001So let's get started. Welcome to our mental and behavioral health webinar session on mental health awareness training requirement. First, we would like to recognize that September is suicide prevention awareness month. Our team encourages everyone to practice self-care or and call or text 988 suicide and crisis lifeline if you or someone you know needs help. On behalf of TEA, we are glad you took the time to join us today. So, as we begin this new school year, we know we have some new people with us and might not know our team. So, we're going to introduce ourselves right quick. This mental and behavioral team here help here at TEA. So, I am Dr. Latrena Watson. I'm the director for mental and behavioral health team. I've been with the agency for over four years and I am
002new to the team. So, welcome to this new school year >> and good morning everyone. My name is Ashton Mlette and I am our project aware expansion consortium coordinator. I serve on our mental and behavioral health team as well and I'm going on four years at the agency to good morning everybody. My name is Tammy Ginky and I am the mental health program coordinator here at uh TEA and um I have been here for three years. So welcome everybody to the webinar. So in today's session, we will learn about the current mental health awareness training requirements for school personnel and receive valuable insights into how mental health intersects with school safety. Our speakers today will be the TEA mental and behavioral health team, the office of school safety and security, and we will conclude with
003hearing from an exemplar, Ectctor County ISD, and Perier, who will share their lessons learned from implementing strategies to meet the mental health training requirement. As a reminder, the recording and supporting resources for this webinar will be posted on our website, schoolhealalthx.org. following today's session. Now, I will turn it over to Tammy Ginky who will cover a few housekeeping details. >> All right. Well, as we get started today, I want to cover just a few housekeeping items like Dr. uh Watson mentioned. So, before we conclude our session today, we're going to ask you to complete a post survey. So part of our mental health work here at TEA is funded by Project Aware Texas and it's through the Federal Substance Use and Mental Health Services Administration or we like to call SAMA. And um our our
004grant requires that we do a brief post survey after our training sessions with our stakeholders. So we really appreciate your support in this requirement. So just be expecting that at the end. So today's session is in Zoom webinar format which means that participants can't show their video or share their audio. So to ask any questions, please use a Q&A function and we're going to do our very best to get your questions answered. So sometimes people will put their questions in the chat. The chat gets a little busy and we can't always um catch those questions there. So please make sure that you um put those questions into the Q&A. All right. We also want you to become familiar with the chat function. So, we're going to be adding some resource links in the chat as
005we get started and then throughout our time together. So, we love seeing all the good mornings and um letting us know where you're you're coming from too in the chat. So our last piece of housekeeping is just a reminder that we will provide 1.5 CPE credits to educators for today's webinar for those who for those who attend the whole session. So a CPE certificate will be sent out in about a week to the email address that you registered with and this is the only way to get your certificate. uh tea will not provide a CPE for the recordings and if you do not get your certificate please check your spam or your junk folder as sometimes they do get put there. Um now I'm going to pass things over to my colleague Ashton. >> Awesome.
006Thank you so much Tammy. Uh so as we get started today I want to just make sure that we uh understand the topics that will be covered uh that are aligned are in alignment with implementing the Texas school mental health framework. As a quick review of the framework, the schoolhouse represents the multi-tier system of support or MTSS approach for planning school mental health implementation. Today's session will include strategies that address tier one of the MTSS for school mental health. We will also showcase how to strengthen the foundational factors for a strong MTSS for school mental health indicated by the steps. These include professional development and training along with staff wellness and mental health literacy. Then as we make our way down to the stone pathway, those identify the key domains and practices for establishing a
007quality school mental health system. Mental health promotion and intervention will be the primary domain for building a quality mental health system addressed today. And then finally, as you make your way up above the schoolhouse, you'll see the clouds which represent the components of school mental health established by Texas Education Code 38.351 that requires school systems to address each area by developing practices, procedures, and professional development opportunities for each component. The primary area of mental health covered today will include early mental health prevention and intervention. And now I will pass it over to Dr. Watson and Tammy to start our uh first presentation. Unmute myself. Let's start talking about the House Bill three. So, House Bill 3 was passed during the 88th Texas Legislature introduced a critical statewide initiative aimed at enhancing school safety through mental
008health awareness. This House bill added a section to the Texas Education Code that mandated all Texas Public Schools employees who regularly interacted with students complete an evidence-based mental health training. The training is designed to help recognize help staff recognize signs of mental health and substance uses, intervene early, and connect students to the appropriate resources. This bill include provisions for the requirement. Also, it stated a caveat for those previously trained in mental health first aid and a timeline for implementation. All of these components will be discussed in this presentation today. So, we're glad you're here to get this information. Also, we want to make sure we equip educators, support staff, and other school personnel with the skills to help our students. So this legislation promotes a safer and more supportive school environment for all students. So
009let's dig a little deeper into this section. The se the education code that was created by House Bill 3. So this section of the Texas education code requires school staff who regularly work with students to complete mental health training. The goal is to help educators recognize signs of mental health or substance use issues that could affect student safety. If the staff have already taken the mental health first aid from the national council, they do not need to repeat this training. We will talk more specifically about this in later slides. Also, the training can count towards continuing education for teachers. So CEUs, you get those CEUs when you do the this training. Rule making was granted to TEA and it will be explained more. Now, >> you're on mute. >> Thank you. Uh so let's jump
010into the rule making part of things that Dr. Watson um just mentioned. So 19 Texas Administration Code section 153.10 1015. This is the commissioner's rule that helps explain the Texas Education Code that Dr. Watson just shared that was created by House Bill 3. So, this rule defines what qualifies as evidence-based training. Um, if you want that definition, you pull up the the actual rule. It'll go through that with you. It also outlines who must participate. So, there's a long list um of staff roles in that role, but some of those um uh roles include teachers, counselors, nurses, bus drivers, cafeteria staff, school resource officers, and um even crossing guards. So, for um a list of that, I do refer you back to the actual um wording in the rule. So it is up to the
011districts to determine exactly who meets the criteria that is set forth in the rule that requires each district employee who regularly interacts with students um enrolled at the district to take this training. So districts can actually um you know determine that hey we have some uh contract personnel or we have some supervisors of some staff that may need to take this training. So that is all going to be um determined by your local school district. So again, I mentioned um earlier that this rule does provide a definition of evidence-based mental health training. Um districts can choose training programs from approved list. Right now um the the list and actually as we talk about the frequently asked questions, there's a whole section of how you can find this information. Um, but I will mention that right
012now the only approved training on that list is youth mental health first aid. But the districts do have the flexibilities to use a locally developed um program that meets this specific criteria set forth in that rule. Now, we're going to talk more in detail about that criteria in later slides. One thing I want to mention that as you're as districts are looking at trainings to keep in mind the wording of the rule that says training materials must be delivered with sufficient instructional time and rigorous methods to appropriately address and assess those competencies. The rule language also allows a flexibility in how the training is delivered you know as far as the the mode um and it also encourages collaboration with local mental health authorities. So um actually as we will talk our last presenter will
