CASE Hybrid 2017 Law and Mental Health/Trauma Hot Topics by Kindel Mason

2016-09-24 15:28:55 UTC

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

Where does one stop and another begin?

krubenstein2 — 2016-09-24 15:29:26 UTC

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?

Striking the balance

2016-09-24 15:31:47 UTC

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.

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

tmorin1 — 2016-09-24 15:32:03 UTC

kindel_mason — 2016-09-24 15:32:43 UTC

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

kindel_mason — 2016-09-24 15:37:42 UTC

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

marcelam — 2016-09-24 15:38:06 UTC

2016-09-24 15:38:42 UTC

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

2016-09-24 15:42:48 UTC

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

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

2016-09-24 15:43:38 UTC

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

kindel_mason — 2016-09-24 15:44:14 UTC

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

marcelam — 2016-09-24 15:44:22 UTC

2016-09-24 15:46:21 UTC

Developing and supporting trauma-sensitive general education classrooms

2016-09-24 15:47:07 UTC

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

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

2016-09-24 15:47:14 UTC

2016-09-24 15:48:28 UTC

Understanding trauma in early childhood special education programs

2016-09-24 15:51:04 UTC

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

charlette_green — 2016-09-24 15:58:58 UTC

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

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

kindel_mason — 2016-09-24 16:00:57 UTC

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

krubenstein2 — 2016-09-24 16:02:43 UTC

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.

kim_lloyd — 2016-09-24 18:16:32 UTC

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�

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

2016-09-24 18:17:19 UTC

mcnamara_vicki — 2016-09-24 18:18:04 UTC

programs implemented in MTSS tiers that positively impacted student achievement

Behaviors and Outside Agencies

kim_lloyd — 2016-09-24 18:27:54 UTC

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.

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?

kindel_mason — 2016-09-24 18:30:00 UTC

Meg-NYCASE

2016-09-24 21:54:29 UTC

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.

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.

2016-09-25 01:58:39 UTC

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

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

2016-09-25 02:02:09 UTC

Mental health supports for rural schools

2016-09-25 13:12:21 UTC

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?

2016-09-25 13:13:53 UTC

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?

2016-09-25 13:18:51 UTC

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)

2016-09-25 13:36:26 UTC

Meaningful transition Planning for students with significant mental health needs.

2016-09-25 13:36:40 UTC

Pennsylvania. CASE

2016-09-25 13:37:14 UTC

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.

Physical Harm

ljackson26 — 2016-09-25 14:15:03 UTC

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