Where Site Experience Becomes Shared Learning.

The Learning Collaborative works only if the same people return each quarter with their data and their willingness to share openly about their experience.

Who Attends

Each LEA sends a consistent core team to every convening. At minimum this includes the LEA's behavioral health champion, a site or district administrator, a counselor or wellness coordinator, and the site behavioral health or multi-tiered system of support (MTSS) lead, or a related position. Consistent membership is what allows relationships, context and commitments to carry from one session to the next. LEAs are welcome to bring additional staff and are encouraged to widen the circle over time, particularly to instructional leaders and teachers as the work moves toward classroom practice, but the core team does not change. All project partners attend every convening.

In Year 1, the primary audience is the counselor, behavioral health and site leadership staff who are leading implementation. The Learning Collaborative treats this group as the vehicle through which behavioral health information reaches teachers, and asks each LEA to identify the existing structures (instructional leadership teams, professional learning communities, MTSS meetings, professional development planning) through which findings will move toward the classroom.

Come Prepared

Pre-reads and data views are distributed ahead of each convening, along with proposed discussion questions. Participants review their own LEA's data in advance so that session time is spent on interpretation and action rather than orientation. Each LEA team arrives ready to report on the commitments it made at the prior session, having reviewed the agenda and proposed discussion questions.

Candid Reporting

The Learning Collaborative depends on candid reporting. LEAs share what is working and what is not, including participation, data quality problems, workflow breakdowns, and any places where staff are unsure what to do with results. Challenges are treated as implementation information, consistent with the curriculum's position that implementation varies by site and that variation is expected. No LEA is compared to another for the purpose of ranking. Cross-LEA data is used to find patterns and to learn from differences.

Asset-Based

Data conversations begin with what students are demonstrating, and with strengths and positive change, before turning to areas for growth. Participants distinguish patterns from explanations that require additional evidence, and do not infer a connection just because a behavioral health pattern appears alongside a particular program or practice.

Protect Students

All cross-LEA discussion uses aggregate data. No student-level information is shared or discussed across LEAs, and participants do not discuss identifiable students in the full group. Section 06 sets out the data-sharing and privacy protocols in detail.

Commitments

Each convening closes with each LEA naming what it will do before the next session, who owns it, and what evidence it will bring back. Commitments are recorded in the Quarterly Summary and opened at the start of the next session.

Partner Norms

Project partners hold themselves to the same expectations. Partners attend in full, prepare content in advance through the planning process described under Structure And Cadence, follow up on requests raised in session, and route feedback on the Educator Portal, the Dashboard, training or policy questions to the responsible owner.