013tell you a little bit more about the opportunities for training that our local mental health authorities um can provide. So the intent of this bill was for that the training to be a onetime. So, in order to meet the criteria of this particular bill, the training only needs to be completed once by those designated staff. Um, and also to things need to align with the district's professional developmental uh professional development policies. So, um although the the House Bill 3, the Texas Education Code, and then the the um TAC rule, although they mentioned reimbursements, um the legislature did not allocate funding for this. So, um you will not see that that part discussed here in this in this training. So, there is um a timeline for this training. Fortunately, it's not an expectation that 100% of
014staff get trained all at once um before the school year. So, I know when we um when um when John from school safety will talk a little bit in his presentation, he's going to go over um the the timeline a little bit with that. So, um, just keep in mind that all applicable staff must be trained by the beginning of the 2028 school year. Another thing that the rule talks about that is if, and Dr. Watson touched on this a little while ago, too. And I want to stress this. If someone has completed the youth mental health first aid or mental health first aid training um provided by the National Council on Mental Well-being before the legislation and if they can produce a certificate, they don't have to take the training again. House Bill 3
015laid um that particular um portion out. So, for example, let's say that a staff member took the uh youth mental health first aid four years ago and they can provide you an official certificate saying that they completed that program, then they are exempt from taking the training again under this particular mental health legislation. All right. So, um, as I mentioned, so our next presenter will talk a little bit more about the FAQ, but I wanted to introduce this to you, and I'm really hoping that everybody on the call has already, uh, seen this document and has already had a chance to look it over. So, this frequently asked questions document was created from questions from you, uh, from those out in the field. those um questions came from from districts, from ESC's, local mental health
016authorities, um all sorts of of things. So, we really appreciate those questions coming in and we try to address them all in this document. Um all right, so let's jump in to talking about the mental health competencies. So, as we mentioned earlier, the rule does allow for flexibility for a district. Let's say, you know, if they if a district chooses not to use mental health first aid as their training to meet this particular requirement, they can look for a training that meets the competencies and the requirements of the role. So, I'm going to dive into to that a little bit more. Now, I can't stress this enough that it's the district's responsibility to ensure that whatever training they choose meets the requirements and the competencies. All right? And I'm going to go over those 10
017competencies here in just a minute. As districts are looking at, you know, a particular training to see if they meet the competencies or the the requirements and the rules, they do need to document how they came through this um to this process. This is documentation that you know is kept at the district level but um it does need to be documented in relation to this. All right. So this first slide covers the first um or we're going to talk about the the the first part and then we have another slide that talks about um the remainder of them. So one of the competencies is that the training needs to cover is awareness and understanding of mental health and substance use prevalence data. So um really looking at understanding those those statistics um what's going on
018in the area of mental health and substance use um updated information right um another competency is the knowledge and skills knowledge skills and abilities for implementing mental health prevention and substance use prevention um in a school to protect the health and safety of students and staff. So these are to include strategies to prevent harm or violence to self or others that may pose a threat to school safety. So again here we are really wanting to build that capacity amongst the staff so that they understand prevention strategies to again avert any um type of um threat or violent act. another competency and um you'll notice I'm actually reading the competencies from the rule. So it is a little bit different than than your slides. I just want to give that as a little caveat. So another
019uh competency is awareness and introductory understanding of typical child development which is really important because then to understand how things waver um or how things are different how things are atypical in um in a particular student we really need to have an understanding of you know what's what is um considered typical for that child during that age of development. Um also too it needs to cover adverse childhood experiences, grief and trauma, any risk factors. Also too, it needs to talk about the benefits of early identification and early intervention for those those students that um do have a potential mental health or substance use um challenge. We also um the competencies also cover the um treatment and any self-help strategies that may um may be beneficial and evidence-based. So the other competency is um awareness and
020understanding of mental health promotive and protective factors and strategies to deploy them for students in the school environment. How important is this? um we need to be able to have those um that knowledge of what those protector factors are so that in the school district we can enhance those so that we can help um you know negate those risk factors. All right. So here in this next slide we're going to talk about the remainder of those particular competencies. So in the rule um it does establish and it and it it states that whatever training is is provided or chosen needs to have exper experiential activities that are designed to increase the participants understanding of the impact of mental health on individuals but also families. So the training needs to have um you know basic listening
021skills, communication skills, right? Um and then strategies to support the individual and the family in a mental health crisis. Um it also needs to have an encouraging self-help selfseeking um self-help hang on encourage help seeking uh to be able to get that um professional care. Um, we want to be able to train staff on ways to identify professional care, what supports are out there, or maybe there's there's strategies that you can do at home, right, that are help self-help strategies. Those kind of things need to be um included in this particular training. Another competency is knowledge, skills, and ability to recognize risk factors and warning signs for early identification um for those that have, you know, potentially mental health challenges or substance use concerns. Now, very very important, we understand why we need to recognize
022risk factors and it really um this particular competency highlights that it needs to be evidence-based information. Um, I know there's a lot of great things that happen on social media and other outlets that may um, you know, give you ideas of how to do this, but it's very very important to make sure that these trainings have evidence-based information. Um, another competency is um, the knowledge and skills to support a student um, when potential when the potential mental health concerns um are are there. um effective strategies for teachers to support student mental health in the classroom, including students with intellectual or developmental disabilities or those that may have co-ur co-occurring mental health challenges. So, the training needs to identify the risk um what things you need to look for and then it needs to provide um
023you know information on those early warning signs and then what to do from um there. This combin um talks about being able to have the knowledge, skills, and abilities for that the notification for the parent or guardian notification um that you've noticed some um early warning signs for this particular um student. Um then we the trainee should also have knowledge of schoolbased and community based resources and then that referral system to help connect those students who have been identified as having um you know early warning signs to connect them to um maybe it's schoolbased mental health services, maybe it's outside agencies like your local mental health authority, maybe it's um substance use u agencies, those kinds of things. Uh we need to make sure that we have local um could be state also but this
