The ISF West Coast Party Webinars: Enhancing MTSS - Integrating Student Mental Health and Wellness through Systems, Data, and Practices

ISF series graphic

The Northwest MHTTC and the Pacific Southwest MHTTC are continuing our partnership to provide and extend deeper technical assistance on the Interconnected Systems Framework (ISF).

Interconnected Systems Framework (ISF) is a structure and process that maximizes effectiveness and efficiency by blending the strengths of school and community mental health with strengths of the multi-tiered framework of PBIS (Barrett, Eber, Weist, 2013)

This past year, we offered three webinars on the Interconnected Systems Framework (see below for recordings) and followed the learning series up with monthly discussion hours led by Susan Barrett and field leaders from our region.

This year, we are offering programming to deepen your ISF work and contextualize ISF to this moment of COVID-19 and beyond. Please note that registration priority will be given to participants in our regions.

Led by Susan Barrett, MA, and University of Southern California trauma informed specialists Steve Hydon, Pamela Vona, and Vivien Villaverde, we invite you to explore the ISF framework by examining systems change (structures and leadership) and the practices (services and supports) needed to ensure student support equity.

Our fall offering is made up of four modules and ends with a town hall for you to be able to ask faculty your questions and resource one another. Each module includes teaching from Susan Barrett and field leaders on ISF systems, and USC faculty on ISF practices.


Please note that all times for the sessions are from 3:00pm - 4:30pm PT


Mental Health is Everyone's Job.
Learn how the Interconnected Systems Framework 
Approach supports students, staff, and families


Click here to register for one, multiple, or all sessions.


You may attend as much or little as desired, though we do recommend attending the systems sessions (in blue) before the practices (in green) sessions.

Please note: Each session will be limited to 500 attendees. Access to live sessions will be available to registered participants on a first come, first serve basis. To secure a spot, we invite you to log on 5 - 10 minutes prior to the event.


Module 1: ISF in Virtual Conditions

  • 10/20/20 - ISF Systems in Virtual Conditions w/Susan Barrett
  • 10/22/20 - Secondary Traumatic Stress and Educator Well Being w/Steve Hydon


Module 2: ISF + Trauma Informed Approaches

  • 10/27/20 - ISF Systems & Trauma-Informed Approaches w/Susan Barrett
  • 11/5/20 - Virtual Adaptations of Psychological First Aid w/Marleen Wong
  • 11/17/20 - Virtual Adaptations of Trauma Informed Skills for Educators w/Pamela Vona & Vivien Villaverde


Module 3: ISF + Tiers 2 & 3

  • 12/1/20 - ISF Systems and Tiers 2 & 3 w/Susan Barrett
  • 12/3/20 - Virtual adaptations of SSET/Bounce Back w/ Pamela Vona & Vivien Villaverde


Module 4: ISF & Equity

  • 1/12/21 - Secondary Traumatic Stress & BIPOC Educator Well Being w/Steve Hydon & Guests
  • 1/19/21 - ISF Systems & Equity w/Susan Barrett
  • 1/21/21 - Racial Violence and Trauma and Schools w/USC faculty & Guests


ISF West Coast Town Hall

  • 1/26/21 - ISF systems & practices in this moment with Susan Barrett & USC Faculty


Session Descriptions and Objectives

Module 1: ISF in Virtual Conditions with Susan Barrett

October 20, 2020


Returning to school, (in person, online, or a hybrid of both), after an abrupt interruption, amplifies the need for a social-emotional wellbeing, trauma informed and ‘mental health for all’ approach. We will highlight how the Interconnected Systems Framework (ISF) focuses on a whole system response for building a resilient, culturally responsive community and acknowledging diverse populations and their needs.



      -   Participants will be able to define how Interconnected systems framework
      -   Participants will be able to describe how ISF is being adapted to fit current context
      -   Participants will be able to describe school and district level strategies that support adult wellness



      -   Interconnected Systems Framework in Virtual Conditions (PDF)
      -   Strategies for Establishing or Re-Establishing Social Connections Remotely (PDF)
      -   Using the Be Positive App for Distance Learning (PDF)


Module 1: Secondary Traumatic Stress and Educator Well Being with Steve Hydon

October 22, 2020


This webinar will be a 90-minute overview Trauma-informed Skills for Educators (TISE) Curriculum. The TISE intervention is designed to enhance educators' knowledge about trauma and its impact on students, as well as enhance educators' ability to engage with youth who've been exposed to trauma. The training addresses various types of trauma, the neurological impact on students, signs and symptoms of trauma, and describes how trauma can manifest in the classroom and impact student learning. Additionally, the in-service provides concrete strategies to help educators support students in a more trauma-responsive way including: fostering a trauma-sensitive classroom climate, communicating with students about trauma, de-escalating disruptive incidents; and fostering trauma responsiveness throughout the school community. Virtual adaptations to these skills will be addressed. 


