Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56Recommendations 120 The state should provide resources and support to faculty and staff as they implement Social and Emotional Learning standards and services to support students’mental health and behavioral issues. 121 Create structures, policy, leadership, procedures, processes and aligned resources that encourage and sustain the family’s involvement in school(s.) Key Issue 2 Schools must make sure they are evaluating children in all areas of suspected disability including mental health issues. A comprehensive multi-disciplinary evaluation will ensure schools are offering appropriate, scientifically-based interventions to address social/emotional and psychiatric issues that may be interfering with student progress at school. 122 Create in each community a mechanism and structure to care for and support children in the community. Community services, supports and the education system should be seamlessly connected so that parents and children can easily access the supports and services they need. 123 Prepare school staff and families to support learning and participate in family-school partnerships that encourage meaningful engagement and the development of caring relationships. Key Issue 2 Educating the whole child requires a coordinated approach through home-school-community partnerships that employ a continuum of developmental, preventive, and remedial-based support services. 124 Student voice and agency must be central elements of the redesign process. Students must be given the responsibility to create and support the changes that are needed. RECOMMENDATIONS | 50