1. education
2. school

Comprehensive Behavioral Health Model
Prospectus
“This work to address the critically
important issues surrounding the
mental health of our students…
is some of the most difficult work
happening in American public
education today and we don’t
say thank you nearly enough.
As the Secretary of Education
and as a Boston Public School
parent, it is inspiring to see this
type of collaboration happening
for the benefit of our kids.”
MA SECRETARY OF EDUCATION
MATTHEW H. MALONE
Dear Friend of Behavioral Health,
At Boston Public Schools, we clearly understand the
connection between behavioral health and students’ ability
and potential to learn. The Comprehensive Behavioral Health
Model provides a framework for ensuring that all students
in Boston Public Schools have access to high quality and
coordinated behavioral and mental health supports.
It promotes positive school climate and social and academic
success for all students. It integrates tiered supports and
services within a school according to student needs,
and recognizes family and community partnerships as
an integral part of a school’s success. We are proud that
BPS is leading this work in the state.
Schools need a behavioral health framework. We are
extraordinarily happy to have Andria Amador and the
Behavioral Health Services staff leading this work in BPS,
and CBHM exists because of and is strengthened by the
essential support and partnership of Boston Children’s
Hospital and UMass-Boston, as well as our many community
partners. We are confident that each day our schools are
better places because adults are working together to
support children and families to ensure that our students
are at the table and learning.
We are excited about the continued growth and impact of
CBHM on our students, our schools, and BPS as a whole.
We very much appreciate your interest and support.
John McDonough
SUPERINTENDENT OF BOSTON PUBLIC SCHOOLS
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BPS Comprehensive Behavioral Health Model
Supportive and Successful Schools
A Teacher’s Perspective
The Comprehensive Behavioral Health Model
As part of CBHM, the screening process takes
(CBHM) is a multi-tiered system of supports
our intangible experiences in our classrooms and
designed to ensure that all Boston Public School
converts them into practice-based evidence that
students have access to high quality and coordinat-
helps us best serve students. The screening
ed behavioral and mental health supports. Imple-
process gives service providers a nuanced picture
mentation of CBHM began during the 2012- 2013
of each student’s academic and behavioral skills,
school year and is now in 31 schools. A new cohort
as well as composite data on a classroom and
of schools will be added each school year.
school. The data helps teachers view our students
CBHM advances the development of safe and sup-
through multiple lenses and identify specific skills
portive school environments that are equipped to
that a student needs rather relying solely on
respond to varying levels of behavioral and men-
anecdotes or observations. As part of CBHM,
tal health need. Universal interventions benefit all
the process provides resources to regularly
students, and targeted and intensive supports are
progress monitor students using the Response to
implemented for students with higher levels of need.
Intervention model. CBHM provides an important
The Comprehensive Behavioral Health Model was
developed by the BPS Behavioral Health Services
foundation for establishing a school culture that
values student-centered teaching and learning.
Department, with support from and in collaboration
with Boston Children’s Hospital and UMass-Boston.
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CBHM: Number of Students Served
19000
17115
18000
16000
14000
10743
12000
10000
8000
6564
6000
4000
2000
0
2012-13
3
2013-14
2014-15
Need and Accomplishments
There is a growing body of research demonstrating the impact of student
behavioral health on academic success. As schools and school districts develop
well-defined academic benchmarks, many still lack a comprehensive plan to
adequately address the behavioral health needs of students.
The behavioral health needs of children in Boston are vast. Approximately a
quarter have experienced an adverse childhood experience, including exposure
to violence in the home or in the community, chronic poverty, living in a home
where substance abuse is present, or chronic mental health issues. Research
shows that adverse childhood experiences have the potential for long-term
negative impact on academic achievement, mental heath, school attendance,
and lifelong physical health.
The Jackson-Mann K-8 School
The Jackson-Mann School’s adoption of the Comprehensive Behavioral Health Model in 2012-13
catalyzed its efforts to improve the school climate.
Since that time, it has seen an improvement in
school climate, increased attendance, and a decline
in suspensions. Key to this school-wide success has
been the implementation of the Second Step social-emotional learning program and the articulation
of the TIGER traits (Tolerance, Integrity, Generosity,
Encouragement, Respect) as a reflection of school
values. TIGER is visually and verbally represented
and reinforced throughout the school, and TIGER
paws are used to recognize students at monthly
assemblies.
Edwin was so proud of his paw that he took the
initiative to bring it home and frame it, and then
brought it back to school to show his friends and
teachers.
