001going to give everyone time to come in. We welcome you to our mental and behavioral health webinar series and this is number three. So, we welcome y'all to our series. If you haven't seen those on the series, um you can always tune in to um our our website and we'll let you know about that website at the end. So, we welcome you all in and we're going to give you a little bit more time. Everyone's coming right on in. So, I'll go ahead and start our webinar today. Let me make sure. So, welcome to Let me make sure everyone can hear. We thank you all for coming today. Welcome to our mental and behavioral health webinar session on strengthening comprehensive school mental health systems. First, we'd like to recognize that March is National Reading Month.
002Our team encourages everyone to promote literacy and love of books, which may include books that promote health and wellness and for students and adults. So, on behalf of TEA, we glad you took the time out of your day to join us today. So here we go. I'm going to welcome you to the team. Here I am. I am the team. So you know before um we had um two others that were with us and they have gone to do some great things. So for right now I am your mental and behavioral health unit team here. So, as we go through the year, um, I would like to take an opportunity to thank everyone who has been a support and helping as we go through this. And we will keep moving along and doing what's best
003for our students in the state of Texas for mental and behavioral health. So in today's session we will explore and expand your knowledge about strategies for strengthening the students comprehensive school mental health systems. So, our speakers today will be TEA mental behavior health team which is myself, the TEA counseling advising and student support team, Stephanie Learner, and we will conclude with hearing from a panel that includes a director of counseling in Clint ISD and our communities in schools. So, as a reminder, the recording and supporting resources for this webinar will be posted on our website, and we want to make sure you know and have all of that information with you. So, I'll be posting different things here and there as I go through the webinar in the chat. So, remember, you always have the
004chat and you can always use our Q&A function. So as we start today, I want to cover a few housekeeping items. Before we conclude our session today, we will ask you to complete a poll survey. Part of the mental health work with at tea is funded by projectware Texas through the federal substance abuse and mental health services administration or sama. Our grant requires a brief post survey for our training sessions with stakeholders. We appreciate your support with this requirement. So today's session is a Zoom webinar format which mean participants cannot show their video or share audio. To ask questions, please use the Q&A function and we will do our best to get them answered. Sometimes the chat gets busy and we are not able to catch the questions entered there. So, please make sure you
005ask questions using the Q&A. You should become familiar with your chat function. We will be adding some resource links in the chat as we get started and throughout our time together. Our last piece of housekeeping is a reminder that we will provide 1.5 CPE credits to educators for today's webinar for those who attending the whole session. A CPE certificate will be sent within one week to the email address you register with and this is the only way you can get your certificate. TEA will not be providing a CPE for recordings. So let's get started. Today I'll I'll start by mentioning topics that would to align to our statewide plan for school mental health. So hopefully you all have seen what we have started already, the statewide plan for school mental health. And what I'm going
006to do now is provide you with a quick overview, not too much in detail, but I will give you a quick overview of the Texas statewide plan for school mental health. So let's start with a timeline and where we are. How did we get here? So the 86 Texas legislature enacted a landmark legislation to strengthen access to and the quality of school mental health services statewide. The ED77th legislature required the development of the Texas statewide plan for mental health and there have been several revisions along the way. So if you view the timeline that we have, we started in September of 2020 and then April 2022, it was updated with recommendations on TEA activities for a 3 to 5 year span. In November 2022, we updated the recommendations for the 88th legislature. And then in
007September 2024 to August 2025, it was revised and submitted again as a new 5-year strategic plan for the 89th legislation. So in February of 2026, we completely restructured the entire plan with an even year revision that was based on legislation because every even year it had to be updated. So we've restructured it and re-revised it and now you have the new statewide plan. So TEA strategies, goals, and activities will guide the agency to effectively support Texas schools with student mental health and behavioral health access. TEA is strategically coordinating school mental health and behavioral health activities prevention through intervention with school safety under the school under the safe and support of schools programs. The initial support was in December 2020 which provided the initial five-year plan with strategies, goals, and resources. The five-year plan refresh was
008released in August of 2025. That is the second one that you see there. And then the last one. In February 2026, TEA provided a refresh of the Texas statewide plan for student mental health to provide strategies and best practices for school systems to build a school mental health framework. So, you have all three of those and we do have all three of these still listed on our website. So, we just wanted to provide you with a brief overview of the new plan that was just released in February 2026. So, the table of contents provide a guide to how the statewide plan is providing Texas school supports with building mental and behavioral health supports. In the introduction, we provide the the statutory authority for the plan and a working definition for student mental health. So, let's
009look at going through our outline of this table of contents. Chapter one, it provides a profile of student utilizing the public education information management system so pings and other related information to gain an understanding of why the plan is needed and how it helps support our students in the state of Texas. Then we go to chapter two. It provides the plan for the school systems to utilize the plan. There are goals which we are provided by statute. what is needed for implementation and also best practices provided for each goal. So in the statewide plan, TEA supports and explains it in detail. So we want to make sure you have that statewide plan and someone's going to put it in the chat for me, the link for the plan. So we appreciate that. And then let's
010go to chapter three. Chapter 3 provides information on partnerships. So there are supports for students throughout the state of Texas. This chapter is dedicated to ensuring everyone is aware of those supports. And in chapter 4 is dedicated to resources. We want to make sure you have resources in order to support your students. So gathering these resources in one place is a helpful to all those supporting students. And then finally in chapter five, chapter 5 is dedicated to the mental health resource inventory rubric and the resource database. So if you have not heard about those things before, this is a great time to hear about them now. So they are all in in the guide. They are all linked in the guide and they are here to support you as you build that mental health framework.
011So, let's start talking about those goals because I want to make sure you understand the reasoning why that we did how we revised it the way we did because we wanted to make sure that each school system in the state of Texas knows how to start to build your school mental health framework because each district should have something in place to say this is how we are helping our students with mental and behavioral help. So here are our goals that we did. So we want to expand objective measurement of positive school climate. So expanding objective measurement of positive school climate is essential because it allows school systems to access and improve the emotional and social environment ensuring that strategies for mental health and well-being are datadriven and responsive to students needs. So some of the
012suggestions for what is needed for implementation are curriculum development which means a comprehensive mental health curriculum and it may cover such topics such as understanding mental health or coping with strategies and resilience, stress management techniques, emotional regulation, mindfulness and building resilience to life changes. And then next we have staff trainings. Educators and staff need specialized training to recognize and support students facing mental health challenges. Those some workshops and certifications can help them create a safe and understanding environment. And lastly, one of those things that's needed for implementation is parental awareness, consent, and involvement. So parents must be included in mental health awareness and informed through the district's consent process. School systems should provide accessible resources and workshops to help parents and educators understand mental health, recognize early warning signs, and effectively support their children in
013needs. And then some of those best practices that we have listed here, use of interactive and real life scenarios. Students need something to grab hold to. We want to provide them with real life scenarios that this is what's happening at school. This is how you can support them in those real life scenarios. And then partners with mental health professionals. That's why we have that chapter three with partnerships. We want to provide you with some of those partners that we have identified and you may have more that are in your local area. And then also peer coaching having students working with students is the best way to make sure we reach the students and ensure that they understand what is happening and how they are how it is happening. Next let's talk about goal number two.
