2021-2022 Mental Health Application - (Insert District Name) Part I: Youth Mental Health Awareness Training Plan
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2021-2022 Mental Health Application
Part I: Youth Mental Health Awareness Training Plan
Part II: Mental Health Assistance Allocation Plan
(Insert District Name)
Miami-Dade County Public Schools
Deadline for submission to ShareFile
on or before August 1, 2021
2021-2022 Mental Health Application
Purpose
The purpose of the combined mental health application is to streamline and merge two programs into one application. The
Youth Mental Health Awareness Training (YMHAT) Plan and the Mental Health Assistance Allocation (MHAA) Plan are
to provide supplemental funding to districts so schools can establish, expand and/or improve mental health care,
awareness and training and offer a continuum of services. These allocations are appropriated annually to serve students
and families through resources designed to foster quality mental health. This application is separated into two primary
sections: Part I includes the YMHAT Plan and Part II includes the MHAAP
Part I. Youth Mental Health Awareness Training Plan
In accordance with section (s.) 1012.584, Florida Statutes (F.S.), the YMHAT allocation is to assist districts with
providing an evidence-based youth mental health awareness and assistance training program to help school personnel
identify and understand the signs of emotional disturbance, mental illness and substance use disorders, and provide such
personnel with the skills to help a person who is developing or experiencing an emotional disturbance, mental health or
substance use problem.
Part II. Mental Health Assistance Allocation Plan
In accordance with s. 1011.62(16), F.S., the MHAA Plan allocation is to assist districts in establishing or expanding
school-based mental health care; training educators and other school staff in detecting and responding to mental health
issues; and connecting children, youth and families who may experience behavioral health issues with appropriate
services.
Submission Process and Deadline
The application must be submitted to the Florida Department of Education (FDOE) ShareFile by
the deadline August 1, 2021.
There are two submission options for charter schools:
• Option 1: District submission includes charter schools in both parts of the application.
• Option 2: Charter school(s) submit a separate application from the district.
Part I. Youth Mental Health Awareness Training Plan
YMHAT Objective: provide an evidence-based youth mental health awareness and assistance training program to help
school personnel identify and understand the signs of emotional disturbance, mental illness and substance use disorders,
and provide such personnel with the skills to help a person who is developing or experiencing an emotional disturbance,
mental health or substance use problem.
Page 2 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Part I. Youth Mental Health Awareness Training Plan and Projected Budget
Section A: YMHAT Training Plan
1. What is the percentage of employees currently trained and certified in YMHAT?
There are 30 % of employees trained and certified as of 7/7/21 (date)
2. Explain the training goal(s) for the upcoming 2021-2022 school year.
The training goal for the 2021-2022 school year is to increase the number of participants trained by 20% of the total number of
M-DCPS personnel. Additionally, staff trained in YMHFA during the 2018-2019 school year will participate in the YMHFA online
re-certification training.
3. In addition, the annual goal for the 2021-2022 school year is to train:
20% % of employees as of 6/30/22 (date)
4. Explain the training goal(s) for the next 3-5 years.
The training goal for the 2021-2024 school years is to increase the number of participants trained by 20%
each year of the total number of M-DCPS personnel. All staff trained in YMHFA during the 2018-2023
school years will participate in the YMHFA online re-certification training.
5. What is the procedure for training new personnel to the district?
Through the district’s internal communication system (Weekly Briefings), district and school leaders receive regular notifications to inform staff
of upcoming trainings. In addition, these notifications are also sent directly to employees. Training information is also provided to school site
administrators during monthly region principal and assistant principal meetings. Throughout the year, quarterly updates will be sent to region
office administrators and principals to assist with follow up on staff that still need the training. Quarterly updates will also be sent to district
departments on staff that still need the training.
6. Explain how the district will utilize the following three YMHAT programs:
• Youth Mental Health First Aid (YMHFA)
YMHFA Training Sessions will be proposed in the district’s professional development system. Trainings will be Blended/Virtual or
In Person and offered on weekdays and Saturdays. YMHFA Instructor Training Teams work in collaboration to schedule training
dates. Weekly Briefings will be sent to administrators and employees with attached flyers advertising the training schedule.
