Vermont Project AWARE Narrative 5.31.18 Final

VERMONT PROJECT AWARE NARRATIVE: MAY 31, 2018 SECTION A STATEMENT OF NEED A-1 Characteristics of Vermont’s Three Target Communities Vermont is a small rural state with a US Census estimate of 623,657 residents as of July 2017, an average density of 68 people per square mile and no federally recognized tribes Persons under 18 years old represent approximately 118,000 residents VT’s 2015 Youth Risk Behavior Survey (YRBS) report of middle and high school students shows that 88% describe themselves as heterosexual or straight, 6% as bisexual, 2% as gay or lesbian, and 4% are not sure Target Regions: Our three LEAs include Orleans Southwest Supervisory Union (OSSU), a rural LEA in our northeast region of the State; Addison Rutland Supervisory Union (ARSU), a rural LEA that shares a border with New York State; and the Greater Rutland County Supervisory Union (GRCSU) which will begin formal operations July 1, 2018, representing the merger of two neighboring LEAs Together these communities support almost 4000 students Students receiving free and reduced lunch (FRL) represent approx 52% of the youth, with a range of 44% to 61% FRL eligibility across the three LEAs Students receiving special education services with a primary or secondary diagnosis of emotional disability range from 15% in ARSU to 22% in OSSU All LEA schools are at varying levels of their Multi-Tiered System of Supports (MTSS) and in adopting a Positive Behavioral Intervention and Support (PBiS) framework Both ARSU and GRCSU serve children from Rutland County With a population of 59,087 Rutland County is VT’s 2nd most populous county with 18% of its residents under age 18 GRCSU will serve approx 30% of the county’s children Children’s mental health services in the ARSU and GRCSU catchment area are provided by a DMH Designated Mental Health Agency (DA), Rutland Mental Health Services (RMHS) OSSU is located in the State’s most rural region Depending on where a family lives in OSSU, they may relate to one of three population centers ranging in size from 2,000 to 7,200 residents Families may connect with one of four DAs or State District Offices for services Children’s mental health services in OSSU are provided by Lamoille County Mental Health (LCMH) Demographic information, as of December 1, 2017, for each LEA is presented in Table A-1-1 Table A-1-1 Demographic characteristics of each participating LEA for 2017-2018 school year Vermont LEA ARSU OSSU GRCSU * Total number of students enrolled 1345 1044 1546 Number of schools in LEA Number of PBiS supported schools 5 FTE DMH/DA supported clinicians 1.8 FTE professional and support staff 308 189 296 Percent male students 53% 55% 51% Percent female students 47% 45% 49% Special education (SPED) enrollment 19% 21% 17% SPED students identified with an Emotional Disability 15% 22% 16% Students who report as Non-Caucasian 3% 7% 4% Students with English as a second language 10% 6% 8% Students eligible for free and reduced lunch 49% 61% 44% *Represents aggregate 2017-2018 data for Rutland Southwest and Rutland Central SUs A-2 Needs, Service Gaps and Expanding Awareness of Mental Health Issues The State has seen a dramatic increase in Vermonters who use and are addicted to heroin, as demonstrated by the more than 350% increase in number of people seeking treatment for primary heroin addiction between state fiscal years 2011 and 2015 This crisis has led to an approx 38% increase in the number of children entering custody 2013-2016 This phenomenon has in turn placed an increased burden on schools as they struggle to provide safe, stable educational environments for youth with challenging emotional and behavioral needs and complex family dynamics The LEAs targeted for these grant activities serve children from two VT counties with the highest rates of Medication Assisted Treatment for Opioid Use Disorder per 100,000 people This includes Rutland County with a rate of 2,021 per 100,000 people and Orleans County, with the state’s highest rate, at 2,138 per 100,000 as compared to the statewide average of 1,621 per 100,000 people The results for VT’s most recent YRBS in 2015 and 2013 lend further support for targeted intervention in these communities YRBS OSSU* ARSU** GRCSU*** Percent who report being in a physical fight in the last 12 months 32% 22% 25% Percent who report not wanting to come to school in the last 30 days 8% 5% 5% because they did not feel safe Percent who report being bullied in last 30 days 30% 15% 26% Percent who report purposely hurting themselves in the last 12 months 26% 11% 13% Percent who report feeling sad and helpless for two weeks in a row 25% 18% 18% Percent who report making a suicide plan in the last 12 months 17% 9% 8% Percent who report attempting suicide in the last 12 months 11% n/a n/a * 9th grade respondents ** 9th and 10th grade respondents ***YRBS data for 2015 returned low sample sizes; data reported represents average responses to the 2013 High School YRBS for the two