014Goal two increasing early effective interventions. Increasing early effective school-based or school connected mental health interventions and resources for students in need of additional supports is essential because it enables schools to identify and address school student mental health needs promptly. Improving well-being and academic outcomes will prevent challenges from escalating. So we want to make sure we utilize student data, training and professional development matrix, stakeholder feedback, and also policy and program evaluations because you want to have those early interventions, but you want to make sure those early interventions are working. So what are you doing to get some feedback? Make sure you're having evaluations. Make sure you're utilizing your student data to ensure that those early interventions are actually working. And if they're working, great. And then you want to make sure that you're reaching all your
015students with those early interventions. So if you have some that may work for some and they may not work for others. So we want to find those interventions that are supporting our students. So for this goal, what is needed for implementation? You want to define key metrics and objectives. You want to the establishment of measurable indicators of school-based mental health progress is the start to ensuring objectives for implementing school-based mental health is valid. So you have to have your data teams for student you have your data teams for student mental health achievement academic achievement. So now you want to add your student mental health for purposes of interventions. add that to that piece to where you have a team that's looking at school-based data for your mental health interventions. Next, you want to have a
016strong analytical framework. So, the school district should compare data within the district to identify disparities and successful models of how school mental health is implemented. Some examples of data include let's say types of services um offered the types of services you may offer within your schools the number of students being serviced and then the qualifications of those school mental health professionals. So you want to make sure you have those school mental health professionals. How many students are they seeing? How are those students being helped? And did you see any achievement from those students who are being helped? So that all goes together. We want to make sure that you understand that we're looking at data pieces and we want to make sure it is very effective. And then you want to monitor and adapt based
017on those insights based on that data. So school systems should establish an annual review to assess program effectiveness. One of the ways to do this is during the district improvement plan process. So you want to make sure you have something in your district improvement plan about mental health and how you're helping your students. So that is one of the ways that you can do that. So now let's look at some best practices for our goal number two. So, there's statewide frameworks. TEA provides tools such as the safe and supportive schools program and the Texas school mental health toolkit to help schools standardize and protect data collection and reporting. So, you want to make sure you have a way to collect your data, but you also make sure you want to you have ways to protect
018that data you are collecting. Next, infrastructure and technology support. DSC's have identified resources in the Texas school mental health resource database to help school systems identify and align local mental health resources. And then finally, a sample referral pathway. So general, a referral begins with the identification of a potential need. So this may occur through a optional screening procedure, a family referral, or a staff referral. But the school district should have a process of how they refer students and that should be um labeled out and everyone should know how the referral process goes for students especially when you're trying to do your early interventions. And then finally goal number three. Let's talk about goal number three. Increasing referrals to specialized services. Increasing referrals to specialized services is essential to ensure that students and families with significant
019mental health needs receive timely evidence-based support from qualified professionals outside of school, helping to prevent crisis and promote long-term well-being. So, you want to make sure that you have a referral process and you're referring them to the correct people. So, what is needed for this implementation? You want to adopt the evidence-based mental health framework. The Texas school mental health to toolkit can provide you information and examples on how school systems can implement a policy for school mental health. required evidence-based mental health training that 19 Texas Administrative Code provides information for required mental health training for all school personnel who interact with students. So, you want to make sure you view that information. School-based implementation establish campus crisis response teams trained in both intervention and postvention to strengthen school processes. So what are some best practices?
020The school system should ensure training for crisis response. So you have that general awareness for all staff that they know what's going on. They know how the school districts are supposed to um do your crisis response teams. Everyone should be aware of what is the protocol for that. The advanced training for administrators, school counselors, and school-based mental health personnel and crisis team members are essential. So, build those campus response teams that could include administrators, school counselors, nurses, and students resource officers. And then also utilize the MTSS, the multi-ter systems of supports within your school systems. So, remember, I'm seeing questions in the chat. We're not going to be able to see all those questions in the chat. If you have questions, please make sure you put them in the Q&A. So, we appreciate you putting
021those in the Q&A. So, additional information in the statewide plan. So we have um provided you tea resources which provides some resources such as safe and supported schools programs, multi-ter systems of support and also the school mental health toolkit and partnerships within TEA and the community are in chapter 3. You are able to view different programs and determine what works best for your district. And remember this information, you are to implement it in the best interest of your district. What works best to support your students. One size does not fit all. That's why we have a lot of resources and a lot of information within the guide to help you figure out which way you should go to support your students. The mental health resources such as the database, the rubrics, the resource inventory rubric
022is used by ESC's and state level staff to categorize and identify resources based on resource type, location, intended impact, evidence base, and also the areas of focus. So this is a reason why this statewide plan is essential to help you start to build that framework. So this is one of those ways that you can start implementing um mental health resources and and a plan within your district. So, next I have questions and I see a lot of questions about SB12. And remember in and and I and I read my little statement in there parental awareness. Each district has their parental consent process. Please utilize your district's parental process. We are and every district should have a parental um process that you are using to make sure your parents are aware of what's going on with
023their students. And then we also have um I'mma try to look at a couple of questions and I understand. So um the the referral process should be in that when you are looking to refer students. So you should make sure there is a process within that referral process of making sure parents are aware because the parents are included in that awareness. So whatever your district if you have if your district has a parental awareness process, please refer to that process. If your questions that you have currently are currently not um brought up in your awareness process, that is something to consult your district about. how are they implementing some of those strategies that the state has required. So for information about anything about that, we want to make sure you put that in question in
