Training & Technical Assistance

Training and Technical Assistance is critical to and has been a cornerstone of the NCSMH mission since its inception. The NCSMH leads numerous training and technical assistance efforts to increase and improve high quality comprehensive school mental health systems across the nation. In particular, the NCSMH leads the National Quality Initiative for Comprehensive School Mental Health Systems including the development and implementation of the National School Mental Health Census and Performance Measures and corresponding resources housed on the SHAPE System.

Project Staff:

Tiffany Beason, Principal Investigator
Yourdanos Bekele, Senior Clinical Research Assistant
Kay Connors, Early Childhood and Trauma-Informed Systems Expert
Dana Cunningham, Training & Technical Assistance Lead
Sharon Hoover, Trauma-Informed Systems Expert
Nancy Lever, Training and Technical Assistance Expert
Brittany Patterson, Training & Technical Assistance Lead
Sumer Rahe, Senior Clinical Research Assistant
Sam Reaves, Trauma-Informed Organizational Assessment Lead
Cindy Schaeffer, Expert Consultant in Implementation Support
Marie Yuille, Lead Clinical Research Specialist

Project Partner Staff:

Ashley Griffin-Gilchrist, Bowie State University PI
Di Seybolt, Systems Evaluation Center Lead
Timothy Santoni, Database Engineer
Howard Goldman, Systems Evaluation Center PI
Karen McNamara, Research Data Manager
Yohannes Girma, Research Assistant

Funding Source:

American Rescue Fund Mental Health Grant; Mental Health COVID Grant through Maryland Behavioral Health Administration

Project Partners:

Maryland Behavioral Health Administration; Bowie State University

Project Description:

The goal is to design and implement a collaborative initiative to provide essential ACEs data surveillance, training, technical assistance and continuous quality improvement to support the adoption of trauma informed policies and practices in child and family-serving behavioral health organizations within the Maryland Public Behavioral Health System. Access the Healing Systems Data website.

Contact:

Tiffany Beason, tbeason@som.umaryland.edu

Project Title:

Maryland Advancing Wellness and Resilience in Education II (MD-AWARE II)

Project Staff:

Sharon Hoover, Principal Investigator
Tiffany Beason, Trainer
Taneisha Carter, Lead Evaluation Specialist
Jerica Knox, Lead Evaluator
Nancy Lever, Training and Technical Assistance Lead

Funding Source:

Substance Abuse and Mental Health Services Administration (SAMHSA)

Project Partners:

Project Description:

MD-AWARE II supports three local school systems in Maryland, Baltimore City Public Schools, Talbot County Public Schools, and Caroline County Public Schools, in enhancing student and family access to a multi-tiered system of evidence-based practices to support school mental health. The goals and objectives MD-AWARE II are:

Partnering agencies will use a train-the-trainer model to disseminate interventions such as Youth Mental Health First Aid, ACE Interface, and Persuade. Refer to school staff and community members. These interventions support trainees’ ability to identify and refer youth and families that may benefit from mental health resources.
Family Navigators will be integrated into each school system to connect students and families with resources including mental health supports.
Clinicians working within each school system will receive training in evidence-based interventions for students who have experienced trauma such as Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Bounce Back. Trainings will also be available in the evidence-based practices Motivational Interviewing (MI), and Screening, Brief Intervention, and Referral to Treatment (SBIRT).
Telepsychiatry services for students and families will be implemented or expanded in each school system.
District leadership teams will use the School Health Assessment and Performance Evaluation system (SHAPE; theshapesystem.com) to develop and implement strategic plans to improve high-quality sustainable school mental health.
The Maryland Educational and Behavioral Health Community of Practice will serve as a state advisory group for MD-AWARE II. Each district will develop a local advisory group to review policy and make recommendations to support school mental health.

Resources for team members.