024competency really focuses on having that um community community based supports to provide that information to the parents. And then also um it talks about having um making sure the training has knowledge and strategies to promote mental health and wellness for school staff because that is so um so very important there. A few reminders um that I wanted to share with you today about these competencies is and I want to stress this again that the training materials must be delivered with sufficient instructional time and rigorous methods to appropriately address and assess these competencies. So, as I went over and read those competencies to you, there's 10. They're pretty involved, right? Um so I would encourage you as the uh district who is looking at these trainings to really make sure that um the training does have
025uh the um sufficient time and then again the instructional um opportunities there. Um I know I'm running out of time so I'm going to say really really fast that um these trainings can be combined um with suicide prevention and intervention trainings. Um but it the rule does recommend that um it only includes up to three required mental health topics. All right. So with that um any any any questions any burning questions Ashton that we need to address or >> Yeah. Uh before we turn it over to John uh a couple of questions. one question. Can you go back over the relationship between the competencies and if a district is trying to choose a training that isn't youth mental health first aid? >> Okay. So if a school district chooses to use a training that is
026not use mental health first aid, what they have to do is they have to look at these competencies that are outlined in the rule to ensure that they are covered in that particular training. So, it is almost like, you know, you're seeing the training, you're looking, okay, you're kind of doing, you know, a check, if you will. Does this training that I want to use, do they actually cover these topics that are listed in these 10 competencies? >> And with that being said, uh, can a district choose, uh, can a district develop their own training based off of those competencies or maybe go with an outside vendor or even one of the ESC's? >> Great question. So that is a local decision um that the district can make and I do know that um you
027know ESC's are producing trainings right now. I've heard of different ones. Um that is a local decision if they want to do that. the the the big thing is just to document and to ensure that whatever training they choose meets these competencies and then also you know the the different requirements as far as the um you know the sufficient time um you know requirements that are outlined in in the role. >> Awesome. And then my final question for you, uh, can you just tell us a bit about why meeting this requirement is important? Uh, you know, besides like of course meeting some of the statutory requirements related to like why is this mental health awareness training important? >> All right. So this minimum training um requirement is important just to say we did it um
028you know we met the legisl legislative requirements but by having every staff trained in a mental health awareness um training they then you know educators are the front line right um as they intervene and and talk with students. So this training gives the staff the knowledge and skills that they need when they um happen to come in contact with a student that you know may be having struggles or may be having these um you know early uh warning signs. And so then it also gives them the skills to be able to um connect them to the resources and get them the help um that they need. >> Awesome. Thank you so much, Tammy. Um, and we had one other question that uh uh John will certainly be able to answer. It was related to uh
029how will TEA make sure there is compliance around meeting this this training requirement. So now I'll pass it over to you John from our office of school safety and security. >> Thank you. And that will be a really easy question that will be answered throughout the presentation. I'm John Jones. I'm the assistant chief of school safety and security for TEA. Um, I have seven teams across the state who actually do district vulnerability assessments. And what a district vulnerability assessment is, we'll go in more detail, but it's a snapshot look at everything school safety that's required by statute for the schools. um we we deal mostly with the physical aspects, but we included a lot of the mental health requirements after working with the mental and behavioral health team um to make sure that that we
030covered those because I think that is one area that is really growing for schools and I think it's one of the most important areas that we can deal with today. Many of you uh serve on a uh BTA team, a behavioral uh threat assessment team. And so you probably have some familiarity with our flagship uh program called Sentinel. Now Sentinel was developed uh for the uh office of school safety by region 11 and we kind of stole the idea um from them when they were doing the uh intruder detection audits. And so from from the intruder detection audit portal that they originally developed for the Texas school safety center um we stole that and uh when when that mission was given to us by the legislative uh body in the 88th legislative session and we
031started building Sentinel. Now, Sentinel has grown uh to encompass not only intruder detection audits, but district vulnerability assessments, um technical assistance and training, emergency management, and our big flagship piece that we've just added over the last few months was behavioral threat assessments. And behavioral threat assessments we believe is a critical issue across the state because with 12 over 1,200 districts, uh we've had uh many different ways of of doing behavioral threat assessments. everything from answering the 11 questions on a piece of paper, handwritten notes, uh to off-the-shelf products to in-house developed products uh from from larger districts. And so a lot of these systems didn't talk very well together. So now there's one way of doing behavioral threat assessments for the entire state. You must use Sentinel for all of your behavioral threat assessments after
032August 1st of this year. um and it gives a consistent product that you can read and understand um from every district that you receive students from or that you send students to. The other piece with BTA and I'll just cover it quickly is that um all the transfers of those cases now actually occur through Sentinel. Uh before they were um they were done through T-Rex. Uh that system is is now not being used any longer. All transfers now have to also happen through the behavioral threat assessment uh portal in Sentinel. So that's a little bit about Sentinel. Now a lot of what I'll tell you today is based on user group. So your access to Sentinel is limited to your role. So it's very role specific. The superintendent and LEA district level users have access
033to everything in Sentinel. But even that district level user can't do everything. there are certain pieces that are restricted only for the superintendent uh like signatures uh and approvals of some of the reporting requirements. So, a lot of the things that we talk about today, especially the training uh in in mental health um and and all the different pieces we'll talk about that are legislated in uh those trainings will filter up through your district level person and they will put those into Sentinel. Go ahead to the next slide. So, what is a district vulnerability assessment? U this process starts out with a rubric at the district and campus level. So this rubric gives you u a statute. It gives you uh plain English about what we what we have interpreted that statute to mean because
034statutes can be can oftenimes be very difficult to uh to understand the way they're written. And so it also shows you what a pass and what a finding would look like for us. And then there's a resource column in that rubric itself that will that will give you a lot of information about what uh what we're looking for or resources to to provide information and we'll talk about one of those here in just a minute. Uh from that rubric um we ask you to upload certain documents and we'll talk about those documents here in just a moment. But there's a whole list based on the category in the rubric. And so from the safe and supportive school team and from the um and from the documents piece at the district level, there's two different pieces
035we'll talk about this morning. One of them we've already covered uh and that's 22904. Um but the the real important piece here is that Sentinel is a repository for those documents. Um, one of the things that all district superintendents asked our chief of school safety when he did his uh, whirlwind tour around the state when he was uh, appointed by the governor was, "What is it that that we can do from the office of school safety to help districts and overwhelmingly superintendents wanted a document repository where they could put everything in school safety in one place. So, we've created that for you. And from that we allow you to tag documents that you put in uh to meet certain requirements in that u document upload portion of Sentinel. We also provide technical assistance. So our
036teams will will work with district superintendents, chiefs of police, safety directors, uh also our BTA coordinators at this point um to provide valuable information about everything school safety. So, if it's a question about a door uh or impact resistant film or should I put a camera here or move it there, we can answer a lot of those questions and provide that technical assistance. We also offer something called a baseline vulnerability review and basically that is a district vulnerability assessment without a report. It's a free look, if you will, um at where your posture of your school is. This is especially important for our new superintendents coming into a district or when you have a large turnover of your of your management team in a district because now you can get that baseline look where am
