WEBVTT 00:00:00.000 --> 00:00:04.500 [children playing] 00:00:04.500 --> 00:00:14.660 ♪ [gentle piano music] 00:00:14.660 --> 00:00:21.760 In 2020, ESD became a licensed behavioral health treatment facility under the name Together 105. 00:00:22.580 --> 00:00:28.460 Together 105 is licensed by the state of Washington to provide mental health therapy and substance use disorder treatment 00:00:28.460 --> 00:00:30.800 to young people from the ages of birth to 21. 00:00:31.100 --> 00:00:36.680 What we do in the Student Assistance Program is place staff directly in schools to provide 00:00:37.280 --> 00:00:48.700 Tier 1 prevention services, Tier 2 early intervention services, and then some Tier 3 direct services to young people on a variety of topics. 00:00:49.060 --> 00:00:50.720 Some of these are related to substance use, 00:00:51.480 --> 00:00:54.880 some of them are related to family members using substances, 00:00:55.080 --> 00:01:03.200 some of it's related to developing other coping skills that put people at risk for other challenging behaviors 00:01:03.200 --> 00:01:05.860 that can come if we don't develop strong skills. 00:01:06.340 --> 00:01:13.400 Our goal is to eliminate barriers of access to care by bringing a continuum of services to students mainly in their school settings. 00:01:14.080 --> 00:01:21.740 So treatment that gets similar with some adaptations for working in schools that you get the community with any other mental health agency 00:01:22.040 --> 00:01:25.360 or behavioral health agencies, that being substance use or mental health. 00:01:25.580 --> 00:01:30.780 We are better able to triage the need and get young people care 00:01:30.780 --> 00:01:37.380 as soon as a need is noticed instead of waiting for that child to fail into care. 00:01:37.540 --> 00:01:41.880 If you're not proactive or preventative or intentional about it, then you're going to miss kids. 00:01:42.700 --> 00:01:46.600 So we have to be really intentional in not only developing the plans 00:01:46.600 --> 00:01:48.620 but then also implementing them as well. 00:01:49.000 --> 00:01:52.300 We provide prevention to recovery services including assessments, 00:01:52.780 --> 00:01:57.180 outpatient therapy and treatment, and wraparound holistic support for students and their families. 00:01:57.680 --> 00:02:01.040 We're not just co-located, we don't just come in have our little office and see students. 00:02:01.520 --> 00:02:10.199 We are integrated into the school, you know, whether it's their PBIS teams or MTSS teams or BSAT meetings, we know what is going on within the school, 00:02:11.200 --> 00:02:13.280 within the students, within the staff, right? 00:02:13.300 --> 00:02:16.460 So we can support holistically the entire school environment. 00:02:16.560 --> 00:02:20.080 Even if a young person completes an assessment in school with one of our 00:02:20.080 --> 00:02:22.860 professionals, if they want to access care somewhere else in the community, 00:02:23.280 --> 00:02:27.480 we can facilitate that intake wherever they want to go in the community. 00:02:27.820 --> 00:02:31.180 If they're interested in engaging in services right there at school, 00:02:31.740 --> 00:02:38.040 we would then complete a few more pieces of paperwork and complete an intake process that includes an individual service plan goal. 00:02:38.240 --> 00:02:47.540 And then young people typically see their Student Assistance Professional, who is also their treatment provider, embedded within the school day, 00:02:47.600 --> 00:02:50.540 rotating through the class periods so that again, 00:02:51.180 --> 00:02:57.080 accessing that treatment does not negatively impact their academic participation in their classes. 00:02:57.720 --> 00:03:03.460 And that would continue until that young person has completed the evidence-based program that was recommended to them 00:03:03.860 --> 00:03:10.620 or until they have achieved all of their goals their individual service plan and are ready to move down to a lower level of care. 00:03:10.980 --> 00:03:14.460 All school-based services are provided through an interconnected systems framework. 00:03:15.340 --> 00:03:21.960 Referrals are staffed through school MTSS intervention teams to support in providing wraparound tiered and integrated supports. 