, Ed.D., Campbell Union School District
Systems
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INSERT VIDEO HERE
• NOTE– SHELLY–
• Do you have more recent data for all the following data slides?
• Don’t know what you’d want to emphasize with the Bell
Award.
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TK – 8th grade
12 schools: 9 elementary, 3 middle
Total Enrollment
7,683
English Language
Learners
36%
Languages
38 Represented
Free and Reduced Lunch Percentage
45%
Hispanic
47%
White
31%
Asian
11%
Black
4%
Filipino
3%
Other
4%
Ethnicities
Systems
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History of PBIS Implementation
• Initially brought to the district by a site
principal seeking to address site
behavioral needs (vs District decision)
• Became a district-wide expectation (Re-
Boot)
• Consistent with the focus and greatest
need, initial implementation focused on
Tier 1 – Universal
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Targeted and Intensive
Supports
• Trained staff in understanding and
addressing the functions of behavior
• Trained psychologists, counselors and
teacher coaches on developing simple
Behavior Support Plans
• Determined need for additional staff and
expertise beyond school personnel
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Clarifying Roles
• Historically, schools needed to adjust to the
clinical model
• This partnership uses school predictors as
treatment drivers – SST, Tier II teams
• Student who are struggling as
demonstrated by academic and/or
behavioral challenges – (RtI2)
• Leverage Tier II team to determine referral
needs
• Identify point person for school and mental
health provider (EMQFF)
Systems
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Goals of Education
• Increased student learning outcomes
• Increased attendance
• Decreased suspensions (in and out of
school)
• Worked with staff to understand outside
trauma, family dynamics and the effect on
student learning
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PBIS System Infrastructure
• District PBIS team
• Partnerships coordinator (Asst. Supt. HR)
• Director of Special Education*
• Director of Student Services
• Site Administrators (2)
• Administrator of Instructional Coaches
• Director of Extensions – Preschool & After School
• Student Information Supervisor – Data
• Coach**
• Community Partner
*Recently added to team
**1 coach for the 10 participating schools
SchoolwidePBIS:
BridgingMultipleSystems
40

Supports/Programs
• Counselors (district and contracted)
• Intervention, Opportunity Program
(IOP)
• PBIS and Instructional Coaching
• Prevention, Early Intervention (PEI)
• Pre-School and Extensions programs –
both implement PBIS
• Parenting classes
• Extensive community partnerships
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CUSD: Student Wellness
Campbell
Union School
District
Dept.
Mental Health
EMQFF
Other
Counseling
Supports
Additional
Supports
e.g., El
Camino
Hospital
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Coordinated Process was key
• A district coordinator was hired to develop
an inventory of services available to our
students and families
• Eliminate duplication, identify gaps
• Develop a communication process
between district and community agencies
• Develop a referral system for consistency
of internal and external supports
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Partnership Development
• Each community partnership requires a
Memorandum of Understanding (MOU) between
the two agencies
• Establish consistent student identifier
• Coordinator leveraged function as the gatekeeper
and communicator between district and agencies
• District personnel and community agencies meet
quarterly to share successes, problem solve and
continue to streamline the communication and
referral process
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Is it Working?
• We are committed to monitoring data to ensure
that the efforts and resources are bringing about
desired change
• Challenges to data
• Academic: Change of standardized testing, no
comparable data for two years
• Behavioral: Law change requiring additional
interventions for disruption prior to out of
school suspension
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Assess Implementation - SET
School 2012-13 2013-14 2014-15
Blackford 87% 95% 92%
Campbell Middle 90% 85% 96%
Capri 94% 91% 92%
Castlemont 93% 95% 90%
Lynhaven 91% 95% 96%
Forest Hill 90% 91% 91%
Marshall Lane 91% 89% 97%
Monroe Middle 94% 89% 90%
Rolling Hills Middle 84% 82% 91%
Rosemary 91% 94% 91%
Sherman Oaks 85% 84% 86%
Village 64% 89% 84%
Systems
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CUSD Student Suspension Data
2014-2015
2012-2013 2013-2014 2014-2015
Elementary
Schools
Suspensions
104 85 81
Middle Schools
Suspensions
191 113 195
Total 295 198 276

Suspension Comparison
2012-2013 2013-2014 2014-2015
CUSD Student
Suspensions
192 166 162
CUSD Suspension
Rate
2.3 2.0 2.0
Santa Clara County
Suspension Rate
3.2 3.1 n/y/a
CA Statewide
Suspension Rate
5.1 4.4 n/y/a
n/y/a = not yet available

