The Curriculum And Its Configuration

Activity 3.3 defines the professional learning content across three pathways, including ten modules across the school and LEA pathways and system leadership content in Pathway 3. Each LEA uses this common curriculum to develop professional learning that reflects its local priorities, participant roles, existing capacity, and implementation needs.

The modules identify areas of professional learning rather than a required sequence of workshops. Which modules a participant group receives, in what order, at what depth, and in which setting is decided with each LEA. Two schools may work through the same module and need very different amounts of modelling, practice, and follow-up support to reach the same capacity.

The curriculum is published in full and is not restated here.

Initial Onsite Training At All Eighteen Sites

Initial onsite training takes place at all eighteen participating schools for counselors, administrators, wellness coordinators, and behavioral health staff. Activity 3.4 carries this work from October 2026 through January 2027, led jointly by Impacter Pathway and DBG.

Onsite sessions cover the purpose and appropriate use of behavioral health screening, the six behavioral health competencies, what the platform shows and how to navigate it, how to read results at the level appropriate to each role, and how findings enter the school's existing student support process. The emphasis at each site follows what the infrastructure review found there.

Strategic Planning With Behavioral Health Champions

After initial implementation, behavioral health champions review the curriculum with the BHPM team. Deliverable 1's readiness findings provide the starting point. Together they identify:

• the LEA's goals for behavioral health information;
• the knowledge and skills that matter most locally;
• which staff groups need those capacities;
• which curriculum modules address them;
• where more or less depth is warranted;
• a sequence that fits the school year; and
• the professional learning settings actually available.

Year 1 priorities inform what needs further development in Year 2.

Designing Backward From Data Use

Once a screening strategy is established, professional learning is planned backward from the intended use of the results. The planning question is: if screening is fully implemented at this school, what does each group who will use the information need to know and be able to do?

That mapping is what determines which modules a group receives, and it is done with each LEA.

How Professional Learning Is Delivered

Delivery follows the support channels established in element 1.

Strategic Planning

Strategic planning with behavioral health champions is itself a form of capacity building and professional learning. Champions strengthen their ability to plan screening and data-use strategies, identify professional development needs, determine appropriate participants, select relevant Activity 3.3 content, connect the work to existing structures, and increasingly coordinate implementation themselves.

Professional Development

Professional development builds the knowledge and skills identified through strategic planning. Audience and format are determined locally with behavioral health champions, using the structures a district and its schools already run: an existing staff meeting, a districtwide wellness team across the three participating schools, a professional learning day, counselors and behavioral health practitioners drawn from across participating schools, or another existing professional learning structure.

In-Field Coaching And Application To Practice

Learning is applied inside a live team, with BHPM partners modelling first. Partners may:

• model a practice;
• facilitate its initial use with a local team;
• support staff while they practice it with their own information and processes; and
• support transfer of responsibility to local staff.

Settings include professional learning communities, MTSS teams, school data teams, instructional leadership teams, district behavioral health meetings, and cross-site review. Local staff should become increasingly able to lead these practices without direct project facilitation.

BHPM will use existing professional learning and decision-making structures wherever practical. New meetings or structures are established only where existing ones do not support the work.

What Is Fixed And What Is Set Locally

The project commits to an individualized capacity-building process rather than to a fixed schedule of sessions. Committing to a set number of workshops for every LEA would produce training that fits some sites and wastes the time of others.