Contact:

Taneisha Carter, tacarter@som.umaryland.edu

Project Staff:

Sharon Hoover, Principal Investigator
Taneisha Carter, Evidence-Based Practice Clinical Lead Specialist
Julia Clarick, Evidence-Based Practice Coordinator
Elizabeth Connors, Measurement-Based Care Learning Community Lead
Latisha Curtis, Evidence-Based Practice Training Specialist
Imogen Evans, Evidence-Based Practice Coordinator
Cecilia Hesselton, Administrative Assistant
Zele Iyoriobhe, Evaluation Assistant
Jenn Keperling, Project Director
Jerica Knox, Evaluation Director
Nancy Lever, Systems Director
Victoria Louis, Evaluation Assistant
Shawn Orenstein, Systems Manager
Karah Palmer, Clinical Evidence-Based Practice Manager
Sam Reaves, Evidence-Based Practice Director
Perrin Robinson, Evaluation Manager
Kelly Schaffer, Evidence-Based Practice Training Senior Specialist
Lauren Wright, Senior Communications Specialist

Funding Source:

Maryland Community Health Resources Commission

Project Description:

Maryland Consortium on Coordinated Community Supports, Maryland Community Health Resources Commission

Project Description:

Maryland Coordinated Community Supports Partnerships, a new initiative out of the Blueprint for Maryland’s Future Act, aim to help meet student behavioral health needs and other related challenges in a holistic, non-stigmatized manner. The statewide model has been developed by the Consortium on Coordinated Community Supports, a new 24-member entity. With guidance from the Consortium, the Maryland Community Health Resources Commission (CHRC) will implement a grant program to support the development of Maryland Coordinated Community Support Partnerships. The National Center for School Mental Health is providing technical assistance and training to the initiative through several mechanisms, including:

Providing technical assistance to hubs and spokes within the Coordinated Community Support Partnerships on best practices related to comprehensive school mental health systems
Serving as a purveyor of several evidence-based practices
Supporting state entities to advance Maryland policy and state practices related to school mental health systems across the state

Contact:

Jenn Keperling, JKeperling@som.umaryland.edu

Project Staff:

Taneisha Carter, Lead Research Specialist
Nancy Lever, Outreach and Education Co-Leader
Brittany Patterson, Expert Faculty
Cindy Schaeffer, Expert Faculty
Cameron Sheedy, Senior Project Coordinator
Christina Walker, Project Analyst

Funding Source:

Maryland Department of Health, Behavioral Health Administration

Project Partners:

University of Maryland Medical System, University of Maryland School of Medicine, University of Maryland Baltimore County

Project Description:

The National Center for School Mental Health (NCSMH) leads the Outreach and Education efforts for EIP which emphasizes teaching providers how to identify signs of clinical high risk and early psychosis, familiarizing them with relevant evidence-based practices, and providing ample ways to refer individuals for further consultation and treatment. These efforts span settings and providers who serve the range of age groups that can be impacted by clinical high risk and early psychosis, including but not limited to intermediate and secondary schools (middle school and high school), higher education (community college, university/college), advocacy groups, and behavioral and medical treatment settings. The two main foci for the outreach and education team include: 1) training around early psychosis/risk for psychosis and the importance of early identification; and 2) outreach about available Maryland EIP clinical services.

Contact:

Cameron Sheedy, csheedy@som.umaryland.edu

Project Staff:

Jill Bohnenkamp, Principal Investigator
Diamond Carr, Postdoctoral Technical Assistance Specialist
Kathy Lane, Content & Training Consultant
Nancy Lever, Content & Training Expert
Sam Reaves, Content & Training Expert
Perrin Robinson, Content & Training Expert
Melissa Zarger, Project Coordinator

Funding Source:

Maryland State Department of Education

Project Partners:

Maryland State Department of Education

Project Description:

The Maryland State Department of Education has developed the Maryland School Mental Health Response Program to provide timely consultation and support to school systems to address student and staff mental health concerns. The NCSMH provides project coordination, trainings, and evaluation to the counties and Baltimore City in Maryland, including a learning collaborative to support districts in schools in developing and improving comprehensive school mental health systems.

Contact:

Melissa Zarger, mzarger@som.umaryland.edu

Project Staff:

Brittany Patterson, Principal Investigator
Nancy Lever, Faculty Consultant

Project Description:

In partnership with the Maryland Center of Excellence on Problem Gambling, the NCSMH is implementing and evaluating a youth gambling prevention program in several Baltimore City schools for students in grades 5, 7, 8 and 12.