Ethnicity Suspension Data
Native
American
Asian Black/Afr.
American
Hispanic Pacific
Islander
Caucasian Unknown Multi-
Race
% of Enrolled
Students
1% 14% 4% 48% 1% 25% 3% 4%
Total Number
Enrolled
15 1098 285 3664 54 1946 261 319
Total Number
of
Suspensions
0 21 18 203 3 57 2 22
% of
Suspensions
0 8% 6% 60% 0.5% 17% 0.5% 8%
Total Number
of Students
Suspended
0 15 14 86 1 33 2 11
13% in 13-
14

A look at a few schools
BLACKFORD ODR – Physical
Aggression
2011-12 333
2012-13 321
2013-14 150
2014-15 149
Systems
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CASTLEMONT ODR – Physical
Aggression
2011-12 127
2012-13 141
2013-14 98
2014-15 79

ATTENDANCE
IMPROVEMENTS
Systems
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District Attendance
2012-13 96.74%
2013-14 96.88%
2014-15 97.02%
3 year increase 0.28%
This increase is approximately $162,000 in ADA revenue

System of Supports
Systems
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PEI School Sites
Continuum of Care
Lower Needs Higher Needs
Counselor MFTi
EMQFF
PEI
EMQFF
SLS
Community Liaison
Links students and
Families to Services
Systems
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OngoingActionto ImproveStudent Behavior
• Positive Behavior Intervention and Support (PBIS)
• Universal Prevention
• Coaching and Training
• Rapid Response for Tier 2 & 3 Supports/Interventions
• Teaming; Schoolwide (Tier 1) and Interventions (Tier 2 &3)
• Intervention Opportunity Program (IOP)
• Parent Project-Referral Process
• Safe Schools-City of San Jose-Referral Process
• Project Cornerstone-All Sites
• Department of Alcohol and Drug Services
• Too Good For Drugs 7th Grade 10 week classes-All Middle Schools
• Drugs, Alcohol and Youth Parent Workshop—All Middle Schools
• Friday Night /Club Live Program -MMS
• Counseling
• All Middle Schools
• Eight MFT Interns
• Prevention & Early Intervention (PEI) Mental Health Services
• Individual & Family Therapy
• Enhanced Support (small number of students)
• School Based Prevention – Family and Classroom workshops

School Linked Services and CUSD
SLS has allowed us to continue or
commitment to support the health and
wellness of our students and families by:
• Building on existing services
• Coordinating existing and new services
• Facilitating new partnerships
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ExistingCUSDSupports
SchoolwidePBIS:Bridging
MultipleSystems
Climate
&
Nutrition
• PBIS
• Behavior Supports & System
• Project Cornerstone
• Counselors, MFT interns
• Parenting Classes in Spanish & English
• Nutrition focus of Food Services
• Farm to Table (produce)
• Farmer’s Market
• Harvest of the Month
• Gardens at all schools
56

Partnerships for Wellness
El Camino Hospital
• Nurses
• PlayWorks
• BAWSI
• 5-2-1-0
Schoolwide PBIS: Bridging Multiple Systems
57

Program Goal:
 Promote optimal student health
 Decrease health-related barriers to learning
 Increase access to healthcare
Funded by El Camino Hospital Grant:
 2009-2010: 1.0 FTE School Nurse
 2010-2011: *2.0 FTE School Nurses
 2011-2012: *2.0 FTE School Nurses and 100 Translation
Support
 2012-2013: *2.0 FTE School Nurses and 300 Hrs. Translation
Support
 2013-2014: *2.0 FTE School Nurses and 300 Hrs. Translation
Support
El Camino Hospital Grant
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HealthCareInsuranceObjective:
60%ofuninsuredstudentswillapplyforhealthcareinsurance
 Nurse established monthly
healthcare insurance
enrollment at Blackford
Family Resource Center.
 Coordinated 2 health
insurance enrollment events
in December 2014 serving
over 60 families
 SLS Coordinator supports
these efforts by helping
families enroll into health
insurance programs and
developing partnerships
with community agencies
to hold enrollment events
Systems
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Health Screening Objectives
Health Screening:
• Vision – grades K, 3, 6
• Hearing – grades K, 2, 5, 8
• Scoliosis – grade 7 girls, grade 8 boys
• 80% of students with failed health
screenings at target schools
(Blackford, Capri, Lynhaven and
Rosemary) will see a healthcare
provider.
• 60% of students with failed health
screenings at non-target schools
will see a healthcare provider.
Grant nurses follow-up with students to ensure students have
access to a vision and dental home and receive appropriate care.
Systems
60