LEA’s that will become GRCSU Data from RMHS regarding access to mental health services shows that: children from ARSU have a “no-show” rate 30% higher than the county average; ADHD, mood disorders and trauma/PTSD make up 65% of the diagnoses for children served from the ARSU area; children from the GRCSU area utilize approximately 10% of the agency’s mental health crisis services Equally troubling for these regions is the percent of YBRS respondents who reported that they ever misused a stimulant or prescription pain killer with OSSU at 11%, ARSU at 7% and GRCSU at 8% of high school respondents An April 2017 data brief from the VT Department of Health notes that 80% of new heroin users in a given year previously misused prescription pain killers Common service gaps across these LEA’s include:  Positive youth development opportunities in local communities;  Building based MH crisis evaluation and stabilization service for students;  Building based MH services for students, including after school and vacation periods;  Access to MH treatment for parents and family members of students;  Awareness of MH issues in school-aged youth for school and community stakeholders;  Early screening and intervention;  MH consultation as part of the PBiS framework;  Trauma awareness and training on trauma responsive interventions for schools; and  Peer and family support and recovery services SECTION B PROPOSED IMPLEMENTATION APPROACH B-1 Goals and Measurable Objectives VT Agency of Education (AOE) and the VT Department of Mental Health (DMH), the target LEAs and their designated mental health partners share the goals and objectives of this Project AWARE opportunity VT expects these grant activities to impact 350 individuals in year one and 875 individuals in each of the remaining grant years or approximately 3350 LEA staff, parents, youth and community members over the course of the five year grant period Goal Increase and improve access to culturally competent and developmentally appropriate school- and community-based mental health services, particularly for children and youth with SED or SMI Objectives to address access to care issues identified as service gaps in Section A-2: A Each grant funded school will have at least one MH professional available in the school building by 12/31/18 B The Project AWARE Implementation Team (PAIT) will issue minimum statewide standards for timely access to school and community based MH screening, referral, treatment and follow-up for children and youth by 8/31/19 C Each LEA/DA will have a documented protocol that improves access to MH services for family members who may also need treatment or parenting support, such as co-location of MH staff in school buildings after hours and during summer break, by 12/31/19 D The PAIT will disseminate lessons learned, minimum standards, and protocol templates statewide to all DMH DA school-based mental health programs, by 4/1/20 E By 9/30/20, Umatter® for Schools will provide school teams with the knowledge and skills to develop a comprehensive, asset-based approach to suicide prevention at their school for up to 50 staff teams of to 10 participants; and Training of Trainers for the guidance departments of participating schools, for up to 80 staff Goal Develop school-based mental health programs staffed by behavioral health (BH) specialists to screen for, provide early intervention for and to address any ongoing mental health needs of children with symptoms consistent with a mental disorder(s) or SED Objectives to address service gaps identified in Section A-2: A By 12/31/18, the PAIT will review DMH and AOE policies and procedures for SBMH services and establish a process and timeline, not to exceed 24 months, for the design of a comprehensive plan to enhance and refine the evidence based culturally competent and developmentally appropriate school and community based MH services using an Interconnected Systems Framework (ISF) B By 9/30/19, 75% of Project AWARE local planning teams will be trained in how to use the ISF to integrate SBMH and PBiS C By 9/30/19, specific MH screening tools will be selected for each LEA, from a PAIT recommended list of screening tools, through a collaborative process by the DA/LEA D By 12/31/21, the PAIT will post for LEA, DA and stakeholder feedback its proposed design to ensure comprehensive evidence based culturally competent and developmental appropriate school and community based MH services E By 9/30/23, DA behavioral specialists will provide consultation to 75% of teachers and classroom aids, in grant funded schools, to assist in the development of specific skills for effective responses to student behaviors F By 9/30/22, 100% of LEAs will have documented and implemented methods for mental health screening, early identification and referral G 100% of LEAs will have documented and implemented evidence based, same day response protocols for youth who express suicidal ideation and for youth who report intent to commit suicide by 9/30/21 Goal