• YMHFA Recertification
YMHFA Recertification is an on-line training that occurs three years after participants completed the initial training. For the 2021-2022, the district will schedule this
training for participants who completed YMHFA training during the 2018-2019 school year. Administrators will receive Weekly Briefings to inform staff of upcoming
recertification trainings with instructions on how to access the on-line training. Throughout the year, quarterly updates will be sent to region administration and principals
regarding staff that still need the training. Quarterly updates will also be sent to district departments on staff that still need the training.
• Kognito At-Risk Modules (at all three levels: elementary, middle, high school)
The district successfully utilized Kognito’s “At Risk for School Educators” module with over 30,000 participants completing the training, Additionally, the district is utilizing
“Trauma Informed Practices for K-12 Schools” with over 11,000 participants completing the training to date and is continuing to offer this module through the summer.
Page 3 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Section B: YHHAT Projected Budget
Total Projected
Detailed Description, number of activities
Categories Cost Per/Each Budget by
within each category
Category
1. Stipends 75 YMHFA Saturday Sessions with an estimate of $100.00 stipend for
2,250 participants each participant
(Detailed # of
$ 225,000.00
personnel and stipend
cost per person)
2. Materials 1. 100 Easel Pads 1.$10 x 100=$1,000. $ 51,920.05
100 Sets of Markers $ 9 x 100=$900
(Detail # of units x 2,250 Duplication of YMHFA Tests $7382.55
individual unit cost, 2. 75 YMHFA In-Person: YMHFA Manuals 2. 2,250 participants
plus shipping) x $18.95 =
$42,637.50
3. National Council 1. 75 YMHFA Virtual Saturday Sessions: Virtual 1. 2,250 participants $ 134,481.95
(YMHFA) Training Training Materials x $23.95=
(Detailed description of $53,887.50
each training activity to 2. YMHFA Recertification 2. 2691 part. x
$29.95= $80,594.45
include # of personnel
and individual training
costs)
4. Additional Kognito N/A
Modules (Provide the
name of training
module and cost)
TOTAL 2021-2022 BUDGET: $ 411,402.00
5. Additional narrative (optional):
Page 4 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Part II. Mental Health Assistance Allocation Plan s. 1011.62 (16), F.S.
Section A: MHAA Plan Assurances
The district assures…
One hundred percent of state funds are used to expand school-based mental health care; train educators and
✔ other school staff in detecting and responding to mental health issues; and connect children, youth and families
with appropriate behavioral health services.
Mental health assistance allocation funds do not supplant other funding sources or increase salaries or provide
✔ staff bonuses or incentives.
Maximizing the use of other sources of funding to provide school-based mental health services (e.g., Medicaid
✔ reimbursement, third-party payments and grants).
✔ Collaboration with FDOE to disseminate mental health information and resources to students and families
The district website includes local contacts, information and resources for mental health services for students
✔ and families.
Includes a system for tracking the number of students at high risk for mental health or co-occurring substance
✔ use disorders who received mental health screenings or assessments; the number of students referred to school-
based mental health services providers; the number of students referred to community-based mental health
services providers; the number of students who received school-based interventions, services or assistance; and
the number of students who received community-based interventions, services or assistance.
A school board policy or procedure has been established for…
✔ Students referred for a mental health screening assessed within 15 calendar days of referral.
School-based mental health services initiated within 15 calendar days of identification and assessment.
✔
Community-based mental health services initiated within 30 calendar days of referral coordinating mental
✔ health services with a student’s primary mental health care provider and other mental health providers involved
in student care.
Assisting a mental health services provider or a behavioral health provider as described in s. 1011.62, F.S.,
✔ respectively, or a school resource officer or school safety officer who has completed mental health crisis
intervention training in attempting to verbally de-escalate a student’s crisis situation before initiating an
involuntary examination pursuant to s. 394.463, F.S. Procedures include must include strategies to de-escalate
a crisis situation for a student with a developmental disability as that term is defined in s. 393.063, F.S.
The requirement that in a student crisis situation, the school or law enforcement personnel must make a
✔ reasonable attempt to contact a mental health professional who may initiate an involuntary
examination pursuant to s. 394.463, F.S., unless the child poses an imminent danger to self or others before
initiating an involuntary examination pursuant to s. 394.463, F.S. Such contact may be in person or using
telehealth, as defined in s. 456.47, F.S. The mental health professional may be available to the school
district either by contracts or interagency agreements with the managing entity, one or more local community
behavioral health providers, or the local mobile response team, or be a direct or contracted school district
employee.