024the Q&A and we may be able to contact you and provide you with more information. And remember at the end we also have our mental health inbox. You are free to email our mental health inbox and we will do our best to get those questions back to you answered. So, I think I've talked long enough for you all and you see me long enough. I want to now introduce to you um our student wellness with our school counseling. So, now I want to introduce to you Stephanie Learner and she will come and talk to you more about student wellness and school counseling. >> Fantastic. Um, so if if you all can hear me, um, Latrena, would you just give me a thumbs up? Make sure that my sound is working. Yay. Okay, great. Um, so
025yes, let me talk a little bit about um, student wellness and school counseling and kind of focusing on what is the school counselor role in student mental health um, and student wellness. So with that um go ahead and give me the next slide please. Okay. So um I think some of you know me. I see I see some some familiar faces um on the call today. Um but if you haven't met me before, I am counselor support at the Texas Education Agency. Um, specifically I'm the primary point of contact for school counselors in the state and um I develop school counseling resources and trainings and everything that I do um for the state with with the agency kind of comes back to that idea of um implementing a comprehensive school counseling program which of course
026went into law a few years ago and supporting school counselors and and school districts with that. Um, I was a school counselor for about 11 and a half years. And my email is here at the second bullet if you need um to ask or or um you want to chat with me about any um follow-up information or or anything kind of that comes from this presentation. Next slide, please. Okay. So, for for my little piece here, um we're going to go through three objectives. We're going to look at what is the appropriate school counselor role um and what are our duties around wellness um mental health uh we we tend to call it more wellness in in the school counseling world. Um then we're going to look at what are some guidelines for getting wellness
027into our tier one lessons because that's where we uh want to be spending most of our time at tier one um as school counselors. We are generalists. And then the third objective kind of looking at some wellness activities um examples of the interventions that we provide in school counseling that improve student outcomes. Um and then I'll just wrap it up with a quick conclusion and I believe we'll have about five minutes or so for Q&A um afterwards. Next slide please. Okay. So um as I think many of you are aware uh TEA collaborates across divisions um to align resources and tools for promoting student wellness in multi-tered through multi-tered system of supports. Um if you're not familiar MTSS, it's an educational framework um providing an intentional and systematic approach for meeting every student's needs um
028academically, behaviorally, and of course that's through the three tiers, universal, targeted, and intensive. Um in uh additional information and details on MTSS um are at our tier site, which is linked in blue where it says this TEA resource. Um, and then Making MTSS work, which um I'll put in the chat um if anybody's needing it, is just a really great publication that I'm I'm kind of holding up right here. making MTSS work. Um that has um a lot of specifics on the school council role at each tier um of MTSS and really focuses a lot on um that mental health and wellness piece as well as the advising and and um you know career planning post-secary and and all that sort of stuff. um school counselors um specifically align their program with MTSS by providing
029both direct and indirect wellness interventions at each tier. So um we are more kind of direct at tier one where we provide classroom instruction um and also assist and are involved in schoolwide programming init and initiatives. Um then at tier two we're sort of maybe more half and half between the direct and indirect. Um so at that targeted level providing um some direct uh services through student support groups and um uh it's short-term individual counseling. you know, obviously around wellness and mental health, but also um spending a good amount of time on indirect services of um consultation and collaboration with staff, families, and community. And then at tier three in our school counseling scope, we are primarily providing indirect services. So um a lot of consultation, collaboration, giving referrals um for that sort of small
030percentage of students that need more intensive support um especially at the mental health level. And I think at tier three where we see some of our um direct work would be um triaging uh like a mental health crisis as it comes through um our doors and and getting that student and family connected with um who would be providing the more regular intensive supports. Next slide please. And so where is our mental health or our our wellness um kind of role in duties? Where is that listed in the law? Um, our our school counseling laws are very clear and specific um about the work that we do around student wellness. Um, you can see 33005 is our programming law and it says that a school counselor will work with school faculty, staff, students, parents in the
031community to plan, implement, and evaluate a counseling program that conforms to our Texas model. Um, and um, you can see here, this is our Texas model. Um, and I'll put a link um, or or somebody can do that now if if they um, have it handy. But, um, it's a free downloadable. And so, um, I'll put a link in or somebody else will um, if you're interested in taking a look at that. And so with the Texas model, so our our comprehensive counseling guide, um the school counselor designs their program to include guidance, curriculum, responsive services, individual planning and system support. And we see our um mental health and wellness support that we provide students primarily pops up in guidance curriculum. Um section five is our guidance curriculum. And there's a lot of um student
032learning objectives that are around mental health and wellness, but also responsive services um and system support as well provide a lot of opportunities for supporting kiddos with um wellness. And I got a little ahead of myself, but um let's look a little more in detail with how wellness is covered in the Texas model. Next slide, please. So, um, section five, as I mentioned, is our guidance curriculum. Um, and three of the four content areas, um, of the school counseling curriculum, um, relate to student wellness. And so that would be the intrapersonal effectiveness content area, interpersonal effectiveness, and personal health and safety. So if you go into the Texas model and you look at that curriculum in section five, you will see specific student learning behaviors listed out under those those three content areas um that
033are, you know, directly related to to wellness. And um in order to support the content areas, school counselors can obviously teach about it in guidance lessons. They can um consult with staff on student wellness. They can um facilitate uh student support groups and um you know provide short-term uh individual counseling sessions around student wellness and um of course assist with campuswide um initiatives or events related to mental health and wellness. Next slide please. And you know, it's interesting. I was um debating on even talking about 330004 because I realized a lot of us on the call are not school counselors. And so I thought, well, let me not, you know, get too heavy into the law for school counseling. And then I saw all the SB12 questions pop up in the chat and in the
034Q&A. So I think this slide here is very timely. um you know, not only is it our law around parental involvement um for school counseling that is not new that has been around since before I was a school counselor, but it's also a really good um kind of uh idea, piece of guidance for maybe non-school counseling mental health professionals to just um use as an idea of like this could maybe guide some of your practices and some of your work. Um, so basically 330004 states that each school before they implement a counseling program under 330005, which was the one that we just looked at, the law we just looked at on counseling programs, um, each school has to annually conduct a preview of the program for parents and guardians. And all materials, including the guidance