Conduct outreach and engagement with school-aged youth and their families to increase awareness and identification of mental health issues and to promote positive mental health Objectives to address YRBS trends in youth who report being bullied, not feeling safe, having made a plan for suicide, attempting suicide or misusing prescription drugs in Section A-1: A By 12/31/18, the PAIT will have a final workforce development training plan to increase MH awareness and literacy in the school and community, using interventions such as Youth Mental Health First Aid® (YMHFA), Umatter®, and trauma responsive classrooms B By 2/28/19, each LEA will have identified at least one DA and one community member to be trained in a process like YMHFA® C By 12/31/19, up to 30 community based trainers will be trained in a process like YMHFA® D Trainers from a process like YMHFA® will conduct a minimum of trainings per year in each community beginning January 2020, training up to 1,000 First Aiders through 9/30/23 E By 9/30/23, each LEA will have implement Umatter® for Youth and Young Adults (YYA) in with 40 students (approx per school) and 10 adults (approx per school) Goal Connect families, schools, and communities to increase engagement and involvement in planning and implementing school and community programs for school-aged youth Objectives to address access issues and service gaps identified in Section A-2 include: A The SIT will identify one family representative from an organization such as the VT Family Network and/or the VT Federation of Families for Children’s Mental Health to serve as a PAIT member within 30-days post award B Each LEA/DA will have at least one parent or youth representative trained and able to act as a co-trainer to provide a process like YMHFA® training in their community by 9/30/23 C Each LEA will utilize their required Parent and Family Engagement policy to support implementation of SBMH programs and engage parents, students and community members in their annual Continuous Improvement planning to fully incorporate SBMH and ISF into their LEA and school-based Continuous Improvement Plans, by 9/30/23 D By 9/30/23, each LEA will have completed at least ‘Umatter® for Community Processionals’ awareness and education training sessions focused on the first responder community, law enforcement, social services and mental health/faith leaders Goal Help school-aged youth develop skills that will promote resilience and promote prosocial behaviors; avert development of mental and BH disorders; and prevent youth violence Objectives to address YRBS trends in youth who report being bullied, not feeling safe, having made a plan for suicide, attempting suicide or misusing prescription drugs in Section A-1: A By 2/28/19, each LEA will identify at least one PBiS participating school to enhance school climate and School Mental Health Services using an ISF with their DA provider B By 12/31/19, the PAIT will issue evidence-based standards for incorporating trauma informed and responsive approaches within multi-tiered systems of support, including a pilot program for mental health consultation in those schools utilizing the PBiS model C By 12/31/19, each LEA will identify at least one non-PBiS school to participate in Universal PBiS training during grant year three-five D By 6/30/20, LEA staff will report being knowledgeable about the impacts of trauma on learning and having at least new compassionate/ strength-based strategies for responding to students’ behaviors E By 9/30/23, each LEA school building will have completed at least one “Umatter® for Schools” awareness and education training sessions F By 8/31/21, each LEA will have initiated a ‘Umatter® for Youth and Young Adults” suicide prevention campaign, including a youth community service project in at least one middle or high school G By 8/31/21, each LEA will have utilized their required LEA and school level Continuous Improvement Parent & Family Engagement Plans to establish relationships with local business, families and community groups to identify and link with applicable community resources for school age youth and their families, including those that promote wellness and resiliency Goal Equip schools with the ability to immediately respond to the needs of youth who may be exhibiting behavioral/psychological signs of a severity indicating the need for clinical intervention Objectives to address access to care issues identified as service gaps in Section A-2: A By 9/30/23, each school in the LEA will have a documented MH screening, referral and follow-up protocol with their DA for coordinated and timely access by school age youth and their families B By 9/30/23, each school in the LEA will have a documented crisis response protocol with the DA for timely MH crisis evaluation and stabilization services, including TA and root cause analysis support post incident Goal Develop an infrastructure that will sustain and expand mental health and BH services and supports for school-aged youth when