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Advancing Education Effectiveness:Interconnecting School MentalHealth and School-Wide PBISVolume 2: An Implementation GuideBy: Lucille EberSusan BarrettKelly PeralesJennifer Jeffrey-PearsallKatie PohlmanRobert PutnamJoni SplettMark D. Weist

Advancing EducationEffectiveness: InterconnectingSchool Mental Health andSchool-Wide PBISVolume 2: An Implementation GuideAUTHOR SLucille EberSusan BarrettKelly PeralesJennifer Jeffrey-PearsallKatie PohlmanRobert PutnamJoni SplettMark D. Weist

Recommended ReferenceEber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M.D.(2019). AdvancingEducation Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An ImplementationGuide. Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs,U.S. Department of Education). Eugene, Oregon: University of Oregon Press.First published 2020by University of Oregon1235 University of Oregon, Eugene, Oregon 97403-1235This monograph was supported in part from funds provided by the Center on Positive Behavioral Interventions andSupports cooperative grant supported by the Office of Special Education Programs (OSEP) of the U.S. Departmentof Education (H326S180001). Dr. Renee Bradley served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S.Department of Education of any product, commodity, or enterprise mentioned in this document is intended orshould be inferred.Typset in Adobe Garamond Pro and Museo Slabby Robin Spoerl.Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guideii

AcknowledgmentsThank you to all contributing authors from Advancing Education Effectiveness: InterconnectingSchool Mental Health and School-Wide Positive Behavior Support. The second volume would notexist without the foundation of the work.Sincere appreciation is also expressed to the many researching and implementing partners over the pastdecade continuing to define an integrated system. Without the dedication, experiences, and data youhave contributed the explicitness of this Implementation Guide would not be possible. In addition toall state, regional, school and community partners, we would like to individually acknowledge the following for their contributions in Volume 2.Ali Hearn, Midwest PBIS NetworkPatti Hershfeldt, Center for Social Behavior SupportsSheri Luecking, Midwest PBIS NetworkNatalie Romer, University of South FloridaKim Yanek, Center for Social Behavior SupportsWe would also like to thank our Internal Evaluation Review Panel for providing thoughtful feedbackaround this Implementation Guide prior to publication:Lucas Anderson, Placer County Office of Education, CAMcKenzie Harrington-Bacote, Laconia School District, Laconia, NHNanci Johnson, Missouri School-wide Positive Behavior SupportTina Lawson, Pennsylvania Training & Technical Assistance NetworkCarrie Novotny-Buss, Millard Public Schools, Omaha, NEJustyn Poulos, Washington Office of Superintendent of Public Instruction - Center for theImprovement of Student LearningFlorence Protopapas, David Douglas School District, Portland, ORKim Traverso, Connecticut State Department of Education - Office of Student SupportsAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guideiii

Table of Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Chapter One–Introduction: Setting the Stage for anInterconnected System of Education and Mental Health . . . . . . 4History of the Interconnected Systems Framework (ISF) in Schools . . . . . 4Societal Context / Contextual Variables Impacting Child Development . . . 6Current Mental Health Wellbeing of America’s Youth . . . . . . . . . . . . . . . . . . . . . . 6Depression in Children and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Suicide in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Impact of Trauma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Substance Use and Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Role of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Context for Development of Volume 2 of the ISF Monograph Series . . . . . 9Purpose and Structure of Volume 2 of the ISF Monograph Series . . . . . . .11Chapter Two–Defining Interconnected Systems Framework (ISF):Origins, Critical Features and Key Messages . . . . . . . . . . . . . 12Origins of the Interconnected Systems Framework (ISF) . . . . . . . . . . . 12The PBIS Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12School Mental Health (SMH) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13An Overview of the Interconnected Systems Framework (ISF) . . . . . . . . 14Key Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Message 1: A single system of delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Message 2: Mental health is for all. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Message 3: Access is not enough. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Message 4: MTSS is essential to install SMH. . . . . . . . . . . . . . . . . . . . . . . . . 18MTSS Features within the ISF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18An integrated team process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18An expanded use of data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Team-based selection of all evidence based practices. . . . . . . . . . . . . . . . . . 19Using comprehensive screening for early identification. . . . . . . . . . . . . . . . . 19Tracking fidelity and impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Professional development: Training, coaching, and performance feedback. . . . .20Applying the Stages of Implementation for Successful and Sustainable Systems . . . . 20Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guideiv

