Deliverable 03 · Activity 3.5
Technical Assistance Plan
Training, Technical Assistance, Coaching And Implementation Support For Six LEAs And Eighteen Schools.
The Technical Assistance Plan describes how the Santa Clara County Office of Education and project partners will provide ongoing training, technical assistance, coaching, and implementation support to the six participating local educational agencies (LEAs) and eighteen participating schools across the contract period.
- Due
- September 30, 2026
- Term
- July 1, 2026 to June 30, 2028
- Elements
- 9
- Lead
- SCCOE · Impacter Pathway · DBG
Exhibit A Section VI, Deliverable 3 · Nine required elements · Implementation Workplan Activity 3.5
Activity 3.5 · Section 06
Integration With Existing School And LEA Frameworks
How behavioral health information enters the meetings, protocols, and improvement processes a school and district already run, and why that is what makes the practice last.
Scope This Section Answers
Support integration of performance management practices within existing school frameworks such as MTSS, community schools, and other whole-child initiatives.
Integration Is How The Work Survives Staff Change
Behavioral health information is useful when it reaches a meeting where someone can act on it. Identifying those meetings at each school and LEA, and putting the information into them, is the work of this element.
Principals are promoted. Counselors transfer. Champions leave districts, and staff responsibilities change. If the capacity BHPM builds sits only with an individual champion, counselor, administrator, or project partner, it leaves when that person does. Integration keeps the knowledge and the practices available to the organization through those transitions.
Four questions guide the work at each site:
- Where does this learning already fit?
- Who already meets to make this decision?
- Where is student information already reviewed?
- Where does professional learning already happen?
Deliverable 1 recorded the MTSS position at each of the eighteen sites and identified the community schools among them, which is the starting point for answering them.
Where BHPM Practices Are Integrated
| Level | Existing Structures | How BHPM Is Integrated | Sustainability Focus |
|---|---|---|---|
| School | MTSS and student support teams · Community Schools structures · counseling and wellness teams · PLCs · ILTs · school data teams · PBIS review · staff meetings · school improvement planning | Behavioral health information is added to an agenda the team already holds. A review protocol is adopted into the meeting's normal practice. Findings produce an action, an owner, and a date the team sets itself. | The protocol and the agenda item belong to the team. A new counselor joins a meeting that already reviews this information. |
| LEA | District behavioral health and student services teams · district data routines · principal meetings · professional development structures · program review · LCAP and improvement planning | Cross-site behavioral health review joins an existing district routine. Findings inform program, staffing, and professional learning decisions through the processes that already make them. | Cross-site review is a standing district practice with documentation and a protocol, so it continues when a director changes. |
A standing behavioral health meeting created by the project tends to end when the project does. Structures the LEA already funds and staffs continue.
How Integration Is Supported
| Approach | What Happens |
|---|---|
| Modeling | BHPM partners demonstrate data walkthroughs, review protocols, goal setting, and other practices with the team watching. |
| Facilitated Practice | Local teams use the practices with their own behavioral health information and the other data they already hold. |
| Coaching | Behavioral health champions and other staff build their ability to lead the work themselves. |
| Shared Tools And Protocols | Teams establish usable agendas, protocols, documentation, and resources that more than one staff member can run and that transfer when roles change. |
| Integration Into Existing Routines | BHPM practices become part of established MTSS, Community Schools, counseling, leadership, professional development, data-review, and improvement processes. |
| Transition Of Ownership | LEAs and schools assume increasing responsibility as their experience and capacity grow. |
The knowledge, routines, tools, and practices developed through BHPM are intended to remain usable as individual champions, counselors, administrators, and other staff change.
Using The Information To Examine Existing Programs
Behavioral health information gives teams a way to ask better questions about supports they already run.
Consider a middle school running a peer-mentoring program for incoming students. Screening sixth graders and looking at Effective Help-Seeking shows whether students name their peer mentor, their counselor, their teachers, or other school resources as people they would go to. That tells the school something about how its intended support is showing up in students' own accounts of their experience. It does not establish that the program produced the result, and participants are supported to hold that distinction.
The same applies to academic practice. A high school implementing inquiry-based mathematics has a direct interest in Emotional Resilience, because productive struggle is built into the instructional design. Behavioral health information can help a team consider how students respond when academic work becomes difficult, and whether classroom practice supports them through it. This is one reason instructional leadership is sometimes the right audience for professional learning about behavioral health information.
Behavioral health information also informs universal practice. Aggregate patterns can confirm that an existing universal support is working as intended, identify a universal practice worth strengthening, indicate where an additional universal support would help, inform professional learning, and identify where targeted or intensive support is needed. The appropriate response depends on the level and the pattern of the information.
Where This Support Is Delivered
Integration is supported through the onsite training under activity 3.4 and the ongoing support under activity 3.6, drawing on the Activity 3.3 curriculum, particularly the modules on integrating behavioral health information into student support and school practice and on school and LEA data-use systems. In-field coaching and application to practice is the channel that carries most of it. The quarterly convenings are where LEAs compare how they have approached integration and identify practices worth adopting elsewhere.
Activity 3.3 is the training and capacity-building curriculum this plan draws on. It is cited here rather than reproduced. · Exhibit A Section VI, Deliverable 3 · Nine required elements · Implementation Workplan Activity 3.5