82385S
THE BETTER ATTITUDES AND SKILLS IN CHILDREN (B.A.S.I.C.) PROGRAM IS A SCHOOL-BASED MENTAL HEALTH EARLY INTERVENTION AND PREVENTION SERVICE PROGRAM IN WHICH A CHILD DEVELOPMENT SPECIALIST (CDS) WORKS IN AN ELEMENTARY SCHOOL WITH CHILDREN IN KINDERGARTEN THROUGH THIRD GRADE (K-3). PROGRAM ACTIVITIES INCLUDE MENTAL HEALTH EDUCATION, EARLY IDENTIFICATION AND INTERVENTION, TEACHER CONSULTATION, AND SCHOOL CLIMATE ENHANCEMENT TO PROMOTE SOCIAL-EMOTIONAL DEVELOPMENT IN THE EARLY CHILDHOOD YEARS THROUGH USE OF THE ESTABLISHED PYRAMID MODEL STRATEGIES, PYRAMID MODEL INVENTORY OF PRACTICES (IOP), AND ESTABLISHED B.A.S.I.C. PRACTICES. B. THE PYRAMID MODEL WAS DEVELOPED BY THE CENTER FOR THE SOCIAL EMOTIONAL FOUNDATIONS OF EARLY LEARNING AND CONSISTS OF EVIDENCE-BASED PRACTICE (EBP) STRATEGIES AND COACHING TOOLS, INCLUDING THE INVENTORY OF PRACTICES (IOP). THE CDS STAFF ACT AS LIAISONS BETWEEN FAMILIES, SCHOOLS, AND PRIMARY MENTAL HEALTH SERVICES PROVIDERS. C. Ă‚ BETTER ATTITUDES AND SKILLS IN CHILDREN TECHNICAL ASSISTANT (B.A.S.I.C. TA)Ă‚ IS AN INDIVIDUAL WHO PROVIDES PROGRAM TECHNICAL ASSISTANCE TO B.A.S.I.C. PROGRAMS IN A DESIGNATED AREA. THE TECHNICAL ASSISTANCE INCLUDES, BUT IS NOT RESTRICTED TO TRAINING NEW B.A.S.I.C. PROGRAM STAFF; DETERMINING THAT THE B.A.S.I.C. PROGRAMS IN THE SCHOOLS ARE OPERATING ACCORDING TO THE PROGRAM MODEL; INTERVENTION WITH SCHOOL PERSONNEL AS NECESSARY ON BEHALF OF THE PROGRAM; INTERVENTION WITH COMMUNITY MENTAL HEALTH CENTERS (ALSO REFERRED TO AS COMMUNITY MENTAL HEALTH ORGANIZATIONS; CMHOS) REGARDING THEIR 10-21-21 DG 5 B.A.S.I.C. PROGRAM OPERATION AS NECESSARY; AND REPORTING DATA AND STATISTICS AS REQUESTED BY THE STATE. D. A Ă‚ CONSULTATIONĂ‚ MEETING IS A MEETING WITH A CDS REQUESTED BY A TEACHER OR GROUP OF TEACHERS FOR THE PURPOSE OF INCREASING THE TEACHERĂ‚ S SKILLS AND EXPERTISE IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT(S). A CONSULTATION MEETING SHALL INCLUDE MODELING AND/OR DEMONSTRATING STRATEGIES THAT PROMOTE HEALTHY SOCIAL-EMOTIONAL DEVELOPMENT TO PREVENT THE DEVELOPMENT OF PROBLEMATIC BEHAVIORS AND TO REDUCE THE OCCURRENCE OF CHALLENGING BEHAVIORS IN STUDENTS. THE FOCUS OF TEACHER CONSULTATION IS ON INCREASING THE SKILLS AND EXPERTISE OF THE TEACHER IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT. CONSULTATION CAN BE CHILD-FOCUSED, PROVIDING STRATEGIES TO ASSIST TEACHERS IN SUPPORT INDIVIDUAL CHILDREN WITH PROBLEMATIC