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Awarded SitesAs of school year 2022/2023, the SSP funds over 450 positions in schools across Arizona:School Counselors: (219)School Social Workers: (106)School Resource Officers/Juvenile Probation Officers: (140)Program Requirements and GuidancePlease review the Requirements & Guidance document rele…

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The SSP CSW Manual contains all the requirements & guidance for officers on the School Safety Program

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The SSP CSW Manual contains all the requirements & guidance for officers on the School Safety Program

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ADE School Mental Health Professionals Listserv

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ADE School Mental Health Professionals Listserv

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Register for the ADE School Mental Health Professionals Listserv to receive monthly updates from the Wellness Wave resource guide.

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Thank you for joining the school-based mental health professionals’ listserv. This platform is designed to foster communication, collaboration, and resource sharing among professionals committed to supporting the mental health and well-being of students.

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SSP CSWs are required to track the activities they provide. This activity log was made in collaboration with AzSCA and SSWAAz representatives with the purpose of making daily tracking of activities as easy as possible.

The link above creates a copy of the document for you. If you do not have a Google account, you can click this link and download a viewable copy of the document.

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Bullying Prevention ARS 15-341 Checklist

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Bullying Prevention ARS 15-341 Checklist

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Bullying Prevention - ARS 15-341 School/District Requirements Checklist

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SSP Bullying Prevention Resource Compendium

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SSP Bullying Prevention Resource Compendium

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CBS News and CHARACTER COUNTS! are proud to present Kindness 101, a collection of complimentary K-12 lessons to teach character, social-emotional, and academic skills.

Lessons are categorized into three topics: Character Skills, Social-Emotional Skills, and Academic Skills. Click on Activities and Lessons in the menu, and then you can filter to choose which topic or skill you’d like to teach.

While the lessons are written for K-12 students, you may find it helpful to adapt the lesson for your students’ learning objectives. Plus, the journal questions offer K-5 and 6-12 options.

Use any combination of the video, activity, or discussion and journal prompts to meet your educational goals. This flexibility also accommodates time constraints.

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Welcome to Kindness 101. Choose from a variety of K-12 videos and activities to teach character, social-emotional, and academic skills.

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Advancing Comprehensive Schol Mental Health Systems

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Advancing Comprehensive Schol Mental Health Systems

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Building Comprehensive School Mental Health Systems Padlet- Project AWARE

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Building Comprehensive School Mental Health Systems Padlet- Project AWARE

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ASU COMPASS for Courage | PBS LearningMedia

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Help kids overcome anxiety. COMPASS for Courage is a gamified social-emotional learning program to teach kids proven anxiety-management skills in schools, private practice, or at home.

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National Center for School Mental Health

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National Center for School Mental Health

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The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

Announcements

Key Resources

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National Center for School Mental Health (NCSMH)

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The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

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MHTTC On-Demand: School Mental Health Best Practices 

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MHTTC On-Demand: School Mental Health Best Practices 

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About the Learning Series

The MHTTC Network hosted an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools. This resource was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH) and aims to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation.

Audience

The Implementation Guidance Modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include:

School District Leaders (e.g., Superintendent, School Board)

School Administrators (e.g., Principal, Assistant Principal)

District Mental Health Director or Student Services Supervisor (e.g., Director of Student Services, District Supervisor School Psychologists/Social Workers/Counselors)

Community Behavioral Health Agency Supervisor/Director (e.g., Clinical Director of an agency that provides school-based services in the district)

Youth/Family Advocate or Consumer

Series Structure

In this series, each learning session included a pre-session video, panel session, and post-session regional breakout.

Please watch the pre-session videos PRIOR to each session. The purpose of watching the pre-session videos is to familiarize yourself with the resource material for each module.

Sessions consist of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team) who will provide an "always and now" application of the modules and innovative ideas for implementation, considering the current pandemic and its impact on school mental health.

The post-session Regional Breakout sessions were intended for participants to have an informal discussion regarding content from the live session, contextualized for their specific region.

To learn more about the FREE National School Mental Health Best Practices: Implementation Guidance Modules and access to the COMPLETE resource, including slide decks from the pre-recorded module sessions, visit our website .

PLEASE NOTE: As of April 2021, the MHTTC Network and National Center for School Mental Health (NCSMH) changed the title of the National School Mental Health Curriculum: Guidance and Best Practices for States, Districts, and Schools to the new title ' National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.'
CEUs are not available for these sessions; however, certificates of completion for each learning session were made available to viewers of 50% (30 minutes) or more of the live session. If you are missing a certificate of completion for a session you attended, please reach out to Jessica Gonzalez at jegonzalez@stanford.edu.

Registration and Recordings

Note: All 60-minute Live Sessions took place the 2nd and 4th Tuesdays of each month at 10 a.m. PT / 11 a.m. MT / 12 p.m. CT / 1 p.m. ET, and were immediately followed by 30-minute Regional Breakout Sessions (only national live sessions were recorded for this series).

Questions? Contact Jessica Gonzalez, MHTTC School Mental Health Coordinator, at jegonzalez@stanford.edu.

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School Mental Health Best Practices 'Always and Now" Learning Series

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About the Learning Series The MHTTC Network hosted an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools . This resource was developed by the MHTTC Network in partnership with the National Center for School Mental Health (NCSMH) and aims to help states, districts and schools advance comprehensive school mental health and engage in a planning process for implementation.

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NASBE: Enhancing School-Based Health Services

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NASBE: Enhancing School-Based Health Services

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Back to School Toolkit- Mental Health America

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Back to School Toolkit- Mental Health America

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Get ready for Back to School 2021 with MHA

Feeling safe is important. After meeting basic needs for survival like food, water, and sleep, feeling safe and secure is necessary before anyone can focus on relationships, learning or other opportunities for personal success.

A lot of kids and teens haven't been able to feel safe or stable over the last year because of the trauma caused by the COVID-19 pandemic and the ways it has disrupted "normal" life. Some have been stuck at home in abusive environments (and may not even know that their environments are abusive), while others are dealing with the fear of themselves or their loved ones becoming sick, or financial hardships being faced by their families. The potential for being physically back in school for the 2021-2022 school year may help some students feel more secure, but for others it may bring back fears of bullying, school shootings or unfair disciplinary action.

MHA's 2021 Back to School toolkit, "Facing Fears, Supporting Students," aims to help students, parents, and school personnel recognize how feeling unsafe can impact mental health and school performance, and what can be done to help young people who are struggling with their mental health.
FILL OUT THE FORM BELOW TO ACCESS THE TOOLKIT This campaign is supported by contributions from Janssen: Pharmaceutical Companies of Johnson & Johnson, Otsuka America Pharmaceutical, Inc., and Sutter Health.

Materials from previous Back To School Toolkits can still be accessed through our website.

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Get ready for Back to School 2021 with MHA Feeling safe is important. After meeting basic needs for survival like food, water, and sleep, feeling safe and secure is necessary before anyone can focus on relationships, learning or other opportunities for personal success.

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J ust like we know that taking care of our physical health is important to keep our bodies strong and healthy, it is also just as important to take care of our mental health. Mental Health includes our emotional, psychological and social well-being, which means it affects how we think, feel, and act. It also helps determine how we handle stress in our lives, relate to others, and what choices we make. When we experience good mental health, it doesn't mean we are always in a good mood, nor does it prevent the stresses of life from coming our way. But, it does help us cope with them so we can continue to engage productively in our everyday lives.

Learn more about M ental Health vs Mental Illness from the slideshow and video below:

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What is Mental Health? - Mental Health Literacy

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J ust like we know that taking care of our physical health is important to keep our bodies strong and healthy, it is also just as important to take care of our mental health. Mental Health includes our emotional, psychological and social well-being, which means it affects how we think, feel, and act.

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Advancing Comprehensive School Mental Health Systems: Guidance from the Field

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Advancing Comprehensive School Mental Health Systems: Guidance from the Field

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Federal Departments/Agencies

U.S. Department of Education
Office of Elementary and Secondary Education,
Norris Dickard, Paul Kesner and Kimberly Lights
Office of Special Education and Rehabilitative Services Programs,
Rene Bradley

U.S. Department of Health and Human Services
Office of Intergovernmental and External Affairs/Center for Faith and Opportunity Initiatives,
Ben O'Dell
Office of the Secretary/Office of the Assistant Secretary for Planning and Evaluation,
Joel Dubenitz and Pamala Trivedi
Centers for Disease Control and Prevention,
Holly Hunt and Zanie Leroy
Centers for Medicare and Medicaid Services,
Liz Clark, Karen Matsuoka and Deirdra Stockmann
Health Resources and Services Administration,
Aite Aigbe, Trina Anglin, Alfred Delena, William England, Dawn Levinson, Lorah Ludwig, Carlos Mena and Alex Ross
Substance Abuse and Mental Health Services Administration,
Tanvi Ajmera, Andrea Alexander, Gary Blau, Ingrid Donato, Lora Fleetwood, Larke Huang, Eric Lulow, Joyce Sebian, Elizabeth Sweet, Wendie Veloz, Melodye Watson and Ekaterina Zoubak