Chapter Three–Exploration and Adoption . . . . . . . . . . . . . . . 23The ISF Exploration Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Step 1: Establish an Exploration Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Step 2: Examining Current Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Reviewing existing service contracts. . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Step 3: Assessing Related Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Step 4: Establish Shared Understanding of the ISF . . . . . . . . . . . . . . . . . . . . . . . 28Building fluency with the PBIS framework. . . . . . . . . . . . . . . . . . . . . . . . . 29Additional resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Step 5: Determine Benefit and Decide to Adopt or Not . . . . . . . . . . . . . . . . . . . . 32A State’s Journey through Exploring and Adopting the ISF . . . . . . . . . . 34District Exploration and Adoption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Chapter Four–Installing an Interconnected Systemat the District/Community Level . . . . . . . . . . . . . . . . . . . . . 39The ISF Installation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Step 1: Establish a District/Community Executive Leadership Team . . . . . . . . . . . . .41Step 2: Assess the Current Status of Mental Health and PBIS Systems in the District . . 43Step 2a: Assessing current system structures using the PBIS ImplementationBlueprint Self-Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Executive functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Implementation functions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Step 2b: Conduct a review of current initiatives. . . . . . . . . . . . . . . . . . . . . . 47Step 2c: Conduct a staff utilization review. . . . . . . . . . . . . . . . . . . . . . . . . .50Step 2d: Review existing school and community data. . . . . . . . . . . . . . . . . . 51Step 3: Reaching Team Consensus on a Mission Statement . . . . . . . . . . . . . . . . . 51Step 4: Establish District/Community Leadership Team Procedures and Routines . . . 52Step 4a: Selecting and installing a universal screener. . . . . . . . . . . . . . . . . . . 53Step 4b: Establish the request for assistance process. . . . . . . . . . . . . . . . . . . 54Step 4c: Selection process for evidence-based practices. . . . . . . . . . . . . . . . . 55Step 4d: Process to monitor fidelity of interventions. . . . . . . . . . . . . . . . . . . 56Step 4e: Process to monitor outcomes of interventions. . . . . . . . . . . . . . . . . 56Step 5: Develop Action Planning to Support Demonstration Sites . . . . . . . . . . . . . .57Step 5a: Develop an evaluation plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Step 5b: Develop a professional development plan for training and coaching. . .59Step 5c: Selecting demonstration schools. . . . . . . . . . . . . . . . . . . . . . . . . .60Step 5d: Finalizing a memorandum of understanding (MOU). . . . . . . . . . . . . .60Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guidev

