Training Institutes 2012 - National Technical Assistance Center for ...

INSTITUTES
The faculty team and resource person offer diverse perspectives including experts in cultural and linguistic competence,
multilingual representatives from national ethnic-specific organizations concerned with behavioral health, and the Chief
of Staff and Senior Advisor for the Office for Civil Rights, U.S. Department of Health and Human Services.
MODERATOR/PRESENTER: Tawara Goode, M.A., Director and Assistant Professor, National Center for Cultural
Competence, Georgetown University Center for Child and Human Development, Washington, DC
Juliet Choi, J.D., Chief of Staff & Senior Advisor, Office of Civil Rights, U.S. Department of Health and Human
Services, Washington, DC
DJ Ida, Executive Director, National Asian American Pacific Islander Mental Health Association, Denver, CO
Wendy Jones, M.Ed., M.S.W., Director, Children and Youth with Special Health Care Needs, National Center for
Cultural Competence, Georgetown University Center for Child and Human Development, Washington, DC
Fred Sandoval, Operations Manager, National Latino Behavioral Health Association, Cochiti Lake, NM
INSTITUTE #12 1:30 PM THURSDAY • 8:30 AM SATURDAY • ORANGE BLOSSOM
Partnerships Between Education and Behavioral Health: Implementing Positive Behavioral
Interventions and Supports (PBIS) and Wraparound in Schools
OBJECTIVES—Participants will learn:
1. To describe how the evidence-based practice of PBIS can be introduced and strategies for supporting
and sustaining PBIS
2. To explain how a children’s behavioral health system can build relationships with school-based PBIS to increase
access to mental health supports in schools
3. To identify the key components of a model for workforce development in school-based wraparound
4. To create a draft blueprint for systems change in their home community/state to build partnerships between
behavioral health and education around the implementation of PBIS and wraparound in schools
This Institute will focus on building collaborative partnerships between schools and children’s behavioral health
providers in order to improve access to mental health services and supports in schools. The PBIS model plays to the
strengths and culture of schools by substituting teaching of positive behaviors for aversive practices which punish but do
not offer students alternative strategies to be successful and remain engaged in the classroom. Within the PBIS model, a
unified system is created specific to each school to teach positive behavior and academic and social achievement for all
children. Incorporating wraparound principles and practices into the PBIS environment has proven to have a positive
effect on the outcomes for children and their families.
The strategies to be presented are based on experience in Rhode Island where a partnership between behavioral health
and education has resulted in the statewide implementation of PBIS and wraparound in schools. A federal system of
care grant was instrumental in building the infrastructure for implementing this approach.
Specific topics to be covered include:
• The training and technical assistance approach in the PBIS model for individual schools and multiple school districts
• Strategies for building each of the three tiers of the PBIS model and for providing technical assistance to ensure
implementation with fidelity
• Use of the Universal Leadership Team within schools to integrate behavioral health and other community supports
through the use of the wraparound process, including specific tools
• The role of family professionals in school-based wraparound in working with students, families, and school clinical staff
• Key components of a statewide certification process for training in wraparound and the linkage of this work to schools
• The transformative work of the Rhode Island children’s behavioral system, known as the Family Care Community
Partnerships (FCCP), through the implementation of system of care practice standards that support enhanced
provider partnerships with families of children at risk for entering the child welfare system or challenged by
serious emotional disturbances
44 Training Institutes 2012