Summit Pointe Joins Calhoun County Partners to Build A School Mental Health Program

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I'm Richard Pyatt.
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Welcome to the Summit Point Podcast.
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The behavioral health authority from Calhoun County, Michigan is Summit Point.
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Details in the show notes to click through and get more information on Summit Point and hear some of our other episodes.
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We invite you to follow or subscribe and listen to these details.
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Our special interviewer today is Jeannie Goodrich, CEO of Summit Point, and we have some special guests.
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Jeannie, you'll tell us who they are.
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All right.
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Well, thanks, Richard.
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So this is a new format for us.
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So I'm going to try being an interviewer like you are.
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So hopefully I've taken my notes and will do this very well.
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So today, joining me are two of my closest esteemed colleagues.
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I'm going to let them introduce themselves.
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I will start with Jerry.
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Jerry, can you introduce yourself?
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Hi, I'm Jerry Johnson, superintendent of Calhoun Intermediate School District.
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Derek, how about you introduce yourself?
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Hi, everyone.
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Derek Allen, Executive Vice President and Chief Operating Officer at Star Commonwealth.
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I've worked with both of you for many years in different initiatives across Calhoun County.
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But I'm really excited about this new initiative to support the schools in Calhoun County and all of the children.
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Which one would like to start with what it is, how we got here, where the project is?
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So we'll do those three big areas.
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I'd be happy to begin in terms of uh from the school perspective, what we're struggling with and what we need.
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Behavioral health and behaviors in general have extraordinarily escalated over the last several years.
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So our local districts, whom we serve, the 12 public school districts and public school academies in Calvin County, have called on us saying we need help.
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And even though we have experts who are working in various districts and coaching and providing strategies of how to respond to student behaviors and how to engage tier one, tier two, tier three behaviors, we don't have enough capacity.
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And one of the struggles is the intersection between behavior and what that may mean for either a diagnosis or an eligibility for any special programming.
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And sometimes uh there's a mistake that bad behavior means special education.
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And that's not true and shouldn't be true.
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But we know that there are extra supports and extra needs to address behavior, particularly when we overlay the mental health challenges that students are facing.
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And so our schools wanted and were calling on us to help figure out how we could provide extra support, whether that's through direct service hands-on experts or through new strategies and new training to help local district staff be able to respond and have some new tools in their toolbox of how to address these behaviors.
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So that's kind of the overarching call on us, please help.
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And so we tried a few things with some of our own staff and focusing on multi-tiered systems of support, how we could be a partner with local districts and building some of their own capacity.
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But we also recognized we couldn't do it all and we needed more.
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And so, from my own perspective, having grown up in Calvin County, quite frankly, sometimes uh you're never a prophet in your own homeland.
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And I know we have an extraordinary partner in Star Commonwealth.
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And so that's why we began, you know, having this conversation.
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What is it we could learn from them?
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What is it they have that could support us?
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How could we work together?
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And I think ultimately where we're where we're headed and what our aspiration is, how do we look at all of this as one big system to make things better systemically, but also how do we address those individual needs in a better way, a more coordinated way, so that we're not bumping up against one another and you know duplicating resources.
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So I guess that's my my why of how we're engaging in the partnership.
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Well, thank you, Jerry, and I think that's a really nice segue because Derek, I think you can really start now to talk about how you how you can help, how Star can help with the problems that Jerry is facing with the local school districts.
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Yeah, so before I do that, I want to give um you, Jeannie, and you, Jerry, a lot of uh credit for your leadership on this issue because while Jerry was hearing that, while the ISD was hearing that from the local districts and the need that that needed uh to be met, um, I was sitting in my seat at Star Commonwealth and then um also as a local school board member.
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And what I had seen over the last uh few years was, as Jerry notes, the the increasing needs, the mental health needs of young people in the public schools and how that was taxing those systems.
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But then what I was also seeing was a lack of resources to meet those needs.
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And so what was happening was as a private provider, Star Commonwealth really can only sustain the work that we're doing in communities and schools where there's resources to support it.
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And so what we were already seeing was a disparity between one district to another across the county as to those who had resources to draw upon and those who did not.
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And then even those that had resources historically were starting to run out of them.