federal funding ends Objectives to address access to care, service gaps and troubling YRBS issues identified as service gaps in Section A-1 and 2: A Within 30 days of award, the State Interagency Team will establish a quarterly update and biennial Quality Improvement (QI) process that includes incorporation of Project AWARE learnings into the State infrastructure B By 9/30/23, DMH, AOE and LEA/DA will endorse and document a revised ‘Success Beyond Six’ Medicaid funding model and service standards for DMH/DA SBMH C By 9/30/23, AOE and AHS will update the Act 264 Interagency Agreement to incorporate learnings and protocols from VT Project AWARE B-2 Implementation Framework and Activities VT’s Act 264 requires that the State departments responsible for child welfare, mental health and education coordinate and work as part of a state interagency team (SIT) The law establishes twelve local interagency teams (LIT) statewide to collaborate on issues facing children and families struggling with severe emotional disturbance It also mandates that families be engaged in that process and each team have at least one parent representative to help families navigate the complexities of each service system In 2005, the Agency of Human Services (VT’s umbrella Agency for health and human services, including DMH) and the AOE entered into an intergovernmental agreement (IGA) to use the Act 264 (SIT/LIT) structure for the broader population of children and youth with any disability and/or those receiving significant State funded services Our current IGA strengthens planning for children and youth with all of the AHS departments serving youth and their families added as signatories Success Beyond Six (SBS), represents a DMH Medicaid funding mechanism that was created to increase collaboration between DMH DAs and LEAs Through this funding arrangement, LEAs may contract with DAs for support to Medicaid eligible youth in the school system, including inschool treatment, consultation to teachers, parents and administrators regarding the child’s plan and to link the child and family to additional services provided outside the school While this funding model has been important to support services in the schools, DMH approvals are not currently tied to evidence based practice requirements Additionally, some local agreements rely heavily on 1:1 behavioral interventionists that are not always sustainable overtime Implementation Structure: Using the SBS funding model, the IGA and the SIT/LIT structure, VT’s Project AWARE will support the redesign of SBMH programs to include: evidence based practices; a greater focus on wellness, resiliency, screening and early interventions; and to create a coordinated and consistent LEA approach to referral and treatment SIT/LITs will serve as the implementation structure for VT’s Project AWARE activities and will support on-going collaboration at the state and local level regarding payment models and implementation of programs to increase awareness of mental health issues, promote wellness and support needed system improvements The IGA will provide the vehicle for the State to document and sustain successful practices and policies after the AWARE grant ends, and SBS will provide one option for supporting collaborative funding agreements between LEA and DAs, as applicable SIT Grant Responsibilities will include: Project AWARE co-coordination; review and input on written deliverables e.g., impact statements, annual progress reports, minimum standards for SBMH services; annual QI planning; and coordination with the Project AWARE Implementation Team, including parent/family representatives Project AWARE Implementation Team (PAIT) will include the AOE Project Coordinator, DMH Project Co-coordinator; LEA Community Project Managers; family representative appointed by SIT Grant Responsibilities will include: implementation and oversight of all grant activities; development of a BH Disparities Impact Statement; regular reporting to SIT, VT stakeholders and SAMSHA on grant activities; establishing a QI process that includes at a minimum an annual review of the Performance Assessment Plan progress and results; soliciting stakeholder feedback on written deliverables; working with state and local teams to create minimum statewide standards for SBMH screening, coordination, treatment and follow-up; TA and individual assistances to LEAs as needed, including the facilitation of local and state planning sessions The PAIT will use the ISF to advance the work of PBiS schools in effectively linking and integrating school based mental health services into the model This framework will form the basis of our redesigned school partnerships At least one statewide ISF TA session will be held in the first two years whereby each LEA will come together with national experts for training and targeted assistance in developing their LEA/DA partnership The PAIT will hold quarterly Learning Collaborative meetings to bring the three target LEA/DA communities teams together