READING PUBLIC SCHOOLS
Behavioral Health Task Force
Recommendations
Providing a Healthy and Safe Environment for All
Reading Public Schools Behavioral Health Task Force
8/25/2011
This document contains a list of recommendations for distribution and discussion from the Reading Public Schools
Student Support Task Force to address student anxiety and to develop a healthy learning environment for all students.
Introduction
“Too many students with behavioral health challenges are doing poorly in school. Some are missing school, failing tests,
falling behind, and eventually dropping out. Others experience punitive responses and are suspended or expelled in
record numbers. Research tells us that behavioral health is intricately connected to academic, social, and emotional
success at school. Yet, the needs of students with behavioral health challenges have only recently gained state and
national attention. The call to integrate behavioral health and educational supports to promote the healthy development
of all students is seen in the 2003 national report from the New Freedom Commission on Mental Health and
Massachusetts’ 2008 Act Relative to Children’s Mental Health (M.G.L. Chapter 321, Section 19.)”
Massachusetts DESE Behavioral Health and Public Schools Framework, 2009
During the summer of 2011, 26 teachers, administrators, parents, and community members representing the Reading
Public Schools met to develop a set of recommendations to address the growing behavioral health needs of our
students. Over the last several years, we have seen an increase in student anxiety, hospitalizations, drop out, school
phobia, and other student at risk issues. It is a concerning trend that can lead to an increase in at risk behavior.
To come up with these recommendations, the Task Force used the Department of Elementary and Secondary Education
Behavioral Health Framework and Assessment tool to assess where are schools and the district was in six critical areas:
1. Leadership-This area addresses leadership by school administrators and other school personnel to create
structures within schools that promote supportive school environments and collaboration between schools and
behavioral health providers within the scope of confidentiality laws to reduce barriers to learning.
2. Professional development-This area addresses professional development for school personnel and behavioral
health service providers that: clarifies roles and promotes collaboration within the scope of confidentiality
laws; increases cultural competency; increases school personnel’s knowledge of behavioral health symptoms,
the impact of these symptoms on behavior and learning, and the availability of community resources;
enhances school personnel’s skills to help children form meaningful relationships, regulate their emotions,
behave appropriately and succeed academically, and to work with parents, who may have behavioral health
needs; increases providers’ skills to identify school problems and to provide consultation, classroom
observation and support to school personnel, children and their families; and increases school personnel’s and
providers’ knowledge of the impact of trauma on learning, relationships, physical well being and behavior, and
of school-wide and individual approaches that help traumatized children succeed in school.
3. Access to resources and services-This area addresses access to clinically, linguistically and culturallyappropriate behavioral health services, including prevention, early intervention, crisis intervention, screening,
and treatment, especially for children transitioning to school from other placements, hospitalization, or
homelessness, and children requiring behavioral health services pursuant to special education individual
education plans.
4. Academic and non-academic approaches-This area addresses effective academic and non-academic activities
that build upon students’ strengths, promote success in school, maximize time spent in the classroom and
minimize suspensions, expulsions, and other removals for students with behavioral health challenges.
5. Policies and protocols- This area addresses policies and protocols for referrals to behavioral health services
that minimize time out of class, safe and supportive transitions to school, consultation and support for school
staff, confidential communication, appropriate reporting of child abuse and neglect under section 51A of
chapter 119 of the General Laws, and discipline that focuses on reducing suspensions and expulsions and that
balances accountability with an understanding of the child’s behavioral health needs and trauma.
6. Collaboration with families-This section emphasizes the need for families from all cultures, languages, and
socio-economic levels can participate as partners in every facet of the education and development of their
children. Collaboration between schools, behavioral health providers, and families is a central theme of each
section of this set of recommendations.
The Behavioral Health Task force focused on the following guiding principles as it developed their recommendations.
These guiding principles were obtained from the DESE Behavioral Health and Public Schools Task Force.
Guiding Principles
1) Behavioral health refers to the social, emotional, and behavioral well-being of all students, including but not
limited to students with mental health needs. Behavioral health concerns both the reduction of problem
behaviors, and the optimization of positive and productive functioning.
