(ESLS) Exceptional Student Learning Support Virtual Open House - August 2021 Ms. Saemone Hollingsworth Executive Director

Exceptional Student Learning Support
                         (ESLS)
                  Virtual Open House
                            August 2021
Ms. Saemone Hollingsworth
Executive Director

Broward ESE Advisory Council
Welcomes You!

                               2

Broward ESE Advisory
  Details of in-person venues, links to join the meetings virtually, agendas and guest speakers will be posted
  monthly at www.browardeseadvisorycouncil.com
  Please check our website regularly for any scheduled changes.

                                                   October 2021
    September 2021
                                       Wednesday, 10/6/21, 6:30 p.m.                     November 2021
                                       Emotional & Behavioral Disabilities Committee
Thursday, 9/2/21, 9:30 a.m. –                                                          Thursday, 11/4/21, 6:30 p.m.
11:00 a.m.                             Thursday, 10/7/21, 6:30 p.m.                    – 8:00 p.m.
                                                                                       Autism Committee (ACE)
Autism Committee (ACE)                 Dyslexia/Specific Learning Disabilities
                                       Committee
                                                                                       Wednesday, 11/17/21, 6:30
Tuesday, 9/21/21, 6:30 p.m. –                                                          p.m. – 9:00 p.m.
                                       Wednesday, 10/20/21, 6:30 p.m. – 9:00 p.m.      ESE Advisory General
9:00 p.m.                              ESE Advisory General Meeting                    Meeting
ESE Advisory General Meeting
                                       Thursday, 10/28/21, 6:00 p.m.
                                       Down Syndrome

                                                                                                                      3

Mrs. Andrea Ciotti, Curriculum Supervisor, InD
PreK-Elementary     Mr. Gary Grigull, Curriculum Supervisor, ASD
      Team          Mrs. Keondra Pierre-Eafford,
                    Curriculum Supervisor, SLD
Mrs. Diane Eagan,   Ms. Beth Williams, Curriculum Supervisor, EBD
     Director       Dr. Lio Moumoutjis, Curriculum Supervisor, PreK
                    Mrs. Gwen Lipscomb, FDLRS Supervisor

                                                                      4

Mrs. Stephanie Acosta Castro, Curriculum Supervisor,
                  Middle School and Behavior
                  Mr. Brian Norris, Curriculum Supervisor, ESY
Secondary Team    Ms. Stacy Wolfe, Transition Supervisor
  Dr. Nathalie
                  Ms. Theresa Spurlock, Curriculum Supervisor, DHH and VI
Neree, Director
                  Dr. Lisa Cunningham, Administrator for DHH/VI and
                  Charter Schools
                  Ms. Ericka Stewart, Administrator for Hospital
                  Homebound and Private Schools

                                                                            5

Mrs. Chauntea Cummings, SEDNET Coordinator
                    Mrs. Deneen Gorassini, District Medicaid Coordinator
                    Ms. Emily Goldstein, District Coordinator,
                    Psychological Services
Support Services    Mrs. Debra Harrington, District Coordinator, Speech-
                    Language
Mrs. Teresa Hall,   Mrs. Christina Reyes, District Coordinator,
   Director         Psychological Services
                    Mrs. Tara Rodger, Electronic Management System
                    Manager
                    Mrs. Rhonda Said, District Coordinator, Psychological
                    Services
                    Mrs. Felicia Starke, Due Process Coordinator

                                                                            6

ESE Curriculum
& Support
Assistance to
Schools
Mission Statement:
The division of
Exceptional Student
Learning Support (ESLS)
is committed to
preparing students for
success in a global
society.                  Diagram of Exceptional Student Learning Support Curriculum Teams: Curriculum and instruction, speech and
                          language, coaching and mentoring, assistive technology, IEP implementation, data analysis, program standards,
                          behavior, accommodations, cluster/SVE, and least restrictive environment

                                                                                                                                   7

Spring 2021 Updates
                                 Access Points Instruction
• Student score reports          & FSAA Updates
  from Spring 2021 printed
  reports are available at
  the School Location.           § FSAA (Florida Standards Alternate Assessment)
                                    § Appropriate for students with a demonstrated
• Families can reach out to           significant cognitive disability (including a full-
                                      scale IQ of 67 and below)
  their ESE Specialist if they
                                    §    The FLDOE has developed a revised criteria
  have not received their               outlining who is eligible to be enrolled in an Access
  student score report                  Course and participate in the FSAA (Rule 6A-
                                        1.0943(5)(c)and (5)(d)). Districts must not test more
                                        than 1% of all test takers using the FSAA