Screenings
provided by Santa
Clara County
Dental Society
Over 1,400
students screened
at 11 schools and
Rosemary
Preschool
Dental hygiene
education
provided at 7
schools
Dental Services Objective:
Connect 80% of students needing urgent dental to a dentist
Systems
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Portable Dentistry
• In Partnership with the Indian
Health Center for Medi-Cal eligible
students:
• 42 students served last school year
• Dentist is able to provide children with
a dental exam, x-rays, cleaning, and
sealants (when appropriate).
• Expanding from Family Learning Center
to Rosemary with the support of grant
funded Nurse.
• Nurse and SLS Coordinator provide
outreach to students identified through
dental screenings.
Systems
62

SLS Coordinator
• Funded by SCC Mental Health Dept., El
Camino Hospital, and CUSD
• Supports CUSD staff and families with
community resources
• Service Coordination of EMQFF and other
Programs
• Supports coordination of new partnerships
• Data Collection and Monitoring of Services
Systems
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Connecting Families to Food Resources
In partnership with Second Harvest Food Bank we
have provided outreach and held several clinics
district-wide to support enrollment into Cal-Fresh
(food stamps) and the Family Harvest Program.
We have:
• Provided educational presentations at ELACs
meetings district-wide
• Held enrollment clinics at several school sites and
school events
• Provided targeted outreach to students/families
receiving free or reduced lunch
• Over 50 families have been connected to a
food program this year through our
partnership with SHFB
Systems
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Blackford Family
Resource Center
• 124 preschoolers screened
at Rosemary and Capri last
year
• Students identified as
needing care are followed-
up by the Healthier Kids
Foundation to ensure they
receive care
In Partnership with The
Health Trust/First 5/
Catholic Charities
• Open Tuesday and
Thursday mornings
offers:
• Art Enrichment Class
• Community Referrals to
Services
• Monthly Medi-Cal and
Cal-Fresh Enrollment
Focus First Vision
Screenings
Systems
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Blackford Campus
Collaborative
• Provides services at all
3 of our middle schools
• Too Good for Drugs at
Groups served 190
students to date
• Drug and Alcohol
Parent Workshop
severed 30 parents to
date
• Club Live after school
Program serves 15
students on-going
• Kick-off November
2014 with the support
of Dept. of Mental
Health
• 12
representatives/service
providers from the
school and community
• Focus on family/parent
engagement
DADS Prevention
Grant
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66
DADS – Drug & Alcohol Department Services

ParentingClassesand Parent Education
· Music&and&Movement.&&
Oct.&6–Nov.&5&
· SEEDS&of&Early&Literacy.&TBD&
· Abriendo&Puertas.&Oct.&14–Oct.&30&
· Triple&P&Level&2.&TBD&
· EMQ&Strengthening&Families.&&
Sep.&25–Jan.&22&
· ESL&Classes.&Year&Long&
· Positive&Discipline&in&English.&Oct.15–Dec.&17&
· Positive&Discipline&De&Hombre&a&Hombre&&&&&&&&&&&&&&&&&&&&&
Oct.&15–Dec.&17&
· Family&Engagement&Institute&&
Oct.&1–Nov.&19&
· Positive&Discipline&in&Spanish.&Oct.&10–Dec.&12&
· Triple&P&Teen&in&English.&Oct.&13–Dec.&15&
· Triple&P&Teen&in&Spanish.&Oct.&13–Dec.&15&
· Drug&and&Alcohol&Parent&Workshop&in&Spanish.&&
Oct.&30th&at&9U10:30am&
&
· Drug&and&Alcohol&
Parent&Workshop&
English.&
Oct&28,&6:30U8pm&
&
· Art&Enrichment.&Feb.&17–Mar&19&
· Music&and&Movement.&Jan.&12–Mar&19&
· SEEDS&of&Early&Literacy.&TBD&
· Positive&Discipline&in&Spanish.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Morning&and&Evening&Classes&
Jan&.15–Mar.&18&
· Positive&Discipline&in&Spanish.&&
Jan.&14–Mar.&18&
· How&to&Eat&Healthy&on&a&Budget.&&
Jan.&13–Jan&27&
· Strengthening&Families&Teen.&&
Feb.&10–June&3&
· Art&Enrichment.&Apr.&28–May&28&
· Music&and&Movement.&Mar.&23–Apr.&22&
· SEEDS&of&Early&Literacy.&TBD.&
· Positive&Discipline&Part&2&in&Spanish.&&
Mar.&25–May.27&
&
&
FOR&MORE&INFORMATION&&
Please&contact&your&school&community&liaison,&or&contact&the&district&community&liaison.&&408U365U4200&x6226&
descorciadimas@campbellusd.org
Systems
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EMQ Prevention and Early
Intervention
Students Receiving
Services through PEI
PEI Provides our students and
families with:
• Therapy
• Parenting classes
• Case Management
• Referrals to outside
services
Students
Receiving
Services
through PEI
2012-2013 2013-2014 2014-2015 Total
Blackford 15 22 19 56
Campbell MS 36 29 12 77
Capri 17 18 12 47
Rosemary 33 46 13 92
Total 101 115 56 272
Systems
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EMQFF School Linked Service
Students Receiving
Services Through SLS
and FTS
2012-2013 2013-2014 2014-2015 Total
Blackford 18 2 8 28
Campbell Middle 9 3 15 27
Capri 9 9 8 26
Castlemont 15 4 5 24
Lynhaven 11 12 7 30
Monroe MS 16 29 6 51
Rosemary 2 7 8 17
Sherman Oaks 13 9 3 25
Total 93 75 60 228
• Medi-Cal Only
• Individual and Family Therapy
• Medication Support through Psychiatrist
• Case Management
Systems
69