Page 5 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Section B: Planned Outcomes
Identify one or two specific and measurable outcomes for your district’s plan to achieve through the 2021-2022
evidence-based mental health program.
1. By identifying and referring students at risk with mental health challenges, school-based mental health providers and contracted
community agencies will provide and implement evidenced based strategies and programs to assist student in social-emotional and
academic engagement. The number of mental health sessions provided to students referred for services from September 2021 to
June 2022, will increase by 10% based on the 2020-2021 school year baseline.
Section C: District Program Implementation
Please include the following in this section:
1. Evidence-Based Program (EBP) and Description
Name and provide the essential elements of the EBP you will be implementing through a Multi-Tiered System of
Supports (MTSS) using one or more of the preferred EBP/Practices found in Blue Menu of Evidence-Based
Psychosocial Interventions for Youth and the SAMHSA Evidence-Based Practices Resource Center.
Describe the key EBP components that will be implemented as well as any related activities, curricula,
programs, services, policies and strategies.
*If you will be using another EBP other than those provided above please explain using the same format
listed.
2. EBP Implementation
This should include:
• Explain how your district will implement evidence-based mental health services for students to improve the
early identification of social, emotional, behavioral problems or substance use disorders, as well as the
likelihood of at-risk students developing social, emotional, behavioral problems, depression, anxiety
disorders, suicidal tendencies and how these will assist students dealing with trauma and violence.
• Explain how the supports will deliver evidence-based mental health care assessment, diagnosis, intervention,
treatment and recovery services to students with one or more mental health or co-occurring substance abuse
diagnoses and to students at high risk of such diagnoses.
3. Outcome Measures
• Provide the outcome measures of your EBPs and how each aligns with your overall annual program goals in
Section 2.
4. Multi-tiered System of Support (MTSS)
• Identify the tier(s) of the EBP being implemented.
Appendix Examples
Page 6 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Table 1: District Program Implementation
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Teen Mental Health First Aid Trained TMHFA professionals will assist with Quality of first aid intentions ✔
(TMHFA): Teen Mental Health providing curriculum to high school students grade to help peers, confidence in
First Aid is supported by the levels 10-12th. Trained staff will work with school helping, stigmatizing
National Council for Mental site to coordinate whole grade level attitudes, recognition of
Wellbeing and teaches high school implementation. Students will receive three anxiety disorder, number of
students how to identify, 90-minute sessions. Students will complete exit adults thought to be helpful,
understand and respond to signs of tickets. If necessary, students will be referred to a help-seeking intentions,
mental illnesses and substance use school site based mental health professional for quality of support provided
disorders among their friends and follow up services. to a peer, quality of support
peers. The training gives students received, and psychological
the skills to have supportive distress.
conversations with their friends and
get a responsible and trusted adult
to take over as necessary.
Youth Mental Health First Aid Selected individuals from various departments in Increase mental health ✔
(YMHFA): This training is the District have attended a 3-day literacy, confidence in
designed to teach adults who work “Train-the-Trainer” training on the Mental Health providing first aid, and a
with youth - parents, caregivers, First Aid course to receive in-depth instruction on reduction in stigmatizing
teachers, school staff, neighbors, facilitating the curriculum. The instructors are attitudes. As a result of
and other caring citizens how to paired and scheduled to provide this required these trainings, there is an
help children/adolescents who may training to all school and district staff. These increase in participants’
be experiencing a mental health trainings will be advertised through the “My knowledge of signs,
crisis. Learning Plan” portal in our District whereby symptoms, and risk factors
participants will be able to register and receive of mental health problems;
master plan points (MPP) for their participation. an increase in participants’
Weekly and Saturday trainings will occur with a confidence to help someone
maximum of 30 participants per training. experiencing a mental health
crisis; and an increase in
overall mental wellness.
