Picture a school in which children, families, faculty, and community partners feel welcome and valued. Every child experiences a pro-social curriculum as part of their classroom and school experience. Teachers periodically review each of their students' behavioral health strengths and needs. Students in need of additional support are provided appropriate services in a timely fashion. Teams of teachers and administrators review student behavioral health data and process on a regular basis. Community partners, families, and school personnel meet periodically and are in consistent communication about children who are receiving support.
CBHM is a comprehensive model that 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.
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CBHM launched during the 2012-13 school year in 10 BPS schools. Each year, approximately 10 additional schools join the model. Currently, 76 schools have joined CBHM. Each participating school has begun to implement a multi-tiered model of interventions and supports (aka MTSS), including a universal social emotional learning curriculum and a universal behavioral health screening tool (BIMAS-2), which helps schools better understand and respond to each student's behavioral health needs.
Each school year a new cohort of approximately 10 BPS schools will join the model in order to expand CBHM supports across the district. Additionally, we have seen an increase in multi-tiered systems of support, the use of social emotional learning curricula, and implementation of universal behavioral health screening across the district, including in those schools who have not yet joined the model.
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CBHM is a multi-tiered system of supports (MTSS) designed to promote students' social, emotional, and behavioral wellbeing. MTSS is a three-tier model of service delivery for educational and behavioral services in a school setting. This model is also often called Response to Intervention (RtI). In BPS, the Academic Achievement Framework (AAF) is a version of RtI focused on students' social and behavioral learning. The Comprehensive Behavioral Health Model (CBHM) is focused on students' social and behavioral learning. The goal of the CBHM Lighthouse model (below) is to create safe and supportive learning environments in which students may grow and thrive academically, personally, and socially. This includes providing the right amount of services and supports at the right time when a student absolutely needs them.
These models are based on the logic that the majority of students can and will be successful when provided with evidence-informed instruction and preventative interventions. Appropriate interventions and the use of data to assess progress help ensure that students who benefit from progressively more intensive services will not need them over the long-term.
Reference: Tillly, W. David (2007). The evolution of school psychology to science-based practice: Problem solving and the Three Tiered Model. Best practices in school psychology V.
Highlighting the necessary actions as well as the desired outcomes at the district, school, and student levels, this logic model acts as a roadmap for this important work.