State law requires districts to implement school-based alcohol and drug referral, intervention or treatment programs for students with substance use disorders.
Nevada Revised Statutes 388.532. Development of programs.
- The State Board in cooperation with the board of trustees of the various county school districts may seek the cooperation of private industry in developing for pupils in all grades programs and activities designed to reduce the number of pupils who participate in the activities of criminal gangs, as defined in NRS 213.1263.
Nevada Revised Statutes 388.885. Establishment of statewide framework for integrated student supports; requirements for framework; board of trustees and governing body of charter school required to take certain actions; requirements for requests for proposals for integrated student supports.
- The Department shall, to the extent money is available, establish a statewide framework for providing and coordinating integrated student supports for pupils enrolled in public schools and the families of such pupils. The statewide framework must: (a) Establish minimum Standard for the provision of integrated student supports by school districts and charter schools. Such Standard must be designed to allow a school district or charter school the flexibility to address the unique needs of the pupils enrolled in the school district or charter school. (b) Establish a protocol for providing and coordinating integrated student supports. Such a protocol must be designed to: (1) Support a school-based approach to promoting the success of all pupils by establishing a means to identify barriers to academic achievement and educational attainment of all pupils and methods for intervening and providing integrated student supports which are coordinated to reduce those barriers, including, without limitation, methods for: (I) Engaging the parents and guardians of pupils; (II) Assessing the social, emotional and academic development of pupils; (III) Attaining appropriate behavior from pupils; and (IV) Screening, intervening and monitoring the social, emotional and academic progress of pupils; (2) Encourage the provision of education in a manner that is centered around pupils and their families and is culturally and linguistically appropriate; (3) Encourage providers of integrated student supports to collaborate to improve academic achievement and educational attainment, including, without limitation, by: (I) Engaging in shared decision-making; (II) Establishing a referral process reduces duplication of services and increases efficiencies in the manner in that which barriers to academic achievement and educational attainment are addressed by such providers; and (III) Establishing productive working relationships between such providers; (4) Encourage collaboration between the Department and local educational agencies to develop training regarding: (I) Best practices for providing integrated student supports; (II) Establishing effective integrated student support teams comprised of persons or governmental entities providing integrated student supports; (III) Effective communication between providers of integrated student supports; and (IV) Compliance with applicable state and federal law; and (5) Support statewide and local organizations in their efforts to provide leadership, coordination, technical assistance, professional development and advocacy to improve access to integrated student supports and expand upon existing integrated student supports that address the physical, emotional and educational needs of pupils. (c) Include integration and coordination across school- and community-based providers of integrated student support services through the establishment of partnerships and systems that support this framework. (d) Establish accountability Standard for each administrator of a school to ensure the provision and coordination of integrated student supports.
- The board of trustees of each school district and the governing body of each charter school shall: (a) Annually conduct a needs assessment for pupils enrolled in the school district or charter school, as applicable, to identify the academic and nonacademic supports needed within the district or charter school. The board of trustees of a school district or the governing body of a charter school shall be deemed to have satisfied this requirement if the board of trustees or the governing body has conducted such a needs assessment for the purpose of complying with any provision of federal law or any other provision of state law that requires the board of trustees or governing body to conduct such a needs assessment. (b) Ensure that mechanisms for data-driven decision-making are in place and the academic progress of pupils for whom integrated student supports have been provided is tracked. (c) Ensure integration and coordination between providers of integrated student supports. (d) To the extent money is available, ensure that pupils have access to social workers, mental health workers, counselors, psychologists, nurses, speech-language pathologists, audiologists and other school-based specialized instructional support personnel or community-based medical or behavioral providers of health care.
- Any request for proposals issued by a local educational agency for integrated student supports must include provisions requiring a provider of integrated student supports to comply with the protocol established by the Department pursuant to subsection 1.
- As used in this section, integrated student support means any measure designed to assist a pupil in: (a) Improving his or her academic achievement and educational attainment and maintaining stability and positivity in his or her life; and (b) His or her social, emotional and academic development.
Nevada Revised Statutes 391.294. Authority and supervision of school psychologist.
- A school psychologist may, through consultation or collaboration with other educational personnel or by providing direct services: (a) Deliver mental and behavioral health services to pupils in a school; (b) Collaborate with the school, community and parents or legal guardians of pupils to promote a safe and supportive learning environment; (c) Provide preventative, intervention and post intervention services through integrated systems of support; (d) Collect and analyze data on the mental and behavioral health of pupils; (e) Administer applicable assessments to pupils; (f) Monitor the progress of the academic, mental and behavioral health of pupils; (g) Assist with the development and implementation of school-wide practices to promote learning; (h) Analyze resilience and risk factors of pupils; (i) Provide instructional support to other educational personnel; (j) Evaluate and make recommendations for the improvement of special education services; (k) Promote diversity in development and learning; (l) Conduct research and evaluate programs related to the mental and behavioral health of pupils; and (m) Participate in planning for and implementing a response to a crisis at the school.
- In a school district in which more than 50,000 pupils were enrolled during the preceding school year, each school psychologist must be supervised by a psychologist licensed pursuant to chapter 391 of NRS who is a licensed administrator.
- In a school district in which not more than 50,000 pupils were enrolled during the preceding school year, each school psychologist must be supervised by a licensed administrator.