in working sessions to share their successes, challenges and to strategize solutions to policy and operational barriers at the state and local level Local Interagency Team Grant Responsibilities will include collaborating with the LEA Community Project Manager and their DA partner to identify a local sub-committee to assist with Project AWARE implementation in each LEA; providing feedback to the PAIT on progress and emerging state and local procedures to support SBMH Project Activities: During the grant start up, the PAIT will identify schools in each LEA that are using PBiS and who have DMH approved SBMH service contracts Schools that have not adopted PBiS will be identified for technical assistance from the AOE and University of Vermont’s PBiS consultation team to support its adoption Schools that are operating within a PBiS framework will be introduced to the ISF Project Aware will provide TA to the LEA and DA in using ISF to create a unified model of school based MH services and PBiS in the building DMH will use lessons learned from the ISF/PBiS work to develop an effective and sustainable school based MH delivery system and funding model statewide The PAIT will collaborate with The Center for Health and Learning (CHL) to educate middle and high school aged youth in each LEA on suicide prevention and promoting wellness in their school communities and support targeted trainings for schools, community members and youth in each community using the Umatter® EBP The DA in each LEA will use existing clinical expertise in the Attachment, Regulation and Competency (ARC) framework to develop a trauma training and consultation model to support schools to understand the impact of trauma on learning, develop compassionate school climate, and help teachers to respond, rather than react, in ways that buffer the effects of adversity and foster resilience in children and youth The DA will provide training and consultation in each LEA on trauma and how to incorporate trauma responsive practices The PAIT will work with each LEA to finalize YMHFA trainings and persons identified to become training over the course of the five year grant B-3 Project Timeline The PAIT will be responsible for oversight of all activities identified in the project work plan and timeline Project Activity Project AWARE Proposed Timeline* Year One Year Two Year Three Year Four Year Five Quarter Quarter Quarter Quarter Quarter 4 4 Project Kick-Off and Staffing Formal State acceptance of award Recruit and hire Project Coordinator SIT project kick-off meeting LEA Community Project Managers assigned PAIT meeting kick-off MH staff assigned in each LEA Data & Performance Management Finalize Performance Assessment Plan Submit Behavioral Health Disparities Impact Statement Develop workforce training plan Develop and submit final project work plan Finalize LEA reporting templates Develop LEA online access tools Quarterly LEA reporting Quarterly SEA reporting Annual SEA reporting Project Management PAIT Meetings LIT community stakeholder review/input SIT review/input QI plan adjustments for upcoming year Attend national grant meetings Comprehensive SBMH Plan Development Engage stakeholders in planning Select screening tools Establish minimum standards for statewide implementation of SBMH Provide TA for implementing minimum standards/development of LEA/DA policies Develop and refine written LEA/DA MOU’s Refine AOE/DMH funding coordination Develop joint AOE/DMH Trauma policy Update AOE/AHS interagency agreements Coordinated Referral Process and Follow-up Interconnected System Training and TA** PBiS Universal Training** Individual LEA/DA Family Access Plan Individual LEA/DA Crisis Response Plan Project AWARE Proposed Timeline* Year One Year Two Year Three Year Four Year Five Project Activity Quarter Quarter Quarter Quarter Quarter 4 4 Individual LEA/DA Early Intervention Plan Individual LEA/DA Plan Implementation Onsite SBMHS MH Clinicians on site in each LEA After Hours and Weekend Family MH Workforce Development Training of trainers for YMHFA School Based Trauma Training and TA “Umatter®” for Schools Trainings** “Umatter®” for Community Trainings** “Umatter®” for Youth and Young Adult ** YMHFA® Training (3 session/LEA/year) *Subject to refinement based on Continuous Quality Improvement (CQI) findings ** Including consultation/TA ongoing following training events SECTION C: PROPOSED EVIDENCE-BASED SERVICE/PRACTICE C-1 Evidenced Based Practices VT’s Project AWARE will rely on several evidence based practices (EBPs) to support its success, including: Youth Mental Health First Aid® (YMHFA); Umatter® youth suicide prevention activities; Positive Behavioral Interventions and Supports (PBiS); Interconnected Systems Framework (ISF); and Attachment, Regulation, and Competency (ARC) framework for complex trauma A brief overview of each, and how they align with our goals and objectives is provided below, we are not proposing modifications to these EBP models Positive Behavioral Interventions and