Contact:

Brittany Patterson, bpatterson@som.umaryland.edu

Project Staff:

Sharon Hoover, Co-Principal Investigator
Nancy Lever, Co-Principal Investigator
Tiffany Beason, Consultant/Trainer
Elizabeth Connors, Consultant/Trainer
Dana Cunningham, Consultant/Trainer
Brittany Patterson, Consultant/Trainer
Sam Reaves, Consultant/Trainer
Cameron Sheedy, Project Coordinator
Christina Walker, Budget Analyst & Contracts Manager

Funding Source:

SAMHSA

Project Partners:

University of Maryland Medical System, University of Maryland School of Medicine, University of Maryland Baltimore County

Project Description:

The NCSMH has partnered with the MHTTC Network Coordinating Office at Stanford and several Regional Centers to lead the development of national school mental health training, including the National School Mental Health Curriculum, mental health literacy for educators and cultural responsiveness and equity. The NCSMH provides direct tailored technical assistance and training (T/TA) on the implementation of mental health services and supports in schools and school systems at a national level and to states and districts within regional MHTTCs. The NCSMH has conducted school mental health landscape surveys and interviews with key state leaders to inform school mental health progress and technical assistance needs. The NCSMH is working with Network Coordinating Office and the Regional MHTTCs to disseminate widely information related to high quality, sustainable school mental health and emerging school mental health topics.

Contact:

Larraine Bernstein, lbernste@som.umaryland.edu

Project Staff:

Sharon Hoover, Principal Investigator
Jill Bohnenkamp, Co-Principal Investigator
Elizabeth Connors, Co-Principal Investigator

Project Partners:

National Association of School Nurses, Center for Mental Health Services in Pediatric Primary Care at the Johns Hopkins Bloomberg School of Public Health, Sacramento State University School of Nursing

Project Description:

The Mental Health Training Intervention for Health Providers in Schools (MH-TIPS) is an innovative in-service training and implementation support system for school nurses and other school health providers aimed at enhancing their competence in managing the needs of students with or at risk for emotional and behavioral difficulties that interfere with learning. MH-TIPS was developed by the NCSMH in partnership with the National Association of School Nurses and the Center for Mental Health Services in Pediatric Primary Care at the Johns Hopkins Bloomberg School of Public Health. The MH-TIPS training program includes core training content components linked to the context of school health providers with respect to student mental health issues including:

Strategies and Skills to Promote Positive and Supportive Interactions for Student Mental Health Issues
Mental Health Identification and Assessment
Mental Health Referral and Resource Mapping
Mental Health Crisis Response and Safety Assessment
Mental Health Intervention Best Practices for Delivery by School Health Providers
Psychotropic Medication

The entire MH-TIPS training course is available online at https://mdbehavioralhealth.com/training. The MH-TIPS Interactive Online Platform includes:

Implementation training videos
School health provider mental health video vignettes
Downloadable resources and tools
Frequently asked questions
Interviews with experts
Opportunity to earn continuing education credits

Publication on MH-TIPS:

Bohnenkamp, J. H., Hoover, S. A., Connors, E. H., Wissow, L., Bobo, N., & Mazyck, D. (2018). The mental health training intervention for school nurses and other health providers in schools. The Journal of School Nursing, 1059840518785437. https://doi.org/10.1177/1059840518785437

Contact:

Jill Bohnenkamp, jbohnenk@som.umaryland.edu.

Project Staff:

Sharon Hoover, Principal Investigator, Director
Tiffany Beason, Director of Cultural Responsiveness and Equity
Taneisha Carter, Research Specialist
Ellie Davis, Business Manager
Jerica Knox, Lead Evaluator
Nancy Lever, Director of Training
Lauren Wright, Senior Communications Specialist

Funding Source:

SAMHSA

Project Partners:

Center for Safe and Supportive Schools, NCTSN Center for Trauma Care in Schools, Center for Childhood Resilience

Contact:

connect@ncs3.org

Project Staff:

Jill Bohnenkamp, Principal Investigator
Tiffany Beason, Co-Principal Investigator
Zahra Ladhani, Program Manager
Nancy Lever, Co-Investigator & Expert Faculty
Perrin Robinson, Evaluator

Funding Source:

Center for Disease Control and Prevention (CDC), Healthy Schools Branch

Project Partners:

Collaborative for Academic, Social and Emotional Learning (CASEL)

Project Description:

The NCSMH launched the first cohort of the CDC Healthy Schools Whole School, Whole Community, Whole Child Emotional Well-Being Learning Community (WSCC Emotional Well-Being LC), during the 2022-2023 school year. The WSCC Emotional Well-Being LC consisted of a network of CDC Healthy Schools State Education Agencies, districts, and schools committed to improving emotional well-being for youth in communities that are socially and economically marginalized, and disproportionately affected by chronic diseases and the risk factors that cause them. The WSCC Emotional Well-Being LC provided a comprehensive model of professional development, technical assistance, dissemination, partnerships, and implementation support. In addition, the WSCC Emotional Well-Being LC hosted a Youth Leadership Summit and on-going youth action calls to elevate youth voice and facilitate youth engagement and leadership in advancing emotional well-being.