Page 7 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Restorative Justice Practices: The Restorative Justice Practices (RJP) framework Students will learn and grow ✔ ✔ ✔
Restorative practices in schools is a 3-tiered model that places emphasis on as we integrate the concepts
provide a vehicle for creating community building and making connections. of Restorative Practices into
positive school communities by Miami-Dade County Public Schools places our Character Education,
strengthening relationships and emphasis on teaching students to reflect on how Bullying Prevention, Social
assisting stakeholders in working they interact with others. Tier 1 is the foundation Emotional Learning, and
together to make decisions, resolve for building positive relationships through shared Progressive Discipline.
problems, and engage in teaching problem solving, positive behavior support and Restorative Practices is not a
and learning. through the establishment of school-wide norms program. It is the
and expectations. Tier 2 initiates the use of implementation of a practice
proactive restorative tools to repair and manage by utilizing specific
difficult behavior through restorative supports. protocols designed to
Tier 3 is where intensive intervention takes place address wrongdoing as well
to rebuild and repair relations through the use of as those who may have been
restorative circles. directly impacted.
Restorative Practices create
connections with all
stakeholders and teaches
empathy, resilience, and
life-long conflict resolution.
Students are provided with o
Mindfulness: Technique in which Mindfulness Champions Initiative - Mindful Kids Build a culture of ✔ ✔ ✔
one focuses on being intensely Miami will provide ongoing mindfulness training mindfulness in all K-12
aware of what they are sensing and to one designated Mindfulness Champion at every schools. Teach school-site
feeling in the moment without K-12 school site. Participants will explore the employees and students
interpretation or judgment to relax mental and physical impacts of stress and the mindfulness practices so
the body and mind and help reduce research-based benefits of mindfulness practice for mindful attitudes and
stress. educators and students and will experience a practices are integrated,
M-DCPS has partnered with the variety of mindfulness practices including mindful positively impact individuals
Miami Heat, Florida Blue and eating, movement, communication, and focused and the benefits multiply
Mindful Kids Miami to launch the attention practices. Practices for students will also and are sustainable over
“Mindfulness Champions be demonstrated and discussed and each time. Enhance self-control,
Initiative” in all K-12 schools. Champion will draft an implementation plan for improved concentration,
their individual school based on lessons learned to mental clarity and emotional
bring mindfulness skills and activities to students intelligence and the ability
K-12 schools. to relate to others and
Implementation within the school sites will oneself with kindness,
include the incorporation of mindfulness- related acceptance compassion.
practices and activities throughout the school day. Climate survey data will
support outcome measures.
Additional narrative may be added here
Page 8 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Section D: Direct Employment
Table 2: MHAA Plan Direct Employment
Current Ratio as of 2021-2022 Proposed Ratio by
Position
August 1, 2021 June 30, 2022
School Counselor 1 to 525 students 1 to 454 students
School Social Worker 1 to 1,746 students 1 to 1,623 students
School Psychologist 1 to 1,400 students 1 to 1,196 students
Other Licensed Mental Health Provider 1 to 2800 students 1 to 2,400 students
Direct employment policy, roles and responsibilities Description
Explain how direct employment of school-based All students in M-DCPS have access to a mental health professional
mental health services providers (school psychologists, as the district continues to expand the hiring of counselors, social
school social workers, school counselors and other workers, psychologists, and mental health coordinators to directly
licensed mental health professionals) will reduce staff- support student’s social, emotional and mental well-being.
to-student ratios.
Describe your district’s established policies and
M-DCPS facilitates professional development for administrators and
procedures to increase the amount of time student
services personnel spend providing direct mental health school-based mental health professionals to become more efficient in
services (e.g., review and revision of staffing caseload management and increase knowledge in mental health
allocations based on school or student mental health practices. Staff placement is reviewed regularly to support needs.
assistance needs.
Describe the role of school based mental health School-based mental health professionals support students and
providers and community-based partners in the families with social, emotional, and mental health needs to enhance
implementation of your evidence based mental health and maximize student success. Additionally, community providers
program. are utilized as another layer of support on a referral basis.
List the contracts or interagency agreements with local behavioral health providers or Community Action Team
(CAT) services and specify the type of behavioral health services being provided on or off the school campus.