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And so I remember a conversation in the office where Jeannie's sitting right now with both of you, where I was where I was hoping that maybe the ISD could step in and help support some of that work really more as a band-aid to just get us through some tough times, and that some at Point could step in to help us build out that full continuum of supports and services.
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And the two of you said, no, no, no, let's think bigger than a band-aid.
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Let's think about a true countywide support system for students.
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So I have to give you guys Matt credit and props for that leadership.
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Um, and it which became then a very exciting conversation about, well, then what are those programs and supports?
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If we pulled our resources together and made these things available across the county, what could we do to better support the needs of the districts and most importantly, those students?
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And so at the heart of the package of supports is something we call the Student Resilience and Empowerment Center, which STAR and Summit Point and the Battle Creek Family YMCA started, I think four or five years ago now.
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And that was uh a need that came out of, you know, local districts saying there is a subset of students uh at the middle school level who are falling through the cracks and who need extra level of support.
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We all probably remember middle school as a as a time of transition, often awkward and challenging and sometimes scary.
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Well, that's true for most students, and it's especially true for students with mental health needs or high exposure to toxic stress, um, adversity, and trauma.
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And so we created this program as a place for those young people to come and get that extra level of social emotional learning support, executive functioning skills, relationship building skills, connection, just having more access to caring adults who are going to help them write their success story and then transitioning them back into their home district and that being successful.
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Well, it's been a great program, it's got great outcomes, but it's not been accessible to every student in every district across the county until now.
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So now with this partnership, any district with students who need um those supports can access that program.
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Uh, and that's gonna make a world of difference uh for the students that end up being served there.
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So I'm super excited about that.
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That's kind of at the heart of it.
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Beyond that, we're able to offer uh training.
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People may not realize this, but there's there's a massive turnover in public schools right now.
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And so a lot of districts have large percentages of their staff who are brand new or very early in their careers.
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And so the more support we can give them in terms of training and resources and tangible tools that they can use in their classroom with students to meet those needs where they're at, the better outcomes we're all gonna have.
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Um, the less referrals we're gonna have for community mental health and for special ed support services, too, because those things are being dealt with at a classroom level, or what we would say in the education world tier one.
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Beyond that, then we also have another package of supports where STAR staff, along with the ISD and Summit Points staff, can actually push into buildings and provide direct one-on-one coaching, consulting, and support, taking that training and then applying it to the individual strengths and needs of the building or the classroom or the students that any individual educator is working with.
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And and Derek, this is work that you and I have done in other school districts.
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Um, and so, you know, this is a this is a lot of great work that STAR does in we looked at a lot of data.
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We can see that that your programming helps reduce uh a lot of the behaviors that we see in students.
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So, what can a school district or what can a what can someone anticipate?
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Um, that's you know, you talk a lot about training, but what what does it mean for the school district to have this training?
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Before I answer that, I'm gonna back up and I'm gonna give Jerry some more credit here because you're right, Jeannie.
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We've been doing this like one district, one building at a time.
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Um, and I have long desired a stronger relationship at the ISD level, um, where the ISD has touch points and inroads into every district across the county, right?
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And so it's a more efficient way to, in a more equitable way, to make sure that support services are being provided to all students, um, not just one district, one building at a time.
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So it's just it's so exciting to be able to create that economy of scale and that distribution system for the healing that this work really provides for people who need it most.
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For the buildings who truly adopt this work, right?
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And and there is onus on the individual educators, the building teams, right, to say, no, we're in and we're gonna do this.
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But for those who've done it, we've literally in one year's time seen office referrals and suspensions cut in half.
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That's dramatic.
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When you're a building principal or a school counselor or an interventionist and you're constantly being inundated with kids being sent out of class or exiting the class on their own, right?
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Walking out, when you're constantly inundated with that, you can't do other things, right?
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And when the student is constantly out of class, they're not learning.
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So if you cut that number in half, your building administrator and your support team all of a sudden have more time, right, to do other things.
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Maybe it's a literacy initiative, maybe it's, you know, it could be a number of different things, right?
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And then that also means that that's that much more time of students in the classroom with their teacher learn.
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And so that alone, I mean, that we can we can talk about attendance and academics and all those things, and there's improvements across the board.
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Um, but when you do that, it gives everyone in the building the ability to take a deep breath, right?
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More um, more bandwidth capacity to meet the needs of the students and families we're serving.