Contact:

Zahra Ladhani, zladhani@som.umaryland.edu

Program Staff:

Nancy Lever, Principal Investigator
Cindy Schaeffer, Co-Principal Investigator
Melissa Ambrose, Project Director and Trainer
Kristina Floyd, Clinical Trainer
Aijah KB Goodwin, Expert Faculty
Janice Mace, Project Coordinator
Sylvia McCree-Huntley, SFP Training Coordinator
Caitlyn McNulty, Senior Research Assistant
Christa Schmidt, Research Assistant
Yao Sun, Graduate Research Assistant

Funder:

SAMHSA

Program Partners:

Maryland Department of Health and Mental Hygiene, Behavioral Health Administration

Program Description:

Maryland and Family Interventions for Substance Use (MD FYI) is funded by the Maryland Behavioral Health Administration as part of the State Opioid Response. MD FYI provides free trainings and evidence-based resources to equip the Maryland behavioral workforce staff to prevent, identify and intervene with adolescent substance use. To achieve this effort, the following evidence-based trainings have been made available:

Botvin LifeSkills Training (LST): a substance abuse prevention program proven to reduce the risks of alcohol, tobacco, drug abuse, and violence by targeting the major social and psychological factors that promote the initiation of substance use and other risky behaviors. Botvin LifeSkills can be implemented at the elementary, middle, and high school level in the classroom or with small groups. This training is available to school staff (including counselors, teachers, and school-based health staff.
Screening, Brief Intervention and Referral to Treatment (SBIRT): The purpose of this training is to enhance school and community-based behavioral health professionals’ capacity to identify, support, and refer as needed, adolescents and transitional age youth with substance use concerns. Trainees will learn the skills of substance use screening, brief intervention, and referral to treatment. Multiple options for SBIRT are available.
Adolescent Community Reinforcement Approach (A-CRA): A-CRA seeks to replace environmental contingencies that have supported alcohol or drug use with pro-social behaviors. Clinicians assume a flexible approach to reduce adolescent substance use by choosing from a menu of 19 different A- CRA procedures that address areas such as problem-solving skills, communication skills, and drug refusal skills. Goals of A-CRA include decreasing substance use, increasing participation in non-using pro-social activities, improved life satisfaction, and improved positive relations with family and
Parent CRAFT: Parent CRAFT is a self-paced online video course that teaches parents, caregivers, and concerned others the skills and techniques needed to meet the risks of substance misuse and encouraging a young person to enter treatment. Parents and caregivers learn skills to address adolescent and transitional-age youth (TAY) substance misuse through highly engaging online video segments that include structured suggestions for practicing the skills.
Strengthening Families Program: The Strengthening Families Program (SFP) is a group-based caregiver and youth skills program that aims to promote good parenting skills and positive family relationships, reduce child and adolescent aggression and hostility, and prevent adolescent initiation of substance use. The program can be offered by any youth-serving organization that is able to work directly with caregivers and youth. The Strengthening Families Program is suitable for all youth ages 7-17 years as well as for youth who may be at higher risk of developing a substance misuse disorder (e.g., those already receiving services for substance misuse).
The ASK Model for Culturally Responsive Services: Jordan Peer Recovery’s ASK Model focuses on the process of delivering culturally responsive behavioral health services to families. The ASK Model is introduced through a series of activities where participants are asked to look internally at their own biases to increase cultural responsiveness in service delivery. The ASK Model can be utilized to build awareness, skills, and knowledge to facilitate culturally responsive one-on-one and group sessions. This course focuses on person-centered interventions including motivational interviewing, active listening and setting SMART goals.

Contact:

Melissa Ambrose: mambrose@som.umaryland.edu

Project Staff:

Nancy Lever, Principal Investigator
Cindy Schaeffer, Co-Principal Investigator
Caitlyn McNulty, Senior Research Assistant
Cameron Sheedy, Senior Project Coordinator

Funding Source:

Office of Mental Health/Core Service Agency of Harford County

Project Partners:

Behavioral Health Administration

Project description:

The National Center for School Mental Health (NCSMH) team is supporting the Maryland Department of Health, Behavioral Health Administration in advancing and disseminating a comprehensive package of knowledge and best practices in youth care coordination to care coordinators and supervisors, as well as behavioral health professionals throughout Maryland. Training content was informed by and developed through a collaborative process that meaningfully engaged experienced care coordinators and mental health professionals. The series of 17 modules is intended for care coordinators, those supervising care coordinators, administrators, behavioral health providers working with youth care coordinators, and other professionals wishing to increase their knowledge about youth care coordination. The NCSMH provides ongoing technical assistance and consultation as needed through in-person meetings, live trainings, webinars, and conference calls and will develop resources to support comprehensive training related to youth care coordination.

