(a) By March 30, 2013, the Mayor shall submit a comprehensive plan to the Council for the expansion of early childhood and school-based behavioral health programs and services by the 2016-2017 school year. At minimum, the plan shall:

• (1) Establish a strategy to enhance behavioral health services in all public schools and public charter schools, including:
  • (A) The implementation of programs that:
    • (i) Include interventions for families of students with behavioral health needs;
    • (ii) Reduce aggressive and impulsive behavior; and
    • (iii) Promote social and emotional competency in students; and
  • (B) The expansion of school-based mental health services as follows:
    • (i) By the 2014-2015 school year, services are available to at least 50% of all public and public charter school students;
    • (ii) By the 2015-2016 school year, services are available to at least 75% of all public and public charter school students; and
    • (iii) By the 2016-2017 school year, services are available to all public and public charter school students;
• (2) Include an analysis of whether current health education Standard align with actual behavioral health needs of youth and any recommendations for proposed changes; and
• (3) Provide recommendations for the expansion of behavioral health programs and services at child development facilities. (b)
• (1) The Mayor shall not alter the school-based behavioral health programs and services model for the 2017-2018 school year.
• (2) There is established a Task Force on School Mental Health (“Task Force”) to steer the creation of a comprehensive plan to expand school-based behavioral health programs and services. The Task Force shall consist of the following:
  • (A) The Deputy Mayor for Health and Human Services or his or her designee, to co-chair the task force;
  • (B) The Deputy Mayor for Education or his or her designee;
  • (C) The Director of the Department of Behavioral Health or his or her designee;
  • (D) The State Superintendent of Education or his or her designee;
  • (E) A Department of Behavioral Health school mental health program clinician appointed by the Chairperson of the Committee on Health, in consultation with committee members;
  • (F) The Chairperson of the Committee on Health or his or her designee;
  • (G) The Chairperson of the Committee on Education or his or her designee;
  • (H) A Department of Behavioral Health school mental health program clinician appointed by the Mayor;
  • (I) A representative of a core service agency appointed by the Mayor;
  • (J) A non-core service agency school mental health provider appointed by the Mayor;
  • (K) A District of Columbia Public Schools representative appointed by the Mayor;
  • (L) A parent of a District of Columbia Public Schools student and a parent of a District of Columbia public charter school student appointed by the Chairperson of the Committee on Education, in consultation with committee members;
  • (M) A non-core service agency school mental health provider appointed by the Chairperson of the Committee on Education, in consultation with committee members;
  • (N) A District of Columbia public charter school representative appointed by the Chairperson of the Committee on Education, in consultation with committee members;
  • (O) A representative of a core service agency appointed by the Chairperson of the Committee on Health, in consultation with committee members; and
  • (P) A school mental health expert appointed by the Chairperson of the Committee on Health, in consultation with committee members, to co-chair the task force.
• (3) The Task Force shall review the comprehensive plan submitted to the Committee on Health and the Committee on Education on May 9, 2017, by the Deputy Mayor for Health and Human Services (“Deputy Mayor”).
• (4) No later than March 31, 2018, the Task Force shall provide a report to the Council and the Mayor that includes the following:
  • (A) An evaluation of the comprehensive plan submitted under paragraph (3) of this subsection, including the following:
    • (i) Any shortcomings or defects in the plan;
    • (ii) An analysis of healthcare provider interest in participating in the plan;
    • (iii) An analysis of healthcare provider capacity to participate in the plan; and
    • (iv) District of Columbia Public Schools and District of Columbia public charter schools interest in participating in the plan;
  • (B) An analysis of the school mental health programs and providers currently operating in District of Columbia Public Schools and District of Columbia public charter schools, including best practices;
  • (C) An analysis of the Department of Behavioral Health’s current school mental health program (“SMHP”) to determine what schools participate in the SMHP and what activities occur across the schools, including an analysis of available Department of Behavioral health data, such as the following:
    • (i) The number of psychiatric admits for children by school;
    • (ii) The number of children with an individualized education plan; and
    • (iii) Existing SMHP data for the number of sessions and number of clients per school;
  • (D) A comprehensive plan to expand school-based behavioral health programs and services, which shall include:
    • (i) The Task Force’s proposed changes to the Deputy Mayor’s comprehensive plan under paragraph (3) of this subsection;
    • (ii) A timeline for implementation of the Task Force’s comprehensive plan;
    • (iii) A funding source for the Task Force’s comprehensive plan;
    • (iv) A workforce development strategy;
    • (v) The District-wide need for school-based behavioral health programs and services; and
    • (vi) Evaluation criteria to determine the common metrics all school mental health providers should collect so indicators of success may be reported across providers.