035curriculum, um, have to be available for a parent or guardian to preview during school hours. And so that would include instructional materials related to guidance curriculum. Um now how schools um and school counselors, school counselor leaders do this, that is very much a local district decision. I mean I've heard everything from um I mean I've seen it on on many many district websites. Um obviously when this law was written um back in 1995 or even a little bit earlier um we weren't quite so digital as we are now. So, there was a lot of inparent um previewing going on, but I think nowadays most of us would put it on our website. Um, and you know, I also hear uh districts tell me about how they do in in-person parent nights and they walk their
036parents through um what the guidance curriculum looks like, which is, you know, section five of the Texas model that I just mentioned, or um what their counseling program looks like, and they provide a link to the Texas model. So, it's not burdensome. It's not something where we have to like recreate the the wheel and and write all this this content. A lot of times it's just links and using what's already there um through the Texas model which is in statute. Um, I also linked um at the bottom um and I can put it in the chat too um that you have a tea web page that is devoted to um the the bills that came out of the 89th legislature and um quite a few of that information um is sort of at the top
037of that web page on SB12. So, I know there were some questions coming in about, you know, what's opt-in and what's opt out and surveys and all of that information you can find on that um web page that's listed at the bottom of the slide. Next slide, please. So, some guidelines um for lessons around student wellness, start off with wellness mini lessons. um if your lesson covers a different topic. Um let's say your counselors are talking about endorsements or maybe we're not talking about counselors, maybe we're talking about a math teacher um who's teaching something about algebra. Um educators, counselors, um support staff can always start off a lesson with a wellness mini lesson. And so wellness mini lessons um they help students to calm and focus like as they're transitioning from another class or
038activity. They are typically just five or 10 minutes um in in length. They provide very quick healthy coping skills. So maybe teaching, you know, a deep breathing technique or a muscle relaxation technique. And oftent times, especially through like the guidance curriculum that school counselors implement, they practice a wellness skill that's been previously taught. Um, and so we're talking about lessons around managing emotions, establishing and m maintaining relationships, um, responsible decisions, substance abuse, and all of these four bullets at the bottom, these are statutory requirements. So, um, you know, and and not new. You they've been around for quite a while. And so in terms of the parental awareness and involvement um piece, this and and Latrena kind of addressed this um this would be where a district or a school is notifying parents that these
039are statutory, you know, requirements that the school will be um having all students engage in and that's your opt out process for parents. Um, and then opt in would be for the more specific like if you're having a student support group for certain students or if you're doing some short-term individual counseling for example. Next slide. So another guideline would be to use cooperative learning activities. And again, this is something that a school counselor or a school social worker or a, you know, social studies teacher, um, really anybody, any educator or mental health professional in the building could be a part of. Um, so fostering meaningful relationships among students, we know that creates wellness. Um, as as humans, we are hardwired to to work together and and um, feel better when we're interacting with each other.
040And so, what does this look like? maybe in a guidance lesson or or really any kind of lesson. Um building in pair work and group work. It doesn't have to be on a wellness topic. Just the fact that it's um working together um students in a group or in a pair that that you know creates wellness opportunities. So beginning with a with brief discussions and reminders of what good cooperative work looks like and students can really lead the discussion on that because they've usually been doing it um since the start of their school career. Um encouraging teachers as I mentioned to use cooperative learning as wellness and incorporating um cooperative learning into all schoolwide activities. And in terms of communicating this to teachers um y'all will have this slide. you can certainly use it and
041show it. Um let's say taking three to five minutes at a faculty meeting to to talk a little bit about how um you know teachers can support wellness in this way. Next slide please. Another guideline uh being repetitive. So practice makes perfect. We know this and if there is an issue in the school that's causing um some problems let's say conflict resolution is you know kiddos are really struggling with it then um that's a lesson or a mini lesson that can be taught repeatedly through targeted wellness strategies and I have an example up there of um conflict resolution strategy. Next slide please. And then finally, um, being consistent. And so, what does that mean for us, especially as school counselors supporting wellness, minimizing interre interruptions during our direct work with students? I think some of
042you were probably on our school counseling leader call yesterday, um, where we had some presenters talk about this kind of like at a district um, level that we are generalists. School counselors are generalists. And so we need to be working with every child in the building, you know, however that looks on wellness. And when we are interrupted from that, we aren't able to support kiddos, you know, the way that that they need to be supported the way that we're statutoily supposed to. I think one of my colleagues, Sarah Virture, is also on this call and I will repeat an amazing quote that she told me when I first um started working with her at TEA and she said um if a school is spending all of their time in tier three or if a professional
043in the case me when I was a school counselor is spending all their time at tier three, their tier one is broken. And that was so profound to me like yes if I am constantly interrupted in my preventative proa proactive work at tier one of supporting kiddos with um you know strategies to improve wellness and mental health then you know how can how can we protect them from you know tier three uh crisis outcries for example. So, and this is also in the Texas model, you know, so statutoily it it aligns with everything that we're talking about. And um just kind of wanted to point that out on page 95 of our Texas model. Next slide, please. And so, in our last couple minutes here, um of the content that I have um and I
044see a a question just popped up, someone's reading my mind. Um, I'm actually going to share some examples um with you of what these wellness activities would look like. Um, so kind of different interventions and activities to um improve student outcomes. So, let's jump into the first one. So, 60-cond strategies. If you are not familiar with 60-cond strategies on Edtopia, check it out today. It will change your world. They are amazing. There are dozens and dozens of them. Um, and basically they are little mini wellness strategies. Um, they're not all wellness. Some of them are more kind of academic focused, but that but many of them are are specific to wellness. And even the ones that aren't so specific to wellness create wellness. you know, if if we're showing our students um strategies to be
045successful in school, for example, um that is contributing to their wellness. So, um wanted to mention 60-cond strategies as just a great behavioral intervention um that counselors can use to improve student outcomes. One of my all-time favorites is Snowball Toss. Um, one of the 60-cond strategies and it's just a wonderful activity that counselors can use to introduce tier one um, stress management guidance lesson um, activity. So, fantastic. Um, and I'll put snowball toss in the chat as we go on or after I uh, present. The next um, activity or example would be artistic expression. So, as you all know, um artistic expression helps kiddos manage their emotions and relieve stress. Not just kiddos, it helps us as adults um do the same thing. That's why we have adult coloring books, right? Um and so this