Contact:

Cameron Sheedy, csheedy@som.umaryland.edu

Project Staff:

Jill Bohnenkamp, Principal Investigator
Sharon Hoover, Expert Faculty
Nancy Lever, Expert Faculty
Rachel Siegal, Research Coordinator

Funding Source:

SAMHSA

Project Partners:

Centers for Disease Control and Prevention; American Academy of Pediatrics

Project Description:

The NCSMH will collaborate with the American Academy of Pediatrics (AAP) to expand the Training, Education, Assistance, Mentoring, and Support (TEAMS) model to support school districts in enhancing their comprehensive school mental health (MH) systems. This model supports school districts to overcome barriers by engaging in a systematic, planned process to improve health services. Specifically, school districts will be guided through a process to engage stakeholders and foster partnerships to support improvements in comprehensive school MH services; assess their current school MH services policies, practices, and infrastructure; identify and prioritize key areas for improvement and develop a strategic action plan.

Contact:

Jill Bohnenkamp, jbohnenk@som.umaryland.edu

Project Title:

Maryland Healthy Transitions (MD-HT)

Project Staff:

Sharon Hoover, UMB Principal Investigator
Sylvia McCree-Huntley, Outreach & Education Lead
Perrin Robinson, Lead Evaluator
Cameron Sheedy, Evaluation Coordinator

Funding Source:

Substance Abuse and Mental Health Services Administration (SAMHSA)

Project Partners:

Maryland Behavioral Health Administration

Project Description:

MD-HT is a five-year grant funded by SAMHSA through the Now Is The Time initiative. The target population is transition-aged youth (TAY) between the ages of 16-25 with a serious mental health condition that impairs functioning. University of Maryland Baltimore conducts the program evaluation, in addition to providing outreach and education support. Each TAY works with a Transition Facilitator to create an individualized treatment plan. MD-HT goals include supporting TAY in in successfully transitioning to adult roles through supported employment, supported education and linking TAY to relevant services and supports. Healthy Transitions providers and staff can view our provider resources page. If you are looking for information on the outreach & education, visit Training & Technical Assistance. View the Healthy Transitions Leadership Team.

Contact:

Perrin Robinson, probinso@som.umaryland.edu

Outreach & Education Newsletters:

Project Staff:

Jill Bohnenkamp, Principal Investigator
Sharon Hoover, Co-Investigator
Shawn Orenstein, Program and Policy Manager

Project Partners:

Project Description:

Under the Bipartisan Safer Communities Act, the Department of Health and Human Services, in collaboration with the Department of Education, established “Medicaid Program: School-Based Services Technical Assistance Center.”

The purpose of the technical assistance center is to ensure that States understand guidance from the Centers for Medicare & Medicaid Services (CMS) released in May 2023: Delivering Service in School-Based Settings: A Comprehensive Guide to Medicaid Services and Administrative Claiming.

The technical assistance center:

Helps and expands the capacity of SMAs, LEAs, and school-based entities to provide assistance under Medicaid
Reduces administrative burdens for those agencies and health centers or entities
Supports SEAs, LEAs, and school-based entities to be paid for providing assistance under Medicaid
Ensures ongoing coordination and collaboration between the U.S. Department of Health and Human Services (HHS) and ED with respect to the provision of, and payment for, assistance under Medicaid by LEAs
Informs SEAs, LEAs, and the target audience states about how to use funding from the HHS, ED, and other federal agencies to be paid under Medicaid for assistance in school-based settings

Contact:

Shawn Orenstein, sorenstein@som.umaryland.edu

Project Staff:

Sharon Hoover, Principal Investigator
Nancy Lever, Co-Principal Investigator
Kristina Floyd, TA Specialist
Betsy Levine Brown, Consultant

Funding Source:

Department of Education (DOE)

Project Partners:

American Institutes for Research

Project Description:

The National Center for School Mental Health (NCSMH) has partnered with American Institutes for Research (AIR) to provide technical assistance to federally funded Promoting Student Resilience, Elementary and Secondary School Counseling, and Project PREVENT grantees. The primary purpose of these projects is to build and increase the capacity of local education agencies to address the comprehensive behavioral and mental health needs of students in communities exposed to trauma.

