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Serving Pasco since 1981/Serving Lutz since 1964

Melissa Musselwhite

Reaching out to help those with special needs

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Even in the best of times, navigating through government bureaucracy can be challenging.

But for people with special needs, that becomes even more daunting during a global pandemic.

A virtual town hall hosted on April 29 by Pasco County Commission Chairman Mike Moore and Pasco County School Board Chairwoman Colleen Beaudoin aimed at helping individuals and families find the resources they need, while managing life under new circumstances.

They were joined in the virtual town hall by panelists:

  • Dr. Monica Verra-Tirado, chief of the bureau of exceptional student education and student services at the Florida Department of Education
  • Darcy McDowell, director of student accessibility services at Pasco-Hernando State College
  • Celeste Kellar, principal at Pepin Academies Pasco campus, a school that specializes in serving students with special needs.

Pasco Commission Chair Moore addressed issues of concern relating to services available from county government, while the other experts focused on education and related services.

Pasco County School Board Chairwoman Colleen Beaudoin offered reassuring words for parents who are struggling to help their special needs children, during this time of distance learning. (File)

Beaudoin offered reassuring words for parents.

“Some families have expressed concern about keeping the instructional momentum going at home and fear that their students will regress,” Beaudoin said. “Please try not to worry. There is a plan in place to address that.

“Pasco County Schools is prioritizing compassion and grace. Please don’t hesitate to reach out to your child’s teachers, if your family is feeling frustrated or overwhelmed. We all want what is best for all of our students. There is a lot of support that’s available to students and families.”

Questions also have been raised about how special services are being provided now, during this time of online learning.

Verra-Tirado addressed that issue.

She said the state has been clear that students are expected to continue to receive the special services they would receive in a traditional setting.

“The good news is that we’ve got a lot of new technologies that allow for the use of platforms, such as telehealth, in order for our teachers and therapists to provide a wide range — a continuum of services — in this very unique time,” Verra-Tirado said.

Kellar said Pepin Academies students  “are still getting their necessary services that they need, through the tele-therapies. We are making sure that their accommodations are met,” she said, just like they would be in the classroom.

McDowell said Pasco-Hernando State College also is providing accommodations for students online.

“We have used Zoom a lot for our courses,” McDowell said, noting that allows face-to-face interactions.

Beaudoin said the Pasco school district is reaching out to families, individually about their services and therapies.

“I can say that my son did get his speech therapy this week, via Zoom,” she said.

If for some reason a family hasn’t already heard from their school, they should contact their school, she said.

The panelists also addressed the issue of parents trying to balance tele-working and the special education needs of their son or daughter.

Verra-Tirado addressed that question: “I can tell that’s been the main comment that I’ve received from parents during this time.

“My advice to them is that they need to balance what they’re doing with what their children are doing.

“It takes them being scheduled, just like their children are being scheduled.

“Schedule the more difficult work their child is doing, when their workload is not as heavy.

“That’s real stressor for a lot of our families. I’ve told them, it’s not worth stressing out for. We’re going to try to balance it as best we can.”

McDowell, who has a daughter with autism,  offered this advice: “Take breaks.”

“We’ve just taken it one day at a time, and honestly, what’s really worked for me is reaching out to friends and family,” McDowell said, noting she belongs to a Facebook group for moms with kids with special needs.

Beaudoin advised parents to break down the work into manageable chunks, and to schedule the work in a way that works best for them.

“Keep in mind, we have a lot of flexibility. Just reach out to your child’s teacher. Our administrators and our teachers know that they have flexibility, and they’re going to work with families.

“Don’t wait until you’re feeling so frustrated and upset. Just reach out and you can make adjustments,” Beaudoin said.

She also recommended seeking out support groups, which can provide excellent information about resources that are available.

Provide opportunities to ‘virtually socialize’
Others asked for guidance on how to keep kids motivated, and how to create opportunities for them to interact with friends, while away from school.

As for socializing, McDowell said her daughter Skypes with friends and in-laws, and plays online games.

Her daughter also interacts with others via phone, Chat, Zoom and FaceTime.

Having ways for students to see each other and their teacher is important, Kellar said.

“That social aspect of education is a huge part, that you forget about it sometimes, you’re so concentrated on getting the curriculum,” she said.

Verra-Tirado agreed:  “We’re hearing that all over the state. That can completely change a youngster’s day.”

When students are able to see teachers and friends, it’s reassuring to students, she said.

If parents or grandparents don’t know how to work the technologies, they should reach out to their schools. They can help families, the education experts said.

Another question was posed regarding whether students can repeat the grade.

The experts said that requires a close evaluation before a determination could be made.

Beaudoin put it this way: “That is a major decision and one that should not be made lightly.”

Commission Chairman Moore touched on some issues of interest to the elderly, and also regarding people requiring a special needs shelter, in the event of a hurricane.