046idea that artistic expression can help us manage our emotions and relieve stress makes it a really effective activity for a wellness lesson. Um and so ocean wave art is just one example. I put a picture on the slide here of what what an actual kiddo did in their um ocean wave art activity and the steps for it are on the slide. Um ocean wave art and and just various uh kind of art counseling activities are another behavioral intervention that we can use to improve student outcomes. Next slide, please. And career conversations. Okay. So, here's where we get a little bit more into maybe um using our interventions, our wellness interventions to improve academic um outcomes. So, career conversations is an American school counselor association um publication and activity. Um and it gets at the idea
047of leaving K12 schooling for college or career causes some students to feel anxiety. And this is not specific to our 10th graders or our high schoolers. Um you know, college and career readiness is something that is discussed and is in the law at all three levels um of schooling. And so we see our second graders and our fifth graders getting nervous about the idea of like they might, you know, leave home one day and and that sort of thing. So counselors can use the following um ask a career conversations which is linked in the slide um that you'll get and I I can also put it in the chat. Um and they can use these conversations to address student career or college worries and open lines of communication. And so um there are some steps
048in here for for how to make that happen. Next slide please. Organizational skills. Um, so speaking of wellness interventions that um impact academic outcomes and and maybe even more so attendance outcome outcomes. So um when we support our kiddos with organizational skills, we reduce the stress that accompanies disorganization and being unprepared in school. Um these organizational skills could be taught in every guidance lesson through like a five or 10 minute strategy, you know, mini lesson at the beginning. Um I have a list on the right side of the slide of some organizational skill suggestions, kind of some topics and then um some activity steps on the left side of the slide where you know these are the things that you could actually do um to to do the mini lesson on organizational skills. And here's
049the thing in in terms of attendance outcomes. When our kids are more organized and they feel um you know just more comfortable in the school environment, they're less likely to miss school. So think of that kind of from an attendance uh outcome perspective. Next slide. And I think this might be our last one um or maybe our second to last one. Biblio counseling. Um, as you all know, I think biblio counseling uses literature to help students explore thoughts, feelings, experiences, and experiences related to well-being. So, counselors can follow the steps below to facilitate biblio counseling in wellness guidance lessons. Um, just kind of some some steps there for what that looks like. And then we have a positive character trait um education web page at TEA and it has a list of character traits that
050counselors could use or student support personnel um as their wellness book topics and and I feel like it's always helpful and effective when we can you know share with parents and staff that we are getting our topics from um like an academic um agency page or or list. So, wanted to mention that. Next slide, please. Okay, so um last uh slide that I kind of want to just very quickly mention. Um this is a listing of our main school counseling resources that we have at TEA. um obviously created for school counselors, but I think many of them could be used by all kinds of uh student support personnel. Um if you're not a school counselor on on that on this call, um a couple that I want to point out quickly, um if you feel
051like you need more information on the school counselor role in wellness, um take a look at our Texas model trainings which are bolded kind of up there at the top. Um, we even have a Texas model training for administrators and um, all of our Texas model trainings um, have many slides and very clear information on the school counselor role statutoily in wellness. Um, if you're just looking for more depth and more detail on um, different activities and interventions on student wellness, we have kind of a whole MTSS and school counseling series. So, there's a much longer presentation on um student wellness guidance lessons and and uh student support groups and and so on and so forth. And then the last um bolded one that I wanted to mention, we have our school counseling web page
052and um most of these recordings uh or most of these webinars are actually recorded now. So, you can um check those out as well. So, I believe that is it for my content. Um, hopefully I didn't run over too much. And um, Latrena, if you have if you're seeing any questions that you want me to um, address, I'm happy to. Or if I'm too far over and you need to move me on, that's fine. Also, >> you're doing well. You're doing well. Um, one of the the main questions that I saw a lot of is when the new model is released this summer, will the four content areas and competencies and goals be updated? Oh, that's a good question. Um, I'm actually going through uh the section five, the guidance curriculum. Yes, they're updated, but
053nothing drastically different. I mean, student wellness is student wellness. It hasn't changed. Um, and nor has uh advising or post-secondary readiness. Um, you know, little tweaks here and there. Um, for example, we added in some um student learning objectives around the new um post-secary readiness u you know topics that were added to law. Not that that directly relates to wellness, but um for the most part our um our objectives, our student objectives are are very similar and the four components are in the law and the law has not changed. So no, there will be no change with the four components in the Texas model. Absolutely. And now the another question is, is there anything like this for social workers? >> That is a great question and I will defer to Sarah who I think is
054on the panel next. Um Sarah is I'm going to steal your thunder here, Lrenda, if you were going to introduce her or maybe I'm stealing Sarah's thunder if she was going to introduce herself. But um Sarah is a was a uh kindergarten teacher, behavior interventionist for a district and clinical social worker. Um and so she probably has a lot more information on that than anybody else that I know of. >> Sarah, would you like to answer? >> Well, hello. Thank you for that beautiful intro. Um yes. So I I think that um I want to honor it is it is a gap in support for school social workers that we are leaning into. I think that's why a lot of the work that we do with Dr. Watson is so critical um and and supporting
055the information um in behavioral and mental health wellness um for you guys out there. Uh Fiona and I are going to talk through kind of the support we give which can uh encompass social workers as well. Um and so I I think you you highlighted a really great really great question and a gap that that we're still continuing to work on here at TEA. So thank you. Keep pushing that and we will continue to try to respond to your to your needs. >> Thank you for Thank you Sarah for coming to answer that. And as you see, we see have a lot of social workers in the chat. So, happy social school social worker week. So, we want to continue with that. Um, and um, the bulk of the other questions are, can they have
056your slides? So, I will answer that. Remember, we do have a web page where we archive all of our webinars. So, the webinar recording and the actual slide deck will be archived on our school mentalhealth. site. So, I will put that in the chat in just a moment. Um, and >> I also dropped the um links that are not in the my slides. So, the snowball toss making MTSS work. Um, and I also dropped the Texas model in the chat in case anybody's needing that right away. Thank you so much. So, we are doing well and I hopefully you are grant getting a lot of great and valuable information to help you as you are working to support our students in Texas with our mental and behavioral health. So, hopefully this has been doing well.