Supports (PBiS) is a proactive approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional and academic success Schools who implement PBiS with fidelity see a dramatic decrease in the number of in school behavior problems Students in these schools enjoy greater levels of support and inclusion than those in comparative schools without PBiS The DMH and AOE have chosen PBiS as an evidence based framework because of its success in improving school climate Each target LEA is at varying stages of PBiS including some that have not adopted the PBiS readiness approach Umatter® includes a series of training sessions for different audiences that provides information on risk factors and warning signs for suicide, what to say and do, and resources for referral and support These include targeted sessions for: families and community members; school professionals; and for youth and young adults, which includes a youth leadership and engagement project to foster healthy community cultures, promote MH and resiliency, and addresses issues such as bullying and substance abuse prevention Umatter® for Schools received Best Practice Program designation from the American Federation for Suicide Prevention in 2011 VT YRBS data indicates that up to in students reported making a suicide plan in the last 12 months with up to in reporting they attempted suicide in the last 12 months Increasing awareness, promoting evidence-based suicide prevention and early intervention strategies, including developing gatekeepers, are essential to prevent suicide Youth Mental Health First Aid® is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis YMHFA is a SAMHSA registered EBP This program will support each LEA in building awareness across community stakeholders Interconnected Systems Framework (ISF) provides a structure for schools and policy leaders to develop an integrated approach to support PBiS and SBMH systems in improving educational outcomes for all children and youth, especially those with or at risk of developing mental health challenges ISF will strategically align the goals and processes of these VT’s initiatives and provide tools and structure for educators and mental health professionals to work together ISF is evidence based, data driven and supports our IGA to promote practices that integrate school and mental health efforts, decrease behavior problems and increase opportunities for learning Attachment, Regulation, and Competency (ARC) framework for complex trauma in children and their families can be tailored for schools to learn about trauma impacts on children and families and develop strategies as a caregiving system to respond effectively, reduce re-traumatization, and practice self-care ARC is an evidence-based practice for treatment of complex trauma in children and their families and is grounded in cognitive-behavioral therapy Additionally, the two DAs participating in this grant have trainers and experts in ARC as part of a statewide effort, funded through a past SAMHSA NCTSN grant (2009-2012) In VT, in VT youth have experienced or more adversities and students with 3+ adverse family experiences (AFEs) are less likely to their homework However, resilience moderated the effect of 3+ AFEs on a child’s engagement in school and their ability to complete all homework Trauma responsive approaches ensure that students are safe and engaged in school, teachers are supported, resilience skills are taught, and students identified as needing additional support are connected to a traumatrained MH provider Each of our target LEAs indicated a need for this training and consultation SECTION D: STAFF AND ORGANIZATIONAL EXPERIENCE D-1 Organizational Experience VT’s school age youth are currently served in 53 LEAs and 294 schools across the state Publicly funded Mental Health (MH) services are provided through 11 DMH approved agencies responsible for MH services specifically targeted for the most vulnerable populations, including youth experiencing a serious emotional disturbance (SED) and their families DMH has effectively implemented several SAMHSA grants statewide: NCTSN Category III Center (20092012), Youth in Transition (YIT; 2008-2012), and Promoting Integration of Primary and Behavioral Health Care (PIPBHC; 2017-current) Since 1992, DMH has collaborated with AOE and VT LEAs to develop effective models for SBMH, including a partnership with AOE and the University of Vermont (UVM) team for Building Effective Support for Teaching Students (BEST) With Behavioral Challenges Project TA partners will include: UVM, CHL; the VT Federation of Families for Children’s Mental Health, Umatter® and YMHFA® Our direct service partners will include two of VT’s 11 DAs, Lamoille County Mental Health and Rutland County Mental Health D-2 Project Staffing AOE Project Coordinator (1 FTE): Leads PAIT and is responsible for all grant activities and reporting Qualification/Experience: Master’s degree in Education, Special Education and/or related field; experience in teaching (4 