Table 3: MHAA Plan Contracts or Interagency Agreements and Services Provided
Mental Health Provider: Agency: Services Provided: Funding Source:
See Attachment "A"
Page 9 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Section E: Planned Expenditures
Table 4: MHAA Planned Expenditures
Allocation Expenditure Summary Total
Unexpended Mental Health Assistance Allocation funds from previous fiscal years: $ 0.00
School district expenditures for mental health services provided by staff who are employees of
$ 8,297,300.00
the school district:
School district expenditures for mental health services provided by contract-based collaborative
$ 1,200,000.00
efforts or partnerships with community-based mental health program agencies or providers:
Other expenditures (see below): $ 3,968,547.00
Total MHAA expenditures: $ 13,465,847.00
Other expenditures (specify details such as type, supplies, training and amount):
Type: Narrative description with detailed cost Total Amount
1. Social emotional learning, mindfulness and mental health awareness programs, activities and strategies $ 600,000.00
for students that promote well-being and connectedness, teach compassion and empathy and build a
positive school environment. The mental health programs will teach mental health awareness and provide
assistance including suicide prevention and the impacts of substance abuse.
2. Professional development/training opportunities, temporary instructor coverage, Saturday stipends $ 200,000.00
and registration costs for related workshops, conferences, training and technical assistance and other
associated costs. Trainings in include Threat Assessment, Suicide At-Risk Assessment, Cognitive
Behavioral Therapy, Play Therapy and Solution-Focused Brief Therapy training for school-based staff.
These trainings are required for the implementation of evidence-based programs.
3. Resources and supplies that directly support school-based mental health professionals in working $ 103,330.00
directly with students.
4. Total Other Expenditures
5. Charter School Proportionate Share $ 3,065,217.00
Total Other Expenditures: $ 3,968,547.00
Page 10 | Miami-Dade County Public Schools2021-2022 Mental Health Application
District Certification
Miami-Dade County Public Schools
This application certifies that the __________________________ School Board approved the district’s Mental Health
Assistance Allocation Plan, which outlines the local program and planned expenditures to establish or expand school-
based mental health care consistent with the statutory requirements for the mental health assistance allocation in
accordance with section 1011.62(16), F.S.
School (MSID) Number Charter School Name
(Uploaded to ShareFile)
Note: Charter schools not listed above will be included in the school district youth mental health awareness plan and
mental health assistance allocation plan. If you have more Charter schools to add, please list them on a separate sheet.
__________________________________
Signature of District Superintendent
Alberto M. Carvalho
__________________________________
Printed Name of District Superintendent
7/14/21
__________________________________
Board Approval Date
Page 11 | Miami-Dade County Public Schools2021-2022 Mental Health Application Charter School Certification This application certifies that the __________________________ Charter School Governing Board approved the school’s Mental Health Assistance Allocation Plan, which outlines the program and planned expenditures to establish or expand school-based mental health care consistent with the statutory requirements for the mental health assistance allocation in accordance with section 1011.62(16), F.S. Charter School Administrator Signature: _________________________________________ Governing Board Approval Date:__________________________ Page 12 | Miami-Dade County Public Schools
2021-2022 Mental Health Application
APPENDIX
Page 13 | Miami-Dade County Public Schools2021-2022 Mental Health Application
Resources for Program Implementation
1. Evidence-Based Program and Description
This is a three-module series about implementing evidence-based programs. The modules in this series are as follows:
Module 1: Selecting Evidenced-Based Programs for School Settings, which covers using data to inform EBP
selection, engaging stakeholders, assessing and building readiness, and reviewing and selecting EBPs; Module 2:
Preparing to Implement Evidence-Based Programs in School Settings, which covers creating an implementation plan
and team, understanding fidelity and adaptations, building staff and organizational competencies, and scheduling
implementation; and Module 3: Implementing Evidenced-Based Programs in School Settings, which covers
executing implementation, collecting data and monitoring progress, overcoming barriers and challenges, and planning
for sustainability.
Below is a series of interactive, self-paced learning modules on selecting, preparing for and implementing EBPs in
school settings.
• Selecting Evidence-Based Programs for School Settings
• Preparing to Implement Evidence-Based Programs in School Settings
• Implementing Evidence-Based Programs in School Settings
Since the publication of Module 1, SAMHSA has phased out the NREPP website. In April 2018, SAMHSA launched
the Evidence-Based Practices Resource Center that aims to provide communities, clinicians, policy makers and others
in the field with the information and tools they need to incorporate evidence-based practices into their communities or
clinical settings.