U.S. Department of the Interior
Bureau of Indian Education,
Teresia Paul

U.S. Department of Justice
Office of Justice Programs/Office of Juvenile Justice and Delinquency Prevention,
Kathryn Barry and Kathy Mitchell

States

Connecticut Department of Children and Families,
Tim Marshall
District of Columbia Department of Behavioral Charnetta Scott
Maryland State Department of Education,
Reginald Burke
New Hampshire Department of Education,
Mary Steady
North Carolina Department of Health and Human Services,
Terri Grant
Department of Public Instruction,
Lauren Holahan
Pennsylvania Department of Human Services,
Sherry Peters and Shannon Fagan
Tennessee Department of Education,
Sara Smith
Department of Mental Health and Substance Abuse Services,
Keri Virgo
Vermont Department of Public Health and Mental Laurin Kasehagen (CDC Epidemiologist assigned to Vermont)
West Virginia Department of Health and Human Jackie Payne
Wisconsin Department of Public Instruction,
Monica Wrightman
School Districts/Schools Adams-Friendship Area School District (WI),
Crystal Holmes
Anne Arundel County Public Schools (MD),
Ginny Dolan
Ashland School District (WI),
Greta Blancarte
Baltimore County Public Schools (MD),
Lisa Selby
Chapel Hill-Carrboro City Schools (NC),
Kerry Sherrill
District of Columbia Prep Charter School (DC),
Raymond Weeden
District of Columbia Public Schools (DC),
Deitra Bryant-Mallory
Hennepin County/Minneapolis Public Schools Mark Sander
McDowell County Schools (WV),
Perry Blankenship
Methuen Public Schools (MA),
John Crocker
Monument Academy Public Charter School (DC),
Emily Bloomfield
New York Office of School Health,
Scott Bloom
Somerset County Public Schools (MD),
Tracey Cottman

Other Organizations

American Institutes for Research,
Karen Francis, Beth Freeman and Frank Rider
American Public Health Association,
Kelly Nelson
Basset Healthcare Network,
Chris Kjolhede
Breaking the Cycle,
Sadia Coleman
Center for Health and Healthcare in Schools, George Washington University,
Olga Acosta Price, Rachel Sadlon, Linda Sheriff and Eme Udoh
Communities for Just Schools Fund,
Jaime Koppel
Connecticut Association of School Based Health Jesse White-Fresé
Dignity in Schools Campaign,
Zakiya Sankara-Jabar
Family-Run Executive Directors Leadership Association,
Jane Walker
Flint Hills Special Education Cooperative,
Allison Anderson-Harder
Management and Training Innovations,
Beth Stroul
Medstar Georgetown,
Jeff Bostic
Midwest PBIS Network,
Kelly Perales
Montgomery County Federation of Families for Children's Mental Health,
Robyn Horsey
National Association for Rural Mental Health,
Paul Mackie
National Association of School Nurses,
Susan Hoffman
National Association of School Psychologists,
John Kelly
National Association of State Directors of Special Joanne Cashman and Mariola Rosser
National Association of State Mental Health Program Directors,
Aaron Walker
National Association of State Mental Health Program Directors, Pennsylvania Representative,
Shannon Fagan
National Center for School Mental Health, University of Maryland School of Medicine,
Tiffany Beason, Yourdanos Bekele, Jill Bohnenkamp, Rachel Bolan, Dan Camacho, Elizabeth Connors, Dana Cunningham, Sharon Hoover, Vinetra King, Nancy Lever, Stephanie Moore, Brittany Parham, Kris Scardamalia and Rachel Siegal
National Conference on State Legislatures,
Tahra Johnson and Margaret Wile
National Federation of Families for Children's Mental Health,
Lynda Gargan
National Governors Association,
Akeiisa Coleman and Sandra Wilkniss
National Rural Health Association,
Lolita Jadotte
Please Pass the Love,
Jennifer Ulie-Wells
RAND Corporation,
Brad Stein
School-Based Health Alliance,
John Schlitt
School Social Work Association of America,
Libby Nealis

Universities

Appalachian State University,
Kurt Michael
Georgetown University Center for Child and Human Development,
Neal Horen
Johns Hopkins Bloomberg School of Public Catherine Bradshaw
University of Maryland School of Social Work,
Shannon Robshaw
University of South Carolina,
Mark Weist

Foundations

Bainum Family Foundation,
Noel Bravo, Rozita Green and Nisha Sachdev

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Advancing Comprehensive School Mental Health Systems: Guidance from the Field

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Federal Departments/Agencies U.S. Department of Education Office of Elementary and Secondary Education, Norris Dickard, Paul Kesner and Kimberly Lights Office of Special Education and Rehabilitative Services Programs, Rene Bradley U.S.

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Hopeful Futures Campaign-State Legislative Guide for School Mental Health

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Hopeful Futures Campaign-State Legislative Guide for School Mental Health

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Alternatives to Exclusionary Discipline

Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline). Although federal data demonstrate steady declines in suspensions and expulsions, data indicate that students of color and students with disabilities continue to be disproportionately suspended or expelled.

Several states have addressed the negative consequences and disparities related to exclusionary discipline by enacting policies that direct schools and districts to eliminate or reduce punitive discipline practices and/or implement restorative practices.

Sources: Data retrieved via an extensive independent review by the NCSMH and supplemented by additional sources, including:

National Association of State Boards of Education (NASBE). (2020). State Policy Database: Alternatives to Exclusionary Discipline. Retrieved from: https://statepolicies.nasbe.org/health/categories/social-and-emotional-climate/alternatives-exclusionary-discipline

Education Commission of the States. (2018). School Discipline: Are there non-punitive approaches outlined as alternatives to suspension or expulsion? Retrieved from: http://ecs.force.com/mbdata/MBQuest2RTanw?rep=SD1804

All 50 states and the District of Columbia have either anti-bullying laws, regulations, model policies, or a combination of all three. These require districts to engage in bullying prevention and to respond when bullying occurs. Although it is necessary to address bullying, there is concern regarding the reliance on punitive responses to bullying. Punitive discipline practices do not reduce incidents of bullying and do not address harm.

The links in the map lead to state pages on stopbullying.gov, a site hosted by the US Department of Health and Human Services. In addition to describing the laws, policies, and common components, each state page provides link to the policy itself.

The information in the map was originally collected and compiled by several federal government agencies, including U.S. Department of Education (DoE), Department of Health and Human Services (HHS), and Department of Justice (DOJ).

U.S. Department of Health and Human Services. (2018). Laws, Policies, & Regulations | StopBullying.gov. https://www.stopbullying.gov/resources/laws

Culturally Responsive Teaching

Students, their families, and their communities thrive when school staff celebrate and integrate the societal contributions of people from different cultures in the classroom. According to the National Childhood Traumatic Stress Network (NCTSN), multicultural recognition in education increases personal meaning of classroom content, elevates student-teacher relationships, improves academic success, and enhances students' sense of belonging at school. Recognizing and honoring the experiences of diverse people reduces disenfranchisement among communities that are marginalized. The New America's report on culturally responsive teaching (CRT) notes that "the majority of states do not yet provide a description of CRT that is clear or comprehensive enough to support teachers in developing and strengthening their CRT practice throughout their careers." The map below provides access to state professional teaching standards that incorporate aspects of CRT.

The information in this map was originally compiled New America.

Muñiz, J. Culturally responsive teaching: A 50-state survey of teaching standards. New America. https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/

Every Student Succeeds Act (Chronic Absenteeism and School Climate)

One of the most significant components of the Every Student Succeeds Act (ESSA) is the requirement that states include multiple measures in their accountability systems. In addition to academic indicators (academic achievement, academic growth, graduation rate, and progress in achieving English language proficiency (ELP)), states must select at least one indicator of "school quality or student success" such as:

Rates of chronic absenteeism

College and career readiness

Student or educator engagement

Student access to and completion of advanced coursework

School climate

States have the flexibility to select multiple "school quality or student success" indicators and to use multiple measures within each indicator.

Expanded Medicaid Coverage in Schools

In 2014, the Center for Medicare and Medicaid Services (CMS) reversed the Free Care Rule, which restricted schools from getting reimbursement for services provided to Medicaid-enrolled students without an Individualized Education Plan (IEP). The reversal permits states to allow school districts to bill Medicaid for school-based health services, including mental health services, provided to all Medicaid-enrolled children, not just those with an IEP. To expand this eligibility, states need to take action, typically through modification of state Medicaid plans. For more information on school Medicaid, please visit the Healthy Students, Promising Futures webpage, a Healthy Schools Campaign program.

The map below displays states that have leveraged the policy reversal by expanding Medicaid coverage in schools, states that are in the process, and states that have not yet taken action.

This information was originally compiled by the Healthy Schools Campaign through their Healthy Students, Promising Futures program.

Partnering with and effectively engaging families is critical to the success of comprehensive school mental health systems. The map below displays states that have a policy directing districts to develop or implement plans, policies, or programs related to family engagement in schools.

The information in this map was compiled by the National Association of State Boards of Education.

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SHAPE - School Health Assessment and Performance Evaluation

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Alternatives to Exclusionary Discipline Exclusionary discipline policies, such as suspensions or expulsions, can have long-term negative consequences on youth (e.g. school dropout and involvement in the juvenile justice system) and school climate ( White House Report: The Continuing Need To Rethink Discipline; HHS and U.S. DoE Policy Statement on Exclusionary Discipline).