Chapter Five—Installation and Initial Implementation of anInterconnected System at the School Level . . . . . . . . . . . . . . 62School ISF Installation and Initial Implementation Process . . . . . . . . . 63Step 1: Establish a Single Set of Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Step 1a: Identify needs for merging teams with similar goals. . . . . . . . . . . . . .63Step 1b: Expand team membership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64Step 1c: Establish roles and functions of teams across tiers of support. . . . . . . . 65Step 1d: Consider role changes for staff. . . . . . . . . . . . . . . . . . . . . . . . . . .66Role shifts for administrative and instructional staff. . . . . . . . . . . . . . . . 66The changing role of school clinicians. . . . . . . . . . . . . . . . . . . . . . . . 67The changing role of community clinicians based in schools. . . . . . . . . . 67Step 1e: Establish team operating procedures and problem-solving approaches. 68Team norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Confidentiality and communication. . . . . . . . . . . . . . . . . . . . . . . . . 69Confidentiality at Tier 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Confidentiality at Tier 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Confidentiality at Tier 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Meeting routines and procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Step 2: Assess the Current Systems, Data, and Practices . . . . . . . . . . . . . . . . . . . .73Step 2a: Assess current status of PBIS and mental health in the school(s). . . . . . 73Step 2b: Assess structures for identifying students who need access to supports. 74Step 2c: Conduct an intervention inventory. . . . . . . . . . . . . . . . . . . . . . . . 75Step 2d: Assess data being used to identify social-emotional-behavioral needs. . 75Step 3: Establish School Level Procedures and Routines of a MTSS . . . . . . . . . . . . .77Step 3a: Develop a process for implementing universal screening. . . . . . . . . . . 77Step 3b: Develop a request for assistance process for identifying students whoneed additional supports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Step 3c: Develop routines for data-based decision making. . . . . . . . . . . . . . . 79Identify and review expanded data sources. . . . . . . . . . . . . . . . . . . . . 80Entrance criteria and data thresholds. . . . . . . . . . . . . . . . . . . . . . . . . 81Step 3d. Develop a process for selecting evidence-based interventions. . . . . . . 82Step 3e: Establish a process for tracking fidelity of all interventions. . . . . . . . . .83Step 3f: Establish a process for monitoring the outcomes of all interventions. . . 85Step 4: Develop an Integrated Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Step 4a: Monitoring the effectiveness of the system. . . . . . . . . . . . . . . . . . . .86Step 4b: Monitoring student impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Step 4c: Conduct professional development. . . . . . . . . . . . . . . . . . . . . . . .88Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guidevi

Chapter Six—Full Implementation, Sustainability,and Continuous Improvement . . . . . . . . . . . . . . . . . . . . . . 90Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Stages of Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Full Implementation at the District Level . . . . . . . . . . . . . . . . . . . . . 92Stakeholder Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Workforce Capacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Data-Based Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Use of universal screening data at the district/community level. . . . . . . . . . . .96Resource Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Full Implementation at the School Level . . . . . . . . . . . . . . . . . . . . . 99MTSS Features Applied across the Interconnected System at the School Level . . . . . 100Continuous regeneration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Expanded types and use of data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Linking interventions across tiers and into the classroom. . . . . . . . . . . . . . . 104School climate and staff wellness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Conclusions and Future Directions . . . . . . . . . . . . . . . . . . . . . . . . 106Equitable Outcomes for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Bridging the Science-to-Service Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Commentary—Beyond the Tipping Point: Addressing Barriers toComprehensive School Mental Health . . . . . . . . . . . . . . . . .110References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Embedded Hyperlinks . . . . . . . . . . . . . . . . . . . . . . . . . . .128Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guidevii

PREFACEPrefaceIn the 1990s and 2000s, I was fortunateto be deeply involved in improving mental health services for children and adolescents through education-mental health systempartnerships. This included helping to foundthe Center for School Mental Health Assistance,now the National Center for School MentalHealth (NCSMH),1 and in its 24th year of federal funding from the Health Resources andServices Administration. I am grateful to havehad this experience with the NCSMH, andfor its continued positive impacts in advancing more comprehensive school mental health(SMH) programs in all states in the UnitedStates (U.S.).As the SMH movement was advancing in the late 1990s and early 2000s, I wasengaged in research, policy and technical assistance/coaching through the center, and helping to build programs and improve practicesin schools in Baltimore and other locations inMaryland. During this time, while I knew ofPositive Behavioral Interventions and Supports(PBIS), I viewed it as a separate and differentinitiative, and had little to no interaction withPBIS staff and leaders, even though this framework was present in many of our schools (fora more recent example of this parallel play, seeSplett et al., 2014).Fortunately, national leaders in PBIS,Lucille Eber and Susan Barrett reached out tome in 2007 emphasizing that the two initiatives,SMH and PBIS should be working together. Ifound their arguments compelling, and webegan to explore ways to build complementarity.This led to the development and disseminationof a white paper in 2009, followed by a convening of leaders identified by national centers forSMH and PBIS and in 2013, a monograph onan Interconnected Systems Framework (ISF) forPBIS and SMH was published (Barrett, Eber, &Weist, 2013). Each chapter of the monograph iswritten by leaders involved in PBIS and SMH.Practical guidance is provided on dimensionsof interconnected work including the enhancement of teams and integration of mental healthclinicians into them; data-based decision making; implementing and refining evidence-basedpractices (EBPs); school building, district andstate approaches and connecting them together;and resources to build supportive policies andcapacity. Reflecting a free and user-friendlyresource for the field, the monograph has beenviewed/downloaded more than 50,000 times.The ISF is being implemented in more than30 states around the U.S. and is being exploredin other countries (e.g., Australia, Iceland, theNetherlands, New Zealand). This growth isrelated to its significant advantages of promoting depth and quality in schools’ multi-tieredsystems of support (MTSS), economies of scale,and synergy in programming that reduces barriers to student learning and improves their social,emotional, behavioral and academic functioningAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guide1