037I and where do I need to be. That leads us into the district vulnerability assessment itself and there are two portions um that at the district side we look at a lot of the documents uh required documents. Um so it is a more intensive document review. Uh those documents are important because we're not just looking to see that you've checked the box and you have a document that says you're going to do great things. We're also looking to see how you take that document and you train your staff. So it is a it is more than just an emergency operations plan. Uh one of the main documents that that we look at u but we're looking at how you implement that plan with your staff in your district so that your staff can act as
038emergency service personnel in the event of that emergency. So that's very important. Uh the second part of that district vulnerability assessment is actual campus walks. So we will walk if you're a small district, we'll walk uh all 11 or less campuses. If you're a medium-sized district, 11 to 25, we'll walk 85% of those. And at the large level, um think about your Dallas and your Houston. Uh Houston has 274 campuses. We will conduct assessments on 189 campuses uh in Houston in 5 days u in this upcoming year. So uh it is a very intensive look at that campus looking at everything from uh the time you come up to the to enter the school to all the things that go on within the school that are related to safety and are codified in statute. Uh
039go ahead next slide. So, as Tammy said earlier, and I won't belabor this point, uh, 22904, this this does apply to all employees with regular interaction with students. And I will just add to to to what Tammy said earlier. The importance of this doesn't can't be uh can't be understated. You spend more waking time with your students on a on a daily basis than probably their own families do. So, you're going to notice when little Johnny or little Susie are having a bad day. And one bad day doesn't make a student with a a mental health crisis, but if you see that that those students are having multiple days in a row or there's a trend that you recognize, you're going to be the one to recognize that that student that's in crisis and needs
040help. Um, so one of the other pieces I want to cover here is that there per education code 12104, there is no statutory authority to compel charters to do this mental health training. Now looking at statute versus looking at common sense, I would say common sense indicates this is a best practice. We all want to be able to recognize those signs of a student who's in crisis. Uh those students who may pose a threat to school safety. And one of the reasons that we require the documentation we do and that we do a district vulnerability assessment is really to help the school be prepared for when that day comes that something bad happens. Then the next piece is the investigation and everything that we do and everything that we look at in school safety matters.
041Mental health training matters and what you do and how you train helps to inform where best practices come from, where future legislation comes from and so forth. So um I will say that it is a best practice for charters to go ahead and and get this training. Most of which I can say is is probably going to be free or at very low cost to the district. that last piece. Um, yes, this is required regardless of funding. I know this is an unfunded mandate and having spent five years in a district as a school safety director and also a chief of police, I can tell you firsthand that I recognize that there are a lot of unfunded mandates uh for school safety. Um, one of the things the legislature has done over the last couple
042years is throw a whole bunch more money at school safety with a couple of grant programs. In the 88th legislative session, um there was $1.1 billion put out uh there and they've increased the school safety aotment this year for certain pieces uh to $33,000 or so for every campus and they've increased from $10 to $20 for every student. So big increase, still not fully funded for what we need for school safety. Go ahead. Next slide. Oh, there we go. So, um when we look at u this mental health training, right, that that rubric item that we talked about earlier, um that will show you the the statute, the common language, the um the uh pass and finding that we see um and the resource link. So, this is one of the resources and I've added
043a QR code. So, if you actually take a picture of this QR code, if you haven't seen this FAQ document, it will take you to it. But I really like this document. Um, it was something that uh when it was put together, it really does answer the who, where, what, where, when, and how. And so if you go to the next slide, Ashton. So who should participate? Who can deliver the training? What training is approved? What are the training requirements for compliance? When do employees need to be trained by? Um and that's at 25% graduated requirement. So this year as our teams go out um to to assess districts, we're looking to see that you've had 25% of your staff trained in mental health training. Um, and we'll show you we'll talk about where that's
044documented here in just a moment. Um, and so each year that that that piece goes up. Um, we're talking about the where where can you get that training? Well, you can you can develop it in house. You can get it from an ESC or you can use some of the training uh uh list of approved training best practices and programs repository that's shown here or shown on the previous slide. Um, so a lot of information that that has is out there for you that helps you get to where you need to be. Um, how can the training be delivered? How long is it good for? And where and how are those training records maintained? That's what we'll cover on the next slide is how to maintain those training records. So the thing we're looking for
045in that district vulnerability assessment, the thing that you're going to lo upload into in the second box here, the staff mental health training records 3.10. that is actually a reference to the rubric number uh that we've given it internally so that we can track across different pieces within Sentinel. But we're looking for either a list of dates, names of employees uh and the training that's been provided. Um or you can upload all the certificates. Now, if you're a small district, uh uploading each certificate for the people who've been trained probably isn't a huge lift. Copy those uh or put them in a PDF and drop them as one file. If you're a large district like a Houston, a Dallas, a San Antonio, that's a much bigger lift. And so maybe we're looking more at a
046list of dates and names of employees and what that training was. Um, and then so that training course or course content PowerPoint, you can upload that into into there as well. That gives us the ability to say yes, you've had the training. It also is a record then uh when we've done the assessment that you guys are in compliance with the regul the the regulation or the statutory requirement. Um again looking back to when and if an investigation has to happen. Um again that you only need to have that training once. So, if you have someone on your team that was trained in another district and came to you and they have that certificate or if you've been trained by an ESC and you don't have those certificates, reaching out to the ESC uh or
047the Texas School Safety Center if you've had uh training through them, uh they usually keep pretty good records and can provide that information back to you. Um and then again uh looking back at that best guidance for charters, um follow that mental health FAQ resource and conduct the training. Um I can't say that stress that enough that's really important uh for every layer of school safety. Uh go ahead to the next slide. So u there is another section in education code. It's 38351 and it's in uh items G and I. And here are the nine different areas that uh we're looking for training um for your for your personnel. Now this is district driven. Uh so you decide who all needs to have each of these different pieces, but we've built into Sentinel in the
048uh document repository um a drop-own list, if you will, of all the required documents that we're going to need for the district vulnerability assessment. So if you're doing early mental health prevention intervention, that will be a line item that you can select from and then take the document that you upload, click a box and it will automatically then populate uh that that required document piece for us and for you. So you can tell when you've uploaded all your documents because they the list turns from green or excuse me from black to green when the documents uploaded. It also um provides an icon that shows you how to download or to look at the document. Uh and the other thing it does for you all and for us is it provides a historical reference. So if