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Um, it also lowers the overall state of activation and tension in the building, right?
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Everyone just feels better.
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And and I'm thinking of one building in particular in the county that has really done this work now for several years.
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And I remember going back to visit and walking through, and it was so calm.
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And every and and people are staff are smiling, right?
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And students are in classes and they're interacting with one and they're learning, and there's nobody in the hallways disrupting anything.
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And I said to the teacher who was giving me actually it's a behavior and inventionist, who's giving me a tour, I said, geez, you know, every the staff seem really like genuinely happy.
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And and and people may not realize this, but right now public education is a really stressful environment, right?
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So walking through some of these buildings, that's not necessarily always the first descriptor that comes to mind when you're when you're looking at the staff who are in the trenches doing this work, right?
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And but these these staff seemed relaxed and happy.
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And and this interventionist said, well, that's because number one, they are.
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And and she said, and people aren't leaving anymore.
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And she said, you know what, I can actually retire uh in a year or two, and I'm not going to.
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I'm gonna stick around now.
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And so when you think about like the the teacher shortage that we're we're facing, this is a retention strategy also.
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If you give educators the tools to have greater efficacy in their work and they see the difference being made in the lives of the kids, they're more likely to stick around and keep working.
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Yeah, and and I remember, Derek, when we first started working on some of the schools uh locally here, and you would go in and say, you know, this is this is kind of what the training will do.
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And and everyone kind of sat around the table and like, okay, sure, this is what's gonna happen.
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And then as it progressed through the school year and people actually started seeing a reduction in referrals and a reduction in the behaviors, it was phenomenal work.
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And, you know, we we talk about it on a teacher level, retention, we talk about it at a superintendent or principal building uh official type um level.
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But seriously, it's it's the kids, right?
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It's we're we're all in it to make sure that the kids get the best opportunity to learn.
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And, you know, walking around and seeing that within the school districts that we work together, that that to me was phenomenal.
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As a summit point rep, as soon as that programming came to that building, my referrals changed.
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My referrals were truly referrals that needed some outpatient counseling, that needed the the pieces that we provide here at Summit Point and not about classroom behaviors.
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And it just it it just changes everything.
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So, Jerry, you went to the superintendents recently and unveiled this with Derek and kind of started talking about, hey, this is how the ISD can help.
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What was that reaction like from the superintendents?
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Well, I think that they were grateful.
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One that we were listening and that we were understanding uh the challenge.
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I mean, that some of the scenarios that uh Derek was articulating, I I think it it's important to reinforce the reality that it isn't because teachers don't care and building staff don't care.
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Many just don't know what to do because the circumstances are so much different uh than they were 10 years ago, five years ago.
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Kids are different, the challenges that they're bringing into the building are different, which means we need a different set of tools.
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So just being able to set that base of saying we know there is a need for a different kind of support, a more enhanced kind of training, et cetera, et cetera, et cetera.
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So being able to share with the superintendents that we had this uh concept, this idea of how the pieces can fit together, how we might be able to serve them uh in a different way, and coming to the table with some resources.
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We were thankful that we, as the intermediate school district, had resources that could be deployed and supporting the REC in particular, and basically underwriting seats to be able to allow students to attend that program.
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You know, the thing that I would hear from superintendents is it works.
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This program really works, and the kids that go and participate in the REC come back in a much better place.
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The challenge is how we can afford it.
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And in some cases, I you know, I think an example that was shared in in one of our discussions, one district had maybe three students who could really benefit from that experience, but they only had enough resources to support one.
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You know, so if if basically you're you're trying to decide which child gets fed tonight at dinner, that's a very difficult place for a local district to be, particularly when we know this resource does make a difference.
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So I I I worked with my staff and my board of education, and we made a commitment that we were going to invest and try something new and and make this available to to all the districts across the county.
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So it's the intent, it's the the belief, and it's the willingness and resources.
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It takes resources, um, but but coming together with something together as three entities and and a whole host of other partners, um, I think is a really new uh thing because local districts, um, the challenges when they emerge and when folks don't feel equipped to be able to respond, the immediate response is take them away, fix it, fix it somewhere else.
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Just make it easier for me to do my day job.
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And I think we're approaching it very differently because it's a surrounding, it's an enveloping um kind of support in working as a partner with local districts.