BEHAVIORS, OR CLASSROOM-FOCUSED, BUILDING TEACHERSĂ‚ CAPACITY TO MANAGE CHALLENGING BEHAVIORS WITHIN THE CLASSROOM. E. A Ă‚ COACHINGĂ‚ MEETING BETWEEN A CDS AND A TEACHER OR GROUP TEACHERS, WHILE SIMILAR TO CONSULTATION, SHALL INCLUDE USING ESTABLISHED PYRAMID MODEL COACHING TOOLS TO GUIDE A TEACHER IN EFFECTIVELY IMPLEMENTING PYRAMID MODEL STRATEGIES. COACHING MIGHT INCLUDE, BUT IS NOT LIMITED TO, AN OBSERVATION DURING CLASS TIME WITH FEEDBACK, ASSISTANCE IN ADAPTING THE CLASSROOM ENVIRONMENT TO SUPPORT THE USE OF PYRAMID STRATEGIES, OR VERBALLY OR PHYSICALLY MODELING PYRAMID STRATEGIES. F. A CDS SHALL IMPLEMENT Ă‚ CLASSROOM PROGRAMMINGĂ‚ BY UTILIZING THE PYRAMID MODEL FRAMEWORK OR OTHER APPROVED MATERIALS TO CONDUCT CLASSROOM PRESENTATIONS WHICH ASSIST CHILDREN IN DEVELOPING APPROPRIATE SOCIAL-EMOTIONAL SKILLS IN ORDER TO MITIGATE THE IMPACT OF CHALLENGING BEHAVIORS. G. INDIVIDUAL SUPPORT IS DEFINED AS A MEETING BETWEEN A CDS AND AN INDIVIDUAL STUDENT IN ORDER TO ASSIST HIM/HER IN DEVELOPING EFFECTIVE COPING SKILLS, TO ASSESS HIM/HER FOR SED, AND/OR TO IMPROVE SOCIAL-EMOTIONAL SKILLS. INDIVIDUAL SUPPORT SHOULD BE PROVIDED TO A STUDENT WHO NEEDS ADDITIONAL SUPPORT OTHER THAN CLASSROOM PROGRAMMING IN ORDER TO MEET HIS/HER NEEDS. INDIVIDUAL SUPPORT SHOULD ONLY BE PROVIDED WHEN A CDS HAS RECEIVED A REFERRAL FOR THE STUDENT AND HAS OBTAINED PARENT PERMISSION. H. A Ă‚ SCHOOL CLIMATE ENHANCEMENT PROJECTĂ‚ IS A PROJECT WHICH PROMOTES A SAFE AND SUPPORTIVE SCHOOL ENVIRONMENT TO IMPROVE POSITIVE TRANSACTIONS WITHIN THE SCHOOL COMMUNITY THROUGH
Ridgeview Psychiatric Hospital And Center, Inc.
Block Grant B09SM090327
$732.8k 12/19/24 82385S
THE BETTER ATTITUDES AND SKILLS IN CHILDREN (B.A.S.I.C.) PROGRAM IS A SCHOOL-BASED MENTAL HEALTH EARLY INTERVENTION AND PREVENTION SERVICE PROGRAM IN WHICH A CHILD DEVELOPMENT SPECIALIST (CDS) WORKS IN AN ELEMENTARY SCHOOL WITH CHILDREN IN KINDERGARTEN THROUGH THIRD GRADE (K-3). PROGRAM ACTIVITIES INCLUDE MENTAL HEALTH EDUCATION, EARLY IDENTIFICATION AND INTERVENTION, TEACHER CONSULTATION, AND SCHOOL CLIMATE ENHANCEMENT TO PROMOTE SOCIAL-EMOTIONAL DEVELOPMENT IN THE EARLY CHILDHOOD YEARS THROUGH USE OF THE ESTABLISHED PYRAMID MODEL STRATEGIES, PYRAMID MODEL INVENTORY OF PRACTICES (IOP), AND ESTABLISHED B.A.S.I.C. PRACTICES. B. THE PYRAMID MODEL WAS DEVELOPED BY THE CENTER FOR THE SOCIAL EMOTIONAL FOUNDATIONS OF EARLY LEARNING AND CONSISTS OF EVIDENCE-BASED PRACTICE (EBP) STRATEGIES AND COACHING TOOLS, INCLUDING THE INVENTORY OF PRACTICES (IOP). THE CDS STAFF ACT AS LIAISONS BETWEEN FAMILIES, SCHOOLS, AND PRIMARY MENTAL HEALTH SERVICES PROVIDERS. C. Ă‚ BETTER ATTITUDES AND SKILLS IN CHILDREN TECHNICAL ASSISTANT (B.A.S.I.C. TA)Ă‚ IS AN INDIVIDUAL WHO PROVIDES PROGRAM TECHNICAL ASSISTANCE TO B.A.S.I.C. PROGRAMS IN A DESIGNATED AREA. THE TECHNICAL ASSISTANCE INCLUDES, BUT IS NOT RESTRICTED TO TRAINING NEW B.A.S.I.C. PROGRAM STAFF; DETERMINING THAT THE B.A.S.I.C. PROGRAMS IN THE SCHOOLS ARE OPERATING ACCORDING TO THE PROGRAM MODEL; INTERVENTION WITH SCHOOL PERSONNEL AS NECESSARY ON BEHALF OF THE PROGRAM; INTERVENTION WITH COMMUNITY MENTAL HEALTH CENTERS (ALSO REFERRED TO AS COMMUNITY MENTAL HEALTH ORGANIZATIONS; CMHOS) REGARDING THEIR 10-21-21 DG 5 B.A.S.I.C. PROGRAM OPERATION AS NECESSARY; AND REPORTING DATA AND STATISTICS AS REQUESTED BY THE STATE. D. A Ă‚ CONSULTATIONĂ‚ MEETING IS A MEETING WITH A CDS REQUESTED BY A TEACHER OR GROUP OF TEACHERS FOR THE PURPOSE OF INCREASING THE TEACHERĂ‚ S SKILLS AND EXPERTISE IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT(S). A CONSULTATION MEETING SHALL INCLUDE MODELING AND/OR DEMONSTRATING STRATEGIES THAT PROMOTE HEALTHY SOCIAL-EMOTIONAL DEVELOPMENT TO PREVENT THE DEVELOPMENT OF PROBLEMATIC BEHAVIORS AND TO REDUCE THE OCCURRENCE OF CHALLENGING BEHAVIORS IN STUDENTS. THE FOCUS OF TEACHER CONSULTATION IS ON INCREASING THE SKILLS AND EXPERTISE OF THE TEACHER IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT. CONSULTATION CAN BE CHILD-FOCUSED, PROVIDING STRATEGIES TO ASSIST TEACHERS IN SUPPORT INDIVIDUAL CHILDREN WITH PROBLEMATIC BEHAVIORS, OR CLASSROOM-FOCUSED, BUILDING TEACHERSĂ‚ CAPACITY TO MANAGE CHALLENGING BEHAVIORS WITHIN THE CLASSROOM. E. A Ă‚ COACHINGĂ‚ MEETING BETWEEN A CDS AND A TEACHER OR GROUP TEACHERS, WHILE SIMILAR TO CONSULTATION, SHALL INCLUDE USING ESTABLISHED PYRAMID MODEL COACHING TOOLS TO GUIDE A TEACHER IN EFFECTIVELY IMPLEMENTING PYRAMID MODEL STRATEGIES. COACHING MIGHT INCLUDE, BUT IS NOT LIMITED TO, AN OBSERVATION DURING CLASS TIME WITH FEEDBACK, ASSISTANCE IN ADAPTING THE CLASSROOM ENVIRONMENT TO SUPPORT THE USE OF PYRAMID STRATEGIES, OR VERBALLY OR PHYSICALLY MODELING PYRAMID STRATEGIES. F. A CDS SHALL IMPLEMENT Ă‚ CLASSROOM PROGRAMMINGĂ‚ BY UTILIZING THE PYRAMID MODEL FRAMEWORK OR OTHER APPROVED MATERIALS TO CONDUCT CLASSROOM PRESENTATIONS WHICH ASSIST CHILDREN IN DEVELOPING