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National School Mental Health Best Practices

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National School Mental Health Best Practices

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MHTTC National School Mental Health Best Practices:
Implementation Guidance Modules for States, Districts, and Schools

Co-developed by the Mental Health Technology Transfer Center (MHTTC) Network Coordinating Office and the National Center for School Mental Health (NCSMH) to help states, districts, and schools across the United States understand the core components of comprehensive school mental health and engage in a planning process around implementation of services, these implementation guidance modules focus on the following core features of effective school mental health initiatives:

Roles for Educators and Student Instructional Support Personnel

Collaboration and Teaming

Multi-Tiered System of Supports

Evidence-Informed Services and Supports

Cultural Responsiveness and Equity

Data-Driven Decision Making

The modules are intended to be used with district teams that can influence, develop, and oversee school mental health systems at the school district and building levels. See a complete overview of the National School Mental Health Best Practices.

If you experience any technical issues with downloading the files below, please contact Jessica Gonzalez at [email protected] .
Participant Manual PDF

Module PowerPoint Slides:

Virtual Learning Sessions:

Virtual Learning Session 1: The Alphabet Soup of School Mental Health (SMH, PBIS, MTSS, SEL, RP): Getting Started and Aligning Efforts
Recording | Transcript

Virtual Learning Session 2: Mental Health Promotion (Tier 1)
Recording | Transcript

Virtual Learning Session 3: Early Intervention/Treatment (Tiers 2 and 3)
Recording | Transcript

Virtual Learning Session 4: Screening

Virtual Learning Session 5: Funding/Sustainability

To help familiarize yourself with the material covered in each module, the Southeast MHTTC developed short, pre-recorded videos for each of the eight modules. Click below to view the videos for each module!

Since the modules were launched, they have been downloaded over 4,000 times across the United States and over 20 other countries! A heat map displaying the reach of the modules is available here.

Interested in accessing all resources included in the National School Mental Health Best Practices? Access the new National School Mental Health Best Practices Index: A Supplementary Guide. This document is an index to help users search and locate specific resources referenced within each of the 8 modules.
For information about local, state, and regional school mental health training and technical assistance activities, including with the implementation guidance modules, access the MHTTC in your region at https://mhttcnetwork.org/centers/selection
Questions about the MHTTC Network?
Contact the MHTTC Network Coordinating Office
Email:[email protected] Phone: (650) 721-8692

Questions about the SHAPE System or the National Quality Initiative?
Contact the National Center for School Mental Health (NCSMH)
Email:[email protected] Phone: (410) 706-0980
https://theshapesystem.com/ www.schoolmentalhealth.org

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National School Mental Health Best Practices

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Co-developed by the Mental Health Technology Transfer Center (MHTTC) Network Coordinating Office and the National Center for School Mental Health (NCSMH) to help states, districts, and schools across the United States understand the core components of comprehensive school mental health and engage in a planning process around implementation of services,

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National Training & Technical Assistance Center

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National Training & Technical Assistance Center

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National Training & Technical Assistance Center

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools  

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools  

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools

To help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services, the MHTTC Network Coordinating Office and National Center for School Mental Health developed the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools (formerly known as the National School Mental Health Curriculum). 8 module slide decks designed for delivery in one-hour sessions, and r ecorded virtual learning sessions that include a deeper dive into the module content. To access the Implementation Guidance Modules, click below.

The modules focus on the following core components of comprehensive school mental health:

Educators and Student Instructional Support Personnel

Collaboration and Teaming

Multi-Tiered System of Supports

Evidence-Informed Services and Supports

Cultural Responsiveness and Equity

Data-Driven Decision Making

The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include:

School District Leaders (e.g., Superintendent, School Board)

The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts.

Additional resources:
To help familiarize yourself with the material covered in each module, the Southeast MHTTC developed short, pre-recorded videos for each of the eight modules. Click below to view the videos for each module!

Since the modules were launched, they have been downloaded over 4,000 times across the United States and over 20 other countries! A heat map displaying the reach of the modules is available here.

Interested in accessing all resources included in the National School Mental Health Best Practices? Access the new National School Mental Health Best Practices Index: A Supplementary Guide. This document is an index to help users search and locate specific resources referenced within each of the 8 modules.

The Updated School Health Assessment and Performance Evaluation (SHAPE) System

The SHAPE System, developed by the NCSMH at the University of Maryland School of Medicine, is a free, private, web-based portal that offers a virtual workspace for school mental health teams at school, district, and state levels to document, track, and advance quality and sustainability improvement goals as well as assess trauma responsiveness. The SHAPE System also offers access to free action planning, mapping, program implementation resources and other critical tools to advance comprehensive school mental health systems.

In 2019, the MHTTC Network Coordinating Office collaborated with the NCSMH to refine current and develop new resources, tools, and curricula for the SHAPE System that address unique regional and state considerations. Enhancements to the SHAPE System include expanding the capacity of the state dashboard to allow for viewing of progress across regions, and offering districts and states a more targeted and personalized action planning and mapping process for quality improvement in school mental health.

Any school mental health teams or school districts can use this dynamic, free online system to improve school mental health accountability, excellence, and sustainability. Click here to learn more about the SHAPE System and the exciting new features available!

Questions? Please feel free to contact the NCSMH team.

School Mental Health Best Practices Always and Now 8-Part Learning Series

The MHTTC Network hosted an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.

In this series, each learning session included a pre-session video, panel session, and post-session regional breakout.

The purpose of the pre-session videos was to familiarize participants with the resource material for each module.

Sessions consisted of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team), who provided an "always and now" application of the modules and innovative ideas for implementation, considering the current pandemic and its impact on school mental health.

The post-session Regional Breakout sessions were intended for participants to have an informal discussion regarding content from the live session, contextualized for their specific region.

Click here to access the recordings of the presentations, a 2-page summary of the series, and additional resources for each session, including an FAQ document!
MHTTC National School Mental Health Learning Community

The in-person learning session was just one component of the National School Mental Health Learning Community. The MHTTC Network Coordinating Office and the NCSMH hosted five Virtual Learning Sessions that all Learning Community participants were invited to attend. The sessions provided didactic content, aligned with the National School Mental Health Best Practices modules, and participants were asked to share progress and lessons learned on specific improvement goals related to school mental health. In addition, participants exchanged resources, tools, templates, and other materials within the community to promote shared learning. To access recordings of the five Virtual Learning Sessions, click The 2019 National School Mental Health Learning Community has concluded. If you have any questions, please contact Jessica Gonzalez at
here.

[email protected] .

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National School Mental Health Implementation Guidance Modules and Related Projects

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools To help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services, the MHTTC Network Coordinating Office and National Center for School Mental Health developed the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools (formerly known as the National School Mental Health Curriculum).

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Mental Health Primers- American Psychological Association

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Mental Health Primers- American Psychological Association

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Resources developed by the APA Coalition for Psychology in Schools and Education to help teachers identify behaviors in the classroom that are symptomatic of mental health and other psychological issues such as sadness, stress, low self-esteem, inattention, and distractibility.

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National Center for School Mental Health

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National Center for School Mental Health

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The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

Announcements

Key Resources

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National Center for School Mental Health (NCSMH)

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The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America's youth. From its inception in 1995, the Center's leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

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National American Indian and Alaska Native MHTTC

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Effective School-Community Partnerships to Support Mental Health

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Effective School-Community Partnerships to Support Mental Health

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Department of Education guide on supporting child and student social, emotional and behavioral health needs

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Department of Education guide on supporting child and student social, emotional and behavioral health needs

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Protecting Youth Mental Health- The U.S. Surgeon General's Advisory

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Protecting Youth Mental Health- The U.S. Surgeon General's Advisory

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Mental Health Considerations and Guidance to Referral Process to Schools in Arizona

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Mental Health Considerations and Guidance to Referral Process to Schools in Arizona

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Funding for Mental Health service for students in Arizona

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Funding for Mental Health service for students in Arizona

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School and Behavioral Health Partnerships Resource Guide

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School and Behavioral Health Partnerships Resource Guide

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AHCCCS Document on accessing behavioral health systems

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AHCCCS Document on accessing behavioral health systems

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Resource on Implementing Mental Health Systems in schools

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Resource on Implementing Mental Health Systems in schools

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools

To help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services, the MHTTC Network Coordinating Office and National Center for School Mental Health developed the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools (formerly known as the National School Mental Health Curriculum). 8 module slide decks designed for delivery in one-hour sessions, and r ecorded virtual learning sessions that include a deeper dive into the module content. To access the Implementation Guidance Modules, click below.

The modules focus on the following core components of comprehensive school mental health:

Educators and Student Instructional Support Personnel

Collaboration and Teaming

Multi-Tiered System of Supports

Evidence-Informed Services and Supports

Cultural Responsiveness and Equity

Data-Driven Decision Making

The modules are intended to be used by district teams to influence, develop, and oversee school mental health systems at the school district- and building-levels. District teams may include:

School District Leaders (e.g., Superintendent, School Board)

The modules align with the national performance domains and indicators established as part of the National Quality Initiative on School Health. Each module includes resources and tools to support learning extensions and can be adapted and built upon to be contextualized to regions, states, and districts.