                                                                                                8

Resources for Students (and Families)
           Instructed on Access Points

 Access to Florida Standards – Classroom Resources – Instructional
  Resource Guide https://accesstofls.org/Classroom_Resources.html
 FSAA Resources for Students and
  Families https://fsaa.fsassessments.org/families.html
 ESE K-5 Learning Never Closes Resources for Families and Teachers of
  students with complex needs in grades K-5
   https://browardschools.instructure.com/enroll/XTLXDN
 CPALMS http://www.cpalms.org/

                                                                         9

Middle School

                                  Keep a routine
                                  Share expectations
 Curriculum:                      Review IEP
   English                         accommodations
                   Standard
Language Arts                      together
                    Aligned
 Mathematics                      Review the portal together
                   Grading:
Social Studies                     (grades, email, TEAMS)
                 Access Points    Start talking about future
   Science
                                   goals (career, vocations,
  Elective 1
                                   college, etc.)
  Elective 2

                                                                10

High School

                                       Student is an active member of the IEP process
                                       Review IEP goals and accommodations regularly
    Graduation requirements           Check Pinnacle gradebook weekly
 Inclusive campuses and activities    Check Virtual Counselor quarterly
   Post-secondary preparation         Register the student on Naviance
                                       Encourage self-monitoring and self-advocacy
          Self-advocacy               Select elective courses that are areas of interest
                                       Get involved in extra-curricular activities, clubs
                                        and/or teams
                                       Focus on graduation and post-secondary goals
                                       Encourage independence

                                                                                             11

Transition

       Transition Deferment Programs:                Discuss career planning
     Technical College Career Placement             Observe and identify students interests
       Broward College Prep Program                 Foster self-advocacy and goal setting
 Hotel, Hospitality and Health Care Work Based      Review post-secondary options
                      Learning                       Provide work experience
    Academic and Career Dual Enrollment             Encourage self-monitoring
        Community Based Instruction                 Utilize post-secondary planning tool
                                                     Focus on community engagement,
                                                      resources and support

                                                                                                12

 Hospital Homebound services are provided to
               students who have a medical or psychiatric
               condition that causes the student to miss at
               least 15 school days
              Student must also be confined to their home
What is        or to the hospital

Hospital      It is supposed to be a temporary eligibility

Homebound?    Student becomes ESE eligible for the time
               student is receiving Hospital Homebound
               Services
              Must have a Physician Evaluation describing
               the medical condition
              Parent must sign the Parent Agreement

                                                              13

Hospital Homebound
State of Florida Eligibility Criteria
           A physician in Florida confirms:
           Student is expected to be absent due to a physical or psychiatric condition for
            at least 15 consecutive (or block equivalent), or due to a chronic condition for
            at least 15 days (or block equivalent), which need not run consecutively.
           Student is confined to home or hospital (means student cannot be working,
            traveling, out in the community socializing, etc.)
           Student is able to benefit from instruction.
           Student is under medical care for illness or injury that is acute, catastrophic or
            chronic in nature (district can request an update on how the student’s health is
            progressing).
           Student can receive instruction without endangering the health and safety of
            instruction.
                              Parent must sign Parent Agreement

                                                                                                 14

Hospital Homebound
                     Related Services
 Students may receive services from a Speech Language Pathologist if it is
  determined to be appropriate by the IEP committee and the student is found
  eligible for these services.

 Students may receive services from an Occupational Therapist and/or Physical
  Therapist if it is determined to be appropriate by the IEP committee and the
  student is found eligible for these services.

 Students may receive counseling as a related service if it is determined to be
  appropriate by the IEP committee and the student is found eligible for these
  services.

                                                                                   15

The student must have a doctor's note describing the
student's medical condition.
The family submits the medical forms to their ESE
Specialist and an eligibility meeting will be scheduled.
The IEP committee must discuss if the student's
medical condition can be managed in the school.            What is the
Conditions would include many types of diseases or
psychiatric conditions that prevent the student from
                                                           Process?
attending school.
The IEP committee will determine if the student meets
eligibility and will discuss the information in the
physician form.