• Selecting Evidence-Based Programs
• Evidence-Based Module Series
2. Assessment Resources
The SHAPE System Screening and Assessment Library includes instruments appropriate for use in school mental
health. Search for the screening or assessment tools that fit your school(s) by focus area (academic, school climate or
social/emotional/behavioral), assessment purpose, student age, language, reporter and cost. The Center for School
Mental Health team has carefully reviewed every measure to provide a brief summary of each with direct links to
copies of the instrument and scoring information.
• School Mental Health Screening Playbook
• Desrochers, J., & Houck, G. (2013). Depression in Children and Adolescents: Guidelines for School Practice.
Handout H: Mental Health Screening in Schools
Page 14 | Miami-Dade County Public Schools2021-2022 Mental Health Application
3. EBP/Practice Implementation for Co-Occurring Mental Health or Substance Use Diagnoses
Co-Occurring Mental Health or Substance Use Diagnoses Treatment Considerations for Youth and Young Adults
with Serious Emotional Disturbances and Serious Mental Illnesses and Co-Occurring Substance Use
Blue Prints This interactive search enables you to identify Blueprints – certified interventions based on specific
criteria – and browse through a wide range of interventions that match those criteria. Select only a few criteria of
importance, as the number of interventions may be reduced by selecting multiple items ACROSS categories or
increased by selecting multiple items WITHIN categories.
Model and Model Plus programs are listed separately from promising programs. This is because only Model and
Model Plus programs have demonstrated efficacy for changing outcomes over time and are recommended for large-
scale implementation. Promising programs show promise of efficacy but require follow-up research before being
recommended for large-scale adoption.
Table 5: District Program Implementation Examples
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures 1 2 3
Example 1 X
Bounce Back School Social Workers and Family Improve:
Bounce Back based on Therapists will administer the Post-traumatic stress symptoms
the Cognitive Behavioral sessions to students ages 5-11. (parent and child reported),
Intervention for Trauma in Schools Students will learn to identify anxiety symptoms (child
(CBITS) is comprised of 10 one- feelings, and their links to thoughts reported), emotional regulation
hour group sessions, two to three and actions, using published (parent reported) and
individual sessions and one to storybooks to relate concepts and emotional/behavioral problems
three parent education sessions that connect engagement activities and (parent reported).
last over a three-month period. create personal storybooks as an
age-appropriate concrete trauma In terms of risk and protective
Group sessions are typically held
narrative. Student participation factors, improve on measures of
during school hours and cover a
will be encouraged with games and social adjustment (child
range of topics such as relaxation
activities specific to age groups reported).
training, cognitive restructuring,
and with “courage cards” tailored
social problem solving, positive
to each student. Group sessions are
activities, trauma-focused
very structured and include agenda
intervention strategies and
setting; review of activity
emotional regulation and coping
assignments; introduction of new
skills.
topics through games, stories and
These topics and methods derive experiential activities; and
from established successful assigning activities for the next
interventions for children with group meeting. Group sessions are
post-traumatic stress disorder small, with only four to six
(PTSD), including a gradual students all in the same age range.
approach of anxiety-provoking
situations and a modified trauma The School Social Worker and
narratives approach. Family Therapist review the skills
the children are learning in Bounce
Back, with the student’s parent.
Page 15 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures 1 2 3
Parents can support the children
practicing the skills at home.
The School Social Worker and
Family Therapist will help each
child develop a “My Story” trauma
narrative. Near the end of the
program, the School Social
Worker and Family Therapist
meets with the parent and child to
share the child’s story.
The Bounce Back program is a
trauma-informed equitable
program; appropriate for children
and families of diverse ethnic and
social backgrounds.
Example 2
Support for Students Exposed to SSET is delivered in an easy-to- Through the use of this X X
Trauma (SSET) use lesson plan format that is ideal evidence-based program, middle
A school-based group intervention for educators. Teachers and school students ages 10-14 will
for students who have been School Counselors will use SSET learn to deal with real-life
exposed to traumatic events and as a non-clinical adaptation of the problems and stressors and
are suffering from symptoms of CBITS Program. increase levels of peer and
PTSD. parent support
Teachers and School Counselors
will teach many cognitive and To increase skill-building
behavioral skills, such as social techniques to reduce current
problem solving, psychoeducation problems with:
and relaxation.