Additional resources:
To help familiarize yourself with the material covered in each module, the Southeast MHTTC developed short, pre-recorded videos for each of the eight modules. Click below to view the videos for each module!

Since the modules were launched, they have been downloaded over 4,000 times across the United States and over 20 other countries! A heat map displaying the reach of the modules is available here.

Interested in accessing all resources included in the National School Mental Health Best Practices? Access the new National School Mental Health Best Practices Index: A Supplementary Guide. This document is an index to help users search and locate specific resources referenced within each of the 8 modules.

The Updated School Health Assessment and Performance Evaluation (SHAPE) System

The SHAPE System, developed by the NCSMH at the University of Maryland School of Medicine, is a free, private, web-based portal that offers a virtual workspace for school mental health teams at school, district, and state levels to document, track, and advance quality and sustainability improvement goals as well as assess trauma responsiveness. The SHAPE System also offers access to free action planning, mapping, program implementation resources and other critical tools to advance comprehensive school mental health systems.

In 2019, the MHTTC Network Coordinating Office collaborated with the NCSMH to refine current and develop new resources, tools, and curricula for the SHAPE System that address unique regional and state considerations. Enhancements to the SHAPE System include expanding the capacity of the state dashboard to allow for viewing of progress across regions, and offering districts and states a more targeted and personalized action planning and mapping process for quality improvement in school mental health.

Any school mental health teams or school districts can use this dynamic, free online system to improve school mental health accountability, excellence, and sustainability. Click here to learn more about the SHAPE System and the exciting new features available!

Questions? Please feel free to contact the NCSMH team.

School Mental Health Best Practices Always and Now 8-Part Learning Series

The MHTTC Network hosted an 8-part training series using the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools.

In this series, each learning session included a pre-session video, panel session, and post-session regional breakout.

The purpose of the pre-session videos was to familiarize participants with the resource material for each module.

Sessions consisted of a discussion with a small panel of education and mental health leaders from across the country (including a member from the National Center for School Mental Health team), who provided an "always and now" application of the modules and innovative ideas for implementation, considering the current pandemic and its impact on school mental health.

The post-session Regional Breakout sessions were intended for participants to have an informal discussion regarding content from the live session, contextualized for their specific region.

Click here to access the recordings of the presentations, a 2-page summary of the series, and additional resources for each session, including an FAQ document!
MHTTC National School Mental Health Learning Community

The in-person learning session was just one component of the National School Mental Health Learning Community. The MHTTC Network Coordinating Office and the NCSMH hosted five Virtual Learning Sessions that all Learning Community participants were invited to attend. The sessions provided didactic content, aligned with the National School Mental Health Best Practices modules, and participants were asked to share progress and lessons learned on specific improvement goals related to school mental health. In addition, participants exchanged resources, tools, templates, and other materials within the community to promote shared learning. To access recordings of the five Virtual Learning Sessions, click The 2019 National School Mental Health Learning Community has concluded. If you have any questions, please contact Jessica Gonzalez at
here.

[email protected] .

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National School Mental Health Implementation Guidance Modules and Related Projects

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MHTTC National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools To help states, districts, and schools advance comprehensive school mental health, as well as engage in a planning process around implementation of services, the MHTTC Network Coordinating Office and National Center for School Mental Health developed the National School Mental Health Best Practices: Implementation Guidance Modules for States, Districts, and Schools (formerly known as the National School Mental Health Curriculum).

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National Center for School Safety: A Positive Youth DevelopmentApproach to School Safety

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National Center for School Safety: A Positive Youth DevelopmentApproach to School Safety

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A Positive Youth Development Approach to School Safety - National Center for School Safety

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Researchers developed a comprehensive model of school safety to describe the multiple pathways that contribute to school safety and positive youth development. This comprehensive model is designed to help practitioners and policymakers understand how the strategies they choose may be related to a larger context of school safety.

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Behavioral Threat Assessment & Management at a Glance

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Behavioral Threat Assessment & Management at a Glance

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Behavioral Threat Assessment & Management at a Glance - National Center for School Safety

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Behavioral Threat Assessment and Management (BTAM) is a form of violence risk assessment that assesses individuals who have threatened harm. In a school context, a multidisciplinary team works together to promote safety and prevent violence that may impact the school community.

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Introducing our newest program Especially Safe! We created this programto help planning teams address the safety and security needs of all members of the community. Learn more about the program and how you can plan and prepare, and teach and train to meet the special needs of students, staff, and visitors in your school community - from developmental disabilities to communication challenges, medical needs to mobility challenges, and more.

Through inclusive planning, we can create a culture of safety and security for our children, students, parents, and staff to depend on in emergencies of all kinds.

Especially Safe: Planning and Preparation Guide

Especially Safe: Teaching and Training Guide

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Especially Safe - Safe and Sound Schools

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Introducing our newest program Especially Safe! We created this programto help planning teams address the safety and security needs of all members of the community. Learn more about the program and how you can plan and prepare, and teach and train to meet the special needs of students, staff, and visitors in your school community - from developmental disabilities to communication challenges, medical needs to mobility challenges, and more.

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Best Practice Considerations for Armed Assailant Drills in Schools

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Best Practice Considerations for Armed Assailant Drills in Schools

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National Association of School Psychologists (NASP)

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Best Practice Considerations for Armed Assailant Drills in Schools

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This document provides guidance on the important factors schools must take into account when considering and conducting armed assailant drills.

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Trauma-Informed Care for Schools Before, During, and After Possible Emergency Events

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Trauma-Informed Care for Schools Before, During, and After Possible Emergency Events

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In this Webinar, presenters provided an overview of trauma and retraumatization, discussed manifestations of trauma in students, explored a trauma-informed approach, and reviewed considerations for preparedness planning and how schools can address trauma in their emergency operations plans. The pres…

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Readiness and Emergency Management for Schools (REMS) Technical Assistance Center Trainings

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Readiness and Emergency Management for Schools (REMS) Technical Assistance Center Trainings

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Returning to School After a Crisis: A Guide to Addressing Traumatic Events at Schools

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Returning to School After a Crisis: A Guide to Addressing Traumatic Events at Schools

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Following a crisis like a school shooting, students and community members in the surrounding area are likely to experience a trauma response. Students in surrounding communities may experience vicarious trauma or secondary traumatic stress. Although their healing journeys may look different, this guide provides lessons learned from previous school shootings, strategies teachers can use to discuss these events with their students, and shares strategies and resources that can be used to help students cope with their trauma response.

The guide is intended to support school staff when returning following a crisis. It contains information about common responses to trauma, warning signs that a student is in distress, tips for talking and working with students as they return, as well as resources for those who need mental health support.

Download PDF

Topic Areas

Capacity Building, Mental Health

Crisis Timeline

Post-crisis

Resource Type

Toolkits & Guides

Audience

School Personnel

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Returning to School After a Crisis: A Guide to Addressing Traumatic Events at School - National Center for School Safety

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Provides school staff with strategies to support students following traumatic events. It contains lessons learned, discussion tips, and mental health resources to help cope with a trauma response,

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A Framework for Safe and Successful Schools

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A Framework for Safe and Successful Schools

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NASP School Safety and Crisis Response Resources

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NASP School Safety and Crisis Response Resources

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National Association of School Psychologists (NASP)

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NASP has made these materials available free of charge to the public in order to promote the ability of children and youth to cope with traumatic or unsettling events.

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The U.S. Department of Education’s Office of Safe and Supportive Schools administers the REMS TA Center to serve two critical functions aimed at helping education agencies, with their community partners, manage safety, security, and e…

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* The social media links provided are for reference only. FEMA does not endorse any non-government Web sites, companies or applications.

Last Modified: 7/16/2020

Emergency Management Institute
16825 S. Seton Ave., Emmitsburg, MD 21727
Switchboard: (301) 447-1000
Admissions Fax: (301) 447-1658

Independent Study Program
Office: (301) 447-1200 Fax: (301) 447-1201

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FEMA - Emergency Management Institute (EMI) | National Preparedness Directorate National Training and Education Division

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The social media links provided are for reference only. FEMA does not endorse any non-government Web sites, companies or applications. Last Modified: 7/16/2020 Emergency Management Institute 16825 S. Seton Ave., Emmitsburg, MD 21727 Switchboard: (301) 447-1000 Admissions Fax: (301) 447-1658 Independent Study Program Office: (301) 447-1200 Fax: (301) 447-1201

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Department of Education Safer Schools and Campuses Best Practices Clearinghouse

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Department of Education Safer Schools and Campuses Best Practices Clearinghouse

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U.S. Secretary of Education Miguel Cardona laid out his vision for the direction the Department will follow in 2023 to promote academic excellence, improve learning conditions, and prepare our students for a world where global engagement is critical to our nation's standing. In his address, Secretary Cardona remarked that "Raise the Bar: Lead the World" is not a list of new priorities but a call to strengthen our will to transform education for the better, building on approaches that we know work in education. Raise the Bar incorporates three pillars and two strategies within each pillar:

Achieve Academic Excellence through efforts to accelerate learning for every student and deliver a comprehensive and rigorous education for every student;

Boldly Improve Learning Conditions through efforts to eliminate the educator shortage for every school and invest in every student's mental health and well-being; and

Create Pathways for Global Engagement through efforts to ensure every student has a pathway to college and career and provide every student a pathway to multilingualism.