APPROPRIATE SOCIAL-EMOTIONAL SKILLS IN ORDER TO MITIGATE THE IMPACT OF CHALLENGING BEHAVIORS. G. INDIVIDUAL SUPPORT IS DEFINED AS A MEETING BETWEEN A CDS AND AN INDIVIDUAL STUDENT IN ORDER TO ASSIST HIM/HER IN DEVELOPING EFFECTIVE COPING SKILLS, TO ASSESS HIM/HER FOR SED, AND/OR TO IMPROVE SOCIAL-EMOTIONAL SKILLS. INDIVIDUAL SUPPORT SHOULD BE PROVIDED TO A STUDENT WHO NEEDS ADDITIONAL SUPPORT OTHER THAN CLASSROOM PROGRAMMING IN ORDER TO MEET HIS/HER NEEDS. INDIVIDUAL SUPPORT SHOULD ONLY BE PROVIDED WHEN A CDS HAS RECEIVED A REFERRAL FOR THE STUDENT AND HAS OBTAINED PARENT PERMISSION. H. A Ă‚ SCHOOL CLIMATE ENHANCEMENT PROJECTĂ‚ IS A PROJECT WHICH PROMOTES A SAFE AND SUPPORTIVE SCHOOL ENVIRONMENT TO IMPROVE POSITIVE TRANSACTIONS WITHIN THE SCHOOL COMMUNITY THROUGH
Frontier Health
Block Grant B09SM090327
$166.3k 12/17/24 82385S
THE BETTER ATTITUDES AND SKILLS IN CHILDREN (B.A.S.I.C.) PROGRAM IS A SCHOOL-BASED MENTAL HEALTH EARLY INTERVENTION AND PREVENTION SERVICE PROGRAM IN WHICH A CHILD DEVELOPMENT SPECIALIST (CDS) WORKS IN AN ELEMENTARY SCHOOL WITH CHILDREN IN KINDERGARTEN THROUGH THIRD GRADE (K-3). PROGRAM ACTIVITIES INCLUDE MENTAL HEALTH EDUCATION, EARLY IDENTIFICATION AND INTERVENTION, TEACHER CONSULTATION, AND SCHOOL CLIMATE ENHANCEMENT TO PROMOTE SOCIAL-EMOTIONAL DEVELOPMENT IN THE EARLY CHILDHOOD YEARS THROUGH USE OF THE ESTABLISHED PYRAMID MODEL STRATEGIES, PYRAMID MODEL INVENTORY OF PRACTICES (IOP), AND ESTABLISHED B.A.S.I.C. PRACTICES. B. THE PYRAMID MODEL WAS DEVELOPED BY THE CENTER FOR THE SOCIAL EMOTIONAL FOUNDATIONS OF EARLY LEARNING AND CONSISTS OF EVIDENCE-BASED PRACTICE (EBP) STRATEGIES AND COACHING TOOLS, INCLUDING THE INVENTORY OF PRACTICES (IOP). THE CDS STAFF ACT AS LIAISONS BETWEEN FAMILIES, SCHOOLS, AND PRIMARY MENTAL HEALTH SERVICES PROVIDERS. C. Ă‚ BETTER ATTITUDES AND SKILLS IN CHILDREN TECHNICAL ASSISTANT (B.A.S.I.C. TA)Ă‚ IS AN INDIVIDUAL WHO PROVIDES PROGRAM TECHNICAL ASSISTANCE TO B.A.S.I.C. PROGRAMS IN A DESIGNATED AREA. THE TECHNICAL ASSISTANCE INCLUDES, BUT IS NOT RESTRICTED TO TRAINING NEW B.A.S.I.C. PROGRAM STAFF; DETERMINING THAT THE B.A.S.I.C. PROGRAMS IN THE SCHOOLS ARE OPERATING ACCORDING TO THE PROGRAM MODEL; INTERVENTION WITH SCHOOL PERSONNEL AS NECESSARY ON BEHALF OF THE PROGRAM; INTERVENTION WITH COMMUNITY MENTAL HEALTH CENTERS (ALSO REFERRED TO AS COMMUNITY MENTAL HEALTH ORGANIZATIONS; CMHOS) REGARDING THEIR 10-21-21 DG 5 B.A.S.I.C. PROGRAM