                                                                         16

Hospital Homebound
Service Delivery Options
 Home packets – provided for short period (< 3 weeks)
 Partial or shortened day for student
 Intermittent – on as needed bases based on student's medical condition
 Broward Virtual School
 In Home Services
 Tele-class (virtual class for students who meet HH eligibility criteria)
 Support Facilitation
 Any combination of the above

                                                                             17

The PIP/RBT Process has been converted to an
                online portal to obtain packets and submit an
                online form. Please access the most current
Private         information regarding PIPs/RBTs at the following
                link:
Instructional
Providers
PIPs/RBTs             https://www.browardschools.com/pip

                Packets are submitted for approval to your child’s
                school

                                                                     18

Must submit a completed packet to your child’s
                school
                  Incomplete packets will not be reviewed for
                   approval
Important         Copy of vendor badge attached to the top of the
                   packet when submitted
Reminders for
Completing      You will receive a response in writing from your
PIP/RBT         child’s school no later than 30 calendar days
Packets         from the date the packet is received in full

                Schedule for the PIP/RBT is determined by the
                School-based Administrator and the Public
                Provider (classroom teacher)
                                                                     19

Providers MUST Provide Copies of Their
 Data Collected on the School Campus

Schools must have the opportunity to review data
collected by the private providers.

Schools must establish with each provider:
◦ When data must be submitted
◦ To whom the data should be submitted

                                                   20

Mask
Policy
SCHOOL BOARD POLICY 2170
ADOPTED AUGUST 17, 2021

Exception for Students with Disabilities
             I., A., 1, b., (i)

   “A face covering shall not be required for a student if the student’s
   IEP team or 504 team, after receiving a certification from a health
   care provider that the student has a medical, physical or
   psychological contraindication that prevents the person from being
   able to safely wear an approved face covering, authorizes the
   student to remove his/her face covering during an activity provided
   that the student maintains physical distancing [three (3) feet when
   possible] from other persons when not wearing a face covering;”

                                                                           22

What Does that Mean when Requesting a
       Face Covering Exception?

                                           Staff will follow School Board
Parent(s) must provide the school-         Policy 6004: Consideration of
based team with a certification from a     Outside/Independent Evaluations and take
health care provider that the student      the following steps:
has a medical, physical or psychological    Schools will seek an Authorization for
contraindication that prevents the           Release of Information to speak with the
person from being able to safely wear        health care provider
an approved face covering.
                                            School teams will determine the next steps
                                             and inform the parent

                                                                                        23

I Can Do this Mask Wearing in 3 Steps
Step 1: Select the correct mask

Step 2: Become friends with the mask

Step 3: Build endurance

             For more details on the steps
  Check out www.autismelements.org/2020/09/our-
             new-masked-normal.html
        www.autismelements20.blogspot.com

                                                  24

Step 1:
Selecting the Right Mask
             Think of texture, shape and designs. Which one would work to your
             advantage?
             Include the student in the selection process.
             If the design is not appealing, try different shapes and textures until the
             student appears to seek or attempt to direct their attention to that
             mask. If the student likes a particular character, have those on the mask.
             Many places now sell masks with characters or designs.
             Make a mask - use a favorite fabric or print and sew it. Or use a paper
             mask and put stickers on it or have the student draw on it.
             It may take multiple attempts to find the right fit. But don't give up.
              You may want to have a few masks available to provide options for
             choice making. Provide them with a sense of control in wearing a mask.
             In Step 1, If the student doesn't put on the mask, it's OK to just have the
             student want to be near the mask. That is all!

                                                                                            25

Step 2:
Become Friends with the Mask
 If the student refuses to get near the mask... DO NOT FORCE THE MASK ON THE
  STUDENT.

 Play games to get the student to feel comfortable with the mask.

 ALWAYS REWARD to encourage continuance of this mask related behavior.

Here are some ways to start making a mask appealing and have fun with the masks:
 Online Resources
 Masked Toys
 Photo on a stick
 Mirror/Selfies
 Scavenger Hunt
 Social Stories
 It's okay!
 Touch but don't wear: Some students just need to slowly build their feeling of
 comfort. Therefore, if this is the type of student you are working with, remember
 don't force the mask. Just slowly bring the mask to the scene.