2) Students’ behavioral health has a major impact on learning. If behavioral health needs are neglected, schools
will contend with emotional and behavioral issues reactively and ineffectively, with a reduction of resources
available to promote educational goals.
3) A positive and supportive school environment reduces the prevalence of challenging, dangerous, and
disrespectful behaviors; resulting in better student attendance, attention, motivation, and consequently, better
educational outcomes.
4) School leaders and school administrators acknowledge the importance of behavioral health issues and dedicate
resources accordingly as part of an overall effort to reduce barriers to learning.
5) Schools establish and use measurable goals and objectives to determine whether behavioral health initiatives,
programs, and services are successful.
6) Schools, in providing behavioral health services and supports for students and families, recognize and make use
of the expertise of school mental health professionals.
7) Behavioral health needs are best addressed when a school, and/or school district, convenes a support services,
or behavioral health, team to assess the behavioral health needs of the school community, and to plan,
coordinate, and evaluate programs and services. For efficiency and to minimize redundancy, schools use
existing, well functioning teams with coinciding goals for this purpose.
8) Schools identify ways in which community service providers, state and local agencies, and other community
resources (e.g., faith community, recreation programs, colleges and universities, business partners) can help
address behavioral health services gaps. Schools facilitate access to such services and supports by establishing
ongoing relationships with outside service providers, and by providing families with relevant information about
community services.
9) Schools provide an array of behavioral health services and programs throughout the continuum of student
needs, including: (1) prevention and promotion for all students, (2) early intervention for at-risk students, (3),
intensive intervention for students with serious needs, and (4) crisis intervention for students with acute needs.
10) The school curriculum systematically addresses behavioral health needs that help prepare students for lifelong
success in the workplace, in the community, and in personal relationships. This includes instruction in areas
such as social problem solving, life skills, social-emotional development, interpersonal communication, selfregulation, and violence prevention.
11) Families are essential partners in schools’ efforts to support behavioral health needs. Parent input helps identify
and prioritize needs of the school community. Parents are included to the greatest extent possible in the
planning and evaluation of programs and services.
12) Behavioral health programs and services are provided so as to respect ethnic and cultural diversity, language
differences, and the unique nature of specific disabilities and risk factors. Services are also strength-based, childcentered, and family-driven.
13) School districts offer continuing education for all school personnel on behavioral health issues to help them (1)
interact sensitively, respectfully, and supportively with students and families, (2) identify students at risk for
behavioral health needs, (3) help support and deliver behavioral health services.
The recommendations below are meant to be a starting point for discussion in our school and in our community. It is
imperative that these recommendations and other suggestions through this process are reviewed carefully and
thoughtfully. Ultimately, the main focus of all of these recommendations is to improve the behavioral health of all of
our students.
We look forward to the upcoming conversations and discussions.
Respectfully submitted,
Reading Public Schools Student Support Task Force
Mary Allard, Special Education Teacher, RMHS
Patti Beckman, Parent and Grade 1 Teacher, Birch Meadow Elementary School
Jennifer Buckley, School Psychologist, RMHS
Sara Burd, Districtwide Behavior Health Coordinator
Richard Davidson, Principal, Wood End Elementary School
Julianne, DeAngelis, RCASA
Patty de Garavilla, Assistant Superintendent, Reading Public Schools
John Doherty, Superintendent of Schools
Alison Elmer, Director of Student Services, Reading Public Schools
Chris Friberg, Mathematics Teacher, Coolidge Middle School
Mary Giuliana, Parent and Nurse, Joshua Eaton Elementary School
Diane Ketlak, School Psychologist, Parker Middle School
Kristin Killian, Music Teacher, RMHS
Joanne King, Parent and Grade 5 Teacher, Wood End Elementary School
Debra Kinton, Kindergarten Teacher, Joshua Eaton Elementary School
Marlene Lifshin, School Adjustment Counselor, Coolidge
Shelley Lynch, Business Teacher, RMHS
Craig Martin, Principal, Coolidge Middle School
Erica McNamara, Executive Director, RCASA
Roberta McRae, Parent and Paraeducator, Wood End Elementary School
Martha Moore, Science Teacher, RMHS
Craig Murphy, Special Education Teacher, Coolidge Middle School
Patricia Puglisi, Assistant Principal, RMHS
Nancy Walcott, Kindergarten Teacher, Barrows
Tom Zaya, Health and Wellness Department Chair, RMHS
Student Support Task Force Recommendations
I.