OPERATION AS NECESSARY; AND REPORTING DATA AND STATISTICS AS REQUESTED BY THE STATE. D. A Ă‚ CONSULTATIONĂ‚ MEETING IS A MEETING WITH A CDS REQUESTED BY A TEACHER OR GROUP OF TEACHERS FOR THE PURPOSE OF INCREASING THE TEACHERĂ‚ S SKILLS AND EXPERTISE IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT(S). A CONSULTATION MEETING SHALL INCLUDE MODELING AND/OR DEMONSTRATING STRATEGIES THAT PROMOTE HEALTHY SOCIAL-EMOTIONAL DEVELOPMENT TO PREVENT THE DEVELOPMENT OF PROBLEMATIC BEHAVIORS AND TO REDUCE THE OCCURRENCE OF CHALLENGING BEHAVIORS IN STUDENTS. THE FOCUS OF TEACHER CONSULTATION IS ON INCREASING THE SKILLS AND EXPERTISE OF THE TEACHER IN ORDER TO MORE EFFECTIVELY SUPPORT THE STUDENT. CONSULTATION CAN BE CHILD-FOCUSED, PROVIDING STRATEGIES TO ASSIST TEACHERS IN SUPPORT INDIVIDUAL CHILDREN WITH PROBLEMATIC BEHAVIORS, OR CLASSROOM-FOCUSED, BUILDING TEACHERSĂ‚ CAPACITY TO MANAGE CHALLENGING BEHAVIORS WITHIN THE CLASSROOM. E. A Ă‚ COACHINGĂ‚ MEETING BETWEEN A CDS AND A TEACHER OR GROUP TEACHERS, WHILE SIMILAR TO CONSULTATION, SHALL INCLUDE USING ESTABLISHED PYRAMID MODEL COACHING TOOLS TO GUIDE A TEACHER IN EFFECTIVELY IMPLEMENTING PYRAMID MODEL STRATEGIES. COACHING MIGHT INCLUDE, BUT IS NOT LIMITED TO, AN OBSERVATION DURING CLASS TIME WITH FEEDBACK, ASSISTANCE IN ADAPTING THE CLASSROOM ENVIRONMENT TO SUPPORT THE USE OF PYRAMID STRATEGIES, OR VERBALLY OR PHYSICALLY MODELING PYRAMID STRATEGIES. F. A CDS SHALL IMPLEMENT Ă‚ CLASSROOM PROGRAMMINGĂ‚ BY UTILIZING THE PYRAMID MODEL FRAMEWORK OR OTHER APPROVED MATERIALS TO CONDUCT CLASSROOM PRESENTATIONS WHICH ASSIST CHILDREN IN DEVELOPING APPROPRIATE SOCIAL-EMOTIONAL SKILLS IN ORDER TO MITIGATE THE IMPACT OF CHALLENGING BEHAVIORS. G. INDIVIDUAL SUPPORT IS DEFINED AS A MEETING BETWEEN A CDS AND AN INDIVIDUAL STUDENT IN ORDER TO ASSIST HIM/HER IN DEVELOPING EFFECTIVE COPING SKILLS, TO ASSESS HIM/HER FOR SED, AND/OR TO IMPROVE SOCIAL-EMOTIONAL SKILLS. INDIVIDUAL SUPPORT SHOULD BE PROVIDED TO A STUDENT WHO NEEDS ADDITIONAL SUPPORT OTHER THAN CLASSROOM PROGRAMMING IN ORDER TO MEET HIS/HER NEEDS. INDIVIDUAL SUPPORT SHOULD ONLY BE PROVIDED WHEN A CDS HAS RECEIVED A REFERRAL FOR THE STUDENT AND HAS OBTAINED PARENT PERMISSION. H. A Ă‚ SCHOOL CLIMATE ENHANCEMENT PROJECTĂ‚ IS A PROJECT WHICH PROMOTES A SAFE AND SUPPORTIVE SCHOOL ENVIRONMENT TO IMPROVE POSITIVE TRANSACTIONS WITHIN THE SCHOOL COMMUNITY THROUGH
Quinco Community Mental Health Center Inc.