057So, now we're going to hit a whole another route. We have an expert panel here to talk about some things that they are actually doing and we want to give you and provide you with some information that works and is helpful and to see what they are doing to see if you could maybe utilize it in your district. So, I'm going to introduce the expert panel. Um, we have Angie Balion from Clint ISD. She is a director of school counseling there. We also have Fiona May who's with us from communities and schools who here who's with the agency. And we also have Sarah Virture who you heard from already which is a valuable resource communities and schools also and she's here with TEA. So before we get started I'm going to give the floor to
058Angie and Angie's going to talk about a couple of things before we start our panel. >> Good morning everyone. Good morning, Texas. Thank you, Dr. Watson, for that information or for that introduction. Um, will you please go to the next slide? Um, I just this is one area or I want to talk just a little bit about how we in Clint are trying to um meet these mental health initiatives through TA. And these are our attempts, but our bread and butter is our data talks. Um, we end the year with data and we start the year with data. And on the other side of this page is the our academic data, right? It's our CCMR, our grad rates. But on the front is our suicide outcry data and you'll see the last three years. Um,
059we also ask our faculty and staff throughout the district, do you know what to do um if there's child abuse? like do you know how to submit a CPS report, a suicide outcry? That data is super important to us. Um and so because it's super important, obviously it's in the front. Um we also ask our students about their thoughts and how we can better improve our school counseling programs. And so at the end of the year, we look at all this data, including our discipline, our outcries, our trends, and then we design our programs based on this data. And so that's how we design our guidance, our tier 2 interventions, and we start the year knowing exactly who our tier 2 kiddos are so that we can be proactive in the prevention piece. Um, if
060you go to the next slide, Dr. Watson, >> this is this is in a nutshell what we've been working on and we've been fortunate enough to be a stronger connection uh grant district. And because of that, we have some guinea pig um campuses where we've really focused on our tier 2 targeted intervention in addition to tier one. Um, circles is a big thing that we're using in Clint, not just our counselors at a tier two, but as a district at a tier one. We have 10,300 students. And because our data shot up for suicide outcries, um, we decided to use circles as a tool at a tier one level to check in on our students and to practice regulation skills um, daily. And so that's something we've adopted at 13 out of our 14 campuses
061including our GAP. And so we're gathering data to see how that works. And what we're seeing is that um our counselors can really focus on the kids that need those tier 2 interventions because the teachers have bought into um teaching these kids these skills. And so they're not just hearing it from the counselors. We're doing it all the time. And so what we're seeing is we're a decrease in discipline, an increase in academics, and we're developing these skills. And so SB12 comes into play a whole lot. And so what we did is we added the needs assessment. I added the questions to our SB12 piece. So if the parent said, "No, my kid can't participate in our needs assessment," then we call the parent. We try to explain what we do with our data. And
062if it's it's still a no, we respect that and they're not going to take our needs assessment. We do the same with circles because it's brain science. It's not fluff. And we teach why we do it. And we're checking on kids. We're building these protective factors um so that kids are stronger and they're able to stay in the classroom instead of spending their time out of the classroom. I know we're short for time, so I don't want to take all the time. I know there's questions, but this is just a little bit of what we're trying to do in a systematic way. And we're developing this and gathering data um and our stronger connection grant has allowed us the personnel um to to see what's what's working and what's not working so that we can
063be more targeted right on our tier 2 um interventions in the district. So, Dr. Watson, I know I have another slide, but I know we're almost out of time. These are some of the um strategies that we're using that have been successful and we are trying to teach our kids the three steps. Identify your emotion, how big is the feeling and a regulation skill. And if we're practicing this in the classroom, then when the kiddo sees the counselor, they already have these tools. And so we can help them regulate their brain in a shorter amount of time and get them back to the classroom because it's not the first time they're hearing it. So something that might take 30 minutes is now taking 10 to 15 minutes. And this is like prek through 12th grade.
064And then these are our um systematic is my favorite word. And so these are some of our tier three um I guess systems within the district. We we talk a whole lot about CPS and suicide protocol. And we have a grief grief response manual and it's a system that we use and we train on our admin and our counselors and that's a system we use when we a student or faculty member dies. We go into the schools and we have a system that's already built uh that's scripted so that we know what to do to help our kiddos. So that's in a nutshell. Sorry I went so fast. >> No, you did great. Now we'll hear from Fiona and Sarah. Yes, thank you. Um, I'll start us off. Hi everyone. My name is Fiona May
065and I'm the communities and schools program coordinator with the Texas Education Agency. Prior to working for TEA, I spent about 15 years working for the Communities and Schools program in Lach. I saw some LEC folks in the chat. Um, hi everyone. Um, where I gained experience in program and nonprofit administration. I'm really looking forward to um spending a little bit more time with you all today and then I've just loved hearing from everybody so far on this call as well. Um love the like-minded and like-hearted work that everyone is doing across the state. Um Sarah and I will talk about some of the impactful and important work that's being done by communities and schools across Texas. Um and if you're not familiar with CIS, as um communities and schools is known lovingly, um I'll just
066give a quick a quick overview. We're a dropout prevention program funded in part by the Texas legislature and administered by TEA. CIS is a school-based model that builds an evidence-based integrated student support program tailored to each campus. So, we start with campus needs assessment and then work alongside the school staff and community providers and partners to remove those barriers, academic and non-academic, so that students can stay engaged and succeed. But I'll let um Sarah introduce herself and talk a little bit more about some of the work that we're doing. >> I love that and I just want to I want to nod to Angie that that's phenomenal work um that's happening in Clint ISD. So, thank you so much for sharing that. Um, and to piggyback on Fiona, um, communities and schools is is also,
067um, many of the things that Stephanie shared, um, we piggyback on and we work together as a team to kind of infuse the work that we do between communities and schools and school counselors to really fortify those relationships. We are in statute. Um we are the only wraparound um dropout um agency um that that is in statute. So that's powerful. Um we also work very much to connect you guys to your local community and schools. Right. So there are 27 community and school non-affffiliates across Texas. We're going to drop that link if you're interested in either um deepening that rel relationship or starting a relationship um with communities and schools. So, as you all know, uh I am a social worker. Um I am also an educator. So, um I as Stephanie said, I spent
068um 11 years uh teaching K in first. Uh teaching kids how to read is my jam. Um I also was very um excited because in that age group I really was able to build uh skill building. We did social skills, executive functioning and self-regulation as my curricula. So, um I it's true to my heart and things that that I did as an educator and then shifted to teaching um adults and and coaching them and on how to support uh students to stay regulated and build those skills as well. Um so we are thrilled to be here today and um ready to answer some questions. >> Great. That leads into a great segment. So um our first question that we have is what does effective collaboration between school staff and community partners look like in practice
069and what conditions make that collaboration sustainable over time? >> Yeah, I can jump in for communities and schools. I think one of the things that's really amazing is um we have a national uh model that integrates these collaborations at the campus and community level. Um it is built into the practice. Um and so they CIS works to align those community contracts for any agencies that are outside of the the school district. Um, I've heard a lot of times that sometimes the school district, I actually did it myself when I was at a district, would go to CIS and say, "Hey, uh, we need this, uh, resources and support in the school for a tier one support or something like that. Is there any way that you guys could could do a subcontract to bring them