Leadership
a. As a community, use the theme of supporting the behavioral health of the whole child as an overarching
goal for all areas.
b. Engage other community stakeholders to develop an aligned mission statement regarding the
behavioral health of our children.
c. Revise the mission, vision, and district wide goals of the Reading Public Schools to include and
emphasize the behavioral health of all students in all areas.
d. Develop guidelines, policies, and protocols by level for staff to use and understand when addressing
behavioral health issues within school and community partners.
II.
Professional Development
a. Align professional development with the district and school wide behavioral health goals. Use our
school based and community experts and resources to provide training, where appropriate. Staff
training needs to focus on the identification and understanding of the social and emotional
development of students.
b. Identify and publicize existing agency partnerships that staff and parents can access when addressing
behavioral health issues.
c. Develop a robust data system that allows staff to easily access pertinent student data in a confidential
manner, particularly during transition years.
d. Include other community organizations (youth sports, Reading Recreation, RCASA, and church youth
groups) as participants in professional development opportunities.
III.
Access to Resources and Services
a. Provide a fully integrated behavioral health model so that all students have access to services when
needed.
b. Develop and implement a plan to increase building based clinical staff to improve access for all students,
families, and staff. As part of this plan, examine current caseloads and restructure the roles of our
mental health and other student service staff in order to provide equitable distribution of behavioral
health resources throughout the school district.
c. Improve reentry plans for students at all levels who have been out of school for a period of time. (i.e.
hospitalization, family death, illness)
d. Develop and distribute a district-wide set of protocols for all staff to identify students in need of
behavioral health support.
e. Address student privacy and confidentiality issues by developing a clear set of protocols. This protocol
should include how to access resources and crisis support.
f.
Develop support for our mental health providers. Review other school districts to see how they address
this critical need.
IV.
Academic and Non-Academic Supports
a. Provide time for staff and parents to have discussions with each other about the task force
recommendations.
b. Provide a social emotional curriculum as part of every student’s schedule in grades PreK-12. This
includes, but is not limited to Open Circle (Grades K-5), Second Step (6-8), Advisory (Currently in Grade
9) and Wellness (9-12).
c. Examine course offerings at all levels to integrate strategies and practices addressing the needs of the
whole child. Expand high school elective programs to offer more engaging and relevant courses,
including Health and Wellness choices.
d. Educate high school parents and students about making realistic choices for course offerings that
provide balance in their lives, while preparing for post secondary options. As part of this discussion,
develop guidelines on the number of AP courses a student may take in a semester.
e. Develop and implement a set of guidelines at each level about homework. These guidelines should
include the purpose of homework, estimated duration, support for students who do not complete their
homework, and other factors.
V.
School Policies, Procedures, and Protocols
a. Revise the release of information form so it is consistent across the district and allows clarity of who has
access to student information. Develop, publish, and communicate an effective protocol for release of
information.
b. Develop a common protocol, which informs and supports appropriate personnel in regard to behavioral
health issues during the current school year.
c. Provide a mechanism to allow sharing of information in regard to student issues across levels in a timely
manner for transition purposes.
d. Develop a set of protocols and procedures for early identification of student needs, regardless of age.
e. Assess existing discipline policies and procedures at each level, including developing alternatives to
suspensions.
f. Focus on student at-risk data such as tardiness and absences to identify patterns and address the issue.
VI.
Collaboration with Families and Community
a. Develop and conduct a parent/guardian survey which focuses on family involvement and
communication.
b. Conduct training and provide resources on a variety of topics including behavioral health issues in
children, understanding student reports, and how to use Edline.
c. Review student grading and investigate the possibility of adding comments that describe the social
emotional development of students.
d. Develop a standardized format for the use of Edline by staff.
e. Hold a World Café discussion around topics that impact behavioral health issues (i.e. sports, extracurricular activities, pressures of participating) and include community input and involvement in the
recommendations.
f. Brainstorm a “Community Campaign” to promote behavioral health once recommendations have been
established.