Improving Social, Emotional, Behavioral, and Academic Functioning

"* District-community Leadership Team to support district-wide implementation and dissemination (Swain-Bradway et al., 2015)~* Detailed memoranda of understanding between schools and collaborating mental health centers~* Community mental health clinicians meaningfully participate in MTSS teams~* Twice-monthly MTSS meetings using systematic teaming strategies (Newton et al., 2012)~* Universal screening of students' social, emotional, behavioral, and academic functioning~* Data-based decision-making using screening data and data on school and academic functioning for students with and without disabilities~* Student-level discipline and intervention data (Blake et al., 2011; Smolkowski et al., 2016) addressed through iterative problem-solving approaches (McIntosh et al., 2018)~* Team fidelity measures taken at the start and end of each school year, augmented with monthly fidelity monitoring of Tier 2 and 3 services~* A Community of Practice (Wenger, 2010) among the ISFE schools"

"* PBIS, including previously established data-based decision making, teaming, and evidence-based practices at three tiers: universal prevention; early identification and intervention for students with emerging risk; and intensive intervention for students with established problems and/or disabilities (Sugai \& Horner, 2006; Sugai et al., 2014). Most PBIS schools struggle with intervention (Hawken et al., 2009) and the emphasis is typically on behavior, not internalizing student needs, including depression, anxiety, and trauma (Weist et al., 2018).~* SMH using a co-located approach, with clinicians implementing treatment separate from the schools' MTSS (Barrett et al., 2013). Research has shown that even when PBIS and community-supported SMH operate in the same school building, in most cases there is no functional collaboration, (Splett et al., 2014). Under this model, SMH services are provided reactively, and students are often in crisis when referred (Dowdy et al., 2010)."