00:03:22.340 --> 00:03:24.580 And it's really how we put clinicians at the heart of the school, 00:03:24.940 --> 00:03:26.680 how are they involved in the whole process, 00:03:27.020 --> 00:03:28.420 they're involved in the tiered model, 00:03:29.080 --> 00:03:30.800 they're involved in the referral process. 00:03:31.440 --> 00:03:35.520 No student is receiving services without that team collectively making that decision. 00:03:36.060 --> 00:03:40.080 And no student is exiting services without that team collectively making that decision. 00:03:40.540 --> 00:03:47.060 It's putting clinicians at all three tiers, those teaming models, so they can help inform universally what the needs are. 00:03:47.140 --> 00:03:50.050 We're seeing a high level of this, so how can we support that universally? 00:03:50.740 --> 00:03:54.920 Including Tier 2 and how we're providing groups and supporting kids at a Tier 2 level. 00:03:55.320 --> 00:04:00.360 So it's really about integrating and pulling those clinicians into the functions and the operations of the school. 00:04:00.960 --> 00:04:03.280 We as Education Advocates are strength-based, 00:04:03.720 --> 00:04:05.820 we really want to make sure that everything that we do, 00:04:06.040 --> 00:04:07.800 that we're not double-servicing with other programs, 00:04:08.020 --> 00:04:09.290 so we do a lot of coordination. 00:04:10.180 --> 00:04:17.680 We do work with a Multi-Tiered System of Supports within our school districts, as well as our wraparound services that 00:04:17.680 --> 00:04:20.000 other programs in our communities have as well. 00:04:20.519 --> 00:04:27.040 We want to do our due diligence to make sure that as we're serving students, that you know, we're being accountable for the work that we're doing. 00:04:27.300 --> 00:04:33.980 Our treatment philosophy is built around being person-centered, trauma-informed, culturally and linguistically appropriate, 00:04:34.420 --> 00:04:38.700 and an individual recovery model that does not require an abstinence-first approach. 00:04:39.180 --> 00:04:41.220 We meet students and families where they're at. 00:04:41.480 --> 00:04:48.400 A lot of times sometimes if we're not in schools, we're in homes and learning how students live and where they're coming from, 00:04:48.840 --> 00:04:52.780 or sometimes students don't have homes and they're homeless, and so a lot of the times we're connecting those students 00:04:52.780 --> 00:04:57.810 to resources and trying to find them programs that can help them with suitable housing or clothes. 00:04:59.520 --> 00:05:05.040 So we really do our best to make sure that as we're working with students that we're meeting them at their level, 00:05:05.860 --> 00:05:07.860 and every case is going to look different. 00:05:08.580 --> 00:05:15.780 But as our team sometimes might have some of those difficult cases, we have an opportunity to sit as a team and talk about, you know, 00:05:15.820 --> 00:05:16.380 what is the next steps? 00:05:16.660 --> 00:05:17.300 What can we do better? 00:05:17.500 --> 00:05:18.240 How can we be better? 00:05:18.800 --> 00:05:21.460 This work is social justice work, right? 00:05:22.100 --> 00:05:30.300 You, again, you know, when I'm talking about the idea that by our early support and healing when it matters most, 00:05:30.660 --> 00:05:32.780 you're interrupting trajectories. 00:05:33.000 --> 00:05:35.640 You know, we talk about that school-to-prison pipeline. 00:05:35.860 --> 00:05:38.420 I would call it the preschool-to-prison pipeline. 00:05:38.600 --> 00:05:40.280 You see it begin there. 00:05:40.440 --> 00:05:43.800 We talk about Together 105, but it really is, it takes a community to bring it together 00:05:43.800 --> 00:05:48.600 and we have a strong community here, just in our department, that really can bring it together. 00:05:48.880 --> 00:05:54.560 You know, thinking now that with these sort of programs and the level of support ESD 105 and Together 105 can offer, 00:05:55.080 --> 00:05:59.980 we can say like, we see what this could be like and we can reimagine this. 00:06:00.340 --> 00:06:01.780 We have all the ability right now. 00:06:01.780 --> 00:06:03.220 These are man-made constructs, right? 00:06:03.480 --> 00:06:04.860 We're not working against gravity, right? 00:06:04.980 --> 00:06:05.600 We can do this. 00:06:06.250 --> 00:06:14.200 [children playing]