Block Grant B09SM090327
$173.3k 12/17/24 82402S
A. THE CRISIS STABILIZATION UNIT PEER LINK (CSU PEER LINK) WILL HELP INDIVIDUALS ADMITTED TO A CSU VOLUNTARILY ENGAGE WITH A CSU PEER LINK PEER INTENSIVE CARE SPECIALIST AND MAKE SUCCESSFUL TRANSITIONS BACK INTO THEIR HOME COMMUNITIES. PRIORITY PARTICIPANTS OF THE PROGRAM WILL BE THOSE INDIVIDUALS WHO REQUIRE MORE INTENSIVE ATTENTION DURING THE CRITICAL TRANSITION PERIOD FOLLOWING DISCHARGE FROM A CSU. THE CSU PEER LINK PEER INTENSIVE CARE SPECIALIST WILL HELP TO SIGNIFICANTLY DECREASE EACH PARTICIPANT'S NEED FOR RE-ADMISSION OR FOR A HIGHER LEVEL OF CARE BY OFFERING AN ARRAY OF BOTH INTENSIVE INDIVIDUAL AND GROUP PEER SUPPORT SERVICES. SERVICES AVAILABLE THROUGH THIS PROGRAM INCLUDE BUT ARE NOT LIMITED TO MENTORING, ADVOCACY, EDUCATION, AND PEER COUNSELING (COLLECTIVELY, PEER SUPPORT SERVICES). B. CSU PEER LINK PEER INTENSIVE CARE SPECIALIST IS A PERSON WITH LIVED EXPERIENCE WITH MENTAL ILLNESS AND TRAINED AS A CERTIFIED PEER RECOVERY SPECIALIST (CPRS) WHO SEEKS TO DEVELOP A TRUSTING RELATIONSHIP WITH EACH PROGRAM PARTICIPANT, SERVING AS A ROLE MODEL, MENTOR, TEACHER, CONNECTOR, ADVOCATE, SUPPORTER, ALLY, AND A SOURCE OF ENCOURAGEMENT AND HOPE. C. CRISIS STABILIZATION UNIT (CSU) IS A FACILITY LICENSED BY THE STATE TO OFFER TWENTY-FOUR HOURS PER DAY, SEVEN DAYS PER WEEK, THREE HUNDRED SIXTY-FIVE DAYS PER YEAR (24/7/365) 11-09-23GR 2 INTENSIVE, SHORT-TERM STABILIZATION AND BEHAVIORAL HEALTH TREATMENT FOR THOSE PERSONS WHOSE BEHAVIORAL HEALTH CONDITION DOES NOT MEET THE CRITERIA FOR INVOLUNTARY COMMITMENT TO A PSYCHIATRIC HOSPITAL OR OTHER TREATMENT RESOURCE AND WHO CANNOT BE APPROPRIATELY AND/OR SAFELY MANAGED IN A LESS RESTRICTIVE ENVIRONMENT. D. A MENTAL HEALTH SERVICE RECIPIENT IS SOMEONE WHO HAS MET AT SOME POINT IN HIS OR HER ADULT LIFE THE FOLLOWING DEFINITION: AN ADULT WITH A DIAGNOSABLE MENTAL, BEHAVIORAL, SUBSTANCE USE OR EMOTIONAL DISORDER OF SUFFICIENT DURATION TO MEET DIAGNOSABLE CRITERIA AS SPECIFIED WITHIN THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS, FIFTH EDITION (DSM-5), OR MORE CURRENT EDITION. E. PEER CERTIFICATION IS A PROCESS DEVELOPED BY THE STATE TO AUTHORIZE INDIVIDUALS TO BECOME A CERTIFIED PEER RECOVERY SPECIALISTS (CPRS). INDIVIDUALS MUST MEET THE MINIMUM REQUIREMENTS AS DETERMINED BY THE STATE TO RECEIVE CERTIFICATION. F. THE WELLNESS RECOVERY ACTION PLAN (WRAP®) IS A SELF-DESIGNED WELLNESS PLAN DEVELOPED BY MARY ELLEN COPELAND THAT HELPS PEOPLE WHO HAVE SERIOUS MENTAL ILLNESS TO TAKE PERSONAL RESPONSIBILITY FOR THEIR LIVES. WRAP® IS AN EVIDENCE-BASED PRACTICE RECOGNIZED BY THE SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION S NATIONAL REGISTRY OF EVIDENCE-BASED PROGRAMS AND PRACTICES.