• anxiety or nervousness
The program consists of 10 45- • withdrawal or isolation
minute lessons designed to be • depressed mood
delivered during one class period. • acting out in school
These lessons focus on: • impulsive or risky
behavior
• common reactions to
trauma
• relaxation techniques
• coping strategies
• learning to approach
difficult situations
• developing a trauma
narrative
• problem solving
Page 16 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Cognitive Behavior Therapy Trained school-based mental health providers Self-reported, ✔ ✔
(CBT): a short-term therapy (SBMHP) will use cognitive behavioral therapy parent-reported and teacher
technique that can assist students techniques and strategies based on school reported youth anxiety
with new ways to behave by counselor and/or administrator referral, grade symptoms, impairment from
changing their thought patterns. level, and scheduling needs in individual or group anxiety, depressive
Using CBT can help students settings to prevent or reduce depression and symptoms, and clinical
reduce stress, cope with anxiety symptoms among school-aged children severity will be assessed
complicated relationships, deal and adolescents. Length of treatment varies. pre-treatment and every 6
with grief, and face many other months after to monitor
common life challenges. progress and determine
continued treatment.
Solution-Focused Brief Therapy Trained SBMHPs will implement Scaling questions provide ✔ ✔
(SFBT): A therapeutic technique to Solution-Focused Brief Therapy techniques and students with the
assist students to find solutions to strategies based on school counselor and/or opportunity to examine or
problems that they may be facing. administrator referral, grade level, and scheduling evaluate progress toward
Symptoms of stress, anxiety, and needs using a variety of different modalities identified goals. This
depression may be reduced, and including individual, group and teacher process allows both the
interpersonal relationships may be consultations, focusing on student behavioral and client and practitioner to
improved. emotional issues, academic problems, and social quantify client progress and
skills. Length of session are brief and flexible. to identify the next steps to
change by using a numeric
rating scale (usually ranging
from 0 or 1–10 with 0 or 1
as the lowest and 10 as the
highest)
Page 17 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Dialectical Behavioral Therapy Trained SBMHPs will implement DBT based on Self-reported, ✔
(DBT): A type of Cognitive school counselor and/or administrator referral, parent-reported and teacher
Behavioral Therapy. This is a form grade level, and will be scheduled in a variety of reported self-mutilation
of talk therapy that helps the different modalities including individual, group behaviors, self-mutilation
student to identify and change sessions, focusing on teaching emotion regulation urges, suicidal ideation, and
negative thinking patterns and to skills to reduce problem behaviors among suicidal urges will be
change unhelpful behavior. There adolescent population. Length of sessions are brief assessed pre-treatment and
is evidence that DBT can be useful and flexible. every 6 months after to
in treating mood disorders, suicidal monitor progress and
ideation, and for change in determine continued
behavioral patterns such as treatment.
self-harm and substance use.
Play Therapy: Used with students Trained SBMHPs will implement Play Therapy Students will measure their ✔ ✔
who may not be able to process based on school counselor and/or administrator self in relation to
their own emotions or articulate referral, grade level, and scheduling needs, and self-concept, locus of
problems to parents or other adults. will be scheduled in a variety of different control, anxiety and other
modalities including individual, group sessions. measures of interpersonal
Length of session are brief and flexible. functioning to determine
progress; behavioral
measures including
behavioral checklists and
ratings of problem behaviors
will also be used; and
academic measures
including measures of
academic achievement and
functioning will be included
a well.
Page 18 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
PREPaRE: A curriculum to Skills learned will be implemented as crisis Outcome measures include ✔ ✔ ✔
improve and strengthen school prevention and intervention. During crisis improved school climate and
safety and crisis management plans response and recovery, school-based mental health decreased student crisis
and emergency response. providers will be able to evaluate risk of situations. It is expected
psychological trauma and provide aid. that school and students’
level of functioning return to
previous levels after a crisis.