(a) The Office of the State Superintendent of Education shall provide an array of supports to assist local education agencies and schools to achieve the goals of §§ 38-236.03 through 38-236.05 and to adopt trauma-informed disciplinary practices. The OSSE shall provide local education agencies and schools with, among other supports, the following:

• (1) Guidance and materials that inform local education agencies and school communities about developments in the fields of school climates and behavioral management;
• (2) Regular, high-quality professional development opportunities and technical assistance, and recommendations for further instruction outside of these opportunities, for local education agency and school personnel on:
  • (A) Trauma and chronic stress, their effects on students and learning, and effective responses;
  • (B) Classroom management, positive behavioral interventions, and fostering positive school climate;
  • (C) Disciplinary approaches that utilize instruction and correction;
  • (D) Restorative practices and other evidence-based or promising behavioral interventions;
  • (E) Implementation of high-quality functional behavior assessments, behavioral intervention plans, and manifestation determination reviews, as those terms are used in the Individuals with Disabilities Education Act, approved December 3, 2004 (118 Stat. 2745; 20 U.S.C. § 1400 et seq.); and
  • (F) Implicit bias and culturally responsive corrective action techniques;
• (3) Opportunities for local education agencies and schools to share promising practices regarding the topics in paragraph (2) of this subsection; and
• (4) Technical assistance and supportive services to assist local education agencies and schools, as needed and in accordance with policies OSSE adopts, in reducing the use of exclusion by addressing the causes of student misconduct and the development and revision of disciplinary plans. (b) The OSSE shall collaborate with other government agencies, local education agencies and schools, and postsecondary educational institutions to facilitate the provision of postsecondary degree or certificate programs covering the topics described in subsection (a)(2) of this section, including the identification or creation of a trauma-informed educator certificate program. (c) For the purpose of providing local education agencies and schools the services set forth in subsection (a) of this section, the OSSE may:
• (1) Award a contract or grant to one or more nonprofit organizations;
• (2) Award contracts or competitive or formula grants to local education agencies, schools, or partnerships developed among schools or with nonprofit organizations;
• (3) Establish a memorandum of understanding with the Department of Behavioral Health or other District agency; or
• (4) Any combination of paragraphs (1) through (3) of this subsection. (c-1) Beginning October 1, 2019, and consistent with the recommendations in the Report of the Task Force on School Mental Health submitted March 26, 2018, the Department of Behavioral Health shall provide local education agencies and schools with non-instructional personnel who have specialized expertise in behavioral health and trauma-informed educational settings to provide local education agencies and schools with broader mental health services, including reducing the use of exclusion by addressing the causes of student misconduct and being available for consultation regarding the development and revision of disciplinary plans. (d) Within 2 years after August 29, 2018, and every 5 years thereafter, the OSSE shall submit to the Mayor and the Council an evaluative report on local education agency and school implementation of practices to promote school safety and reduce the use of exclusion, which shall:
• (1) Be based upon rigorous research techniques, including quantitative and qualitative methods;
• (2) Draw on the information maintained and reported pursuant to § 38-236.09, as well as other sources, with a particular focus on:
  • (A) Ensuring the fidelity of data reporting;
  • (B) Unanticipated consequences of the disciplinary policies and practices adopted pursuant to this part;
  • (C) Barriers schools face in implementing the policies and practices required pursuant to this part; and
  • (D) Effective approaches utilized by schools to avoid reliance on exclusion and reduce disparities in its use;
• (3) Provide specific recommendations for further action by the Council, executive branch, and schools; and
• (4) Provide suggestions for further research.

(a) Within one year of the Officer’s appointment, but not later than October 2001, and except as provided in § 38-2604, the OSSE shall assume the responsibilities listed in subsection (b) of this section. The transfer and assumption of responsibilities shall take place in accordance with the short-term plan to be submitted by the Officer to the Mayor for approval by February 15, 2001, or 5 weeks from the establishment of the OSSE, whichever is later. (b) The OSSE shall: (19) By August 1, 2013, create a truancy prevention resource guide for parents and legal guardians who have children who attend a District public school, which shall be updated and made available upon request and, at minimum, include:

• (A) An explanation of the District’s laws and regulations related to absenteeism and truancy;
• (B) Information on:
  • (i) What a parent or legal guardian can do to prevent truancy;
  • (ii) The common causes of truancy; and
  • (iii) Common consequences of truancy;
• (C) A comprehensive list of resources that are available to a parent or legal guardian, and the student, that address the common causes of truancy and the prevention of it, such as:
  • (i) Hotlines that provide assistance to parents, legal guardians, and youth;
  • (ii) Counseling for the parent (or legal guardian) or the youth, or both;
  • (iii) Parenting classes;
  • (iv) Parent-support groups;
  • (v) Family psycho-education programs;
  • (vi) Parent-resource libraries;
  • (vii) Risk prevention education;
  • (viii) Neighborhood family support organizations and collaboratives that provide assistance to families experiencing hardship;
  • (ix) Behavioral health resources and programs in schools;
  • (x) The Behavioral Health Ombudsman Program; and
  • (xi) The resources at each public school for at-risk students and their parents or legal guardians; (26)
• (A) Develop and publish online written guidance to assist LEAs in developing and adopting policies and procedures for handling aspects of student mental and behavioral health. The written guidance shall include model policies for identifying, appropriately supporting, and referring to behavioral health service providers students with mental and behavioral health concerns, and model policies for suicide prevention, suicide intervention, and suicide postvention, especially for at-risk youth sub-groups. (B) OSSE shall examine its guidance on mental and behavioral health in schools at least every 5 years and update its guidance as needed. Within 30 days of updating its guidance, OSSE shall notify LEAs of the update.

