Purpose And Audience

Pathway 2 builds LEA capacity to use aggregate behavioral health, implementation, and related information to understand performance across schools, recognize strengths and areas for growth, support implementation, inform program and resource decisions, and maintain a recurring behavioral health performance-management process.

As in Pathway 1, module topics identify areas of learning rather than a required sequence.

Module 1: Behavioral Health Measurement And Performance Indicators

Topics

• From Student Voice To LEA Performance Information. The relationship among student-level information, grade and group aggregates, school aggregates, and LEA aggregates, including appropriate privacy and use at each level.
• Behavioral Health, Implementation, And Existing LEA Indicators. Use screening information alongside attendance, chronic absenteeism, academic progress, engagement, service utilization, participation and reach, implementation information, and other established district indicators.
• Asset-Based Performance Measurement. Use aggregate information to identify demonstrated strengths and positive change as well as areas for growth, without reducing cross-site review to school ranking.

Module 2: Cross-Site Data Analysis, Dashboard Interpretation, And Performance Walkthroughs

Topics

• Cross-Site Dashboard Interpretation. Review school aggregate patterns, grade and cohort patterns, change over time, participation and reach, and implementation indicators.
• Leading Cross-Site Data Walkthroughs. Review strengths, patterns, variation, implementation context, related attendance, academic and program information, management questions, and next actions.
• Behavioral Health, Academic, And Implementation Outcomes. Examine whether behavioral health patterns align with attendance, engagement, academic performance, transition outcomes, implementation variation, or established programs without inferring causation.

Module 3: Integrating Behavioral Health Evidence Into Program, Professional Learning, And Resource Decisions

Topics

• Connecting Evidence To Existing Programs And Systems. Review patterns alongside district MTSS, PBIS, counseling and wellness programming, transition supports, Community Schools, attendance initiatives, academic supports, and family engagement.
• Program, Professional Learning, And Resource Decisions. Consider whether available evidence supports reinforcing an existing practice, adjusting professional learning, providing implementation support, adapting a program, examining staffing or resource alignment, or gathering additional information.
• Action, Inquiry, And Escalation. Identify decisions within LEA authority, questions requiring additional evidence, and barriers requiring support from broader system partners.

Module 4: LEA Behavioral Health Performance-Management Systems

Topics

• Governance, Existing Meetings, And Decision Protocols. Identify where behavioral health review occurs, how information is prepared and interpreted, what decisions belong at site, program, and executive levels, and how decisions and support return to schools.
• Baseline-Informed Goals And Existing LEA Outcomes. Use behavioral health baselines to inform established priorities where appropriate, including attendance, academic engagement, school climate, transition outcomes, priorities aligned to the Local Control and Accountability Plan (LCAP), and student-support outcomes.
• Site-To-LEA Information Flow And Differentiated Support. Establish processes for sites to share strengths, patterns, implementation learning, barriers, and support needs, and for the LEA to provide professional learning, coaching, implementation support, program decisions, resources, and cross-site learning.

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

Topics

• PDSA Across Behavioral Health, Implementation, And Related LEA Outcomes. Use shared improvement questions to examine whether intended practices occurred, what subsequent behavioral health information shows, how relevant attendance, academic, engagement, and service indicators changed, and how results varied across sites.
• Cross-Site Learning, Adaptation, And Spread. Use principal networks, communities of practice, or program meetings to examine implementation, local conditions, and results before extending a practice more broadly.
• Maintaining Behavioral Health Performance Management. Integrate ownership, recurring data walkthroughs, protocols, goal review, professional learning, site support, leadership routines, onboarding, and existing planning cycles.

Customization And Delivery

The five modules define common LEA capacities. Professional learning is adapted to LEA size, organizational structure, staffing, distribution of responsibilities, existing cross-site review processes, professional learning and leadership time, calendars, and implementation needs.

A smaller LEA may have one leader responsible for several student-services, behavioral health, MTSS, and program functions. A larger LEA may distribute those responsibilities across departments and leadership roles. The curriculum therefore identifies the functions needed for behavioral health performance management rather than prescribing universal job titles.

Delivery may occur through in-person or virtual professional learning, leadership meetings, district MTSS and program meetings, principal meetings, facilitated data walkthroughs, cross-site learning, individualized technical assistance, and coaching.

Behavioral Health Champions

Behavioral health champions are central participants in implementation and capacity building. The role is defined by function rather than by a standard job title.

At the LEA level, a behavioral health champion may be a director of student services, district social worker, behavioral health or wellness lead, or another staff member with responsibility for implementation and data use. At the school level, the role may be held by a counselor, wellness coordinator, assistant principal, lead social worker, or another member of the site team.

The appropriate champion depends on the LEA or school's staffing model, funding structure, organizational responsibilities, existing behavioral health infrastructure, and decision-making processes.

Professional learning and coaching are therefore tailored to the champion's responsibilities, authority, prior experience, and position within the organization. A wellness coordinator serving as a site champion may need different facilitation and leadership support than an assistant principal or counselor. A districtwide social worker may require different support than a director of student services in a smaller LEA who holds several related responsibilities.

Capacity building supports champions in applying BHPM practices within the responsibilities they already hold and, over time, supporting those practices with greater independence.