We know that as States and districts pursue the strategies within each pillar, they seek opportunities to share with and learn from each other. The Best Practices Clearinghouse serves as one mechanism for them to do so. The Best Practices Clearinghouse remains focused on student well-being and now aligns that focus with the Raise the Bar pillars.

Over the next year, the Department will provide tools, resources, and assistance to States, districts, and schools to advance the strategies in the Raise the Bar pillars. We invite you as well to submit your best practices related to the Raise the Bar pillars and visit the Best Practices Clearinghouse to find current resources and information on how other States and districts are Raising the Bar to advance educational equity and excellence for all students.

As we move this work forward together, the Department will engage directly with parents and families about what's working, what's not, and what they want to see for their children's education, and we will work to help parents and families be true partners with their child's school. There has never been a more important time for us to intentionally collaborate so that, together, we can prepare our students to truly thrive.

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Dept. of Education Best Practices Clearinghouse

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This collection of best practices provides resources to support the needs of all students to ensure all have access to a high-quality education.

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Guide For Developing High-Quality School Emergency Operations Plans

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Guide For Developing High-Quality School Emergency Operations Plans

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Lessons from the Field Webinar Series | National Center on Safe Supportive Learning Environments (NCSSLE)

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An Introduction to the Trauma-Informed Resilience Oriented Toolkit

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An Introduction to the Trauma-Informed Resilience Oriented Toolkit

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When: August 23, 2022 | 3:00 PM - 4:30 PM ET

Launched earlier this year, the Trauma-Informed, Resilience-Oriented Schools Toolkit provides tools for building an understanding of trauma and encouraging a shift in how educators view students and their experiences.

In this webinar, presenters from the National Council for Mental Wellbeing will share an overview of the toolkit, common elements in each section, and describe who can benefit from using it.

Learning Objectives

Identify the purpose of the toolkit

Describe who can benefit from using the toolkit

Detail common components across sections of the toolkit

Presenters

Pamela Black, MA, MEd, Consultant for the National Council for Mental Wellbeing

Julie Schillim, PhD, LLP, LPC, Consultant for the National Council for Mental Wellbeing

Continuing Education Credit

This webinar is offered for an NCSS certificate of completion.

Planning Committee

Pamela Black, MA, MEd; Julie Schillim, PhD, LLP, LPC; Emily Torres, MPH; Brent Miller, MA, PMP

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An Introduction to the Trauma-Informed, Resilience-Oriented Schools Toolkit - National Center for School Safety

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When: August 23, 2022 | 3:00 PM - 4:30 PM ET Launched earlier this year, the Trauma-Informed, Resilience-Oriented Schools Toolkit provides tools for building an understanding of trauma and encouraging a shift in how educators view students and their experiences.

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Readiness and Emergency Management for Schools (REMS) Technical Assistance Center Trainings

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Readiness and Emergency Management for Schools (REMS) Technical Assistance Center Trainings

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PAXIS Institute is proud to partner with the Arizona Health Care Cost Containment System to offer fully-funded trainings to educators and community-serving professionals across Arizona. PAX is evidence based, trauma informed, and culturally responsive and results in improved educational outcomes, better mental health, and less substance misuse.
School-based PAX
The PAX Good Behavior Game® is a powerful evidence-based practice consisting of proven instructional and behavioral health strategies educators can use with their students in the classroom. PAX is a universal preventive intervention that not only improves classroom behavior and educational outcomes but also provides a lifetime of benefits for every student by improving self-regulation and co-regulation with peers. This initiative also offers professional development for those trained in PAX in the form of PAX Partner training, PAX Next Steps training, and PAX Heroes training.
Community-based PAX
PAX Tools is a collection of evidence-based strategies to improve cooperation and self-regulation in children. PAX Tools provides a unified approach to behavior throughout communities and allows young people to experience nurturing environments supported by caring adults in community settings and at home. PAX Tools provides specialized training for Human Service Professionals, Health and Community Educators, Youth Workers, and Parents & Caregivers.

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PAXIS Institute is proud to partner with the Arizona Health Care Cost Containment System to offer fully-funded trainings to educators and community-serving professionals across Arizona. PAX is evidence based, trauma informed, and culturally responsive and results in improved educational outcomes, better mental health, and less substance misuse.

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Post Secondary Grief Student Support: A Three Part Training with Inner Harbor
February 3, February 10, and March 25, 2022

Join this 3-part intensive training to learn practical suggestions for working with grieving students while in college and explore how we can all contribute to a culture that promotes the expression of grief as a normal, natural process.

Listen, Learn, and Lead: Consultancy Chats for School Systems Leaders
Fridays in February and March 2022

Every other Friday in February and March, bring your questions, your site's challenges, your leadership hurdles to listen, learn, and lead one another by engaging in consultancy protocols.

Grief Responsive Teaching: Supporting Students and Ourselves in Times of Loss (An Introduction) Workshop and Book Club
Launches March 9, 2022

Brittany R. Collins leads a training on grief-responsive teaching for educators and administrators, and will lead a Learning from Loss book club.

Re-writing Our Narratives: Cultivating Healing through Critical Literacy and Collective Care - A Critical Friends Group
Launches March 23, 2022

This five-part educator participatory action research experience is designed to guide educators through the process of exploring personal and collective barriers to mental health and wellness.

Life After Loss Tables: The Educators Edition
A joint project of the School Crisis Recovery & Renewal project and The Dinner Party

The School Crisis Recovery & Renewal (SCRR) project is partnering with The Dinner Party to pilot "Life After Loss Tables: The Educators Edition." These recurring virtual gatherings ("tables") are intentional, peer-led spaces for educators to engage in conversation around their experience with death-related, school-based losses as a means towards healing.

Embracing and Expanding Postvention in / for Our Schools Community of Practice
September 23, 2021 - May 26, 2022

This community of practice is for anyone who supports student and staff mental health.

Sign up for our newsletter to stay tuned this summer when we launch new events!

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Join this 3-part intensive training to learn practical suggestions for working with grieving students while in college and explore how we can all contribute to a culture that promotes the expression of grief as a normal, natural process.

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National Park Service: Asian American and Pacific Islander Heritage

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National Park Service: Asian American and Pacific Islander Heritage

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Asian and Pacific Islander peoples in all walks of life have played a profoundly important role in American history, contributing to and shaping the rich heritage of the United States in many ways. Explore their stories and their legacy by visiting the units of the National Park System and other places listed in the National Register of Historic Places, most of which are National Historic Landmarks, throughout the nation featured in this itinerary. The National Park Service preserves historic places and stories of America's diverse cultural heritage and expands and maintains the National Register of Historic Places.

The Asian American and Pacific Islander Heritage Discover Our Shared Heritage Travel Itinerary was produced by the National Park Service's Cultural Resources Office of Interpretation and Education in partnership with the National Conference of State Historic Preservation Officers.

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Asian American and Pacific Islander Heritage (U.S. National Park Service)

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Asian and Pacific Islander peoples in all walks of life have played a profoundly important role in American history, contributing to and shaping the rich heritage of the United States in many ways.

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American Academy of Child and Adolescent Psychiatry

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American Academy of Child and Adolescent Psychiatry

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asian americans and pacific islanders resource library

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Asian Americans and Pacific Islanders Resource Library

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Introducing our newest program Especially Safe! We created this programto help planning teams address the safety and security needs of all members of the community. Learn more about the program and how you can plan and prepare, and teach and train to meet the special needs of students, staff, and visitors in your school community - from developmental disabilities to communication challenges, medical needs to mobility challenges, and more.

Through inclusive planning, we can create a culture of safety and security for our children, students, parents, and staff to depend on in emergencies of all kinds.

Especially Safe: Planning and Preparation Guide

Especially Safe: Teaching and Training Guide

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Especially Safe - Safe and Sound Schools

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Introducing our newest program Especially Safe! We created this programto help planning teams address the safety and security needs of all members of the community. Learn more about the program and how you can plan and prepare, and teach and train to meet the special needs of students, staff, and visitors in your school community - from developmental disabilities to communication challenges, medical needs to mobility challenges, and more.

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Fact Sheet: Providing Students with Disabilities Free Appropriate Public Education During the COVID-19 Pandemic and Addressing the Need for Compensatory Services Under Section 504

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Fact Sheet: Providing Students with Disabilities Free Appropriate Public Education During the COVID-19 Pandemic and Addressing the Need for Compensatory Services Under Section 504

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Fact Sheet: Providing Students with Disabilities Free Appropriate Public Education During the COVID-19 Pandemic and Addressing the Need for Compensatory Services Under Section 504

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Fact Sheet: Providing Students with Disabilities Free Appropriate Public Education During the COVID-19 Pandemic and Addressing the Need for Compensatory Services Under Section 504

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ESS Short Logo.png is Exceptional Student Services. ESS ensures that public education agencies in Arizona have special education programs, policies, and procedures that comply with the federal Individuals with Disabilities Education Act (IDEA) and its implementing regulations, and that eligible children and youth with disabilities receive a free appropriate public education (FAPE).