Tennessee Mental Health Consumers' Association, Inc.
Block Grant B09SM090327
$19.9k 11/6/24 74682S
A. THE SUPPORTED EMPLOYMENT INITIATIVE (SEI), USING THE INDIVIDUAL PLACEMENT AND SUPPORT/SUPPORTED EMPLOYMENT (IPS/SE) EVIDENCE-BASED PRACTICE, IS A COMMUNITY BASED PROGRAM THAT HELPS INDIVIDUALS LIVING WITH MENTAL ILLNESS, SUBSTANCE USE, AND/OR CO OCCURRING DISORDER WORK IN COMPETITIVE AND INTEGRATED JOBS OF THEIR CHOOSING. B. "COMPETITIVE EMPLOYMENT", FOR PURPOSES OF THIS GRANT CONTRACT, MEANS WORK: (1) IN THE COMPETITIVE LABOR MARKET THAT IS PERFORMED ON A FULL TIME (FT) OR PART TIME (PT) BASIS IN AN INTEGRATED SETTING; AND (2) FOR WHICH AN INDIVIDUAL IS COMPENSATED AT OR ABOVE THE MINIMUM WAGE, BUT NOT LESS THAN THE CUSTOMARY OR USUAL WAGE PAID BY THE EMPLOYER FOR THE SAME OR SIMILAR WORK PERFORMED BY THE INDIVIDUALS WHO ARE NOT DISABLED. C. Ă‚ UNIQUE CLIENTSĂ‚ , FOR PURPOSE OF THIS GRANT CONTRACT, MEANS CLIENTS WHO HAVE BEEN PROVIDED IPS/SE SERVICES INCLUDING INTAKE, ENGAGEMENT, ASSESSMENT, JOB PLACEMENT, JOB COACHING, AND/OR FOLLOW-ALONG SUPPORTS BY THE GRANTEE DURING THE REPORTING MONTH. D. Ă‚ ACTIVE MONTHLY CASELOADĂ‚ , FOR PURPOSES OF THIS GRANT CONTRACT, MEANS: 1 01-20-22 GR (1) CLIENTS WHO HAVE BEEN PROVIDED IPS/SE SERVICES WHICH INCLUDE INTAKE, ENGAGEMENT, ASSESSMENT, JOB PLACEMENT, JOB COACHING, AND FOLLOW-ALONG SUPPORTS BY THE GRANTEE DURING THE IDENTIFIED REPORTING MONTH. (2) CLIENTS MAY CROSS STATE FISCAL YEARS AND REMAIN ON THE Ă‚ ACTIVE MONTHLY CASELOADĂ‚ IF THEY BEGAN RECEIVING IPS/SE SERVICES IN ONE FISCAL YEAR AND CONTINUE TO RECEIVE IPS/SE SERVICES IN THE FOLLOWING FISCAL YEAR. (3) AFTER A CLIENT IS PLACED IN COMPETITIVE EMPLOYMENT, THEY MAY REMAIN ON THE Ă‚ ACTIVE MONTHLY CASELOADĂ‚ FOR UP TO SIXTEEN (16) MONTHS OF CONTINUOUS COMPETITIVE EMPLOYMENT OR FOR ONE (1) YEAR FOLLOWING A VOCATIONAL REHABILITATION SUCCESSFUL EMPLOYMENT OUTCOME AS THE CLIENT IS RECEIVING FOLLOW-ALONG SUPPORTS. E. Ă‚ EMPLOYMENT RATEĂ‚ , FOR PURPOSES OF THE GRANT CONTRACT, MEANS THE NUMBER OF CLIENTS WHO HAVE WORKED FOR AT LEAST ONE DAY DURING THIS