years), program development, supervision or leadership DMH Project Co-Coordinator (.5 FTE): Co-leads PAIT and shares responsibility for all grant activities and reporting with AOE Project Coordinator Qualification/Experience: Master’s degree in mental health or related field Experience in program development, funding mechanisms, and administration of SBMH; knowledge of Social Emotional Learning and multitiered systems of support models used in schools LEA Community Project Managers (1 FTE per LEA): Coordinates LEA project activities and reporting Qualification/Experience: Master’s degree in Education and/or related field; At least years teaching and experience in program development and implementation with diverse groups DMH Children’s MH Director (.1 FTE): Supervise DMH Project Co-Director and monitors project performance Qualification/Experience: Master’s degree in Mental Health or related field; years or more of experience administering or supervising a program that provides direct BH services to youth, including years of supervisory experience AOE Interagency Programs Manager (.2 FTE): Supervise AOE Project Coordinator and monitors project performance Qualification/Experience: Master's degree and five (5) years or more of experience at or above a professional level in the broad field of education or human services, including year or more with planning, policy, program administration or a program evaluation role and years or more of supervisory experience SECTION E: DATA COLLECTION AND PERFORMANCE MEASUREMENT E-1 Data Collection and Management The AOE and DMH will finalize a common set of data collection tools to support consistent quarterly and annual data collection as defined by the FOA and our final approved Performance Assessment Plan The LEA Community Project Manager will act as the liaison responsible for data collection and will serve as the local point of contact for any follow-up Tools will be distributed in Excel workbook format and where applicable as fillable PDFs available for electronic or hard copy use at the discretion of the LEA We will track YMHFA®, Umatter®, and trauma-responsive classroom training and consultation Post-training evaluation data will also be collected to measure impact of training Password protections will be incorporated into all electronic tools that may transmit sensitive health or education information, should it be included in the final design LEAs will be required to submit data 15 days following the end of each quarter AOE staff will monitor submission for timeliness and completeness and place a follow-up call to the Community Program Manager as needed to ensure accurate reporting AOE/DMH Project Database: VT Project AWARE will establish a secure project database that will track required data, LEA submission dates and record any ad hoc communications such as follow-up reminders Data will be shared using data dashboards to visually track and display key performance indicators, document progress and identify areas needing improvement Data Use and Quality Improvement: The AOE Project Coordinator will be responsible for presenting quality data to SIT and discussing progress with LEAs and DA staff Annually, during the last grant quarter, the SIT and PAIT will identify areas for quality improvement to be addressed in the upcoming year Any changes in data collection or the Performance Assessment Plan will be reviewed with the LEA and data collection tools adjusted accordingly Assessment of Fidelity to Practice: Each of our selected evidence based practices includes a built in fidelity to practice assessment as part of the innovation VT will adopt recommended data collection, practice monitoring and improvement planning associated with each practice as implemented and reflect the adoption in our final Performance Assessment Plan, as applicable Confidentiality: AOE and DMH routinely work with data sets containing confidential information protected by state and federal privacy regulations VT has rigorous safeguards to protect health information and FERPA data files Consistent with legal and regulatory requirements, we restrict access to such information to only permit persons authorized to view it as part of performing their scope of work Data storage includes locked storage areas and password-protected computer networks and data files that comply with HIPAA and FERPA requirements 10 ... coordination with the Project AWARE Implementation Team, including parent/family representatives Project AWARE Implementation Team (PAIT) will include the AOE Project Coordinator, DMH Project Co-coordinator;... identified in the project work plan and timeline Project Activity Project AWARE Proposed Timeline* Year One Year Two Year Three Year Four Year Five Quarter Quarter Quarter Quarter Quarter 4 4 Project Kick-Off... Recruit and hire Project Coordinator SIT project kick-off meeting LEA Community Project Managers assigned PAIT meeting kick-off MH staff assigned in each LEA Data & Performance Management Finalize Performance