He responded to a question relating to senior citizens who have disabilities who do not have access to a computer for ordering groceries.

“We have a nonprofit here in Pasco County called CARES and they’re offering grocery service for seniors over 60 years old. The service itself is free, but the senior prepares a grocery list or a loved one at home helps prepare that grocery list, and they do pay for their groceries. They’re also providing care packages and toiletries,” he said.

To find out more, call (727) 862-9291.

Moore also told viewers that Pasco County Senior Services also provides meals.

The commission chairman also said: “It is getting close to hurricane season. Now is the time if you or a loved one or a child has special needs, to go ahead and register for the special needs program when it comes to evacuations.”

To find out more about having groceries delivered, call (727) 862-9291.

To find out more about senior services, call (727) 834-3340.

To register for special needs evacuation, go to the county’s website at PascoCountyFl.net.

Resources for families with special needs
Florida Diagnostic & Learning Resources System (FDLRS) is a valuable resource for students with disabilities. The main page is http://www.fdlrs.org

Within FDLRS there are virtual webinars parents can attend and there are also recorded webinars posted:  http://www.fdlrs.org/virtual_webinar_resources

Here’s the parent toolbox and live chat options with FDLRS:  http://www.livebinders.com/b/2646931

Here’s the parent toolbox for Pasco:  http://www.livebinders.com/b/2646931

Melissa Musselwhite, director of student support services in Pasco County Schools, has recorded a video specifically for families of students with disabilities. It can be found at  https://www.youtube.com/watch?v=dyGBas2jsAo

All school District videos are here:  https://www.youtube.com/channel/UCg2EPgrZtxyZPdaprLgSqpQ

Other helpful resources:

Published May 13, 2020

School district expands mental health services

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The Pasco County school district has been ramping up training and tapping into outside sources, in its quest to build a better mental health support network for students.

Statistics from across the school district underscore a compelling need for increased services.

District figures show that more than 1,200 suicide assessments were done last year of students in elementary, middle and high schools.

The breakdown showed that 463 suicide assessments were reported at the elementary school level; 408 at the middle school level; and, 308 at the high school level.

There also were nearly 600 threat assessments across the district, with 278 reported at the elementary level; 134 at the middle school level; and, 186 at the high school level.

Jeannine Welch, Melissa Musselwhite and Vicki Papaemanuel are leading up efforts to expand mental health services within Pasco County Schools. (B.C. Manion)

District data regarding Baker Act cases reported 171 at the elementary level; 211 at the middle school level; and, 207 at the high school level.

Baker Act cases involve individuals who are deemed to be a threat to themselves or others who are referred for mental evaluation.

“We obviously have many students that need significant support from us, relating to mental health,” said Melissa Musselwhite, the district’s director of student support programs, during a school board session on mental health held this summer.

Pasco Schools Superintendent Kurt Browning pointed to the suicide assessments.

“Twelve hundred and sixty — 463 just in elementary school alone,” Browning noted.

He also observed there were more suicide assessments at elementary level, than in high school.

“The same with threats,” noted School Board Chairwoman Alison Crumbley. “It’s (threats) higher at elementary.”

Jeannine Welch, senior supervisor for student support services, told board members that it’s  difficult to pinpoint what the statistics mean. For instance, a suicide assessment could refer to a student who was assessed, but not in any danger.

Musselwhite also said more information is needed: “Do we have the same standard for kids we are referring, let’s say for suicide assessment?

“If the kid has scissors and says, ‘I’m going to stab you,’ or ‘I’m going to stab myself,’ do we have a common practice across the district how we respond to that?

“Those are questions. I don’t know. We really need to analyze the data more deeply,” Musselwhite said.

Assistant Superintendent of Elementary Schools David Scanga said the statistics are telling.

“It does reflect the stress level of elementary that probably 10 years ago we didn’t see,” he said. “So, the stress on the families, the stress on the communities, the stress within the building. I hear what Melissa is saying, but we also know and agree that there are things in elementary that we’re dealing with that are more frequent — not that they were never there — but they are more frequent than they were in the past.”

To help address the needs, the district has been collaborating with Central Florida Behavioral Health Network, which has allowed the district to expand its services.

Central Florida has worked out a memorandum of understanding with all of the providers, so the district doesn’t have to obtain a separate contract for a specialized service, Welch said.

Students receiving services are run through a voucher system.

That helps stretch the district’s spending capacity because if a child is eligible for Medicaid, or would be potentially eligible, those dollars are used first, Welch said.

The district has added key personnel and has expanded training efforts.

It has added mental health coaches to coach school-based student services staff regarding mental health initiatives.

The mental health liaison has been able to help analyze data, and also has provided “literally, someone to call instantly in order to be able to problem-solve with some of the situations we have within schools,” Musselwhite said.

The district is working to improve its supports for students.

When a student has been Baker-acted, for instance, the district wants to be sure it supports that student when he or sure returns to school.