GRANT CONTRACT, DIVIDED BY THE NUMBER OF UNIQUE CLIENTS SERVED BY THIS GRANT CONTRACT, OR AS PRESCRIBED BY THE STATE. F. Ă‚ CO-OCCURRING DISORDERSĂ‚ , FOR PURPOSES OF THIS GRANT CONTRACT, MEANS COMBINED CONDITIONS OF SERIOUS MENTAL ILLNESS AND SUBSTANCE USE DISORDER. G. Ă‚ EVIDENCE-BASED PRACTICESĂ‚ , AS DEFINED BY THE SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION (SAMHSA), MEANS TREATMENT PRACTICES IN COMMUNITY MENTAL HEALTH SERVICE SETTINGS THAT ARE KNOWN TO BE EFFECTIVE IN SUPPORTING THE RECOVERY OF ADULTS WITH SEVERE MENTAL ILLNESS. H. Ă‚ FUNCTIONAL IMPAIRMENTĂ‚ , FOR PURPOSES OF THIS GRANT CONTRACT, MEANS THAT THE INDIVIDUAL IS UNABLE TO PERFORM THE BASIC ACTIVITIES OF DAILY LIVING IN AT LEAST ONE (1) OF THE FOLLOWING FOUR (4) DOMAINS: (1) ACTIVITIES OF DAILY LIVING; (2) INTERPERSONAL FUNCTIONING; (3) CONCENTRATION, TASK PERFORMANCE, AND PACE; AND (4) ADAPTATION TO CHANGE. I. "INDIVIDUAL PLACEMENT AND SUPPORT/SUPPORTED EMPLOYMENT (IPS/SE)" IS AN EVIDENCE BASED PRACTICE THAT WAS DEVELOPED BY THE IPS EMPLOYMENT CENTER TO HELP PROMOTE THE RECOVERY OF PEOPLE WHO HAVE SERIOUS MENTAL ILLNESS THROUGH WORK. THIS MODEL IS WELL DEFINED BY EIGHT (8) PRACTICE PRINCIPLES AND A TWENTY-FIVE (25)-ITEM FIDELITY SCALE. J. "INTEGRATED SETTING", FOR PURPOSES OF THIS GRANT CONTRACT, MEANS A SETTING TYPICALLY FOUND IN THE COMMUNITY IN WHICH AN INDIVIDUAL WITH DISABILITIES INTERACTS WITH NON-DISABLED INDIVIDUALS, OTHER THAN NON-DISABLED INDIVIDUALS WHO ARE PROVIDING SERVICES TO THAT INDIVIDUAL, TO THE SAME EXTENT THAT NON-DISABLED INDIVIDUALS IN COMPARABLE POSITIONS INTERACT WITH OTHER PERSONS. K. "MENTAL HEALTH SERVICE RECIPIENT" IS SOMEONE WHO HAS MET AT SOME POINT IN HIS OR HER ADULT LIFE THE FOLLOWING DEFINITION: AN ADULT WITH A DIAGNOSABLE MENTAL, BEHAVIORAL, SUBSTANCE USE OR EMOTIONAL DISORDER OF SUFFICIENT DURATION TO MEET DIAGNOSABLE CRITERIA AS SPECIFIED WITHIN THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS, FIFTH EDITION (DSM-5), OR MORE CURRENT EDITION, THAT HAS RESULT
Park Center, Inc.
Block Grant B09SM090327
$53.6k 10/22/24