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15 minutes – WG p.3 (5 min to reflect/discuss, 10 min to share out to large group)
-Turn to a person next to you that you don’t know -Introduce yourself, your organization ,and your role -Answer these questions:
-Listen carefully to your partner because your job is to introduce your partner and summarize their answers to the questions
Either individually reflect, or in pairs/small groups discuss the following:
What made a difference to you when you were in a school? What (de-)motivated you to learn? What adult(s) made me know I mattered (or didn’t)? How did you know? What did the adult(s) do to make you feel that way?
In the last twenty years, multi-tiered systems of support (MTSS) have emerged as a framework to proactively establish a positive school culture and implement interventions and supports for all students to achieve social, emotional, behavioral and academic success. Notably, however, youth (students) and families have not been involved as equal partners in the development and proliferation of multi-tiered systems of supports and student services efforts.
We are now at a cultural inflection point that recognizes the power of service recipients (students and families) – a shift from being passive receptacles of care to empowered partners in their own wellness and achievement. The implementation of PBIS is experiencing similar shifts – from a focus on harnessing students’ behavior to reflect adult expectations in order to drive achievement, to viewing students’ behaviors as a reflection of unmet needs, and in turn, creating systemic responses to address those needs. However, we have yet to fully engage youth and families as partners in this shift as equal.
What might it look like to partner with young people and families? What would it be like to co-construct what interventions constitute each tier? What would it be like to co-determine “expected” behaviors or wellbeing; or co-define what “positive” behaviors and wellness look like?
1. The Ladder is not designed to be applied to a whole school at once; instead, use it to assess individual activities. Simply calling something “meaningful” doesn’t make it so.
2. There is an active debate among young people, educators, and others about the placement of rungs 7 and 8. Which is more meaningful? Meaningful student involvement should build community in schools while empowering students, which makes activities that students initiate and share decisions with adults most important.
3.The rungs are not a process that happens in order. Activities can go from the second rung directly to the sixth; sometimes, they’ll be on two rungs at different ends of the Ladder at once, depending on who is looking.
8) Student-Adult Partnerships. Students initiate action and share decision-making with adults. Meaningful student involvement is integrated into school improvement at every level. Students are authorizing with the authority to create change, and incorporated throughout school improvement activities. 7) Student-Initiated, Student-Led. Meaningful student involvement is propelled by students and creates opportunities for students to initiate and direct projects, classes, or activities. Adults are involved only in supportive roles. 6) Adults Initiate Action and Share Decisions with Students. Students are involved in designing projects, classes, or activities that are initiated by adults. Many activities, including decision-making, teaching, and evaluation, are shared with students. 5) Students Consulted by Adults. Students give advice on projects, classes, or activities designed and run by adults. The students are informed about how their input will be used and the outcomes of the decisions made by adults. 4) Students Assigned to be Involved. Student involvement is assigned by teachers, who assign specific roles, determine how, and teach students why they are being involved. 3) Tokenism – Students appear to be given a voice, but in fact have little or no choice about what they do or how they participate. 2) Decoration – Students are used to help or bolster a cause in a relatively indirect way; adults do not pretend that the cause is inspired by students. Causes are determined by adults, and adults make all decisions. decisions. 1) Manipulation – Adults use students to support causes by pretending that those causes are inspired by students.
This understanding speaks to the current move away from compliance as the single indicator of success.. This is an important opportunity for change. The Partnership work on Authentic Engagement and Leading by Convening is built on this understanding.
Advancing Meaningful Youth and Family Engagement - Professor Mark Weist
Mark D. Weist, University of South Carolina
Christina Pate and LeoraWolf-Prusan,WestED
Hunter Institute of Mental Health, July 13, 2017
Full continuum of effective mental health promotion and
intervention for students in general and special education
Reflecting a “shared agenda” involving school-family-community
Collaborating community professionals (not outsiders) augment
the work of school-employed staff
Improved early identification/intervention
Reduced barriers to learning, and achievement of valued
SMH programs and services continue to develop in an ad hoc
LACK AN IMPLEMENTATION STRUCTURE
In 23,000 plus schools
Decision making framework to guide selection and
implementation of best practices for improving academic and
Data based decision making
Systems to support effective implementation
Many schools implementing PBIS lack resources and struggle to
implement effective interventions atTiers 2 and 3
View student issues through lens of “behavior”
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
SCHOOL MENTAL HEALTH
Emphasis on building collective knowledge on leadership
and implementation foundations for effective prevention
and mental health promotion in schools
Themes for the
1) Cross-sector collaboration in building systems of care
2) Meaningful youth and family engagement
3)Workforce development and mental health literacy
4) Implementation of evidence-based practices
5) Ongoing monitoring and quality assurance
Interactive Exercise: Your Experience in School
• Then, answer these questions:
• For better or worse…
• What made a difference to you when you were in a
• What motivated you to learn? What de-motivated you?
• What adults made you know you mattered?
• How did you know? What did the adults do to make you
feel that way?
• Other things that made a difference?
First, turn to a
person near you
that you don’t
Cultural Inflection Point
What efforts are you engaged in to improve family
engagement in schools? In school mental health
What is working?
What challenges are being experienced?