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On October 15-16, 2021, ADE/ESS will be recruiting for OT personnel on behalf of all public education agencies (PEAs) at the Arizona Occupational Therapy Association's annual fall conference. ESS will operate a booth in the exhibit hall to promote the advantages of working in a school setting and distribute flyers listing all current and anticipated OT vacancies in Arizona public schools.

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Individual consultation

Individual problem-solving support to understand and access the programs, health plans, and services your child may need.

Parent-to-parent support

Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

Training & workshops

Increase advocacy skills, and improve your ability to work with professionals on your child's educational and medical needs.

Amellaly (Ally) Martinez knows firsthand the value of connecting with other parents whose children have...

I hope you are all enjoying the cooler temperatures that September and October bring to...

Parents might think their children won't be disciplined, suspended or expelled if they receive services...

Throughout Conor's school years, his behavior frequently interfered with his ability to successfully participate in...

"RSK helped me navigate a world I knew nothing about at one of the lowest...

As Cristina Renteria prepared to send her son Atlas to developmental preschool, she ran into...

I'm so grateful to learn that Raising Special Kids is truly here to offer support. There is no catch, no gimmick, and no charge. I have found emotional support from people who understand what it is like to have a child with special needs.
- Parent

Get started

Raising Special Kids Family Referral Form

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Individual consultation Individual problem-solving support to understand and access the programs, health plans, and services your child may need. Parent-to-parent support Connections with a trained parent "mentor" who has a child with a similar diagnosis and is skilled at providing information and support.

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Special Education Directors,

The ADE/ESS Secondary Transition (ST) Team is excited to launch a variety of webinar sessions for the upcoming 2021-22 fall semester.

Please view the attached marketing flyers that provide detailed information about each webinar series. Registration will be required for all events, and the registration links are available for all sessions on both the corresponding marketing flyers and the ADE Secondary Transition webpage. If requesting accommodations, please register no later than 3 business days before the scheduled webinar.

Feel free to join any session that will make a positive impact on your secondary transition professional practices.

On behalf of the ESS Secondary Transition Team, we want to say welcome back to a new and exciting school year. We look forward to seeing you virtually this fall semester.

If you have any questions regarding any one of the webinars, please email the ST Team.

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INTERNAL PD INFO: Fall 2021 Secondary Transition Professional Development Schedule

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Special Education Directors, The ADE/ESS Secondary Transition (ST) Team is excited to launch a variety of webinar sessions for the upcoming 2021-22 fall semester. Please view the attached marketing flyers that provide detailed information about each webinar series.

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HEALTHY SCHOOL, STAFF, & STUDENTS: A GUIDE TO IMPROVING SCHOOL EMPLOYEE WELLNESS

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HEALTHY SCHOOL, STAFF, & STUDENTS: A GUIDE TO IMPROVING SCHOOL EMPLOYEE WELLNESS

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National Association of Chronic Disease Directors

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This guide provides a suggested process and resources for building or expanding an effective employee wellness initiative. It is not intended to be prescriptive or provide a pre-packaged program. The information is based on the experience of other school districts and experts in the field as well as research findings.

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Healthy School, Staff, & Students: A Guide to Improving School Employee Wellness - National Association of Chronic Disease Directors

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This guide provides a suggested process and resources for building or expanding an effective employee wellness initiative. It is not intended to be

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SOPHE Learning: School Employee Wellness (SEW)

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T his quick-start toolkit is provided as a supplement to Healthy School, Healthy Staff, Healthy Students: A Guide to Improving School Employee Wellness , designed to increase the capacity of district and school staff in addressing school employee wellness, to improve the health of all school employees, and to improve student health and academic outcomes.

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Adult Compassion Resilience: A Toolkit for Schools

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Adult Compassion Resilience: A Toolkit for Schools

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The reality of public school education is that it is both exhilarating and stressful.

Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout, and attrition (Beltman et al., 2011).

Teacher resilience is defined as "using energy productively to achieve school goals and meet students' needs in the face of adversity" (Patterson et al., 2004).

Compassion is the combination of the consciousness of others' distress and a desire to alleviate it. It is a basic quality needed to be able to meet students' needs.

Compassion resilience for those in the education field is:

1. The ability to maintain our physical, emotional and mental well-being (using energy productively) while compassionately identifying and addressing the stressors that are barriers to learning for students,

2. Identifying and addressing the barriers to caregivers/ parents and colleagues being able to effectively partner on behalf of children, and

3. Identifying, preventing, and minimizing compassion fatigue within ourselves.

Think of this resilience as a reservoir of well-being that we can draw upon on difficult days and in difficult situations. It is a dynamic process or outcome that is the result of interaction over time between a person and their environment (e.g., Bobek, 2002; Day, 2008; Sumsion, 2003; Tait, 2008). Resilient teachers tend to maintain job satisfaction and commitment to their profession (Brunetti, 2006).

This toolkit will explore the protective factors that build and maintain compassion resilience.

In our efforts to build resilience in our students, we are charged with the examination of our capacity personally and professionally to model that which we strive to build.

Our capacity to serve our students and communities are impacted by our personal histories, organizational supports, and the societal context we work in. The toolkit attempts to center trauma and equity informed perspectives that add value in understanding where each individual starts on their path to compassion resilience; this lens also deepens our understanding of what supports can be offered to fuel the energy of a diverse staff that is stretched thin.

Simply stated, compassion fatigue and resilience will impact you differently depending on your history, identity, and social position in the school.

The content of the toolkit has been strongly informed by research and best practices related to resilience, positive psychology, compassion fatigue, organizational psychology, and mindfulness, trauma, and equity.

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What is Compassion Resilience? - WISE Initiative for Stigma Elimination

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The reality of public school education is that it is both exhilarating and stressful. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout, and attrition (Beltman et al., 2011).

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Provider Well-being was adapted in collaboration with Central East Mental Health Technology Transfer Center (MHTTC), the University of Maryland School of Medicine, Department of Psychiatry, and the Georgetown University Medstar Hospital/Georgetown University School of Medicine, Department of Psychiatry. The result is a culmination of measures, information, and resources proven effective at assessing and improving both personal and professional well-being for behavioral healthcare providers in various settings.

Individual Well-being Course

Engages individual behavioral health providers in a private, self-paced course to assess and improve their personal well-being in five areas:

Comprised of 6 chapters and 10 lessons, providers learn about the stages of change, the impact of stress on our minds and bodies, and a process to develop a self-care plan. Assessments throughout the lessons guide providers in selecting areas of focus and strategies that are most likely to be helpful. The assessments may be repeated over time to provide a measure of progress.

Individual Well-being Resources

Offers individual behavioral health providers a comprehensive Resource Library to improve personal well-being, including all assessments, skills, and mindfulness activities that are offered in the lessons. To assist with self-care practices, audio guides for the mindfulness activities in each of the five well-being domains are stored here for ease of access. Additional resources, beyond what is in the lessons, offer providers additional tools in each domain of well-being.

Organizational Well-being Assessment

Assesses the quality of behavioral health provider organization well-being in 8 domains:

Work Climate and Environment

Input, Flexibility, and Autonomy

Professional Development and Recognition

Organizational and Supervisory Support

Self-Care and Self-Compassion

Diversity, Equity, Inclusion, and Access

Purpose and Meaningfulness

Professional Quality of Life

Information gathered from employees helps organizational leaders identify areas of strength and areas for improvement. Assessments are confidential and may be completed by all organization members.

Organizational Well-being Resources

As organizations identify areas for growth, the Resource Library offers behavioral health organizations a comprehensive Resource Library of organizational level interventions to improve organizational well-being (OWB) in each of the eight domains of OWB quality. Leaders are able to select interventions that work best for their organization and track progress in improving the workplace climate and the day to day experiences of employees.

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Provider Wellbeing - Assess and improve well-being of behavioral health providers and organizations.

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Provider Well-being was adapted in collaboration with Central East Mental Health Technology Transfer Center (MHTTC), the University of Maryland School of Medicine, Department of Psychiatry, and the Georgetown University Medstar Hospital/Georgetown University School of Medicine, Department of Psychiatry.

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Addressing Educator Burnout and Demoralization: Actions for Administrators

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Addressing Educator Burnout and Demoralization: Actions for Administrators

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A Comprehensive School Employee Wellness Approach

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A Comprehensive School Employee Wellness Approach

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The second gap is the lack of coordination of school employee wellness efforts, particularly the limited integration of efforts addressing health status with efforts to address workplace conditions. Several states and school systems promote positive workplaces through their teacher recruitment and retention programs (e.g., loan reimbursement, mentoring, and protected planning time), as well as through facilities construction and maintenance. However, such efforts may fail to support employee wellness if they are not coordinated. For example, mindfulness training or yoga classes are likely to be more effective in a school system that also provides staff with adequate planning time than in a system where planning time is scarce; the latter makes it difficult for staff to engage in wellness activities given the amount of time required for preparing lessons, grading assignments, attending meetings, and other administrative tasks. The Centers for Disease Control and Prevention has outlined a data-driven process for coordinating employee wellness efforts.

