Two alternative models for statewide behavioral health TA: integrating it into the existing SSOS versus a separate but connected structure led by county behavioral health departments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief explores two ways California could structure TA for school-based behavioral health. Model 1 adds an explicit behavioral health focus within the existing SSOS, with COEs as main TA providers; its "greatest benefit" is alignment with the state's priority of "one system for supporting students," and LEAs' existing relationships with COEs may increase uptake. Model 2 replicates the SSOS structure with county behavioral health departments providing Tier 1 and Tier 2 TA and COEs partnering to align and avoid duplication; its primary benefits are strengthened education-health collaboration, shared ownership, a clearer focus, and expanded expertise beyond high-capacity COEs. The brief explicitly does not endorse one model over the other.

Design Implications¶

Context¶

Requirements¶

• Model 1: state designation of new funding or expectations for the existing MTSS lead; Model 2: state direction of funding to county behavioral health departments and required COE partnership

Constraints¶

• Model 1 risks reinforcing the notion that education agencies alone are responsible for student behavioral health outcomes; Model 2's separation may be needed because structural-focused TA (Medi-Cal billing, MOUs, data-sharing) extends beyond the existing SSOS scope

Target Learners¶

• Local educational agencies, county offices of education, and county behavioral health departments across California

Target Learning Goals¶

• Expanding equitable access to behavioral health TA and advancing integrated school-based systems of care

Affordances¶

• California Ssos Three Tier Ta Structure

Related Strategies¶

• Health plans can actively partner with schools by directing networked providers to school-based activities, providing TA, placing care coordinators on campus, and funding prevention through grant-making
• Continue studying alternative funding structures for behavioral health improvement efforts to identify which best promote cross-sector collaboration and student benefit

Examples¶

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Key Sources¶

• Eisenberg, L., Krausen, K., & Caparas, R. (2024). Schools can't do it alone: Envisioning a statewide system of support to advance school-based behavioral health in California. WestEd. https://eric.ed.gov/?id=ED655750