070in because it kind of bypasses lovingly um, the three required process um, that a district did, which is sometimes a hindrance. So that's that's definitely one way to to build and incorporate those collaborations. I think that sharing our data is super important with our stakeholders and making sure that we're visiting it frequently and saying because this is what our data looks like, this is what we're doing and then these are the results. And so our stakeholders include not just our parents but our students and our teachers. So I really do think being transparent um having our newsletters and revisiting the why especially now more like the science of it and then promoting and advocating our programs. So for our parents that said no to our guidance curriculum or for our parents that said no to
071circles, our counselors called them and said, "Hey, we noticed you said no. Can I share my scope and sequence with you? Can we share why we do circles? Can we share?" And we invited them in. And many of the parents, we didn't have a whole lot that said no, but the ones that did, most of them changed their minds because they were just not aware or they're buying into things that were not true. And so when we talk about the science of it and how we're just really trying to remove barriers so that their kiddos can learn, then they realize we're on the same side. So, I think it's important that we're being transparent and trying to build those bridges that we're partners and that we're not against them. >> Great, great answers. Go ahead,
072Fiona. >> Oh, thank you. Um, I really was just going to sort of bring what everybody said all together. Um, especially looking at the sustainability part of that question. um really role clarity um that consistent communication like Angie was just speaking about that data informed follow-through and then when you're looking at partners really those formal agreements um we all know that uh turnover happens it's a very real part of our our world um and having those formal agreements in place really help with that sustainability part of that as well. >> Great. Um, our next question, um, how does communities and schools identify and respond to mental and behavioral health needs that schools may not have the capacity to address on their own? >> I love that. If I could nerd out here just a minute,
073um, I think it's it's super important because the the workload is is immense. Um so just a real quick rundown about how that um uh those needs are identified. One is we clearly define mental and behavioral health supports. Right? So in behavioral health supports, the site coordinator who is a CIS representative on the campus is trained in tier 1, tier 2 and tier three supports to not only deliver um a survey that isolates where the strengths and growth areas are in each case managed students, but they also work to build very specific curricula into those those places in the behavioral health component. right? Knowing that as we build our behavioral health skills, those strengthen um our coping skills if there are signs and symptoms of mental health concerns. And so the distinction that we train
074in communities and schools is they are the the deliverer of skill building and we also train them to identify uh potential signs and symptoms of mental health that could need a potential clinical referral. um some affiliates have a clinical team that can address those needs and then others if they don't have a specific clinical team they can um refer out to the community and I'll speak just a little bit about um the affiliates in Texas that don't have nonclinical teams because that's where I came from. Um we didn't have that within our capacity. Um, and so one of the things we really focused on training our site coordinators on was making sure that as you're making those referrals, it's not just um something quick um that doesn't have that relationship and connection built into it.
075It really is that warm handoff. And what communities and schools is really good at is um among other things um following through and checking in and making sure they're not just referring somebody out to another organization um or partner and not um continuing their own relationship and keeping up that communication with them. So it really is more of a warm handoff um and then ongoing um ongoing support. So that's um something that we can provide even if we don't have a clinical team within an affiliate. Look, I'm talking and y'all can't hear me. So great answers. So hopefully you are gathering information that will support your districts with some of the resources that they are letting you know about. Uh my next question is for Angie. From your experience, what strategies have been most successful
076in engaging students and families who may be hesitant to access mental health supports, teaching them the why and and really starting with the science um the science of of the brain. That just has been I think critical. One of the questions was how did you get admin buyin? That was how um and starting with the why um why ACEs and why trauma and why the brain brain science how that is directly related to kids learning and their their capabilities of learning in the classroom. And so I think if we can educate our parents and our stakeholders um we've seen that they're likely to to say yes. um experiencing circles. We've had parents come in uh to different meetings at Central and I I'll ask like, "Hey, can I start your meeting with a circle and
077parents love it and so my counselors have done that at different meetings and you have principles leading circles and counselors leading circles. We have students leading some circles that are more experienced or at some of our stronger connection schools. And so parents are our biggest advocate because once they feel it and know it, then they're like, "Oh my god, this is amazing. Like, I didn't know this was what they were talking about." So, I think including them and showing them the science behind it, >> great information, and always contacting the parents and letting them know what's going on, what is happening in the schools. We have great things that are happening in the schools and sometimes they are unaware. So getting that information out there is key to making sure that everyone is in support
078of our students. So um our kind of last question and it's for everyone. Our last question, what advice or resources would you like to share for other school leaders who are looking for identifying and establishing community partnerships to support the school mental health systems? Go ahead. I was gonna I was gonna let somebody else take the lead. Sorry. Um I think I think um phenomenal resources have already been shared, right? So the things that Stephanie has shared. Um also knowing that restorative practices training with Dr. Lang here at TEA is also phenomenal. reaching out to your education service centers in your region um are a beautiful host of connectedness and resources and support. I have seen the the amazing um people at at the education service centers really build that bridge between what does ledge
079say, what's the rule, and how do we really deliver this and really walk with each district um in in so many areas of MTSS and school counseling and supports. Um and so I think in those resources um if you have communities and schools knowing that being on the campus and integrated into the campus goals the um school counselor goals that is all in intertwined and we are working as a family as a community and driving this work um that I know oftent times you may feel alone um and knowing that we are out here, reach out. We are here to support. We are here to advocate and we are here to help you. Um and so even if it's just, hey, I know this great person in this other district that may help you. Um
080we would love to be able to to do that. We utilize uh That. I I saw someone um they they added tat in there because of our stronger connection funds. Um we were able to hire LPCs in health. So we have two LPCs and that's how we provide uh we remove barriers from families and we provide uh in-house therapy within the school. But when that goes away and if we're not not able to fund that um we've also partnered with Project Vita and although it's not free they work on a sliding slide uh sliding scale and they provide a be well program which is a therapy and they provide the medical aspect of it which is like um a clinical uh clinical services within our nursing um offices. And so that's been a beautiful partnership
081um that we've been developing over the last few years. Um we also look to work with our law enforcement horizon and um our sheriff department with the crisis intervention team. And so that's something that sometimes parents say, "I don't have gas money or I don't have um the time to drive all the way to the other side of town. Can we call in the crisis team?" And so then they'll come in and do a a free EVEL and that helps get the kiddo help and the at the parent request. Um the other thing is right now we're in the process of developing a partnership with emer which is emergence was which is our local mental health authority and they have a mobile unit that will go out to provide these mental health screenings for suicide