                                                                                     26

Step 3:
Build Endurance
           Now we need to build endurance in wearing the mask for a period of
           time.
           Beat the timer: Use different items to put on (sticker on nose, hand,
           gloves,…then mask) and use behavior momentum to increase the
           length of time to tolerate the mask.
           Scheduled Mask Time: Create a scheduled mask time.
           Masked game: Do preferred activities wearing a mask.
           Mask Cutting: Cut about one (1) inch off the outer sides of the mask,
           so that the mask still covers the nose and mouth, but not
           cheeks. Every few days or so cut less of the outer side of a mask to
           build tolerance to wearing a larger and larger piece of the mask until
           they can tolerate the whole mask on. Or even, just start with having
           one loop over the ear

                                                                                    27

Speak to Your Child About His/Her IEP!
    Present levels of performance
    Annual goals and short term
     objectives
    Measuring and reporting
     progress
    Special education services
    Related services
    Transition

                                         28

Home School Partnership

  Complete an "All About Me" with your child to share with
   his/her teachers(s) & related service providers
  Include "triggers" and "preferred activities"

                                                              29

Behavior Strategies for Families
   Review rules and expectations for home and community daily until it becomes
    routine
   Create routines for your family and child - Organize the day so your child knows
    what is happening
   Use timers to create self-monitoring
   Set goals (short- & long-term goals with monitoring)
   Avoid arguing, threatening and negotiation. Say what you mean and mean what you
    say. Be sure to follow through
   Celebrate Achievements (good day) as a FAMILY
            Go for a bike ride
            Have a picnic
            Play a board game
            Let your kids teach you about something they prefer

                                                                                       30

Fridays with FDLRS
Parent Webinars
                       Select Fridays during the 2021-2022 School Year
                                   11:30 am – 1:00 pm EST
 The Benefits of Least Restrictive Environment (September 17, 2021)
 Strategies to Support Homework Completion (October 15, 2021)
 Understanding Quality Individual Educational Plans (November 19, 2021)
 Family Guide for at Home Learning (December 17, 2021)
 Smart Artificial Intelligence Devices at home (January 21, 2022)
 Supporting Writing at Home (February 18, 2022)
 Including Children in Storytime (March 18, 2022)
 Sensory Processing for Parents (April 15, 2022)
 Summer Activities and Resources for Parents and Families (May 13, 2022)

                                                                            31

Special Ed Connection
Free online subscription for parents of children
with IEPs:
 First/Last name
 Email Address
 Date of birth of child with IEP

Complete the form by scanning the QR code with your
phone or copy the link

https://tinyurl.com/8zy8ntx8

                                                      32

Start the Year Off Right
7 Back to School Tips
          1. Build alliances
                                     For the complete “7 Back to School Tips”
     2. Review your child’s IEP
                                     article, go to https://tinyurl.com/58x5jbx8
3. Create a “What Works” portfolio
       4. Request a meeting
                                             Visit Family Resources at
       5. Visit the classroom
                                     https://www.floridainclusionnetwork.com
          6. Stay involved                          /families/
 7. Continue your own education

                                                                            33

Accessing EdPlan
      EdPlan Connect Parent Portal
1. When a final document is created, an automated
email invitation with a link to access the parent
portal is sent out overnight to all parents of the
student in EdPlan.
2. After clicking on the link in the email, the parent
will be taken to the EdPlan Connect Parent Portal to
authenticate his or her identity, per FERPA
requirements, by requesting and using an Access
Code. The parent can choose to receive the code via
text message, voice call, or email.
3. Once the system sends the Access Code, the
parent will be prompted to enter it on the
new screen. The parent then clicks the green Login
button and is taken to the To-Do List page. The To-Do
List is where any documents awaiting review are
displayed. From here the parent can click on the blue
IEP document link to review the document.

                                                         34

Local Resolution is an option that Broward
                 County Public Schools has available to
                 parents of students with disabilities to
                 resolve concerns at the school level with
Local Conflict   support from District staff.
Resolution /
Compliance       Participating in a Local Resolution is a
Department       positive first step toward resolving an issue
                 between the school and the parent
                 collaboratively. This option may include a
                 meeting to discuss and resolve the concerns
                 presented by the parent on behalf of their
                 child.
                                                                 35

Parents of
Students with
Disabilities

Where Can You
Go for Assistance?

                     This diagram describes the steps a parent takes when an issue is identified. First, schedule a parent-teacher conference. If
                     not resolved, then… Speak with the ESE Specialist at your child’s school. If not resolved, then… Speak with Administration at
                     the school. If not resolved, then… If it is an Administrative or school-based concern, contact the Service Quality Office at
                     754-321-3636. If it is an IEP related concern, then… Contact the District ESLS Local Conflict Resolution/Compliance Office at
                     754-321-3410. If not resolved, then… Contact the District ESLS Curriculum Supervisors.