049you've updated your training over time um and put new um and I'll just use the first one here, early mental health prevention uh training and you've done it multiple times. You can lay those records on top of each other and we can look at those um historically and see that you did 25% this year, you did 50% the next year and the next in the third year you you had all of your staff trained so you're at 100%. Or if there's future requirements uh you can just lay those right on top and it retains those documents for you. Uh go ahead next slide. So again, how to document that training. Um those nine categories, uh they have to be uploaded. Here's what those look like in the uh in the document repository section uh for
050those upload categories. Um and again, it it it doesn't matter what the training is as long as it meets the requirements. Um you tell us that you've completed it. We're going to look at that uh training uh those training records and that will that's what will get you um a pass if you will uh and not a finding for for these different pieces. Are there any questions I can answer? >> All right, give me just a second. John, I do have a couple questions um for you here. All right. So, um, one basic question that someone asked is how do we get training on on Sentinel? >> So, unless you're a role-based user or or depending on your role will depend on the the training requ that you can get. Now, Sentinel also has if
051you have an account in Sentinel already, uh there is something called the sandbox. And so uh where your name comes up in in the regular part of Sentinel, you can click on your name and it'll put you in a sandbox mode or you can select sandbox mode and you can play around with that sandbox mode. Most everything that we've built in Sentinel is um very user intuitive. So uh it's almost an easy way to go. Now, if we're talking specifically about behavioral threat assessments, uh there is training that we've provided uh throughout the summer, uh in-person training at the ESC's. Um also, if you uh have a number of districts come together, we'll do a a combined training for you. Um and some of our larger districts will go there and still do those in-person
052trainings. There's also a whole bunch of resources, uh training videos to to walk you through each part of the behavioral threat assessment process, uh within Sentinel as well. Okay. So, one question that was asked early on and I and you you answered it, but I just want to stress this that um the question was, "Do we need to upload this into Sentinel?" So, you you addressed that one, but then there was another question that um kind of piggybacked on that one. Who uploads this into Sentinel? And I know you talked about the users, but when you kind of stress um >> Yeah, this would be one of your district level users. um it could be your BTA coordinator. Uh whoever handles your training for your district is most likely going to be the person that
053uploads this training. Now, those roles can be pushed out. Uh this the superintendent has the ability to add roles or add people to roles. So, um that's what I can tell you for right now. We are working on campus-based roles uh so that campus uh administrators will have some of that same functionality. But what but I I need to stress that Sentinel is brand new. Well, almost brand new. It is about 14 months old right now. We launched Sentinel on July 26th of last year and uh it has come a long way in a very very short period of time. So, we are still building out some of the functionality uh but some of those major programs had to be developed and put into Sentinel first and and that most recent one was the behavioral
054threat assessment program. >> Okay. So, John, I'm going to read this question and then I'm going to read what's in the commissioner's rule and then I'm gonna turn it over you to to answer. Um, how does TEA verify that the ESC or the district has done the proper due diligence on um of identifying an alternative course that meets the requirements? I just wanted to make mention of what was in the rule that the districts must keep um or the documentation must be kept by school districts and made available to TEA upon request which may include a reporting process for the and then um yeah so having you know in this the rule says it must be kept by the school district and made available upon TEA request. Um >> so additional for that. >> Yeah.
055So essentially the district vulnerability assessment is a request. Uh we are going to request that you upload those documents for us to take a look at. >> Okay. Thank you. Um, another question is, um, this is kind of a general question that was just asked, but about, um, sentinel training and, um, it was asking about related to special education services. >> Okay. Without further context, um, >> probably have to answer that question, uh, offline. Okay, thank you for that. Sorry about that. Um I think that is all that relates to um this particular session here. Um that is up well just someone just asked a question Don and we do have time for it. Um they are asking if you could repeat the Sentinel part. Was it stated that the district mental health training documentation
056needs to go into Sentinel? If so, where in Sentinel would that be housed? Okay. So, it does need to go into Sentinel and it's housed in one of two places. U but they're both in the document the district's document repository. That is uh that document repository is accessed by the superintendent or those district level users that the superintendent has provided access to. Um that's as far down as we've pushed it so far. uh it it does not go down to the campus level, although we're looking at developing um a campus level uh document repository that would then upload into the district repository. >> Okay, I am um I kind of look through the questions really quickly. There are a lot of other questions if you want to um uh answer offline. Um, but I think
057I've covered all the questions that directly relate to this particular um, mental health topic here. >> Absolutely. I'd love to have the opportunity to answer those offline. >> Thank you, John. We appreciate you. >> Thank you. >> Awesome. Awesome. Awesome. Thank you so much, John, uh, for that phenomenal information. Uh, it seems like from the engagement, whether it be in the chat or in the Q&A function, uh, you definitely answer some some some burning questions that folks had. So, we definitely appreciate you for that as well as Tammy and Dr. Watson for kicking us off as well. Uh, so now we will go ahead and transition to our final presenter of the day. So, Bill, oh, >> can I can I jump in with one final caveat? >> Um, the district vulnerability assessment is not
058a gotcha. I want to make sure that I say that because we we say that with every presentation. We really are here to help districts get compliant with state statute and raise the level of safety for our students and staff across the the state of Texas. So, we will work with you if you don't have some of these things uh during a district vulnerability assessment. We'll give you time to get them completed. Uh but we really want to say that we we we want to work with you. Um we're not against you on this. >> Yes, sir. Thank you so much for for sharing that sentiment. I think that is something that uh we all have here at the at the TEA, especially on our mental behavioral health team, right? We want to see everybody
059be successful uh all across the state. So, thank you again for that, John. Um and so our uh final presenter uh today is from Ector County ISD. uh she will highlight the partnership that uh Ectctor County ISD has had with their local mental health authority permeate care uh and who has done an outstanding job uh with putting a putting into practice everything that we talked about today. So not only meeting that mental health training requirement uh but even at times going above and beyond and and really sharing out throughout the rest of their uh community the importance of meeting this requirement in mental health trainings. Uh I think you all are in for a treat. um she will definitely share some some great lessons learned um and successes as well. Uh so without further ado
060I will pass it over to you Taylor. >> Thank you Ashton. Um as Ashton mentioned I am Taylor Lang the executive director of guidance counseling and wellness in Ector County ISD. Um today I'm going to be presenting to you how um we have been approaching youth mental health first aid and and meeting this house bill 3 requirement here in um Ectctor County in the heart of the Perian Basin. Dalia Ramirez from Periacare who is our local mental health authority was going to be joining us today and presenting because this is tr a true partnership between us and Peria. However, she had a family emergency. So, um I will be covering her portion of this. So, I wanted to begin my presentation to you guys on just providing you with a little bit of our local
061context. So, Odessa, Texas is in the heart of West Texas. We are um in the Perian Basin oil and gas country. Um here we have some statistics from our 23 24 taper report. And so you see we serve a little bit over 33,000 students. Um we are um our student population is primarily Hispanic. We do have a large number of economically disadvantaged students and at risk students. And as you see here, we also have over that year we had over 1,400 students who were identified as homeless McKenna Vento and then 61 of those also um were in foster care. So Ectar County ISD is a very large district in terms of you know land. So we cover around over 900 square miles. So we have students that are getting on the bus before 6:00 a.m.