The third gap is the current over-reliance among education stakeholders on promoting positive coping strategies without pairing such efforts with strategies to limit exposure to conditions that lead to unwellness. Our framework balances resources (i.e., factors that can promote wellness, such as healthy habits, safe workspaces, and supportive work policies) with demands (or factors that can diminish wellness, like unmanaged health conditions or hostile workplace culture). An approach that increases resources and reduces demands will be most likely to achieve a sustainable wellness balance.

The influx of federal dollars through the American Rescue Plan and other pandemic relief funds represents the best opportunity in decades for state leaders to support local education agencies and schools in investing in a comprehensive and coordinated set of employee wellness policies and practices. While the federal relief funds may be time-limited, state leaders can encourage local leaders to prioritize sustainable strategies that enhance employee wellness, increase staff retention, and improve student learning.

This product is supported by cooperative agreement NU87PS004367-01-01 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the oﬃcial views or endorsement of the CDC or the Department of Health and Human Services.

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A Comprehensive School Employee Wellness Approach Can Reduce Staff Stress and Attrition - Child Trends

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The COVID-19 pandemic has taken a significant toll on the well-being of school staff nationwide, with nearly one in four teachers indicating that they would likely leave the profession after the 2020-2021 school year. While many schools offer wellness initiatives-like providing healthy food options in staff vending machines and hosting mindfulness trainings-a shift to a comprehensive, coordinated approach to employee wellness is essential.

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How to Grow Teacher Well-Being in Your Schools

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How to Grow Teacher Well-Being in Your Schools

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How District Leaders Create Caring Organizations

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How District Leaders Create Caring Organizations

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How district leaders create caring organizations - kappanonline.org

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A culture of caring begins with district leaders who cultivate conditions that address everyone’s social and emotional needs.

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Each year, thousands of refugees are invited by the U.S. government to seek safety and freedom. In Phoenix and other offices across the country, the IRC helps them rebuild their lives.

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Arizona Refugee Resettlement Program | Arizona Department of Economic Security

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The Arizona Refugee Resettlement Program (RRP) supports refugees through transitional benefits and contracted community partners as they resettle in the United States. Knowing the challenges refugees face, RRP provides benefits and services to assist refugees as they adjust to life in the U.S. Local…

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Although Catholic Charities (formerly Catholic Social Services) was established in 1933 in Arizona, the agency didn't begin resettling refugees until 1975 with a small, fledgling program. In the last four decades, we have grown and become a national leader in the effective, compassionate resettlement of thousands of refugees who come from nearly every faith, walk-of-life and corner of the world. Refugees are individuals who are legally admitted into the United States as refugees by the United Nations High Commissioner for Refugees (UNHCR) due to a well-founded fear of persecution based on at least one of the following: Race, religion, nationality, political opinion, or membership in a particular social group. Get Quick Facts About Refugees

Currently, the Phoenix Refugee Program has a staff of 24 employees supplemented by 2 full-time Jesuit Volunteers, a continuous resource of talents of student interns from local universities, AmeriCorps VISTA volunteers, and volunteers from our local community. Our culturally and ethnically diverse staff comes together from 16 different countries and is fluent in 16 languages.

The following programs are included in Refugee Resettlement:

Reception and Placement Program (R&P): This is the main program of Refugee Resettlement, funded federally (Department of State) through the United States Conference of Catholic Bishops (USCCB), which is the largest of the nine national Voluntary Agencies (VOLAGS) that have a Cooperative Agreement with the Department of State: Bureau of Population, Refugees, and Migration (PRM) to resettle refugees. This program involves providing initial resettlement services to newly arrived refugees, including housing, basic necessities, assistance with "core services" such as connection to employment services, English as a second language (ESL), applications for benefits, a social security card, health screening, and community orientations. Program Duration: 90 days

Match Grant Program: The Match Grant Program is an expedited employment program designed to provide additional financial support and services to newly arrived refugees that will enable them to gain employment within 120 days of arrival into the United States. USCCB via the Department of Health and Human Services (DHHS), Office of Refugee Resettlement (ORR) funds this program, which must retain a minimum 70% employment outcome. Note: This is a federally funded 2:1 match program, where our agency must raise 50% match, 20% cash, 30% in-kind donations. Program Duration: 180 days.

DES Programs: These programs are funded directly from the State Refugee Coordinator's Office, housed in the Deparment of Economic Security (DES). These are longer-term support services that allow the program to provide intense case management and

employment services to refugees within five years of arrival. This program also serves other eligible populations for refugee services such as those individuals granted asylum, Cuban Haitian border entrants (those who enter through the U.S./Mexico border and were not resettled through the Cuban Haitian Entrant Program [CHEP], etc.).

Parishes Organized to Welcome Refugees (POWR): Funded directly by USCCB, this program is designed to provide assistance to refugee agencies in order to engage and mobilize parishes to welcome refugees.

Preferred Communities: This program is funded by USCCB via DHS and designed to assist programs that are high-impact sites where specific populations or needs occur. In our case, this means providing additional medical case management and support to families where the program includes coaching to families to enable them to navigate the medical system independently and reduce reliance on service providers for assistance.

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How the Refugee Resettlement Program Works

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Although Catholic Charities (formerly Catholic Social Services) was established in 1933 in Arizona, the agency didn't begin resettling refugees until 1975 with a small, fledgling program. In the last four decades, we have grown and become a national leader in the effective, compassionate resettlement of thousands of refugees who come from nearly every faith, walk-of-life and corner of the world.

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Lessons from the Field Webinar Series -Supporting the Unique Needs of StudentsWho Have Run Away or are Homeless   11/30/2022

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Lessons from the Field Webinar Series -Supporting the Unique Needs of StudentsWho Have Run Away or are Homeless   11/30/2022

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Attention: State and District Leaders, School Administrators, Educators, Student Support Personnel, Parents, and Education Stakeholders

The U.S. Department of Education is hosting a webinar series to address hot topics that are on the top of educators' minds. After sharing federal updates, the series features lessons learned and best practices from faculty, staff, schools, districts, institutions of higher education, and other places of educational instruction. It also shares a variety of useful resources.

On behalf of the U.S. Department of Education, Office of Elementary and Secondary Education's Office of Safe and Supportive Schools, the National Center on Safe Supportive Learning Environments (NCSSLE) invites you to join the next Lessons from the Field webinar, Supporting the Unique Needs Students Who Have Run Away or Are Homeless.
Date: Wednesday, November 30, 2022
Time: 3:00 - 4:30 pm ET
In recognition of National Runaway Prevention Month, please join the U.S. Department of Education, the National Center on Homeless Education, and the U.S. Department of Health and Human Services (HHS) for this timely webinar focused on what school personnel can do to identify and support students who have left home (often called runaway) or are homeless. Our subject matter experts discussed the Runaway and Homeless Youth Programs and the National Runaway Safeline, including the services these organizations can provide to students. Our panelists shared information on how schools can identify and engage young people who have left home or who are unstably housed or homeless and provide information about services schools can provide both to prevent and intervene in the family issues that sometimes result in a student leaving home or experiencing homelessness. At the end of the presentation and panel discussion, speakers responded to questions from the audience.

Speakers/Panelists

Bryan Williams, Director, Office of Safe and Supportive Schools, Office of Elementary and Secondary Education, U.S. Department of Education

Ana Cody, Senior Advisor, Human Trafficking and Strategic Initiatives, Office of the Associate Commissioner, Family and Youth Services Bureau, HHS

Megan Johnson, Program Specialist, National Center for Homeless Education

Michael Ferguson, Director of Quality Assurance, Evaluation and Training, Kids in Crisis, CT

Suzanne Brown Koroshetz, Board Member, Kids in Crisis, past principal Brien McMahon High School and Stamford High School, CT

Sparky Harlan, Chief Executive Officer, Bill Wilson Center, CA

Chandra Martin, Auxiliary Programs Manager-Federal Programs, Little Rock School District, AR

Webinar Materials

Resources

Please contact NCSSLE if you have any questions. We look forward to sharing this information with you and hearing about the important work you are doing in your schools, communities, and states to meet the needs of students and staff.

More on the Lessons from the Field Webinar Series

To access archived materials from previous webinars and to find out what is coming next, go here.

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Lessons from the Field - Supporting the Unique Needs of Students Who Have Run Away or Are Homeless

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Attention: State and District Leaders, School Administrators, Educators, Student Support Personnel, Parents, and Education Stakeholders The U.S. Department of Education is hosting a webinar series to address hot topics that are on the top of educators' minds.

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The Arizona Homeless Education Program is dedicated to ensuring that all children and youth experiencing homelessness have access to the public education to which they are entitled under the federal McKinney-Vento Education of Homeless Children and Youth Assistance Act. ADE works towards this goal by ensuring that Arizona state policies are in compliance with federal law, by providing technical assistance to Arizona's local homeless liaisons, and by providing informational and awareness materials to educators and other interested community members throughout Arizona.

Your child can be enrolled in school, even if you do not have required documents such as a birth certificate or shot records.

Your child may be able to stay at the same school, and you may be able to receive transportation to that school.

Your child can receive free school breakfast and lunch.

New to Arizona and need to find out what school district to enroll your student in? Recently moved to a new area and student returned to school of origin is not in their best interest? Please enter your new address/ zip code/ or main cross streets in the SEARCH box HERE. You will see a map with all the schools in your area with contact information.
Every school district has a Homeless Liaison who can help you and your child. Please go to the Contact Information page to find your local liaison.