PilotStudywithASR
There was a
significant
decrease in office
disciplinary
referrals for
students who
were referred to
services and
received them in
comparison to
students who
were referred to
services and did
not receive them.
1.36
1.05
1.151.27
2.15
3.35
0
1
2
3
4
Jan.-June 2012 Aug.-Dec. 2012 Jan.-June 2013
Early
Starter
s
Declin
ed/dro
pped
out
Systems
70

Education-County of Education
Partnership
• The success of our partnerships was
becoming known within the county
• We were invited to participate on a county
leadership team to support these
coordinated supports in districts throughout
the county
• PBIS was seen as the premier practice to
support multi tiered systems of support
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Education-Dept of Mental Health
Partnership
• Vision to offer services and supports to students
and families
• Allow educators to focus on educational needs
• Eliminate barriers preventing school success
• Partner with experts to provide additional services
• Become a community hub
• Provide meaningful and lasting engagement
• Most services and agencies were across town
from families
Systems
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Education-Community-Based
Organization Partnership
• PEI services at 4 schools
• SLS (medi-cal) services at 8 schools
• EMQFF works within CUSD’s Positive Behavioral
Intervention and Supports structure to implement
secondary and tertiary services.
• The schools identify children who are at-risk in various
school/life domains through “tier 2 meetings”
• SLS Coordinator developed a centralized referral process to
triage referrals and forward them to the appropriate
program
Systems
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DataCollectionandMonitoring
• Collecting Data on students accessing support
services
• EMQ and other counseling services
• Parenting Classes
• Outcome measures:
• Increased attendance, academic achievement
• Decreased discipline referrals
• Developing monitoring system to assess:
• Student outcomes
• Program effectiveness
• Family involvement
Systems
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Recognition of Success
•Hoffman Exemplary Program
Award (December 2014)
• County School Boards
•Golden Bell Award (June 2015)
• California School Boards Association
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75

SCHOOLWIDEPBIS:THE MENTALHEALTH
PERSPECTIVE
Eleanor Castillo Sumi, PhD, BCBA-D, EMQ FamiliesFirst
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76

Who We Are
• In existence for over 100 years
• Not-for-profit 501c3
• Primarily a mental health and social services agency
throughout CA
• Serve approximately 8,000 ethnically diverse children
annually
• Expertise is working with children and families with
challenging needs (Tier 3)
• Funding sources: Medi-Cal (mental health), Social
Services, Regional Center, Education, commercial
insurance, and grants
Systems
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Who We Are
Our Mission:
To do whatever it takes to help
children, strengthen families, build
community, and advocate for systems
change to ensure that our families
thrive.
Systems
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EMQFFServicesin Santa Clara County
Bay Area Region
Capital Region
Central Region
Inland Empire Region
Los Angeles Region
Systems
79

How We Do It
Corporate Office
Campbell
Central
Fresno
Bay Area
Campbell
Inland Empire
San Bernardino
Capital
Sacramento
Los Angeles
Hollygrove
Systems
80

Service Principles
Strengths- Based
Development and implementation of a plan of care that identifies, build
on, and enhances strengths of the child and family, their community, and
other team members. Throughout this process, team interactions
demonstrate appreciation for each member’s competencies
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81
Family Centered
Families/caregivers have a primary decision making role in the care of
their children as well as the policies and procedures governing care for
all children in their community, state, tribe, territory, and nation
Team Based
The child and family team (CFT) consists f individuals agreed upon by
the family and connected to them through natural, community, and
formal supports.