082outcry students. And what's beneficial of that about that is because of the political atmosphere right now, sometimes parents are reluctant to call in the sheriffs or the deputies even if they have um a mental health professional with them just because they're afraid. And so once this partnership is established that removes that aspect of it or the perception and the fear because that becomes an option and it's also free and they'll come to the parent. So we're really excited about that partnership. So those are some of the things that we're doing >> and I I'll just reiterate again what Sarah said. Um if you have communities and schools in your area, definitely um bring communities and schools to the table. It's all about um collaboration and building those relationships not only with our students and families,
083but with the other um stakeholders and um partners and resources in your community. I know um coming from some rural areas, it can seem it can seem hard to find uh to find different resources, but they are out there and um keep look keep looking. Don't give up. Um, I'm just so renewed um by all the information that I've been able to hear today. Um, and I hope you are all are as well. Um, just know there's so many people out here um, fighting for you and working towards supporting you and um, we want to be a resource as well. So, if there's anything um, that Sarah and I can do, please reach out. If we can connect you with your local affiliate or an affiliate that may be able to serve your area, we'd
084be happy to do that. Um, and I think Angie started off talking about systems. It really is all about systems. um and being really intentional in the work that you do as you're building these partnerships, thinking about those strong systems and those part or those agreements um for sustainability. Um and just keep keep doing the great work. Um so excited to hear even more about what's going on um throughout the year. >> Great information and I want to take the time here to thank the panel. Angie Bellon from Clint ISD. We appreciate you sharing your systems, your data, your information of what you're actually doing right now. We totally appreciate that. So, um, hopefully you can see from talking about the statewide plan to talking about what Stephanie has come to and now you see
085a school district actually implementing some of those things that were in that plan. and Fiona and Sarah, we can't appreciate you enough for the great things that you do for the state with communities and schools and providing the information, providing the access, and also providing what they really need to do in order to support our students with their mental health. So, I want to just take this opportunity now to thank you all for coming today. Our expert panel, as you can see, they are experts and they know what they were talking about and they presented it very well to you. So, just thank you so much. Great information. >> Thank you for having us today. Been amazing. >> No problem. So now to end our webinar, I'm going to end it with some updates, some
086tea updates. So hopefully you've gotten some great information so far and just let's keep going. Um so just a reminder about the statewide plan. So here is the actual statewide plan. um that I talked about before and hopefully you placed in the Q&A. If you placed in the Q&A some questions about this statewide plan, that will help me when I present another webinar and I'm going to go through the statewide plan in whole and not just a little quick snippet that I gave you today. So, I'll be going into it in a whole. So utilizing your questions that you put in the Q&A, I will be answering some of those questions during that webinar. So that's why I encourage you to put your questions in the Q&A. So based upon that, that will guide that
087next webinar. So we really appreciate you coming today, listening to the overview of the statewide plan, asking questions, and then those questions will go and be utilized for our next webinar that will talk strictly about the statewide plan. and we'll go through it, talk about other things, too. So, we appreciate you coming today and asking those questions. Um, next, our new mental health best practices and programs list of competencies. This is our new list and they are areas of mental health that's currently within this resource are listed and they're on the state board of educator clearing house. So, this is a great information to utilize if you're looking to bring some programs to your district. This shows you the reason why you should get that program, what is that program supposed to be doing, and
088how it should be doing. And it provides you some examples of what's going on. So, this is a great um handout and great pager pages to use to talk about those list of competencies. So, what are you actually supposed to be bringing to your campuses based upon mental health, based upon statute? That's what this actual program is. And I put this in the chat, this competencies. Please utilize this when you're looking at programs to bring to your districts to make sure they are hitting the mark. So, that's why we make sure we put this information out. Um, the child abuse and prevention awareness training. So, we know coming up soon um as you start preparing for the next school year or even if you're still preparing for this school year, please make sure you're looking
089at um the child abuse prevention and awareness training. This is free to everyone. It launched in September. We're going to keep talking about it because everyone needs this training and we want to make sure you have it. It's on tea learn. It is free and you can go through it as you need to. And I put that information in the chat too. Check out our tea learn um courses that we have and soon we hopefully we will be releasing one for mental health. So that is in the works to where we have a mental health tea learn course. We are working on it. So everything that you ask us about we are trying to meet your needs as um working through and supporting our students. And finally, we have our um our survey. So before
090you log off today's session, we ask that you complete our post survey for this session. Um your responses are quick. Um then they are anonymous. So please make sure that you fill this out and even when this closes out, you should be able to see it, but I'm going to put it in the chat, too. So, we appreciate um you coming today and making sure you place all the information in there. So, as a reminder, the recording and accompanying resources from this session will be posted on the school mental health text.org website on webinars. Additionally, you can subscribe to TEA mental and behavioral health newsletter by using the link and I'll put that in the chat in a minute and selecting mental health mental and behavioral health tab. You can also select other TEA topics
091that you're interested in. We send a lot of um newsletters or announcements out. And if you want to be a part of that group that receives it as soon as it comes out, please make sure you sign up for um TEA newsletters and any information about that. We will continue to provide you with information and future dates of webinars in those newsletters and anything else that comes up. So, please make sure and I'mma put it in the chat right now. So, please make sure you um sign up for those newsletters and there are a lot of information and valuable information that's in those newsletters and um announcements. So, here is that link. So, anything that comes out and has within the agency, they will always use it in there. Also, for our best practices, programs
092and repository, we don't want to forget that. And this has great information about best practices that are utilized within the state. You can always go there and learn about different information and different resources that are presented and we want you to have that information. And then for those who have attended this whole session, if you stayed and all the way until now, um your CPE certificates will be mailed to you um hopefully within one week. give me two since it's it I'm the team. Um and also we want to thank you for joining this session today. We want to thank you again. We want to thank our presenters who came today. Stephanie Learner, Sarah Virture, Fiona May, and also and we want to thank Angie. She gave us valuable information. And behind the scenes, if
093you didn't know, I want to thank Kim Guerrero from ESC15. I appreciate you so much, Kim, for coming and helping behind the scenes. So, um, on that note, we want to thank you all for coming today and we appreciate you. So, until next time, our next webinar is on the page, I want to say in May. So, we'll see you at our next webinar in May that will give you valuable information about what our current aware um program doing. So those districts who are currently implementing where they will come and tell you what they're doing and how they did it and we'll give you that valuable information. So once again we want to thank you all for coming today and appreciate you. Have a great rest of your day. Shout out to you Kim Guerrero.
094I appreciate your help. Have a great rest of your day everyone. >> Thank you. It was beautiful.