Purpose And Audience

Pathway 1 builds the capacity of school teams to use behavioral health screening as an asset-based source of student voice, integrate results with information and practices already in place, translate findings into action, and use repeated evidence to strengthen student supports over time.

The modules identify common areas of professional learning. Topics within modules are not a required sequence. Topic emphasis, depth, and delivery are individualized based on participant roles, existing practices, prior experience, and local implementation needs.

Module 1: Foundations Of Behavioral Health Screening And Progress Monitoring

Topics

• Purpose And Principles Of School-Based Behavioral Health Performance Management. The purpose and appropriate use of behavioral health screening within a broader student-support and performance-management process. Participants distinguish screening from diagnosis, referral, intervention, and ongoing progress monitoring and consider how screening complements professional judgment and other information available to the school.
• Student Voice, Assets, And Behavioral Health Competencies. Emotional Resilience, Relational Awareness, Conflict Resolution, Reflective Growth, Self-Insight, and Effective Help-Seeking. Participants examine how open-ended student voice can show demonstrated strengths, positive change, and areas for growth.
• Baseline, Repeated Screening, And Progress Over Time. How an initial administration provides a baseline and subsequent administrations support review of patterns and change alongside attendance, engagement, academic progress, and support participation.

Module 2: Behavioral Health Data Analysis, Dashboard Interpretation, And Data Walkthroughs

Topics

• Student-Level Actionable Data And Aggregate Reporting. Appropriate uses of roster-synced student-level information and grade, group, and school-level aggregate reporting. Participants match the level of information to the decision being made.
• Identifying Strengths, Trends, And Change Over Time. Use dashboard and reporting views to examine patterns across groups and administrations, recognize strengths and positive change, and identify areas for further inquiry.
• Leading A Behavioral Health Data Walkthrough. Use a consistent review process that begins with strengths, examines patterns and change, identifies relevant contextual information, develops questions, and determines where findings should be addressed within existing school processes.

Module 3: Integrating Behavioral Health Data Into Student Support And School Practice

Topics

• Integrating Behavioral Health, Academic, And Student-Support Information. Review screening results alongside attendance, chronic absenteeism, engagement, academic progress, recurring check-ins, support participation, and other locally used indicators. Participants identify relationships and questions without assuming causation.
• Connecting Strengths To Existing Practices And Universal Supports. Review positive patterns alongside PBIS, Community Schools, mentoring, advisory, counseling and wellness programming, professional learning, and other existing supports. Teams consider what should be preserved, reinforced, or examined further.
• Connecting Areas For Growth To MTSS And Existing Support Pathways. Use screening information within universal, targeted, and intensive supports, progress monitoring, professional learning, family communication, further inquiry, and established response or referral processes.

Module 4: School-Based Behavioral Health Data-Use And Action Systems

Topics

• Team Structures, Protocols, And Decision Authority. Identify the existing meetings that address different questions, the information required, who prepares and accesses it, what decisions each group can make, and who is responsible for follow-up.
• Baseline-Informed Goal Setting And School Improvement. Use baseline screening results to inform focused improvement goals connected, where appropriate, to attendance, academic engagement, transition and readiness, PBIS, professional learning, Single Plan for Student Achievement (SPSA) priorities, or other established school goals.
• Review Cadence, Information Flow, And Follow-Through. Plan when screening results are reviewed, how decisions are documented, how implementation is monitored, and when subsequent screening and other school information are reviewed.

Module 5: Continuous Improvement, Progress Monitoring, And Practice Sustainability

Topics

• PDSA Using Behavioral Health And Existing Outcome Data. Define a baseline, implement or strengthen an existing practice, review implementation, examine subsequent behavioral health and related indicators, and determine the next action.
• Continuous Improvement Within Existing School Systems. Use PDSA and progress monitoring within MTSS, PLC and ILT cycles, PBIS review, Community Schools, school improvement, professional learning, and leadership structures.
• Maintaining Data-Use Capacity Over Time. Plan for recurring administration, ownership, staff transitions, onboarding, documentation, professional learning, and review routines so practices can continue as project support decreases.

Customization And Delivery

The five modules define common capacities, while professional learning is adapted to local context.

Customization may account for prior experience with behavioral health screening, existing MTSS and student-support structures, local data tools and check-ins, PBIS and universal supports, data-review and continuous-improvement practices, staffing, school size, professional learning time, calendars, and team structures.

Delivery may occur through dedicated in-person or virtual sessions, MTSS or student-support meetings, PLCs, instructional leadership teams, professional learning time, facilitated dashboard and data walkthroughs, individualized technical assistance, and follow-up coaching.

Where established practices already exist, support can focus more quickly on application and integration. Where a practice is newer, professional learning can include additional modeling, guided practice, tools, and coaching.