1. Needs Assessment

Each year, the Executive Director or designee conducts a comprehensive needs assessment to:

• Identify behavioral health trends

• Review available resources

• Detect service gaps

Referral volume, response times, and outcomes are reviewed quarterly to support continuous improvement.

2. Capacity Building

ECR strengthens its behavioral health referral system by:

• Providing professional development on referral pathways

• Clarifying staff responsibilities

• Maintaining partnerships with school‑linked behavioral health professionals and community providers

3. Planning

The Executive Director or designee:

• Defines referral pathways for crisis and non‑crisis situations

• Establishes goals and assigns roles for each step of the referral process

• Develops memoranda of understanding (MOUs) with external partners to support smooth referral handoffs and information‑sharing

4. Implementation

ECR maintains clear, step‑by‑step procedures to:

• Initiate referrals

• Document concerns

• Notify parents/guardians in accordance with law

• Triage level of need

• Connect students to appropriate services

• Schedule follow‑up checks

5. Evaluation & Continuous Improvement

Each year, ECR evaluates the effectiveness of its referral protocols through:

• Data collection and analysis

• Feedback from staff, families, and community partners

• Targeted improvements based on findings

Key metrics include:

• Median time to first contact

• Percentage of follow‑ups completed within ten school days

• Referral closure rates

• Outcomes for high‑risk student groups

A summary of results is presented annually to the ECR Board of Directors.

Staff Training Requirements

Teachers of students in grades 9–12 receive training at least once on student behavioral health. Training includes:

• Risk factors and warning signs of behavioral health problems

• Importance of early intervention

• How to support a student in crisis and when to make referrals

• Recognizing signs of youth behavioral health disorders, including substance use

• Maintaining student privacy and confidentiality

• Safe de‑escalation strategies

Training materials also cover:

• Identifying appropriate behavioral health contacts at ECR and in the community

• When and how to refer students and families to services

To ensure staff act within their professional scope:

• ECR provides guidance on staff roles and credential limitations

• Staff must refer students to appropriately credentialed or licensed professionals

• Referral protocols specify which staff positions are authorized at each stage

• Job descriptions are reviewed for alignment with credentialing requirements

• Only licensed or credentialed professionals may diagnose or treat behavioral health conditions

No ECR staff member may diagnose or treat youth behavioral health disorders unless specifically licensed and employed to do so.