The Five Support Channels

Support reaches participating LEAs and schools through five channels. The first four operate at the LEA and school levels. The fifth operates across the cohort. Activity 3.6 carries this work from November 2026 through June 2028.

Strategic Planning

Strategic planning takes place with designated behavioral health champions. It is itself a form of capacity building: champions strengthen their ability to plan screening, decide what professional learning is needed, and coordinate implementation as the project proceeds.

At The LEA Level

• districtwide screening strategy and priorities;
• coordination across participating schools;
• identification and support of site-level behavioral health champions;
• professional development priorities;
• alignment with district calendars and existing structures;
• implementation barriers requiring LEA-level action;
• cross-site learning and data-use priorities; and
• increasing LEA ownership of BHPM implementation.

At The School Level

• local screening strategy;
• administration planning;
• staff roles and participation;
• professional development needs;
• local data-use structures;
• integration with existing school teams and routines;
• preparation for subsequent screening cycles; and
• increasing site ownership.

Cadence is set with each LEA. It follows the screening strategy, the implementation stage the site has reached, and the school calendar.

Professional Development

Professional development builds the knowledge and skills identified through strategic planning. Activity 3.3 provides the common curriculum. Strategic planning determines which content is most relevant, who needs it, and how it is delivered locally.

Format and audience remain flexible. A session may be built for:

• a districtwide wellness team across the three participating schools;
• counselors and behavioral health practitioners across participating sites;
• a school staff meeting;
• a professional learning day;
• a role-specific group; or
• another locally appropriate configuration.

In-Field Coaching And Application To Practice

This channel puts the learning to work inside a live team, with the project modelling first and handing over as local staff gain experience. BHPM partners model a practice, facilitate its first use with an LEA or school team, and support local staff as they begin leading it themselves.

• facilitating an initial behavioral health data walkthrough with an MTSS team;
• working with a grade-level PLC to consider behavioral health information alongside academic information;
• supporting an ILT in connecting findings to schoolwide practice;
• facilitating an LEA cross-site review;
• supporting an LEA or school team through an initial PDSA cycle; and
• modelling a recurring data-review protocol that local staff subsequently lead.

Technical And Platform Support

Impacter Pathway's Customer Success and Enablement team works with the technology staff each LEA identifies, and with site technology leads where a school designates one. Support covers rostering, student information system integration, single sign-on, permissions, account access, devices and audio, screening preparation, troubleshooting, data quality, and reporting workflows. Element 8 describes it in full.

Quarterly Convenings

Four convenings bring the six LEAs and their school teams together across the contract: October 28, 2026; March 3, 2027; May 5, 2027; and October 27, 2027. County partners join from the second convening onward.

Convenings operate at the cohort level and serve a purpose the other four channels cannot. Participants:

• share implementation approaches;
• learn from practices across LEAs and schools;
• examine common implementation challenges;
• identify transferable practices; and
• identify issues that may benefit from broader project support.

Each session runs as a cycle across the cohort: review of current data, a spotlight district or theme, breakout discussion by role, decisions, and commitments for the following quarter. The fourth convening is where the cohort drafts its statewide recommendations. Practices identified as transferable feed Deliverable 7, the Student Behavioral Health Performance Management Training Guide.

How Support Changes Across The Two Years

Year 1 and Year 2 do not require the same support. Early implementation calls for more attention to screening strategy, administration, foundational assessment literacy, first interpretation of results, and establishing a data-use routine. Later support shifts toward more independent facilitation by local staff, subsequent data cycles, improvement cycles, learning across sites, and integration into the routines the LEA will still be running after the contract ends.

The progression is individualized. What Year 1 shows at each site determines what Year 2 emphasizes there.