(a) There is established the Healthy Youth and Schools Commission with the purpose of advising the Mayor and the Council on health, wellness, and nutritional issues concerning youth and schools in the District, including: (1) School meals; (2) Farm-to-school programs; (3) Physical activity and physical education; (4) Health education; (5) Environmental programs; (6) School gardens; (7) Sexual health programming; (8) Chronic disease prevention; (9) Emotional, social, and mental health services; (10) Substance abuse; and (11) Violence prevention. (b) Specific functions of the Commission shall include the following: (1) Advising on the operations of all District health, wellness, and nutrition programs; (2) Reviewing and advising on the best practices in health, wellness, and nutrition programs across the United States; (3) Recommending Standard, or revisions to existing Standard, concerning the health, wellness, and nutrition of youth and schools in the District; (4) Advising on the development of an ongoing program of public information and outreach programs on health, wellness, and nutrition; (5) Making recommendations on enhancing the collaborative relationship between the District government, the federal government, the University of the District of Columbia, local nonprofit organizations, colleges and universities, and the private sector in connection with health, wellness, and nutrition; (6) Identifying gaps in funding and services, or methods of expanding services to District residents; (7) Engaging students in improving health, wellness, and nutrition in schools; and (8) Participating in the selection process for any grants provided under the Healthy Schools Fund established pursuant to § 38-821.02.

(c) On or before November 30 of each year, the Commission shall submit to the Mayor and the Council a comprehensive report on the health, wellness, and nutrition of youth and schools in the District. The report shall: (1) Explain the efforts made within the preceding year to improve the health, wellness, and nutrition of youth and schools in the District; (2) Discuss the steps that other states have taken to address the health, wellness, and nutrition of youth and schools; and (3) Make recommendations about how to further improve the health, wellness, and nutrition of youth and schools in the District.

(a) As of October 1, 2012, there is established within the Department, and shall be made available to all child development facilities, public schools, and public charter schools, a program that, at a minimum, provides participants with the tools needed to:

• (1) Identify students who may have unmet behavioral health needs;
• (2) Refer identified students to appropriate services for behavioral health screenings and behavioral health assessments;
• (3) Recognize the warning signs and risk factors for youth suicide and implement best practices for suicide prevention, suicide intervention, and suicide postvention.

(b)

• (1) Starting October 1, 2016, completion of the program shall be mandatory once every 2 years for all:
  • (A) Teachers in public schools and public charter schools;
  • (B) Principals in public schools and public charter schools; and
    • (C) Staff employed by child development facilities, who are subject to training or continuing education requirements pursuant to licensing regulations.
• (2) In addition to the individuals described in paragraph (1) of this subsection, the Mayor may determine through rulemaking other individuals who shall be required to complete the program.
• (3) The Department may make the program available to other interested individuals. (c) The Department shall keep a record of all participants who complete the program and shall provide the participants with written proof of completion. (d) If so approved by the Office of the State Superintendent for Education, the program may count towards professional development credits. (e) For the purposes of this section, the term:
• (1) “Suicide intervention” means specific actions schools can take in response to student suicidal behavior, including:
  • (A) Student supervision;
  • (B) Notification of parents or guardians;
  • (C) Crisis-response protocols;
  • (D) When and how to request an immediate mental health assessment or emergency services; and
  • (E) School re-entry procedures following a student mental health crisis.
• (2) “Suicide postvention” means planned support and interventions schools can implement after a suicide attempt or suicide death of a member of the school community that are designed to:
  • (A) Reduce the risk of suicide contagion;
  • (B) Provide support for affected students and school-based personnel;
  • (C) Address the social stigma associated with suicide; and
  • (D) Disseminate factual information about suicide.
• (3) “Suicide prevention” means specific actions schools can take to recognize and reduce suicidal behavior, including:
  • (A) Identifying risk and protective factors for suicide and suicide warning signs;
  • (B) Establishing a process by which students are referred to a behavioral health provider for help;
  • (C) Making available school-based and community-based mental health supports;
  • (D) Providing the location of available online and community suicide prevention resources, including local crisis centers and hotlines; and
  • (E) Adopting policies and protocols regarding suicide prevention, intervention, and postvention, school safety, and crisis response.

The mental health guidelines provide guidance for schools and LEAs developing mental and behavioral health policies and procedures.