Service Principles
Collaborative and Integrative
Team members work together and share responsibility for developing,
implementing, monitoring, and evaluating single plan of care that
reflects a blending of team members’ perspective and that guides and
coordinates each team members’ work with the family.
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Community Based
The child and family team implements services and support strategies
that take place in the most inclusive, most responsive, most accessible,
and least restrictive settings possible, and that safely promote child and
family integration into home and community life and roles.
Individualized
The plan of care includes strategies, services, and supports that the team
develops and implements in response to the unique needs and aspirations
of the child and family.

Service Principles
Natural Supports
The team actively seeks out and welcomes natural supports, and integrates
their perspectives fully into the team process. The plan of care reflects
activities and interventions undertaken by natural supports
Systems
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Unconditional
Regardless of the child’s behavior, legal status, or service setting; the
family’s circumstances; or the services availability in the community; the
team is unconditional in working with the family toward the goals of the
plan of care.
Needs driven
Supports and services are designed to meet unmet family needs across
multiple life domains. Formal therapeutic services are viewed as tools to
meet normalized needs rather than as needs in and of themselves.

Service Principles
Flexible/Accessible
Services and supports are dynamic and have the ability to change as the
needs change for families. These services and supports are accessible to
the family given their ability to creatively adapt to change.
Systems
84
Outcome Based
The team ties the goals and strategies of the plan of care to observable or
measurable indicators of success, monitors progress in terms of the
indicators, and revises the plan accordingly, until the team reaches
agreement that a formal process is no longer required.
Culturally Competent
The service process demonstrates respect for and builds on the values,
preferences, beliefs, and racial and cultural identity of the family and its
community.

Continuum of Care
• Adoption and Foster Care
• Addiction Prevention Services
• Crisis Services (Mobile Crisis, Crisis Stabilization, Crisis
Residential)
• Outpatient
• Psychiatric Services
• School-Based Treatment
• Wraparound (Program UPLIFT®)/System of Care
• Residential Treatment
• Non-Public School
Systems
85

CBO-Mental Health System
Partnership
• School Linked Services Initiative
• Mental Health Service Act – Strategic Plan
for Prevention & Early Intervention
• Mental Health Department helps pay for
coordinators at schools
• Monthly Over site Meetings including
School Administrators, Principals, and
Mental Health providers and the Dept. of
Mental Health
• Joint decision making processes
• On going communication and collaboration
Systems
86

3-Way Contract
School
Operational
Agreements
• Agreement between DMH and CUSD
DMH & EMQFF
Contract
• Agreement between DMH and EMQFF
CUSD & EMQFF
Collaborative
MOU
• Point persons at school and EMQFF
• Referral process
• Forms
• Office space
• Communication agreements
• Follow-up
Systems
87

Referral Process
• TIER 2 meetings identify youth
• School point person obtains authorization
from parent
• Mental Health Staff on site to engage parents
and describe services
• Mental Health staff obtains authorization to
communicate with schools
• Streamlined process
• Triage MHSA funded and medical funded to
maximize service
Systems
88

Multi-TieredPsychosocialTreatment
Systems
89
Tier 2: Enhanced Parenting Support
• Triple P Level 4- Individual & Group
• Student Behavioral Support Services
• Strengthening Families Workshop
Tier 3 Tertiary: Family and Individual
Therapy
• Brief Family Therapy Model
• Trauma Focused Cognitive Behavioral
Therapy (TF-CBT)
• Triple P Level 5- Pathway
• Case Management
• Touch & Refer Services
o Strive to prevent, reduce, and
eliminate mental health illness that
may be inhibiting academic success
and family wellness.
o 2 tiers of service
• Family Based and Child Skills
Interventions
• Enhanced Parenting Support
• School Based Prevention and
intervention.
o Focus on Evidence Based
Practices

Family
Partner
Strengthening
Family Workshops
Case Management
Touch & Refer
Behavior
Specialist
Strengthening
Family Workshops
Behavioral-Based
Case Management
Triple P Level 4
Clinician
Clinical Case
Management
Brief Strategic
Family Therapy
Trauma Focused
Cognitive
Behavioral Therapy
Triple P Level 5
Clinical Program Manager
Program oversight, supervision, staff management
Program Staff Responsibility
Systems
90
Program oversight, supervision, staff management

