The Boys Town Specialized Classroom model was implemented to reduce disruptive behaviors, discipline referrals, and absenteeism among students with emotional and behavioral problems in Bridgeport, Connecticut. The model is implemented by classroom teachers and has strong evidence of reducing office referrals and disruptive behaviors, and increasing academic engagement, instruction time, and on-task behaviors among students.
To increase the number of students receiving mental health services, Connecticut schools have engaged community mental health providers in delivering school-based care. The engagement and support of community mental health providers has led to an increase in students receiving school-based mental health services in all three participating SS/HS districts and in the state.
“The Collaboratory” integrates various state grants and initiatives to ensure a climate of collaboration. State leaders worked together to develop a State Integration Team to include many state initiatives in order to align the work across the state. The initiatives include: Project AWARE, School Climate Transformation, Pre-K Development, Systems of Care, Office for a Safe and Respectful Learning Environment, OJJDP Comprehensive School Safety Initiative, and State Youth Treatment Planning for Substance Abuse.
The Nevada Department of Education, Office of Safe and Respectful Learning Environment (NDE OSRLE), established the Governor’s Social Workers in Schools Initiative with the focus of creating safe schools through prevention programming as well as a system of multi-tiered interventions for students. Providing a social worker in the schools has enhanced the strategy to create safer schools.
The three LEAs (Lyon, Nye, and Washoe School Districts) partnered to develop and provide mental and behavioral health consultation, screening, assessment, and treatment for students and their families on site at school. As a result, services have been provided for 2,042 students (2013-2016 school years). The school districts and community agencies have developed the infrastructure and capacity to continue these services.
The three LEAs (Lyon, Nye, and Washoe School Districts) provided ASQ-SE training for schools and community early childhood professionals. As a result, developmental screenings have been provided to 1,169 young children (2013-2016 school years). The school districts and community agencies have developed the infrastructure and capacity to continue the ASQ-SE screenings.