Contact:

Nancy Lever, nlever@som.umaryland.edu

Project Staff:

Sharon Hoover, Co-principal Investigator

Funding Source:

The Danya Institute

Project Partners:

Dominique Charlot-Swilley, Expert Advisor (Georgetown University Hospital)
Jeff Bostic, Expert Advisor (Georgetown University Hospital)

Project Description:

NCSMH has partnered with The Danya Institute and MedStar Georgetown University Hospital to create mechanism for behavioral health providers to assess and improve well-being practices, both personal and organizational. Through use of a 10 part self-guided wellbeing workbook, behavioral health clinicians understand their own wellbeing including areas of strength and need as well as practices for improvement. We are developing an empirically- and field-informed organizational tool to assist behavioral health organizations in assessing and improving their strategies to promote well-being among providers. The assessments and resources will allow individuals and organizations to monitor progress and sustain improvements in personal and organizational strategies to improve behavioral health provider well-being.

Contact:

Sharon Hoover, shoover@som.umaryland.edu

Project Staff:

Nancy Lever, UMB Co-Principal Investigator/State Community of Practice/Policy Lead
Sharon Hoover, UMB Principal Investigator
Jill Bohnenkamp, Lead Evaluator
Elizabeth Connors, CoIIN Lead and Improvement Advisor
Shawn Orenstein, Program and Policy Analyst
Sam Reaves, Research Associate
Perrin Robinson, Communications Director & Lead Evaluation Specialist
Taneisha Carter, Research Specialist
Sylvia Huntley, Meeting Manager
Christina Huntley, Program Assistant

Funding Source:

Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB)

Project Partners:

The School Based Health Alliance (SBHA), The Center for Health and Healthcare in Schools (CHHCS)

Project Description:

The School-Based Health Alliance (“The Alliance”) and the National Center for School Mental Health (NCSMH) were jointly awarded a cooperative agreement from the federal Maternal and Child Health Bureau (MCHB) at the Health Resources and Services Administration to lead innovation and improvement in quality of care through school-based health services. The two organizations are eager to build on the momentum of the previous four years leading the School Health Services National Quality Initiative (NQI), and work collaboratively with their partners, including the Center for Health and Health Care in Schools at George Washington University, project advisors, and school health providers from across the nation to ensure the highest quality of care for children and adolescents receiving services in schools.

The 5-year agreement supports the partnering organizations’ efforts to improve the quality of care delivered by school-based health centers (SBHCs) and comprehensive school mental health systems (CSMHSs) nationwide. The Alliance, the NCSMH, and our partners will:

Review and refine current national performance measures;
Conduct three quality improvement collaboratives of cohorts comprising SBHCs and CSHMHs
Facilitate a Community of Practice for state agencies and state-level organizations to accelerate and spread innovation and improvement in quality care, best business practices, and policies to support school health services sustainability and growth;
Provide technical assistance to SBHCs, CSMHSs, and schools not participating in CoIIN cohorts, encouraging adoption of CoIIN-generated strategies and innovations;
Integrate contemporary and emerging child and adolescent behavioral health topics, issues and conditions (e.g., adverse childhood experiences, opioid use) and emerging practices (e.g., telehealth, trauma-informed practices, restorative justice, social/emotional learning) in performance measure refinement, screening tools, implementation guidance, webinar series, and resources; and
Support states to effectively assess and address social determinants of health in school-based health services.

Currently, the states of Nevada, Massachusetts, South Carolina, Ohio, Minnesota, and Arizona are working in our national Collaborative Innovation and Improvement Network (CoIIN) to improve school health services.

As part of the NQI, the NCSMH has developed the National School Mental Health Census and Performance Measures, which are available through the SHAPE System at www.theshapesystem.com.

Publication about school mental health performance measurement:
Connors, E. H., Stephan, S. H., Lever, N., Ereshefsky, S., Mosby, A., & Bohnenkamp, J. (2016). A national initiative to advance school mental health performance measurement in the US. Advances in School Mental Health Promotion, 9(1), 50–69. https://doi.org/10.1080/1754730X.2015.1123639

Contact:

Shawn Orenstein, sorenstein@som.umaryland.edu