Secondary Prevention Services
Strengthening Families Workshops
• Evidence-based parenting, family skill building and
strengthening workshops for high-risk families
• Age-based curriculums
• Significantly reduces:
• Child maltreatment as parents strengthen bonds with their
children and learn more effective parenting skills
• Problem behaviors
• Delinquency
• Alcohol and drug abuse in children
• Significantly improves:
• Social competencies
• School performance
Systems
91

Triple P (Positive Parenting Practices) Levels 4: Standard
Group/Self Directed
• The program offers proven, research-based strategies to
help parents learn how to deal with everyday challenges -
from toddler temper tantrums to teenage rebellion.
• Emphasizes positive parenting techniques rather than
punitive measures that typically escalate bad behavior.
• Empowers parents to teach important life skills about how
to:
• Be respectful
• Become independent problem-solvers
• Communicate needs
• Get along with others and manage feelings
Systems
92
Secondary Prevention Services

Tertiary Prevention Services
Triple P (Positive Parenting Practices)
• Level 5: Enhanced/Pathways
• Intensive program focused on parent-child interaction
and the application of parenting skills to address
severe behavior challenges. Individual modules
include home visits to enhance parenting skills, mood
management strategies, stress coping skills and
partner support skills.
• Family challenges such as parental depression or
stress and conflict between parents are effectively
addressed.
Systems
93

Trauma Focused Cognitive Behavioral Therapy (TF-CBT)
• For children and families exposed to either individual or
family trauma
• Early treatment reduces the need for deep end services and
system involvement
• Addresses the bio-psycho-social needs of children with
PTSD or other challenges related to traumatic life
experiences.
• Parents and children are provided knowledge and skills
related to processing the trauma; managing distressing
thoughts, feeling and behaviors and enhancing safety,
parenting skills and family communication.
Systems
94

Brief Family Therapy
• Provides intensive, direct interventions to address severe
emerging behavioral/emotional problems
• Improves youth’s behavior by improving family
interactions
• Reduces risk factors and strengthens protective factors
• Provides families with the tools to overcome individual and
family risk factors through:
• focused interventions to improve maladaptive patterns of
family interaction,
• skills building strategies to strengthen families.
• provides specialized outreach strategies for bringing families
into therapy
Systems
95

EMQFF Systems Structure
CUSD & EMQFF
Oversight
Meeting
School Tier 2
Bi-Month
Meeting
Work Team
Weekly
Meeting
School Tier 2
Bi-Monthly
Meeting
Work Team
Weekly
Meeting
School Tier 2
Bi-Monthly
Meeting
Work Team
Weekly
Meeting
Systems
96

Cycle of Inquiry
Tier 2 Referral
EMQFF
Progress
Review: Tier 2
(2 weeks)
Daily-weekly
contact
between
EMQFF &
School
Counselor
Systems
97

Communication to Schools
• Monthly oversight/advisory committee meetings
• Mental Health participation on PBIS leadership team
• Weekly school team meetings
• Mental Health participation in TIER 2 meetings
• Mental Health staff daily presence at schools
• Created tools to define school and Mental Health
jargon so as not to become a communication barrier
• Mental Health staff trained on school procedures so as
to be respectful of schools culture
• Mental Health staff trained on PBIS
Systems
98

OUTCOMES
Systems
99

Systems
100

24.10%
27%
42.20%
0%
6.70%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Adjustment Mood Disruptive behavior Psychotic Other
Diagnostic Categories by Group (SCC FTS and SCC SLS)
FTS, N = 4155
SLS, N = 585
X2(4) = 103.133, p <.000.
Systems
101

6.16
5.265.23
4.17
0
1
2
3
4
5
6
7
Admit Exit
CANS total Score by Group (SCC FTS vs. SCC SLS)
and Time (Admit vs. Exit)
FTS, N=489
SLS, N=151
Main effect of time, F(1, 638) = 118.732, p < .000.
Interaction of group X time, ns.
FTS and SLS differ significantly at both admit and exit.
Systems
102

6.14
5.18
5.43
4.1
0
1
2
3
4
5
6
7
Admit Exit
CANS Life Domain Functioning by (SCC FTS vs. SCC SLS)
FTS,
N=489
Main effect of time, F(1, 638)=82.42, p<.000;
Interaction of time X group, F(1,638)=2.13, p<.05, such that the difference between
the groups is greater at exit than at admit.
Both FTS and SLS showed a significant decrease in scores between admit and exit.
Systems
103