PREFACE(see below*). For the past six years, a nationalISF workgroup has tracked progress and interacted with sites to provide guidance, learn aboutchallenges and successes, and hear recommendations from the field.Around two years ago, there seemed to beclear consensus on the need for a second versionof the monograph (Barrett et al., 2013), withemphasis on pragmatic guidance and effectiveexamples of implementation, and we are pleasedto present this Volume 2 to you now. The purpose of this updated version of the ISF monograph is to help teams considering, just startingto, and/or already implementing the approachto deepen and improve the quality of the workbased on guidance and practical examples reflecting our past six years of experience.After providing relevant background anda compelling rationale for the ISF, relevant toall school districts in the U.S., this monographprovides step-by-step guidance for districts andpartner schools to move this agenda forwardsystematically. Building from the prior monograph (Barrett et al., 2013) and validated keymessages (a single system approach, mental healthis for all, access is not enough, and the MTSS isfoundational to successful school mental health),comprehensive guidance is provided on all relevant processes (e.g., district-school collaboration, diverse stakeholder involvement, teaming,screening, data use, installing EBPs, etc.). Themonograph includes experiences from sitesimplementing the ISF from around the country,guides all phases of this work from explorationto full implementation and sustainability, andincludes a range of valuable tools and resources,all from the vantage point of school districts andpartner schools working closely together, ideally supported by state leaders and advances inpolicy.There are a number of reasons why the ISFis gaining momentum in the U.S. In additionto advantages presented above, two other reasons are: 1) There is evidence that mental healthchallenges among children and youth are worsening (Torio et al., 2015), and limitations oftraditional, single-system approaches are increasingly recognized (Lever et al., 2003; Splett,et al.,2013). Children, youth and families are sufferingand there is an urgent need to move away fromstatus quo approaches toward genuine cross-system collaboration, broadening the range ofresources and support and improving the reachand depth of programs. 2) Research documentsthat well-done interventions in one realm of student functioning can affect that realm and otherrealms. For example, in studies on children andyouth, effective academic intervention has beenfound to improve school performance, and alsoimprove emotional/behavioral (EB) functioning (Mulcahy et al., 2017). Relatedly, well-donecounseling may improve EB functioning andalso improve school performance (Suldo et al.,2014). This interconnectedness of processes inpeople should be reflected in interconnectedness in our systems.We are fortunate to be involved in thefirst randomized controlled trial on the ISF Interconnecting PBIS and school mental health toimprove school safety: A randomized trial, fundedby the National Institute of Justice (#2015CK-BX-0018, 2016-2020), as part of PresidentAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guide2