062and sometimes not getting home until after 5. And um you know we serve we have over 170,000 residents in ectar county and that's just in ectar county. Our neighbor Midland is very similar in um size and population as well. As I mentioned before our primary industry is oil and gas. So you see um a lot of you know migrants uh workers coming to work in uh the oil and gas industry here. Uh we do have pretty limited access to mental health resources. We're excited to say that we are um there is a mental and behavioral health hospital that will be opening up here pretty uh soon I think in the next year and because up till now there's nowhere to send our students who um need that inpatient care and so they have to go
063to St. Angela, which is our um you know, the closest area that is available for us. And um last year from September 1st to August 5th, there was over 453 youth crisis calls made by Perier. Now, that's just what Peracia responded to. There are plenty of others that were handled by other mental health professionals or our school counselors or our uh student assistant service counselors who work here in Ecar County ISD. So, uh we are here to talk to you a little bit about how we have handled youth mental health first aid in Ector County ISD. And one spotlight that we want to talk about is a massive undertaking of training all of our instructional our teachers and other instructional staff uh in youth mental health first aid. So, November 4th of last year, we
064trained almost 1,500 people in one day on youth mental health first aid and um Dalia worked with um her people from the youth mental health first aid organization and uh was able to confidently say that this was the largest single day undertaking of youth mental health first aid in the state and then also in the nation. So, we'd like to brag about that, but we wanted to talk to you a little bit um about how we did that. And this I'm going to talk to you about how we handled that for November 4th. But these are really important things to think about even if you're doing this on a much smaller scale, even if you're doing it with just one classroom of individuals instead of the 57 classrooms of individuals that we trained on November
0654th. So here you see a chart that kind of shows the ECISD responsibilities on that day and the perier responsibilities that day as our local mental health authority and our partner and helping us get our staff trained to meet these House Bill 3 requirements. So the first steps that we did is we had to identify who we wanted to train and up to that point we had already had set the expectation that all counselors social work social workers and nurses would be 100% trained at the end of every single year and that's a continuing expectation in our district. So we worked to make sure that every single one of those individuals that falls into that group is trained. But then we wanted to focus on our teachers so that we could meet that House Bill
0663 requirement of being uh 25% of all the applicable staff trained by this school year. So we wanted to focus on our teachers and our instructional staff by thinking who's the next people in line who regularly work with students who need um access to this training. The question comes up, how do you pay for this? Luckily we um like I said, we've partnered with Peria and I cannot give them enough credit for that. Dalia really worked with her team. They have some grants like were mentioned earlier that helped to pay for some of this. We did use some local funding as well. So you you just kind of have to get creative in determining how to fund this unfunded mandate. Next, you need to figure out where are you going to train your staff. We
067needed 57 classrooms to train everybody. And immediately we had thought, oh, we'll just send them all to Odessa High School and Peran High School. they they service almost 4,000 students every single day. They can handle it no problem. But then when we really started, you know, whittling down to how do we actually do that? 4,000 students go to those buildings every day, but 4,000 cars are not parked in those parking lots every single day. So, you really have to think to through your um operations logistics on how that would work. And so once we really started thinking about what areas would accommodate them, we used our two comprehensive high schools and all six of our middle schools to help us with this. We assigned those locations based on their capacity. We had to work with
068the campus hosts to ensure that the classrooms that they were assigning us would actually accommodate everybody. And as many of you probably know, youth mental health first aid limits you to 30 people to one instructor. So, and Dalia worked with them and she actually got us a waiver to to provide this training with 32 individuals to one instructor, which really did help us when you needed this many people to be trained. So, we had to make sure that, you know, yes, we have all these classrooms, but will they accommodate 32 individuals? We needed to make sure that doors were going to be unlocked and rooms were going to be accessible throughout the district. Make sure that we had custodial staff and other operational staff available for us. Technology is one of the biggest things that
069you need to consider whenever you're starting to host these trainings. Making sure that your presenters and your guest presenters know how to access your technology if they're not district personnel. That they um know how to troubleshoot. And actually our technology team did a great job and they assigned one or more uh texts to each campus to help support techni technical issues that we came across. And let me tell you, we did come across those. So that was huge. And we probably would not have been able to make this successful without them. Then you needed to communicate with your attendees and help people to understand where they were going to be going, what time they needed to be going, when was lunch going to be, how were we going to accommodate that for um our attendees
070and for the staff that was um training. And then thinking through the day of support team, too. Youth mental health first aid, as you're probably very well aware, has some very heavy topics in it and can be very challenging for some people based on past experiences. And so Peria Care did a great job along with some of our counselors in Ector County to provide that support to be available if anybody needed it. And we did we did have a few individuals that needed that additional mental health support themselves based on the content that was being delivered that day. After we went through uh the actual once we implemented the training and we got through that day, I'll always remember November 4th because it was it was a big day. Um, Dolly and I worked with
071the instructors and other individuals here in Ectctor County ISD to to discuss what went well, what should we refine, what needs to be changed for next time, what feedback did you receive from your participants? And one of the biggest questions that almost all participants got was, are our school resource officers receiving this? and are our uh principles and assistant principles receiving this as well. And based off that feedback, that became our next focus. So, working to get everybody else that was trained or anybody that missed this training made up and getting new hires trained, but then also starting to focus on our school resource officers and our campus leadership, which is now our focus for this coming school year. So, Periaare like I mentioned they were a great partner in this. So, uh they had
072a little bit of a different perspective on how to get this accomplished than we did in ECISD and this is where Dalia would have been presenting today. So, bear with me if I get any of this incorrect but I do feel confident that I can uh deliver this for you. So with permiaare they really had to think through um one funding as well because um you know this is not a a cheap training to provide. You know you have to pay to have your people trained but then also the the physical materials can be costly and so luckily Dalia got very creative. They have some grant funding but then a lot of the instructors that she called in also had funding that they could use to support us in this initiative. So we are very
073grateful to Dalia Peria and all the instructors that helped to collaborate to make this financially um achievable. She uh worked with local organizations and businesses uh to help with some funding of the materials and the flights and the hotels for all of our participants. And as you can see here, we had participants not just from all over the state of Texas come in to help us. they came from all over the country to help us get this accomplished. So, this was a um quite the undertaking for her just to even locate the uh the instructors to make this happen. She would then go through and assign instructors the rooms to make sure that they know exactly where to go and who they were going to be training. So, it's not just you can say, "Oh,