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Goals
The goal of the Comprehensive Behavioral Health Model is to create safe
and supportive learning environments in which students grow and thrive
academically, personally, and socially.
In the next 3 years, we plan to increase our model and its implementation
in over 30 additional schools across the district, while we continue to
monitor and evaluate our progress in participating schools.
BPS COMPREHENSIVE BEHAVIORAL HEALTH MODEL
MISSION: Ensuring that all students have a safe and supportive school where they can be successful
If we do this…
We will see this…
Universal screening and
positive skill instruction
Improved
academic performance
Access to targeted
supports and services
Increased
positive behaviors
Integrated academic and
socio-emotional learning
Improved school climate
and student engagement
Professional development on
evidence-based interventions
Increased skills to
address students’ needs
Data management
and accountability
Increased capacity to
provide services
Partnerships with families
and community agencies
Improved access to and
coordination of services
To achieve this…
STUDENTS
SCHOOLS
DISTRICT
ESSENTIAL
COMPONENTS
Collaboration with and support for families
Aligned district initiatives and policies
Data-based decision making
Appreciation for diversity
Academic and
social competence
Safe and
supportive learning
environments
High-quality
equitable behavioral
health services
Consultation and collaboration
School and district leadership
Student-centered
Differentiated instruction
Guided by Massachusetts Department of Elementary and Secondary Education’s Behavioral Health Framework
THEORY OF CHANGE: Integrating behavioral health services into schools will create safe and
supportive learning environments that optimize academic outcomes for all students.
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BEHAVIORAL
HEALTH SERVICES
DEPT OF C
HILDREN &
BLIC
MMISSION
HEALTH CO
SPECIALIZED
SERVICES
NT OF
DEPARTME
MENTAL HE
ALTH
MENTAL HE
ALTH PARTN
ERS
Individual Counseling
Crisis Reponse
VID
D P
RO
Consultation
H LY
Evidence-Based Interventions
EN
LY
Universal Positive Behavioral Supports
TER
SIT
AR
TIER 1
QU
Y A
N
Solution-Focused Groups
NT
TIER 2
MO
ER
EXP
Y
EKL
ERT
Case Management
WE
ISE
TIER 3
INT
BOSTON PU
FAMILY SER
VICES
Universal Behavioral Health Screening
Professional Development
FOUNDATIONAL PRACTICES OF MENTAL HEALTH SERVICE DIRECTORY
Data-Based Decision Making
Research-Based Interventions
Consultations and Collaboration
Inclusive Practices
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Student Outcomes:
The Comprehensive Behavioral Health Model is making an impact in
participating schools. The 10 schools that began CBHM in 2012-13 demonstrated
an increase in positive behaviors and a decrease in problem behaviors based
on the universal screening data.
Capacity Outcomes:
To sustain the positive change with students, the capacity of school-based
staff to address behavioral health needs was enhanced with over 100 hours of
professional development training. Evaluation data indicates that participants
learned new strategies for behavioral and academic screening and interventions,
identified targeted interventions to meet student needs, and increased confidence
to address student needs. Overall, school staff indicated they were satisfied
with the trainings, and rated them highly (4.3 out of 5).
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Increase in percentage of students with reduced risk for Negative Affect
70
68
66
64
62
60
2012-13
2013-14
Decrease in percentage of students with increased risk for Negative Affect
12
10
8
6
4
2
0
2012-13
2013-14
Negative Affect entails signs of depression or anxiety that impact
students’ ability to learn and succeed in school.
Decrease in percentage of students with increased risk for Conduct problems
12
10
8
6
4
2
0
2012-13
2013-14
Conduct entails signs of behavioral difficulties in the classroom that
impact students’ ability to learn and succeed in school.
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Partners
The Boston Children’s Hospital Neighborhood Partnerships Program is
the community mental health program in the Department of Psychiatry at
Boston Children’s Hospital. For more than 10 years, CHNP has placed social
workers, psychologists, and psychiatrists in schools and community health
centers throughout Boston to provide a comprehensive array of mental
health services to children and adolescents where they live and learn.
With a growing reputation for innovative research addressing complex
issues, the University of Massachusetts Boston, metropolitan Boston’s only
public university, offers its diverse student population both an intimate
learning environment and the rich experience of a great American city.
UMass Boston’s 11 colleges and graduate schools serve 16,000 students
while engaging local, national, and international constituents through
academic programs, research centers, and public service activities.
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For more information, please contact:
Andria Amador
617-635-9676
[email protected]
cbhmboston.com