13.17
11.19
11.53
9.51
0
2
4
6
8
10
12
14
Admit Exit
CANS Child Strengths by (SCC FTS vs. SCC SLS)
FTS,
N=489
Time, F(1,638) = 101.944, p <.000
Interaction, ns.
Systems
104

2.75
2.162.18 2.2
0
0.5
1
1.5
2
2.5
3
Admit Exit
CANS Acculturation by (SCC FTS vs. SCC SLS)
FTS,
N=489
Time, F(1, 638)= 5.52, p <.05
Interaction, F(1, 638)=6.17, p<.05, such that the groups differ
significantly at admit only. No difference at exit.
Only FTS showed a significant decrease in scores between admit and exit.
Systems
105

4.05
3.89
3.24 3.23
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Admit Exit
CANS Caregiver Strengths and Needs by Group and Time
FTS,
N=489
Time, ns
Interaction, ns
FTS scores are significantly higher that SLS scores
Systems
106

6.92
5.58
6.2
4.02
0
1
2
3
4
5
6
7
8
Admit Exit
CANS Child Behavior & Emotional Needs (SCC FTS vs. SCC SLS)
FTS,
N=489Time, F(1, 638) = 161.847, p <.000
Interaction, F(1, 638) = 9.417, p < .005,such that the difference between
the groups is greater at exit than at admit.
Both FTS and SLS showed a significant decrease in scores between admit and exit.
Systems
107

1.78
1.52
1.08
0.78
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Admit Exit
CANS Child Risk Behavior by (SCC FTS vs. SCC SLS)
FTS,
N=489
Time, F(1, 638)=17.067, p <.001
Interaction, ns
Systems
108

SCHOOL-WIDEPBIS:COUNTYPERSPECTIVE
“CONNECTINGEFFORTSTHROUGHCOUNTY/CITY
LEADERSHIPFORSAFERSCHOOLSANDCOMMUNITIES”
Rebecca Mendiola, Ed.D., Santa Clara County Office of
Education
Systems
109

• The Santa Clara County Office of Education is a champion for
children, schools, and community.
• Safe and Healthy Schools Department
• Provides trainings, workshops, technical assistance, and
events to districts and schools throughout Santa Clara
County in planning, implementing, and evaluating
programs focused on School Climate and Student Health
& Wellness efforts improving achievement for all
students.
• Multi-tiered systems of support approach in our work
empowering all stakeholders to be actively engaged in
the education process.
• Northern California Positive Behavioral Interventions and
Supports (PBIS) Technical Assistance Center
• Provides training and technical assistance for the
implementation of Multi-tiered systems of supports through
Positive Behavioral Interventions and Supports.
• County Offices of Education: 6; School Districts: 35;
School Sites: 395
Systems
110

Mutli-tiered Systems of Support
Multi-Tiered System of Supports is a whole-school,
prevention-based framework for improving
learning outcomes for every student through a
layered continuum of evidence-based practices
and systems.
• Data-based problem-solving and decision making
• It’s a “way of doing business”, creating systems
• Ensuring every student receives the appropriate
level of support to be successful.
• Organize resources through alignment of
academic standards and behavioral expectations.
Systems
111

Santa Clara County PBIS/SchoolClimate
LeadershipTeam
• Established as the Student Mental Health Initiative
Consortia in 2011.
• Re-established as the SCC PBIS/School Climate
Leadership Team in January 2014 through the National
Forum PBIS Demonstration Project.
• National Forum Goals:
• Monthly meetings with representation from Justice,
Mental Health, Public Health, Education, and CBOs.
• Evaluation Plan using data from Education, Justice, and
Mental Health
• Coordination of resources

National Youth Forum
PBIS Demonstration Project
• Funded by the Department of Justice and
Department of Education ($100K)
• Additional $100K
• Connecting efforts with Justice, Education, and
Mental Health
• President Obama’s plan – “Now is the Time”
• Protecting our children and communities
• reducing gun violence
• making schools safer
• increasing access to mental health

City Leadership Team
Education Mental
HealthJustice
Outcomes:
Social and Academic Success in school
Reduction in community violence
Reduction in Referrals to Justice
Improved Recidivism Patterns
Systems
114

National Youth Forum Cities
• A Vision
• Establish effective schools as the “pivotal unit of
change”
School
Home
Community Work
Peers
Systems
115

