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School district liability for staff and other students who are harmed physically by students with known mental health issues.

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We have many initiatives tied to mental health issues. One of the most beneficial, cost effective, and results producing programs are school wide, integrated mental health school added programs. We would like an emphasis on integrated programs.

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Meaningful transition Planning for students with significant mental health needs.

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Meaningful transition Planning for students with significant mental health needs.

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How to pair MTSS with Trauma informed care, how to integrate systems, and how to establish roles and responsbilibities (all within an inter-agency framework)

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How to pair MTSS with Trauma informed care, how to integrate systems, and how to establish roles and responsbilibities (all within an inter-agency framework)

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Supports beyond "we need a 1 on 1".  What can we also do in the form of environmental supports and modifications, accommodations, and other ways to support students with mental health needs?

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Supports beyond "we need a 1 on 1".  What can we also do in the form of environmental supports and modifications, accommodations, and other ways to support students with mental health needs?

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What types of supports assist schools and students when students are transitioning from residential care back to a school district? Many smaller districts do not have day treatment facilities, which then requires these students to attend neighborhood schools. Are there models or tools that have been found helpful?

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What types of supports assist schools and students when students are transitioning from residential care back to a school district? Many smaller districts do not have day treatment facilities, which then requires these students to attend neighborhood schools. Are there models or tools that have been found helpful?

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Mental health supports for rural schools

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Mental health supports for rural schools

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For a model of working with outside agencies and training staff try Byram Hills in NY and New Rochelle

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For a model of working with outside agencies and training staff try Byram Hills in NY and New Rochelle

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In NY we have a few districts that have set up intensive supports withing their districts with local mental health providers.  They also did extensive training with their staff on how to support students with those concerns.

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In NY we have a few districts that have set up intensive supports withing their districts with local mental health providers.  They also did extensive training with their staff on how to support students with those concerns.

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(Sorry I cant seem to get these to filter in close to the questions)

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Students with true, intensive Mental Health issues need intensive wrap around treatment (highly intensive for shorter periods) with ongoing communication between the school, mental health, medical personnel, families and the student. High Stakes testing is irrelevant to the student's current emotional needs and as such would not be valid or reliable.  Success for these student should be measured by their ability to return to district and community based services and complete the requirements for school completion that matches their individually determined outcomes.

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How do we balance treatment vs. high stakes testing and the move to RDA. What measurements will be used to determine if treatmetn is successfil?

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How do we balance treatment vs. high stakes testing and the move to RDA. What measurements will be used to determine if treatmetn is successfil?

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How to break that negative cycle of school for student who go between school and outside agencies from spiraling out of control?  And managing all the aspects of bringing a student back into the academic environment; especially when students have severe and aggressive behaviors but are being dropped by outside services due to those behaviors.

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programs implemented in MTSS tiers that positively impacted student achievement

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Training components for general education staff on understanding differences in " psychological or psychiatric diagnosis and intensive supports vs school based supports.

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Training components for general education staff on understanding differences in " psychological or psychiatric diagnosis and intensive supports vs school based supports.

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Maybe some ideas: severe mental health and evidence based interventions in schools. Also, ideas of when hinge instruction is appropriate and how to get educational environment ready for estydent to return to school (time frames for medication effects, how to break a negative school cycle from spiraling out of control). ragment--> <�7r�

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Crosswalk - Bullying/FAPE/Mental Health/Students of Minority Status

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Crosswalk - Bullying/FAPE/Mental Health/Students of Minority Status

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With the number of FAPE denial claims on the rise, how do we create a statewide system of supports that specifically targets students who are being bullied at disproportionate levels (i.e. students of color, students of LGBT status, etc.) so that issues of bullying are not all tossed to special education to handle and support.

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Specific strategies please.  Please don't just say PBIS.  What strategies are there for  those of use with "boots on the ground" ?

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Specific strategies please.  Please don't just say PBIS.  What strategies are there for  those of use with "boots on the ground" ?

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Examples of where this is working well already.
Examples of MOUs or advice to limit liability concerns

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Medicaid and schools as partners in providing mental health services for students. Where are states doing it well?

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Understanding trauma in early childhood special education programs

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models of how schools/ districts are effectively providing school-based mental health services by partnering with outside agencies

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models of how schools/ districts are effectively providing school-based mental health services by partnering with outside agencies

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Helpful and supportive accommodations for iep's and 504 plans for students with mental health needs or history of trauma

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Developing and supporting trauma-sensitive general education classrooms

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How to include Mental Health support as part of the MTSS process.

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How to include Mental Health support as part of the MTSS process.

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Legally defensive policy and practice procedures when restraint/seclusions is used

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Legally defensive policy and practice procedures when restraint/seclusions is used

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how to partner with DSS and other outside agencies including group homes about not just labeling a child as EC because special education may not magically solve all of the student's problems

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how to partner with DSS and other outside agencies including group homes about not just labeling a child as EC because special education may not magically solve all of the student's problems

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Transitioning students from juvenile corrections back to communities and schools. How to effectively meet their mental health needs.

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Seclusion and restraint and the effect on students who have experienced trauma

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How best to navigate the sometimes conflicting state and local regulations for special education and mental health programs

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How best to navigate the sometimes conflicting state and local regulations for special education and mental health programs

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Best practices for dealing with discipline, and alternatives to suspension and expulsion

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How to differentiate the difference between a student considered socially maladjusted and a student with an emotional impairment.

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How to differentiate the difference between a student considered socially maladjusted and a student with an emotional impairment.

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What is within the scope of the school versus issues that have traditionally been viewed as the domain or outside counseling or therapy? Help us figure out how to strike a balance between supporting our students with mental health needs and also meeting the academic demands that our placed on our schools.

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When we are working with families, how do we balance and support what we are doing to support students and mental health issues with what is happening in the home? What are the legal implications for wrap-around services? What are current best practices in this area?

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Cautions of over identifying kids from foster homes as emotionally disturbed.