PREFACEObama’s Now is the Time Initiative2 to promote school safety and student success. Thestudy involves 24 elementary schools with 12 inCharleston, South Carolina, and 12 in Marion,Florida, with 8 schools (4 per district) implementing the ISF, 8 schools implementing PBISalone, and 8 schools implementing PBIS plusSMH (i.e., parallel play). Following a two-yearintervention versus comparison period and oneyear of follow-up, major analyses are now underway. We are encouraged by preliminary findingsindicating positive impacts for ISF schools compared to other conditions in team functioningand decision making; receipt of services by students with elevated needs; reduced inequity inservice receipt for children of color; and teacher-rated improvements in social, emotional andbehavioral functioning (with academic impactsbeing explored).*In closing, we convey our significantappreciation to the Office of Special EducationPrograms, U.S. Department of Education (andproject officer, Renee Bradley) and the Center forPositive Behavioral Interventions and Supportsfor the foundational support and wise guidanceprovided in furthering the work and impactof the Interconnected Systems Framework forSMH and PBIS.Mark D. Weist, PhDProfessor, University of South CarolinaNovember 15, 2019Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guide3

Chapter OneCHAPTER ONEIntroduction: Setting the Stage for anInterconnected System of Educationand Mental HealthThe Interconnected Systems Framework(ISF) is a structure and process to establish a single system of delivery acrosseducation and mental health, with active family and youth engagement. The deliberate integration of mental health and other communitypartners into the multi-tiered Positive BehaviorInterventions and Support (PBIS) system inschools is intended to ensure education and mental health structures interact in the most efficientand effective manner. The overall purpose of suchan integrated system is to create a school cultureand climate that promotes wellness (i.e., social,emotional, behavioral, academic, mental healthpromotion) of the whole child and addresses theneeds of all students, especially those at-risk foror with mental health challenges. The ISF structure is focused on the system features needed toensure evidence-based practices are deliveredwith accuracy and greater accountability to evaluate student growth overtime including formative and summative assessment.History of the InterconnectedSystems Framework (ISF) in SchoolsConceptual work on the ISF originatedin 2007 through purposeful collaborationbetween national leaders of PBIS and expandedSchool Mental Health (SMH) programs, whorecognized the parallel functioning and associated missed opportunities from separatelyfunctioning frameworks. This led to a whitepaper, Development of an Interconnected SystemsFramework for School Mental Health (Barrett,Eber, & Weist, 2009) and increased discussionamong leaders and staff from diverse youth-serving disciplines, with emphasis on educationand mental health systems. The impetus was akeen awareness among PBIS and SMH leadersof the need to directly align structures to establish more comprehensive and effective systemsof behavioral/mental health in schools. This wasdriven by the prevalence of underserved emotional, mental health, and behavioral needs ofour children and the recognition of the value inapplying organization, intervention and prevention sciences to address the situation. The needto ensure a multi-tiered, prevention-based methodology for supporting the mental health of allstudents was established.The synergy created from the originalworkgroup and concept paper led to the development of the first monograph, AdvancingEducation Effectiveness: Interconnecting SchoolAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBISVolume 2: An Implementation Guide4

Chapter OneMental Health and School-Wide Positive BehaviorSupport (Barrett, Eber, & Weist, 2013). Thispublication was developed through a focusedcollaboration among practitioners and researchers from the fields of PBIS and SMH and outlined the rationale, and approach for an ISF,building from the success of the effective system features of the PBIS framework. It includeddescriptions from efforts in states and districtsto date, clarifying essential features for usingthe framework to expand and improve mentalhealth in schools. The chapters of the monograph, each coauthored by a PBIS and a SMHresearcher/leader, described the structured use ofdistrict and school-based teams using relevantdata to design, deliver and refine an expandedcontinuum of evidence-based practices.Since 2013, work in the field of ISF, influenced by prevention and implementation science,has grown and now includes multiple examplesof application across the country. Collaborationswith and among

Advancing Education Efiectiveness: Interconnecting School Mental Health and School-Wide PBIS iii Volume 2: An Implementation Guide Acknowledgments Thank you to all contributing authors from Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Support. The second volume would not

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