“We want to make sure that it’s truly done as a safety net for them,” Welch said.

“We’ve had kids that have been gone for a week and come back, and said they’ve been on a Disney cruise. They weren’t on the Disney cruise,” Welch said.

The district has ramped up training.

“We are required to train staff and make sure they have first-aiders at schools. When this first came out, we had zero trainers,” Welch said. “This summer we’ve trained 688 staff members.”

The district continues to build on its capacity, she said.

“We spent this year building up trainers,” she said.

“It shouldn’t just be the administrator. It should be others that, these are embedded practices that live on, regardless of the leadership,” she said.

“The state has rolled out a new threat assessment  protocol that we’ll be training all student services and administrative staff, in the next month (by Oct. 1),” Musselwhite said.

“The majority of the day will be around the threat assessment, behavioral threat assessment that the state mandated, using a specific  tool and a training platform,” said Vicki Papaemanuel, who will be overseeing the training for the district.

“The second half of the day will be around threat to self or suicide assessment,” she said.

Threat assessments
Elementary: 278
Middle: 134
High School: 186
Total: 598

Suicide assessments
Elementary: 463
Middle: 408
High School: 308
Total: 1,260

2018-2019 Baker Act Data
Elementary: 171
Middle: 211
High school: 207

Source: Pasco County Schools

Published September 18, 2019

Pasco school district adopts new mental health plan

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The Pasco County School Board has approved a plan that allocates additional funding provided by the Florida Legislature to address youth mental health needs.

The Legislature’s decision to provide more money to address mental health issues came in response to the Valentine’s Day shooting spree at Marjory Stoneman Douglas High School in Parkland.

Ray Gadd, deputy superintendent of Pasco County Schools

The Pasco school district was allocated slightly more than $1.7 million in mental health funding, according to Melissa Musselwhite, director of student support programs and services for the district.

Ninety percent of the funding must be spent to provide mental health services and 10 percent can be spent on prevention, she said.

So, the district has designated $1.4 million for services for at-risk youths and slightly more than $150,000 for prevention services. It also has allocated $123,000 for public charter schools.

The district’s plan calls for contracting with Central Florida Behavioral Network to help the district manage access to mental health services and help the district with data reporting.

It also will help the district with wraparound services for students.

“Many times we refer kids out and parents don’t go. We need to be sure that we’re diligent about tracking those kids and following up,” Musselwhite told the Pasco County School Board during a workshop on July 24.

The district’s plan, which required school board approval, was due to the state by Aug. 1.

Board members approved the plan at their evening meeting on July 24.

“There hasn’t be a comprehensive approach to referring kids out for services and support, and the follow-up and the wraparound with the family,” Musselwhite said, noting she would spend close to $100,000 in general fund money every year for a limited number of students.

By working with Central Behavioral Florida Network, the district will be expanding its reach to community resources that it didn’t know about before, Musselwhite said.

The mental health plan also includes:

  • Contracting with behavioral analysts to work one-on-one with students most at risk
  • Training in youth mental health first aid
  • Training in trauma-informed care
  • Training in Positive Behavior Intervention
  • Increased funding for alternatives to suspensions program
  • Additional adult assistance to help with students who are severely at risk for various reasons
  • Increased data collection to help the district make more informed decisions
  • Refining threat assessment procedures to be sure the law enforcement and district personnel are speaking the same language
  • Adding a high-performing school nurse, school psychologist and school social worker who will serve in a coaching/mentoring role for district staff

The district also plans to incorporate Social Emotional Learning across the curriculum, to help kids to learn how to effectively deal with anger, disappointment and difficult situations that arise.

Ray Gadd, deputy superintendent, is a proponent of the approach.

Social Emotional Learning helps kids “deal with the emotions of maybe not being the best player on the team, or not being able to play nine innings every game, or maybe having to sit on the bench for the good of the team,” Gadd said.

“Those things are upsetting to some folks, but how do you learn to handle that because those things that happen in life.

“SEL is trying to help teachers understand how to help kids to build foundational skills so they learn to manage those troublesome behaviors,” Gadd said.

Musselwhite said the district is looking for ways to embed SEL across the curriculum, “so that it’s not something stand-alone, and that it can be holistically done throughout the district, not in one subject or during your time with your school counselor.”

Gadd put it like this: “What we need is more SEL and less people with guns. If I had my choice, I would have rather have seen the Legislature fund a lot of SEL programs all around the state to help kids build those foundational skills so they never get to a point where they want to shoot people.”

Also, the district plans to add another Crisis Intervention Team.

It has four teams and will be adding a fifth.

“There was a huge increase, a 46 percent increase, in our crisis callouts for the crisis intervention team over the last year,” Musselwhite said. “It was pretty taxing last year on the four teams that we had.”

The teams are voluntary and are made up of student services team members and school counselors, who receive additional training to respond to crisis situations throughout the district.

Published August 1, 2018