                     Pre-K/Elementary: 754-321-3404. Middle/High: 754-321-3405. If not resolved, then…Contact District ESLS Director:
                     Support Services: 754-321-3415; Pre-K/Elementary: 754-321-3465; Secondary: 754-321-3431; Executive: 754-321-3436

                                                                                                                                                     36

Child &
Caregiver Stress:
How Do We
Cope?
C H R I S T I N A F. R E Y E S , E D . S .

D I S T R I C T C O O R D I N AT O R

P S YC H O L O G I C A L S E R V I C E S D E PA R T M E N T

Mood Meter
             RED feelings: high in energy and low in pleasantness
             (e.g., angry, scared, and anxious)
             BLUE feelings: low in energy and low in pleasantness
             (e.g., sad, disappointed, and lonely)
             GREEN feelings: low in energy and high in pleasantness
             (e.g., calm, tranquil, and relaxed)

                                                                      38

Shades of Emotions
   We all experience different "shades" of emotions.
   They drive our feelings, thoughts, and behaviors and
    can fluctuate throughout the day.
   As children mature, they become more aware of how
    emotions impact their behavior and affect their
    bodies and their relationships.
   The brain also has the ability to interpret a situation
    and determine how to respond.
   Help your child to understand, accept, and regulate his
    or her emotions by providing a model of emotional
    maturity.

                                                              39

Stress In The Time Of Covid-19
        Pandemics, unlike other types of disasters do not have a clear beginning and
        ending, sometimes leading to increased uncertainty and distress. It also has
        the potential to cause chronic stress.

                                 ACUTE VS. CHRONIC STRESS
         Acute stress usually occurs in response to a short-term stressor, like a car
          accident or an argument with your spouse. It can be distressing, but it
          passes quickly and typically responds well to coping techniques like
          calming breathing or brisk physical activity.
         Chronic stress occurs when stressors don’t let up. Chronic stress causes the
          body to stay in a constant state of alertness, despite being in no immediate
          danger. Prolonged chronic stress can disturb the major systems in the body
          (e.g., immune, digestive, cardiovascular, sleep) and can increase risk for
          psychiatric disorders and some physical disorders such as cardiovascular
          diseases and diabetes.

                                                                                         40

Associated Grief
  The pandemic has resulted in a great deal of
   loss for many individuals:
    Connections
    Freedom - the way we carry out our daily lives
    Perceived safety
    Trust in our systems (e.g., government/medical
     systems)
    Certainty in the future
    Loved ones

  Grief is a natural response to loss, and it is not
   unusual for individuals to also experience a sense of
   sadness, emptiness, guilt, anxiety, and/or anger.

                                                           41

Be Aware of Your Child’s Mental Health
Most children will manage well with the support of parents and other family members,
even if showing signs of some anxiety or concerns, such as difficulty sleeping or
concentrating.
Parents and caregivers should contact a professional if children exhibit significant
changes in behavior or any of the following symptoms for more than 2 weeks.
 Children 5 years and younger may have persistent fear and worry; become clingy;
  cry or whimper; scream; have problems sleeping or have nightmares; or return to
  former behaviors or fears (e.g., bedwetting, thumb sucking, or fear of the dark).
 Children 6 to 11 years may withdraw from others and activities; have sudden
  outbursts; have difficulty concentrating; have fears; become irritable; feel sad or
  anxious; blame themselves for aspects of the pandemic and related stressors;
  become emotionally numb; or start performing poorly at school.
 Children 12 to 17 years may have similar reactions to those of 6- to 11-year-olds.
  They may also have flashbacks, or sudden, upsetting memories of especially
  upsetting events.

                                                                                        42

Helping Children Cope

 Foster calm, create routines, be patient, be empathetic, engage in physical activity,
 take time to pause, encourage them to talk about their feelings, show love, family
 time: do something that will lift your spirits, do something to help others, and set
 realistic goals/expectations while allowing flexibility.

                                                                                         43

Television & Social Media
 Media exposure during the 24/7 news cycle can increase perceptions
  of threat and activate the "fight or flight response,"
 Parents/guardians should monitor television, internet, and social
  media viewing. Staying informed is important,, but know when to
  take “media breaks.”
 Dispel rumors and inaccurate information. Older children may be
  accessing a great deal of information online and from friends that
  contain inaccuracies. Talk to your child about factual information.
 Provide alternatives. Engage your child in games or other exciting
  activities instead. Watch other light-hearted shows/movies.

