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The School District of Philadelphia
Building Cross-Systems Partnerships
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Office of Specialized ServicesSupport to Regions and Schools
• OSS Regional Team Support
• Professional Development
• Professional Steering Committees
• Resource Coordination
• Emergency Response
• Targeted Problem Solving
The School District of Philadelphia:Fast Facts
8th Largest District in Country 268 Schools; 12 Regional Sub-Districts 180,000 Students Percentage of Students by Race/Ethnicity: African-American- 64.8%,
Asian- 5.5%, Latino- 15.5%, Native American- .2%, Caucasian-14.0% 73% of Students Eligible for Free/Reduced Lunch Over 125 Schools with ESOL and/or Bilingual Programs, over 10,000
Students Enrolled Average Student-Staff Ratio for Pupil Support Service Staff:
Nurses: 1- 930; Counselors: 1- 530; Psychologists 1- 1,650
Building Resilient Schools:A Systems Approach
• School-Wide Effective Behavior Support Models
• Social Skills/ Character Education Curricula• School-Wide Resource Coordination• Emphasis on Small Group Intervention and
Classroom Consultation• Partnering to Develop Continuum of Flexible
Behavioral Health Services that Support Inclusion
Universal Prevention
Small Group Intervention
TargetedIndividual Support
A New Support Paradigm
SWEBS & Social Skills Curricula
CSAP Tier I
CSAP Tiers II & III
School-Based CM
Additional Resources Robust Infrastructure
School-Wide
School-Based Behavioral Health
Comprehensive Student Assistance Process- CSAP
CSAP is a systematic mechanism of identification, intervention, referral assistance, and support/follow-up, including continuing care supports
CSAP has a school-wide component and 3 tiers of
progressive support Each tier has 4 phases: referral, team planning,
intervention and recommendations, and follow-up CSAP views caregivers as essential partners
School-Based Case Management
Collaboration with the Department of Human Services
Consultation & Education (C & E) Specialist Program:• Program History:
Began as Pilot in 1998 with one Provider in 3 Schools
Currently 14 Providers in 200 Schools
• Program Description: Provides short- term (120 day) school-based case management, consultation, and groups
Majority of schools serviced are elementary; some secondary
• Program Funding: Program-Funded; District (30%) and DHS (70%) All Children Eligible Regardless of Insurance
Creating a Continuum of K- 8 Support:
Program Outcomes05-06 YTD
Short Term School-Based Case Management Provided to 3,666 Students
C&E Consultations Provided to 10,537 Children
1,347 Children Referred for Behavioral Health Services
1,021 Children/Families Referred for Community-Based Services (e.g. Housing, Welfare Benefits, Recreation, Food/Emergency Services, Church- Related Support, Kinship Care Services)
540 Children Seen in Groups(Anger Management, Grief/Loss)
Contracted Emotional Support Classes (k-12)
Program History Philadelphia School District unable to staff ES classrooms in 1998 School District contracted services in 1999 (one class) September of 2000 - increased to 13 classes 2006-2007: 52 classes serviced by 2 separate agencies
Program Design Lead Teacher/Counselor Assistant Teacher/Counselor Behavior Manager
Program Funding School District of Philadelphia
Creating a K- 8 Continuum:
School-Based Behavioral Health
• Program History: Began as Pilot in ‘02-’03 Year at 6 Schools; Currently in 28 Schools
• Program Description: Replacement of Traditional
School-Based Wraparound/TSS; Provides Flexible Services via 11 member Team
• Program Funding: MA Funded Through Community Behavioral Health; 60-Day Review Cycle
Collaboration with Community Behavioral Health (CBH)
SBBH Team Structure (N =11)
Clinical Manager: master’s level clinical supervision case triage administrative oversight and liaison to school administration
Clinicians: master’s level behavior intervention planning with CSAP/Interagency team
Care Coordinator/ Case Manager: care coordination and linkages to services and supports
BH Professionals: behavior plan implementation progress monitoring ensures ongoing communication with school and SBBH staff
Psychiatrist: part-time supervision medication consultation
Creating a K- 8 Continuum: Children Achieving through Re-Education
(CARE)
Program History: Began as Pilot at 1 Site in ‘02-’03 Year;
Currently in 8 Sites Serving 9 out of 12 regions Program Description: Based on “Re-Education” Model
Services Provided in 3 Classrooms Per Site
(Adult- Student Ratio: 3-10)
Students Assigned via Regional Feeder Pattern
Full-Time to CARE Classroom (6-12 months) Program Funding: Clinical Component Funded Through Community
Behavioral Health; Educational Component Funded through SDP
Collaboration with Community Behavioral Health (CBH)
CARE Clinical Team Structure
Clinician: master’s level; provides behavior intervention planning, treatment and crisis intervention; linkage to family and other providers
Mental Health Workers: provide behavior plan implementation, progress monitoring, ensures communication between school and CARE staff
Clinical Manager: master’s level; provides clinical supervision and intervention, case triage, administrative oversight and liaison to school administration.
Care Coordinator: provides care coordination and linkages to community services and supports
Psychiatrist: part-time; provides supervision, medication consultation
Therapeutic Emotional Support Classrooms (TESC)
Program History: Began in ‘04-’05; Currently in 14 District ES Classrooms
Program Description: Provides MH Therapist in Lieu of Therapeutic Staff Support
Program Funding: Funded via CBH
Collaboration with Community Behavioral Health (CBH)
Creating a 9-12 Continuum: Secondary Behavioral Health Pilot
Program History: Begun in ‘05- ‘06 Year at 20 Sites Program Description and Funding: Provides on-site, flexible direct services
(individual, group, classroom consultation) Works with leadership team to support CSAP Development and Resource Coordination3 Program Types:
• SDP Funded External Contracted Model (N= 12).5 FTE Agency Master’s Level Clinical SW
• SDP Funded Internal Interdisciplinary Model (N= 7).5 FTE SDP Master’s Level Clinical SW and Intern Team
• Hybrid “Deluxe” Model (N= 1) .5 FTE SDP Funded Master’s Level Clinical SW and Intern Team; Outpatient Individual/ Group Services (CBH)
Secondary Behavioral Health Preliminary Outcomes
Over 800 Students Served October - March via Individual and Group Sessions
Impact Analysis of External Model (N=12) Using Fall Cohort (Treatment) and Spring Cohort (Control)
Comparison Between ‘05 Performance Indicators and ‘06 Performance Indicators
71% Higher Rate of Increase in Absences Between Years for Control Group
11% Increase in Number of Suspensions Between Years for Control Group
Benefits of Cross-Systems Collaboration
Services are Accessible for Families Stigma is Reduced Services are Integrated with Child’s Other
Natural Contexts (Ecological Approach) Collaboration Between Systems More
Likely
The Challenges of Cross-Systems Collaboration
Increased Complexity Philosophical and Training Differences Family Involvement Funding Language Issues Policy Issues Space Supplies
Lessons Learned
Time is needed to develop the partnerships Relationships are mutually beneficial
Interns provide a bridge between youth and older employees
Rich learning opportunities exist at multiple levels
Contact Information
Linda Williams, Administrator
Amy Maisterra, DirectorBehavioral Health
Office of Specialized ServicesSchool District of Philadelphia440 N. Broad Street, 2nd Floor
Philadelphia, PA 19130(215) 400-4170