074all 500 of these people are going to go to Buoie Middle School." Well, what classroom are all those people going to go to at Buoie Middle School and who is their instructor going to be so that they could connect them on their national council website? She had to think through all of the travel logistics, where to have them uh stay. We She partnered with a local hotel here and um it worked out really well for having everybody there. We had a nice dinner for him the night before. She worked with uh specific points of contact at every single school to help her ensure that instructors would have everything they needed once they got to their site and who could we uh seek to ask questions. Um then she she this was something that saved us
075as well. She made sure that she delivered all materials and training supplies the night or the weekend, the week before that training that happened on a Monday so that everything was set in place and ready to go because believe it or not, you know, the youth mental health first aid training if you haven't taken it is a very hands-on interactive training and they do require quite a few resources and the physical texts that come with it. And so it's very important to make sure that you're prepared so that on the day of your training you can get started early, end on time and have everything that you need because it is an all day training. It's not something that uh we wanted to do in segments. And so making sure that we had that full
076dedicate full day dedicated to training on the day of was very important. Then um as I mentioned before, she ensured she had a day of support team not just for the logistical side of things but also for the mental health side of things to ensure that people who needed that mental health support due to the heavy content that was discussed had that available and then also knew how to contact them. So a lot of communication happening from all parties especially down to your instructors who are visiting in a place that they're not accustomed to so that they could have a successful training day. and then um doing some follow-up and some uh we they handed out some surveys to the participants to make sure to get some feedback on how the training um was and
077how they could improve. So what did we learn from this? She added Algae here, the uh character from youth mental health first aid. The biggest thing we learned, while we we like to brag that we had the, you know, largest showing, the largest implementation of youth mental health first aid in one day, it's really important to still honor quality over quantity. And in order to do that, you know, you want to make sure that you are, you know, being specific in the type of groups that you want to target and to ensure that the that while we want to get as many people trained, we want it to be the highest quality training as possible. So some of the key things that Dalia took away from this and that I took away too was that
078we need to identify points of contact in every area for support. So no matter the size that you're doing, make sure that you have points of contact from the operational side, from the mental health side, from your instructor's point of view all the way down to your um participant point of view and really thinking through every single one of those things before you implement this training so that you can have the highest quality training possible. She said that local support is vital. I think Dolly and I probably exchanged 10 to 15 emails a day leading up to that. A lot of text messages, a lot of phone calls. So, making sure that whoever if you are collaborating with an outside agency on these that you have you keep a strong relationship with them and that
079you overcommunicate to make sure that everything is going to go smooth on the day of. From my point of view, I think it's important to identify groups that need to be trained. So earlier I mentioned you know we you know that we have to have everybody who regularly interacts with students. So thinking through in your district who are those people and they discussed this earlier in the webinar you know thinking through any person that will regularly work with students all the way from the crossing guard and bus drivers to classroom teachers principles counselors so on and so forth. So as a district we have worked to identify exactly who we want to have trained in this and then we prioritize based on our need. So, as I mentioned earlier, we we it's a requirement that
080all of our nurses, counselors, and social workers are trained to 100% every single school year. Then we moved into okay, now we want teachers to be part of this group, and we will work to every year to to get new hires and our um anybody who needs a makeup session trained. And then this year we're also adding that at the end of the year, every single year, it is going to be a district expectation for all um leadership, campus leadership, including principles and assistant principles and school resource officers to be trained. And so coordinating with your local mental health authority or whoever you're partnering with for permiaare or or I'm sorry for youth mental health first aid or if you are doing this within your district within uh and you have your own trainers you
081know just coordinating that so that you have the most opportunities available to have that high quality training. Um, Dollalia said that it's really important for us to have buyin from our campus administrators and that is so true because you want campus administrators to understand why it's important that our staff has this training. You know, a lot of people are like, "Well, we have counselors for that." And I've tried to reiterate, you know, we're not asking anybody to become a school counselor or to act as a school counselor. Please don't do that. But what we're asking for is for you to be able to recognize the warning signs, be able to ask some hard questions, and then connect students to the correct resources. And by that, we can help to ensure that our students um and
082even some staff get connected with the resources that they need uh if they are in fact struggling in a crisis. You know, you want to make every single dollar count. really be strategic about how you do this and how you implement so that you're financially able to do so. And then another thing, like I mentioned before, make sure you have that tech support because almost all of youth mental health first aid, which is the training that we chose, there are others that you can choose, heavily relies on technology and without adequate technology and the ability to present, it will not be as high quality of a training. One thing that we really wanted to do is spread the word. So, every single time that we've been doing youth mental health at first aid sessions from
083our large uh one on November 4th last year where we trained almost 1500 people to our police officers and some at that are at region 18. We want to make sure that people in the community know what we're doing and why we're doing it. So, we're happy to always um hold interviews with uh the local press to communicate to the community the importance of this training, why we're training our staff to be able to identify some of these warning signs and connect students to resources. And then we also encourage uh the community to attend one of the mental health first aid sessions that is held by Peria so that they can also learn themsel. I want to highlight one photo in this on this slide. Up on the top right hand side, you see um
084this is a picture that was taken at at a large dinner held for all of our our instructors that came in on this was on November 3rd, the day before the training. So, you can truly see here all of these individuals traveled um from across the state of Texas and uh the nation to help us on that day. And I really cannot thank all of them enough for being willing to come all this way out to West Texas to do this training for ECSD. And really without their support, we would not have been able to accomplish this. So I thank you for uh your attention and for participating today. If you have any questions, you can see my contact information on the screen and Dalia's. We would be happy to talk with you about your