                                                                    44

Take Time to Talk
Let your children's questions guide you. Answer their
questions truthfully, but don't offer unnecessary details or
facts.
Don't avoid giving them the information that experts
indicate as crucial to your children's well-being.
Children and youth often do not talk about their concerns
because they are confused or don't want to worry loved
ones.
Younger children absorb scary information in waves. They
ask questions, listen, play, and then repeat the cycle.
Children always feel empowered if they can control some
aspects of their life. A sense of control reduces fear.

                                                               45

Family Activities

Find the “At Home
Bucket List” at
www.mykidlist.com/at-
home-bucket-list/

                        46

Family Activities With Teenagers
 Make a “movie”               Learn to sew, cook, play an instrument, or code

 Find a “next-level” board    Try a TikTok Challenge
  game (e.g., Catch Phrase)    Karaoke
 Design a garden              Online classes in area of interest/hobby
 “Restaurant Wars” - vote     Watch a Netflix series as a family
  for the best meal/recipe
                               Family Book Club
 Start a business –
  Crafting, dog-walking        Spa Day

 Room re-do                   Extended Family Video Calls/Games

 Make a music playlist        Video games
                               Encourage Connections

                                                                             47

 Increase or decrease in your energy/activity levels
                Increase in alcohol/tobacco use, or use of illegal drugs
                Increased in irritability, with outbursts of anger and
                 frequent arguing
Caregiver       Having trouble relaxing or sleeping

Stress: Know    Crying frequently

the Signs       Worrying excessively
                Wanting to be alone most of the time
                Blaming other people for everything
                Having difficulty communicating or listening
                Having difficulty giving or accepting help
                Inability to feel enjoyment/have fun

                                                                          48

Tips for Caregivers to Manage Distress
Make and use social connections – Reach out to others (e.g., family, friends, religious/spiritual community).
Find Purpose – Take part in activities you find enjoyable.
Make a flexible routine – Prioritize and accomplish what you can.
Manage thoughts – Remember coping methods that have worked for you in the past.
Engage in practices to relax – Listening to music, meditating, deep breathing, hobbies.
News Intake – Try not to overconsume the news as it can increase stress levels.
Sense of Humor – Watch a funny movie/show, read a good book, or speak to people who make you laugh.
Physical Care – Eat healthy meals/snacks, drink plenty of water, get enough rest. Avoid excessive amounts of caffeine and alcohol.
Exercise – Set time to regularly exercise even if just a 5-minute walk.
Get Outside – Fresh air decreases stress while providing a boost for your physical/mental health.
Write in a Stress Journal – Take 15-20 minutes each day to reflect upon stress and write down your thoughts/feelings.
Celebrate success and make time for things you enjoy!

                                                                                                                                     49

When to Seek Professional Support

Reactions to disasters typically go
away after some time. However, if
you or your child experience
reactions that persist over time,
cause significant stress, and get in
the way of daily functioning then
professional support may be
warranted.

                                       50

Stay Connected to School
Locate Learning Resources. Communicate with your child’s
teacher to make sure you are aware of all the learning
resources available (e.g., online textbooks, learning platforms,
etc. ) Take advantage of the many companies and online
platforms currently offering free learning opportunities.
Identify Additional Resources. Know if your school or district
is providing additional resources or has partnerships with
other entities that provide families with resources (e.g., meals,
internet access).
Stay in Touch. Find out how the school is communicating with
families and students. Make sure your contact information is
updated at the school site (e.g., phone number home address,
email). Be sure to read/listen to any communications you
receive. Check with your children, particularly older ones, as
they may be receiving information directly that would be
helpful for you to know.

                                                                    51

Mental Health Resources
If a student is in crisis and has an immediate
need to speak to a mental health professional,    23 Behavioral Health Partnerships website:
they are advised to contact the following 24/7    https://tinyurl.com/yh57tfzr
resources:                                        BCPS Family Counseling Program phone
• First Call for Help- Call 211 or 954-537-0211   number 754-321-1590 and website:
• Broward County Public Schools Mental Health     https://www.browardschools.com/Page/348
   Hotline: 754-321-HELP (4357)                   12
• National Suicide Prevention Lifeline: 1-800-
                                                  BCPS Mental Health Resources website:
   273-8255
                                                  www.browardschools.com/mentalhealth
• Crisis Text Line: Text HOME to 741741
• Call 911

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Resilience

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Thank you!

We look forward to a
 great school year!

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