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I I think we're really approaching this with a commitment to do it together fundamentally because we know it works and because we need to sustain this.
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This the need isn't gonna go away.
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And so the response has to be able to be sustainable.
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Yeah, and as we're sitting here, this is uh just the start of the school year, right?
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And so um, as we close, I guess my question that I will pose to the two of you, and perhaps myself, I'm I'll have to think about it.
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What do you think we have accomplished?
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What what will it look like to be successful this first year?
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And and how how will how will we know we have success?
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There will be uh dozens of individual students who've moved through the wreck.
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And, you know, maybe um 150 plus students will have been served through that one program.
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Um they will have a success story that they're writing.
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Um, and that's that's number one in Paramount.
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My hope then beyond that is that there are staff, educators across all the districts across our county who are feeling that greater level of efficacy in their work.
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They're seeing that difference that they're making, and that that's then filling their buckets and they're looking towards the next school year, um, excited with what's next and where we take this.
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Because it's not gonna just, we're not gonna solve every problem in the first year, right?
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Um, as Jerry said, the need is gonna continue and we're gonna have to sustain this work.
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But feeling more hopeful about what comes next, that's something that I hope for our educators.
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The last thing I'll say is, you know, as as proud as I am of the training programs and the things that our team is able to do, what I love about working at Sarcana Walt the most is the belief system that we have.
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And so many of our systems, from healthcare to criminal justice to education, um, there are people who fall through the cracks.
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There are people who it's almost like the cost of doing business.
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You just figure, well, you can't save them all.
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They're not all gonna make it, right?
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And once people start to believe that themselves and internalize that, they make decisions and they take actions that that perpetuate it.
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And and what I love, what matters so much to me, I'm coming up on 20 years since I started a StarCon Wall.
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What I love most is that belief system that no, no, no, not one single kid is disposable, right?
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Every single kid deserves our very best and has a success story to write.
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And and and the ones who give us the most trouble are the ones that need us the most, right?
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So you got to bring the most for those kids.
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But but we're not satisfied with kids falling through the cracks.
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We're not satisfied that not any of them, not a single one.
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And so also my hope is that we start to for those who need that reminder and for those who have gotten overwhelmed and stressed by the current things that they're facing, that we start to inspire them with that lens through which they're seeing things and they're seeing every single one of the kids that walks through their doors that way.
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Jerry, what's one piece that you would see at the end of the school year that would make this program successful?
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Honestly, I think it's in the perspective of leadership.
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I'm excited and hopeful that we can uh look across the table at all of our superintendents, uh colleagues across the county and say, look what we did in collaboration.
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Look what we did when we had a uh universal need.
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All of us have this need, and we decided we were going to do something about it collectively.
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That would make me very proud that uh folks would see some of those results, would see the impact in their individual buildings, and have uh an even more uh exuberance for uh finding solutions to things collaboratively rather than everyone tending for themselves and you know facing these challenges alone.
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I think we can do so much better together.
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All right.
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Well, thank you, Jerry.
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And I think from Summit Point's perspective, what if I were to look at success, I mean, I we go in and out of a lot of school districts um in the work that we do and to have a common language and a common set of data that everyone is being um looked at across the buildings, some of the synergy that we feel between our three organizations.
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Um, I mean, I look forward to at the end of the year, and I just think that um the more that we focus our services to help our students in this county, well, we're gonna be super successful.
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So I really thank both of you for joining me on our first ever podcast where I'm the person that's doing the interview.
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This is um extremely fun, and I no longer want Richard's job.
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So sure we are.
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But anyway, thank you very much for everything today, and I look forward to our work together collectively.
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And thank you for listening and watching the Summit Point podcast.
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Our guest today, Jerry Johnson with the Calhoun Intermediate School District, Derek Allen with Star Commonwealth, and our host, Jeannie Goodrich from Summit Point.
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Hear more and see more about Summit Point, where you get podcasts and at summitpoint.org.
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Take care.
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Working at Summit Point means you're not just part of a team, you're joining a mission.
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We make a meaningful difference every day in the lives of those we serve.
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If you're looking for a workplace where your voice is valued, your growth is supported, and your work has purpose.
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You found the right place.
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Check out the Careers page on the Summit Point website.
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The link is in the show.