Who Qualifies for the McKinney-Vento Act?

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HEP logo ADE.PNG Welcome to the Homeless Education Program - The McKinney Vento Act The Arizona Homeless Education Program is dedicated to ensuring that all children and youth experiencing homelessness have access to the public education to which they are entitled under the federal McKinney-Vento Education of Homeless Children and Youth Assistance Act.

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Summer Learning meets ADE's Vision of equity for all students to achieve their full potential.

Summer Learning leads with data-driven best practices across all Arizona Department of Education program areas by developing local and national partners to provide resources and strategies to ensure all of Arizona’s students, families, and educators are equitably served.

How does Summer Learning Connect to the ADE Strategic Plan?

Focuses on ensuring equity and excellence

Implementation of an evidence-based model

High-dosage tutoring and academic enrichment opportunities

Well-Rounded Education

Focuses on teachers and staff

Builds capacity

Professional development

Social, Emotional, Learning (SEL)

Climate & Culture

School Safety and Social Wellness

Summer Meals

Proper use of funds & blending of federal funds

Build community-based partnerships

Sustainability

Elevate best practices in summer learning

Create self-assessment/evaluation tools

Develop outcome measurements

Create a Logic Model

Why Summer Learning is important?

Traditionally, summer learning, known as “summer school,” was a requirement for students to make up for failing a class during the school year and used “drill and kill” style remedial work. Arizona Department of Education recognizes that summer brings a wealth of rich opportunities to maximize student achievement by providing high-quality summer learning programs that provide academic and enrichment activities. This blend of activities can reduce summer learning loss in a captivating and engaging way. It can re-engage students and provide a meaningful boost to help close opportunity gaps, lead to higher graduation rates, and increase college and career readiness for all students.  For more information on summer programming beyond academic support, visit https://www.ncsl.org/research/education/summer-learning.aspx.

In July 2022, Governor Doug Ducey and the Superintendent of Public Instruction Kathy Hoffman issued proclamations supporting summer learning for all students, families, and teachers.

Spotlight Your Summer Learning Program: We want to hear YOUR Story!

How is your Summer Learning Program making a difference in students' lives and families?

Submit an article, media clip, or your own story (brief narrative) about classes, events, and personal stories of success. Submissions will be reviewed and posted in a timely fashion.

Please include the following in your email and share it with [email protected]:

Article headline/title

Link to article/own narrative

Photos/Video

District/Organization

School Site(s)

Name and Contact Information (of the person submitting photos/video)

Thank you for sharing your success story!

Spotlighting Champion Schools South Mountain

The Summer Camp Program hosted at Champion Schools South Mountain is FREE and open to the community, providing a one of a kind experience for students. Champion scholars and new students from the community have the opportunity to experience academic enrichment through engaging hands-on learning experiences to promote curiosity and most importantly a love of learning. Offering unique classes such as  Shark Week, Robotics, and CSI Camp, among many others, take learning beyond the classroom and give students knowledge they can take with them anywhere in the world. Click on the link below to see them in action.

Champion SM Summer Camp (2).mp4

My Camp: Summer Recap (myvrspot.com)

Excellence Awards | National Summer Learning Association

General Contact Information:

Dawn Fitzhugh

Summer Learning Coordinator

602-364-1965

[email protected]

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Welcome Summer Learning.png Summer Learning meets ADE’s Vision of equity for all students to achieve their full potential.Summer Learning leads with data-driven best practices across all Arizona Department of Education program areas by developing local and national partners to provide resources and…

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CSW Arizona Summer Student Engagement and Resources Padlet

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CSW Arizona Summer Student Engagement and Resources Padlet

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On Demand Webinar: Federal Health Privacy Laws: Basics for School Professionals

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On Demand Webinar: Federal Health Privacy Laws: Basics for School Professionals

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About the Virtual Learning Series:

Session 1 on the importance of protecting and sharing student mental health information. Subject matter experts also provided an overview of the federal health privacy laws that apply to student mental health information.

Session 2 built upon the learnings from Session 1 by reviewing common scenarios in school settings that involve student mental health information. Subject matter experts led a discussion about clinical and legal considerations for each scenario.

Certificates of completion are available to viewers of 50% (30 minutes) or more of the sessions. CEUs are not available for these sessions. Please note that sessions were recorded and are available for free access below. Questions? Reach out to Jessica Gonzalez at [email protected]

While all school administrators and personnel are welcome to view the recordings,

Session Information and Recordings:
Session 1: Tuesday, March 14, 2023 @ 1-2pm ET Session 2: Thursday, March 16, 2023 @ 1-2pm ET

Learn About Our Speakers:

The series is brought to you via a collaboration with the MHTTC Network and the Center of Excellence for Protected Health Information. ECenter for Adolescent Health & the Law Access speaker bios here!

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Federal Health Privacy Laws: Basics for School Professionals

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About the Virtual Learning Series: Session 1 on the importance of protecting and sharing student mental health information. Subject matter experts also provided an overview of the federal health privacy laws that apply to student mental health information. Session 2 built upon the learnings from Session 1 by reviewing common scenarios in school settings that involve student mental health information.

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Joint Guidance on the Application of FERPA and HIPAA

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Joint Guidance on the Application of FERPA and HIPAA

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Hopeful Futures Campaign-State Legislative Guide for School Mental Health

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Hopeful Futures Campaign-State Legislative Guide for School Mental Health

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School Discipline Laws and Regulations by State

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School Discipline Laws and Regulations by State

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School Discipline Laws & Regulations by State

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Please select a State from the dropdown menu or map below.

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As our Office of Policy and Government Relations reviews the signed legislation from the 2022 Legislative Session, which ended on Saturday, June 25th, this page will house guidance on the legislation and its impact on students, families, educators, and public schools. Please check this page regularl…

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Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPa) And the Health Insurance Portability and Accountability Act of 1996 (HIPPA) to Student Health Records

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Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPa) And the Health Insurance Portability and Accountability Act of 1996 (HIPPA) to Student Health Records

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This toolkit is designed to give state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy and systems change. A whole child education prioritizes the full scope of a child's developmental needs-social, emotional, cognitive, physical, and psychological, as well as academic-to ensure that all children are able to reach their full potential. A whole child approach is built on the understanding that students' education and life outcomes depend on their access to positive relationships inside and outside of school, a safe learning environment, and deeper learning opportunities.

The whole child approach builds on decades of research from the science of learning and development that defines the environments and experiences that children need to thrive. It also draws on the policy agenda set by the National Commission on Social, Emotional, and Academic Development, which brought together leaders from education, policy, research, business, and the military to make recommendations on how to ensure that students' social, emotional, and cognitive development is centered in schools.

Shifting toward a whole child education has far-reaching implications for our education system, requiring greater collaboration to promote children's learning, well-being, and healthy development. The Whole Child Policy Toolkit outlines how policymakers can support schools, districts, and communities to make these shifts and to meet the needs of every child efficiently, effectively, and most importantly, equitably. It provides the evidence base for high-quality whole child practices; policy strategies and actions that states can take; examples of state-level policies and initiatives; and a library of resources to help state policymakers advance policy and systems change.

The Whole Child Policy Toolkit was produced by the Learning Policy Institute with input from more than a dozen Whole Child Policy Table partners and several individual organizations and experts. This toolkit is organized into five key elements, shown in the figure and described below.

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This toolkit is designed to give state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy and systems change. A whole child education prioritizes the full scope of a child's developmental needs-social, emotional, cognitive, physical, and psychological, as well as academic-to ensure that all children are able to reach their full potential.

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This database covers codified and noncodified policies enacted as of September 2019 in all 50 states, the District of Columbia, Guam, and the U.S. Virgin Islands that applied to public schools and the general education population. Our rubric captures 200 health education topics aligned to the Whole School, Whole Community, Whole Child (WSCC) model.

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The NASBE State Policy Database on School Health is a searchable database of all existing state statutory and regulatory language on student health aligned to components of the U.S. Centers for Disease Control and Prevention's framework for school health promotion, known as the Whole School, Whole Community, Whole Child (WSCC) model.

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MHTTC-HIPAA and FERPA Laws: A School Mental Health Navigation Tool 

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MHTTC-HIPAA and FERPA Laws: A School Mental Health Navigation Tool 

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The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

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policy; privacy; academic records; technical assistance; parent rights; student rights; ferpa

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Family Educational Rights and Privacy Act (FERPA)

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Family Educational Rights and Privacy Act (FERPA) Home Page.

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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© 2023 Arizona State Legislature. All Rights Reserved

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National Association of Social Workers (NASW)

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Founded in 1955, the National Association of Social Workers (NASW) is the largest membership organization of professional social workers in the world, with more than 120,000 members. NASW works to enhance the professional growth and development of its members, to create and maintain professional standards, and to advance sound social policies.

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African American Behavioral Health Center of Excellence

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African American Behavioral Health Center of Excellence

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The African American Behavioral Health Center of Excellence is a new national Center funded by the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. Our academic home is the National Center for Primary Care, Morehouse School of Medicine.

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February is Black History Month. Paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society.