085plans for youth mental health first aid to answer any questions you might have about how we've been implementing that here in Ecar County ISD. Um but thank you and at this time I'd open it up Ashton. >> Yes ma'am. I'll pass it over to Tammy if we have any uh uh questions from the Q&A function uh that that you might be seeing. >> We do. Um so one of the questions um was to and you um probably have already addressed this but they wanted to ask again. Was this um a face-toface um with a live instructor or was the instructor delivering the training virtually? So I know you covered that if you'll say that again. >> Yes, it was a face toface and um excuse me if I get this wrong but I'm pretty sure
086that uh youth mental health first aid has two options. You can do the full face toface which is you know a seven plus hour training so it does take all day or there is an hybrid option where you can have your attendees do part of it online beforehand but I do believe it still requires another half day in-person face-toface session. So um just to alleviate any issues of people not completing their part to on the front end we did opt to do the full um training face toface and I didn't mention but this was during one of our district professional learning days and that's how we were able to accomplish this because our students were not in school that day. >> Thank you Taylor. All right. So, will you talk a little bit about how
087your staff responded to the the these monumentous um training uh the events? >> Yeah, I think we had um really good feedback. You know, like I mentioned, they they asked some good questions about like who else is going to be trained in this? Um you know, we did have some say like, "Why do I need to know this information? I'm not a counselor." And so some questions that came up, but you know, we really tried to reiterate, you know, like kind of like first aid, like if somebody falls and breaks their leg, we're not asking you to put a stent on it and to perform orthopedic surgery, right? But you do know you can call 911 and get them um in contact with the appropriate um medical authorities. So, we use that analogy with our
088staff. You know, you're here to help. You know, I see the students. you're you're with the students a lot more than even maybe a school counselor might be. So, you're the eyes and ears to help gather some information, recognize warning signs, and then help get them the right support. We're not asking you to do anything outside of your role other than just be our eyes and ears for our students and who might be in need. >> Thank you, Taylor. So, could you give other school mental health leaders that are looking to implement um you know, some strategies for building mental health awareness among their staff? I'm sorry. Can you repeat that? You cut out for just a minute. >> Oh, sure. Sorry about that. So, what advice would you give to other school mental health
089leaders who were looking to implement strategies for building mental health awareness among their staff? >> So, obviously use utilizing um this youth mental health first aid providing quick touch points. Um we often utilize our school counselors to help promote you know trauma-informed care and student like how to um you know just check on students well-being. So just even frequent touch points because as y'all mentioned before this is what we call like a oneanddone training. So even though perh youth mental health first aid says that your training is good for three years the law says that if you've had this you are in compliance no matter what you know when you had this and so you know is one time enough like a one full day training enough to make sure that people truly um have
090what they need and providing any updates and tips. And so we tried to keep some of this information in in newsletters, pushing it out through our school counselors, touching base with our campus leaders, and so just making sure that people are always up to date on best practices for youth mental health. >> Thank you, T. We really appreciate it, Taylor. >> Thank you. >> Awesome. Yeah, thank you so much, Taylor. uh and also all of the rest of the school systems across the state that are uh being proactive and intentional about building up mental health awareness uh within their own school communities and and so on behalf of our mental and behavioral health team uh we really and truly appreciate you all for all of the work that you are doing uh to support our
091students across the state. Uh so again, thank you Taylor. Uh before we log off for today, I do want to pass it back over to Dr. Watson to share a few updates with us. Um, and then after that, we'll we'll give it back over to Tammy to uh kind of close us out uh for our final uh post training survey and all of that. Yep. So, we have some updates for you. Let me make sure. Is Tammy, you're sharing your screen? Ask Taylor to stop sharing. Okay, you see evidence and then >> there we go. Everyone's good now. Okay, hopefully everyone can see. So, we do have a new resource that's available right now. So, the mental health best practices and programs list competencies are available to provide a tool for school systems to evaluate
092programs and practices that are not currently on the best practice and programs list. So this area of school mental health currently within the resources are four areas listed on the state board of educator certification clearing house. So we have Ashton just added it to the to the chat. Please make sure you are getting this document. This is a very helpful document for you to be able to gauge how you're doing what you're doing and ga and evaluate your programs that you do have on your campus on your campuses. coming soon. We are working on this document. An updated statewide plan for school mental health will be released soon. If you haven't already, please make sure you sign up for our newsletter to receive an update when the plan is released. Um, and we just placed
093a link in the chat. So, please make sure you get this resource when it comes out. This will be very helpful to you all. So the new child abuse prevention awareness training modules have also been released on tea learn. So the link to register just been added in the chat. Um make sure you are utilizing this. This is also professional development credits that you can receive at the end of taking this program and it is free. It is open to anyone who would like to take this course. It is housed on our TEA learn track. So, please make sure you go and take this training. It is very helpful for you. And now turn it back over to Tammy. >> All right. Well, thank you all. Before you log off um from today's session, we
094do ask that you complete the post survey for this session. So, your responses um are very very very very important. The survey is very brief. It's only three minutes. Um it will be anonymous and then um somebody's putting a link in the chat right now and um your current survey will be linked with earlier or later surveys through a code and that code is something that only you know. So you can access the survey via the link that's in the chat. Um and if it is very very important for us um that you you complete that when it asks you to um what the name of the training is please type in mental health training in that box. So as a reminder the recordings and any accompanying resources that um were shared today will be
095posted on the um school mental tx.org webinars website. Give us some time. there is a process that we have to go through to get that rendered and and put up. So, it won't be put up immediately, but check back within um the next week or so. Um, additionally, you can subscribe to the TEA mental and behavioral health newsletter. So, um you can use the link that is in the chat box and then select the mental and behavioral health tab. So, you can also select other TEA topics that interest you and this great information will then be sent to you. We will continue to provide you with information and future dates of webinar sessions in that newsletter and as things are released like whenever we release that um FAQ guidance document for this particular mental health
096training rule that was released um to those that were on that distribution list. So if you haven't already signed up, please do so. All right. And for those of you that attended the whole session, you will receive a CPE certificate. Um, again, give us about a week. It's going to be sent to the email that you registered at. Um, and again, if you don't get it, check your junk box, um, or spam box because it may be there. So, we thank you for joining our session today. And again, a huge thank you to, um, to Taylor and then to, um, to Don from school safety as they presented some amazing um, great information. So with that, we appreciate