     -   Secondary Traumatic Stress and Educator Well Being (PDF)

     -   Organizational Resilience: Reducing the Impact of Secondary Trauma on Front Line Human Services Staff (PDF)


Module 2: ISF + Trauma Informed Approaches with Susan Barrett

October 27, 2020


It is important that investments in training school personnel about trauma can be linked to student outcomes. This session will describe how district and school leaders can incorporate trauma-informed practices within a PBIS framework to ensure efficiency and effectiveness with multi-tiered practices to support students impacted by trauma. Recommendations for how to adjust the PBIS framework to support trauma-informed practices are included.



      -   Participants will be able to describe how district and school leaders can incorporate trauma-informed practices and social emotional behavior competencies within a Positive Behavioral Interventions and Supports (PBIS) framework.


Module 1: Virtual Adaptations of Psychological First Aid

November 5, 2020


Psychological first aid (PFA) began as a tool to help first responders cope with victims experiencing trauma on the scene. There are several models of PFA, but Psychological First Aid - Listen, Protect, Connect (PFA - LPC) was developed in response to a series of school shootings in the 1990s. The five-step crisis response strategy was intended to guide teachers and staff members in helping traumatized students deal with the aftermath of senseless violence. PFA-LPC helps educational staff support students through the process of recovery, especially when students encounter traumatic reminders of being in danger or of experiencing loss or trauma. Virtual adaptations to this work will be addressed. 


Faculty for the Enhancing MTSS: Integrating Student Mental Health and Wellness through Systems, Data, and Practices


Susan Barrett headshotSusan Barrett, MA, serves as a Director for the Center for Social Behavior Supports Center (CSBS) at Old Dominion University and an Implementer Partner with the U.S. National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). She assists with large-scale implementation of PBIS; partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities; and serves on the Association of Positive Behavior Supports Board of Directors. She also co-leads the development of the Interconnected Systems Framework, a mental health and PBIS expansion effort. Susan has been published in the areas of large-scale adoption of PBIS, mental health, cost-benefit analysis, advanced tier system development, and adoption of evidence-based practices in schools.



Vivien Villaverde headshotVivien Villaverde, MS SW, PPSC, LCSW, is a Clinical Associate Professor in the Field Education Department of the University of Southern California Suzanne Dworak-Peck School of Social Work and a member of the Treatment and Services Adaptation Center for Schools. She is a trained School Social Worker who was affiliated with the Los Angeles Unified School District for about 10 years. Prof. Villaverde has expertise in trauma-informed intervention, disaster/crisis response and trauma-responsive program development. She has extensive background in collaboration and education systems change. Her expertise includes training and consultation with school districts in trauma-responsive transformation including program development, EBP training, and policy development. Prof. Villaverde collaborates with the California Department of Education and has partnered internationally with South Korea and the Republic of the Philippines. In addition, she uses the “Social Responses to the Human Impacts of Climate Change” Grand Challenge in her disaster response planning work in Asia. She is also the Teaching Institution (TI) Coordinator at the School of Social Work. As the Coordinator, she engages in different innovation to promote university-community partnership for quality MSW internship and for community capacity-building.



Pam Vona headshotPamela Vona, MA, MPH, is currently the Program Manager for the Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools. Her interests include understanding how to support the implementation of trauma practices in the school setting. Specifically, her work has focused on how web-based platforms can support training in and implementation of evidence-based practices in schools. Ms. Vona served as a lead developer of the Trauma Responsive School Implementation Assessment—an online assessment designed to help schools improve their trauma-responsiveness. She is also leading the development of the Trauma Informed Skills for Developers (TISE) curriculum designed to enhance educators’ trauma knowledge and skills. Ms. Vona serves on the School Committee Workgroup for the National Child Traumatic Stress Network (NCTSN) and previously was a member of the NCTSN Policy Task Force.



Steve Hydon headshotSteve Hydon, MSW, EdD, is a clinical professor in field education and serves as chair of the Pupil Personnel Services Credential program. His interests are in child welfare, secondary traumatic stress and social work practice in schools. Hydon developed a secondary traumatic stress survey for teachers and mental health practitioners in schools and is a consultant to the U.S. Department of Education as an educator resilience facilitator. He has trained nationwide on secondary traumatic stress, compassion fatigue, educator resilience and the Psychological First Aid - Listen, Protect, Connect, Model, and Teach curriculum for school personnel. He is a member of the National Child Traumatic Stress Network and the Trauma and Services Adaptation Center for Resiliency, Hope and Wellness in Schools. He also serves as the liaison to the NCTSN’s Terrorism and Disaster Center and sits on the board of the American Council on School Social Work. Previously, he served as a board member of the School Social Work.




Questions? Contact your MHTTC Center


Northwest MHTTC Map
Northwest MHTTC
Phone: (206) 744-9327


Pacific Southwest MHTTC map
Pacific Southwest MHTTC
Phone: (844) 856-1749


Check out our archived Year 2 ISF content that may help as priming material:

ISF 101: An Introduction | Fact Sheet | Webinar
ISF 201: When School Mental Health is Integrated within a Multi-Tiered System of Support | Fact Sheet | Webinar
ISF 301: Installing an Integrated Approach | Fact Sheet | Webinar