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Final Memorandum of Agreement (MOA) <br />SRFC Safe Schools/Healthy Students Initiative (SS/HS) <br />Connecti*ons Grant Partners of Suburban Ramsey County <br />Support school-linked comprehensive mental health services <br />Support the comprehensive early childhood mental health services at school sites <br />and within the community including coordinated screening efforts with designated <br />early childhood programs <br />Support school-based screening programs to detect depression and other mental <br />health disorders <br />Referral Processes for 'Ych ool-Lin ked Intensive Mental Health (IMH) 'Yervices: <br />When a student is involved in the School-Linked Intensive Mental Health Program, the <br />IMH therapists work closely with school personnel, such as social workers, nurses, <br />psychologists, counselors, chemical health coordinators, and sometimes classroom <br />teachers and principals. This involvement begins with a referral from school personnel to <br />the IMH program. At this point, IMH and school personnel work together to assure that <br />the student's parent/guardian has been asked to sign a release between the two parties, <br />and that a diagnostic assessment is scheduled in a timely manner. If the child's emotional <br />disturbance affects his/her school functioning, the mental health therapist will actively <br />collaborate with school professionals in identifying a student's needs and developing the <br />child's treatment plan. Treatment plans, when appropriate, may include active <br />involvement of school staff. For example, a child struggling with depression may benefit <br />from additional academic help. IMH therapists rely on school professionals to provide <br />collateral information about the student. School personnel and IMH providers often <br />exchange clinical materials such as Individualized Education Programs, school <br />assessment summaries, and diagnostic assessments to aid the child in receiving <br />appropriate services and prevent duplication of service. IMH therapists regularly consult <br />with school professionals via telephone or face-to-face meetings to keep each other <br />informed of developments and intervening factors in the child's progress, and to establish <br />reasonable expectations for children who have specific emotional disturbances. They <br />regularly attend IMP meetings and other joint planning meetings, arrange further <br />assessments of children, or educate teachers on how mental health can impact <br />schoolwork in the school setting. <br />When a child is in crisis in the school setting, therapists often are asked to provide <br />consultation and guidance related to the crisis. <br />Schools will use school social workers, nurses, psychologists, counselors, and their <br />student assistance teams to identify the students in need of mental health services. <br />Mental Health professionals and school personnel will continue learning about one <br />another's organizational cultures, professional language, roles and responsibilities, <br />mandates and limitations, as well as boundaries and expectations. <br />Referrals, follow-up protocol and orientation of new school staff will be reviewed and <br />improved upon through semi-annual school-based meetings and quarterly SRFC IMH <br />Outcome Team meetings. At the same time, schools know the person from the <br />mental health agency who will provide the service. <br />Schools will continue to secure on-site, confidential space for meeting with clients. <br />Page 15 of 16 <br />