Wraparound Services: Provides a All SBMHPs and administrators will participate in As a result of Wraparound ✔ ✔ ✔
comprehensive, holistic, youth and a series of Wraparound Services professional Services implementation, the
family-driven way of responding developments focused on wraparound principles needs of the whole child will
when students experience serious and team planning. Wraparound district leadership be addressed. Through
mental health or behavioral team will collaborate to identify district strengths Wraparound, a
challenges. Wraparound puts the and needs and will participate in train the trainer to comprehensive, holistic,
student and family at the center. training SBMHP’s across the district. Wraparound youth and family driven
implementation will help to improve services that response will be provided to
are being provided that address all students social, students resulting in
emotional, and mental health needs. Wraparound decreased serious mental
Services will be implemented to ensure services health and behavioral
are student centered and strength based. challenges as evidenced by
Implementation will take place through student mental health screener
referrals, intake procedures, individual counseling progress monitoring, and
services, safety planning, progress monitoring and student/family self-report.
team planning.
Page 19 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
Suicide Risk Assessment Trained SBMHP will use this tool in conducting This measure is ✔ ✔
Instrument: suicide assessments using a 5-step evaluation and administered and initiated
A standardized suicide screening triage plan to identify risk factors and protective with any self-reported,
instrument appropriate for use with factors, conduct a suicide inquiry, determine risk parent-reported and teacher
school-age populations. This level and potential interventions, and document a reported self-mutilation
instrument was a combination of treatment plan behaviors, self-mutilation
the Suicide Assessment Five-Step urges, suicidal ideation, and
Evaluation and Triage (SAFE-T) suicidal urges. Level of risk
Columbia-Suicide Severity Rating is assessed at the time of the
Scale (C-SSRS)-Recent. report to determine potential
intervention as well as after
intervention to determine
continued treatment.
Revised Children’s Anxiety and MHCs will provide this screener with students in This measure is a 25-item, ✔ ✔
Depression Scale (RCADS): Youth grades K-5 routinely, starting with pre-treatment youth self-report
self-report questionnaire with and then every 6 months to track changes in the questionnaire which yields a
subscales including, separation child’s symptom presentation over time. The Total Anxiety Scale (sum of
anxiety disorder, social phobia, measures are, for the most part, self-report and the 5 anxiety subscales) and
generalized anxiety disorder, panic self-administered, which facilitates student a Total Internalizing Scale
disorder, obsessive compulsive engagement in their own assessment and care. The (sum of all 6 subscales) This
disorder, and low mood (major questionnaire takes between five and ten minutes measure is administered
depressive disorder). to administer. pre-treatment and every 6
months after to monitor
progress and determine
continued treatment.
Depending on the where the
score is in comparison to the
‘clinical thresholds” for the
overall scores, MHC will
tailor their sessions and
interventions to meet
student’s continuing needs.
Page 20 | Miami-Dade County Public Schools2021-2022 Mental Health Application
4.
1. 2. 3. MTSS
EBP and Description EBP Implementation Outcome Measures
1 2 3
DSM-5 Level 1 Cross-Cutting MHCs will provide this screener with students in The measure consists of 25 ✔ ✔
Symptom Measure: Is a self-rated grades 6-12 routinely, starting with pre-treatment questions that assess 12
measure that assesses mental health and then every 6 months to track changes in the psychiatric domains,
domains to be used with students child’s symptom presentation over time. The including depression, anger,
11-17 years of age. measures are, for the most part, self-report and irritability, mania, anxiety,
self-administered, which facilitates student somatic symptoms,
engagement in their own assessment and care. The inattention, suicidal
questionnaire takes between five and ten minutes ideation/attempt, psychosis,
to administer. sleep disturbance, repetitive
thoughts and behaviors, and
substance use. Each item
asks student to rate how
much (or how often) they
have been bothered by the
specific symptom during the
past 2 weeks. This measure
is administered
pre-treatment and every 6
months after to monitor
progress and determine
continued treatment. MHC
Brain Power Wellness: Provides Activities learned will be implemented with Students will develop ✔ ✔
hands-on activities to promote students during individual and group counseling. strategies for emotional
focus, mindfulness and emotional Also, within classroom lessons as social emotional regulation, focus, and
wellness for students while learning. concentration. Activities
promoting social emotional will help students stay
learning, neuroplasticity, engaged with school while
meditation, positive socialization, developing appropriate
emotional regulation, and character social skills.
development.
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