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Prevention- Early Intervention Trauma Programming

Illinois Children’s Behavioral Health Transformation Initiative

This webpage outlines the Illinois Children’s Behavioral Health Transformation Initiative, including the School Screening Readiness Report. This report identifies five key domains of readiness for universal mental health screening derived from the results of a readiness survey. It then articulates three recommended phases for implementation. Finally, it reviews existing mental health resources and services and those in development, along with implementation support, that will be provided by ISBE in areas of governance, oversight, and policy guidance. It concludes with a timeline for implementation of universal mental health screening in all school districts by the end of the 2027-28 school year.

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School Mental Health Readiness learning playlist

Schools play a central and critical role in helping students build their capacity to cope with stress and life problems. research shows that the majority of students experiencing mental health challenges receive the help they need from staff in their school. This School Mental Health Readiness learning playlist equips school and district leaders, behavioral health professionals, and service providers with practical strategies to address student mental health needs. Topics include trauma-informed mental health screening, behavioral health teams, universal screening, and the Illinois School-Based Medicaid program. These courses provide actionable tools to create supportive school environments, secure funding, and promote student well-being and academic success. Intended audiences for these courses are school mental health team members and school administrators.

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School Behavioral Health Team Readiness

This course will help school administrators and mental health staff understand the history of behavioral health teams (BHT) and how this teaming structure can help support mental health concerns. Explore how BHT aligns with the Multi-Tiered System of Support (MTSS) and other frameworks and reflect on current systems related to the role of school leaders, school-level teams, mental health supports, and partnerships with community-based providers. Then, get a team together and plan for the next steps needed to get your school ready for a BHT.

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SEL Staff Survey Needs Assessment Facilitator Guide

This is a complementary, step-by-step guide to completing CASEL’s SEL Staff Survey Needs Assessment tool, which is used as a starting point in supporting schools and districts in creating a safe, supportive school environment. Indicators guide how schools may demonstrate success in each area within the nine domains of SEL Staff Survey. Overall, the assessment tool provides suggestions for action planning that can be adjusted to meet the needs of the school and/or district using it. Resources to further support action planning can be found through the RSSI system as well as the Action Plan Facilitator Guide found here.

The School-based Staff SEL Implementation Survey is a tool used in the SEL pillar of the Resilient Supportive Schools Illinois (RSSI) initiative, and is designed to be taken by staff members working in one school setting. The data and results will support school-based SEL teams in collecting data on staff SEL implementation practices and perceptions.

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School Mental Health Quality Assessment (SMHQA) Guide

This is a complementary guide to completing the School Mental Health Quality Assessment (SMHQA) assessment tool, which is a starting point in supporting schools and districts in creating a safe and supportive school environment. Indicators guide how schools may demonstrate success in each area within the seven domains of SMHQA. The examples are a guide and can be used as a starting point for quality improvement initiatives. Overall, the assessment tool provides suggestions for action planning that can be adjusted to meet the needs of the school and/or district using it. Resources to further support action planning can be found through the RSSI and SHAPE systems as well as the Action Plan Facilitator Guide.

The SMHQA is designed for teams to assess the comprehensiveness of their school mental health system and to identify priority areas for improvement. The Assessment is composed of seven domains (Teaming, Needs Assessment/Resource Mapping, Screening, Mental Health Promotion, Early Intervention and Treatment, Funding and Sustainability, Impact).

*Note that there are two versions of the SMHQA: one for schools and one for districts. Please access the assessment that makes sense for your work.

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42 MTSS Intervention Strategies for Your Student Support Team

Every student comes into the classroom with their own experiences and needs. As educators, we can support students by choosing intervention strategies designed to help them succeed. A strong Multi-Tiered System of Supports (MTSS) depends on individualized, research-based intervention strategies. Intervention plans must be relationship-informed as well as data-informed, building on what we know about our students and determining how best to support them. Check out these ideas for your student support team.

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6 Ways to Sustain SEL in Schools

Sustaining SEL efforts over the long term is crucial to allow children to adequately develop these skills. But that sustainability faces barriers in the form of staff turnover, limitations on resources, and competing for precious classroom time against other programs and initiatives. This article provides six key ways to support sustaining SEL PreK–12 efforts districtwide.

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CASEL’s SEL Framework

Learn more about CASEL’S framework, known to many as the “CASEL wheel,” that helps cultivate skills and environments that advance students’ learning and development. This framework creates a foundation for applying evidence-based SEL strategies to your school community.

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Building a Culture of Joyful Learning

Research shows that students who feel known and valued are more prepared to meaningfully engage in learning. Students who experience a sense of belonging have better self-esteem, higher rates of classroom participation, and higher academic achievement (Korpershoek, 2018). As a result of creating a positive school climate for both students and educators, the elementary school featured in this report had the conditions in place to make rapid academic gains. When educators implemented the instructional improvements described in this case study, student proficiency improved dramatically because children were in the right mindset for learning.

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