Family engagement is an active, interactive, dynamic,
and ongoing process in which family members and key
stakeholders engage as equal partners in decision-
making, planning, and implementation to support
children and adolescents across settings
Recommendations forTiers 1, 2 and 3
Relevant Policies/Resources (mostly in US)
Most contact from schools to families is negative
Families waiting for supportive communication and actions from schools that
often does not come
Family engagement remains important, but often declines as students get older
Structural issues of high schools (e.g., walled off departments, emphasis on
content, academic pressure) mitigate against FE
THOUGHTS?TRUE INYOURWORLD OR NO?
Challenging behavior associated with reduced FE, which in turn
worsens behavior and contributes to negative spiraling
FE may be limited to children and youth in special education, and
tokenism and/or adversarial relationships are common
School systems often do not support families with diverse needs
and schedules that are not aligned with a typical school schedule
Need to move beyond “random acts of engagement” by schools
School-centric stance toward FE (e.g., one way communication,
“getting parent buy-in”)
Power differential between schools and families -- real and
Frequent cop-outs to avoid FE (e.g., “families too busy,” “they
can’t review data,” “they’re not really interested”)
Need for practices that are “respectful, flexible, and responsive”
and treat families with “dignity”
Students and family members should be “full, equal and
meaningful participants” with school and district personnel in all
We are “now at a cultural inflection point that recognizes the
power of service recipients (students and families), shifting the
view from them being receptacles of care to empowered partners
in their own wellness and accomplishment”
FE improves student connectedness to school; MTSS efforts;
teacher effectiveness; student social, emotional, behavioral, and
academic functioning; and contributes to student graduation and
There are significant individual and societal costs for students not
doing well in school; hence, there are significant individual and
societal costs for not focusing on FE in schools
DISCUSSION:GIVENTHESE FACTS,WHY DO EFFORTSTO
PROMOTE FE IN SCHOOLSAND SMH REMAIN SO LIMITED?
With families defined in the broadest sense involve them
significantly and as partners in work at all tiers
Develop and implement accountability mechanisms to assure all
school staff are involved in effective FE
Consider common barriers to FE and with families develop
strategies to overcome them
Use plain, jargon-free language and assure that messages
associated with SMH make sense to everyday life
Families should be strongly involved in all school-wide functions,
events and celebrations
Create a culture of families being welcome in the school
throughout the day
Having frequent positively-focused communication with all
families and genuine two-way exchanges of information
Have pictures of families from diverse cultures in classrooms;
develop a parent information center with a range of materials in
relevant languages; have family leaders wear “ask me about SMH”
Include diverse information on promoting student mental health
and wellness, and common emotional/behavioral concerns in
different formats and locations in the school
Conduct mental health promotion workshops for families
Broadly publicize school events for families, and have clear signs
and markers to help them get there
With family input, develop and broadly disseminate
school/community resource guides, and calendars of relevant
Tier 2 and 3
Strive to eliminate deficit language in describing student/family
Actively involvement family members in developingTier 2 and 3
supports and interventions
Involve families in problem solving and developing strategies to
address challenging behavior
Openly discuss barriers to families receiving intervention, and
problem-solve on methods to reduce barriers
Using Hart’s Ladder, what scores would you give to the schools,
SMH programs you have a connection to?
Why are the scores so low?
What would it take to move the scores up to 5 or above?
How can positive approaches to encourage student voice be
In the US, there are a number of family and youth advocacy
organizations, e.g., Federation of Families for Children’s Mental
Health (FFCMH), NationalAlliance on Mental Illness,Youth Move,
Mental Health America
FFCMH Motto: “Nothing about us without us”
QUESTIONS:What are the key family and youth advocacy
organizations in New Castle? How do schools typically connect to
these organizations? How could these connections be enhanced?
How are your efforts helping to move youth and family
engagement (YFE) strategies beyond “tokenism”?
In your country or region, what are the prominent practice,
research and policy initiatives occurring to advance meaningful
YFE in school mental health (SMH)?
How can SMHILE promote collaboration within and across nations
to advanceYFE in SMH?
There will never be enough laws, policies, processes,
documents, etc. to force change
Change is best realized through the relationships we build with
those people and groups that have a common interest toward
solving a persistent problem or seizing an opportunity
Bill East, Joanne Cashman, National Association of State Directors of Special
Creating conditions for groups with common
interests to be actively engaged and move from
discussion to dialogue to collaboration to policy
improvement and enhanced resources
JoanneCashman & Bill East, NationalAssociation of State Directors
of Special Education (2014)
“Communities of practice are groups of people
who share a concern, a set of problems, or a
passion about a topic, and who deepen their
knowledge and expertise in this area by
interacting on an ongoing basis” (p.4)
Wenger, E., McDermott, R., & Snyder,W.M. (2002). Cultivating
communities of practice: A guide to managing knowledge. Boston:
Harvard Business School
Patient-Centered Outcomes Research
PCORI believes that combining patients
and other stakeholders’ individual
experiences and passion for improving
healthcare quality with the expertise of
researchers will result in research that
better meets the needs of the entire
April 27-28, 2017
Myrtle Beach, SC
Moving Toward Exemplary and High Impact School Behavioral Health
• Improving Collaboration among
Families, Educators, Clinicians and
other Youth-System Staff
• School-Wide Approaches for
Prevention and Intervention
• Improving the Quality of Services
• Increasing Implementation
• Enhancing Cultural Humility and
Reducing Racial, Ethnic, and Other
April 18-20, 2018
Build a community of practice focused on developing research, practice and
policy agendas related to FEE in schools
Identify and further develop model demonstration sites and publicize the
experience of these sites
Initial meeting, September 13-14, 2017, University ofWisconsin-Madison