County Leadership Team
District Leadership Team
School Site Leadership
Team
MTSS/PBIS Support Structure
Systems
116

Leadership Team
Active Coordination
Funding
Visibility Political
Support
Training Coaching Evaluation
Local School/District Teams/Demonstrations
Behavioral
Expertise
Policy
Systems
117

Santa Clara County Leadership Team
• Monthly meetings since January 2014 with representation
from Justice, Mental Health, Public Health, Education, and
CBOs.
• Evaluation Plan
• Coordination of resources
• Continued discussion for overall outcome:
• Strategic planning
• Building collaborative partnerships with all county agencies
and CBOs and breaking down silo efforts.
• Impact on the broader community
• Unified language among different aspects of the
community
• Integrated system of care from First 5 to Adulthood
• PBIS/School Climate Symposium
Systems
118

Santa Clara County School Climate
Leadership Team
Systems
119
Mission:
Through interagency collaborations we cultivate
positive and safe school environments to empower
youth with confidence and knowledge to successfully
navigate and improve the ever-changing world.
Vision:
With meaningful partnerships we develop engaged
students, healthy families, safe schools and strong
communities.

Draft Strategic Plan Goals
2015-2016
Goal 1: Increase awareness & visibility of Multi-tiered Systems of Support
(MTSS)
• Unified communication plan
Goal 2: Expand the infrastructure to lead & support MTSS implementation
• Leadership team guide and support MTSS Strategic Plan
• Identify evidence based practices to support MTSS implementation
• Increase capacity to support PBIS implementation
Goal 3: Increase training and coaching capacity of MTSS
• Schools will implement an integrated Multi-Tier System of Supports with
fidelity or demonstrate improved implementation fidelity over time.
• Schools that implement an integrated Multi-Tier System of Supports with
fidelity or demonstrate improved implementation fidelity over time will
demonstrate annual reductions in the incidences of student problem
behavior (discipline referrals) and increases in academic achievement
Goal 4: Engage community stakeholders in MTSS
• Establish effective partnerships
• Create a common language
• Establish trainings for parents and community agencies
Systems
120

Facts about Santa Clara County
School Districts
Elementary 20
Unified 6
High School 5
County Office
of Education
1
Total 32
PUBLIC SCHOOL SITES
Traditional Schools *
Elementary 252
Intermediate/Middle 61
Junior High 5
High School 53
K - 12 3
Charter ** 61
Total 374
Non-Traditional Schools
Alternative
10
Community Day 4
Continuation 18
Other *** 7
Total 39
ALL SCHOOLS 413
Systems
121

Number of Schools Implementing SWPBIS since 2000
January, 2014
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14'
19,960

Santa Clara County Data
Systems
124
52
65
83
101
124
0
20
40
60
80
100
120
140
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
School Sites Implementing PBIS
Total

LESSON LEARNED
Shelly Viramontez, Rebecca Mendiola, and Eleanor
Castillo Sumi
Systems
125

Lessons Learned: County’s
Perspective
• District leadership involvement is critical.
• Consistent processes and procedures.
• Regional coaching for districts.
• Creating collaborative partnerships with all
county agencies and CBOs to break down
silo efforts and duplication of services.
• Unified language among different aspects
of the community.
Systems
126

Lessons Learned: Education’s
Perspective
• Consistent implementation is an ongoing
struggle
• Adhere to the system – don’t rush to Tier 3
to get outside supports
• Work with outside agencies to develop
common language and understanding of
PBIS
• Continue to refine structures and
procedures
• Coach! Coach! Coach!
Systems
127

Lessons Learned: MH
Perspective
• Sponsorship from leadership is critical
• Train staff on school culture and expectations critical
• Must address confidentiality barriers openly
• Develop shared language – school and mental health jargon
confusing and off-putting
• Need to tailor services to each schools needs.
• Relationship building critical
• Adopt a continuous quality improvement approach and
create an environment in which feedback is welcomed and
quickly responded to.
Systems
128

QUESTIONS AND ANSWERS
Systems
129

Contact Information
• Shelly Viramontez, Ed.D., Assistant Superintendent, Human
Resources
Campbell Union School District
sviramontez@campbellusd.org
• Rebecca Mendiola, Ed.D., Director of Safe and Healthy
Schools
Rebecca_Mendiola@SCCOE.org
• Eleanor Castillo Sumi, Ph.D., Director, Program
Development
EMQ FamiliesFirst
Eleanor.castillo@emqff.org
Systems
130

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