Appendix B12.docx

APPENDIX B12

CATEGORY 4: PREVENTION AND EARLY INTERVENTION

SCHOOL-BASED EARLY INTERVENTION

EVALUATION CRITERIA AND QUALIFICATIONS

Instructions:

When completing the evaluation criteria and qualifications below, please refer to the applicable Scope of Work (SOW) and Attachment (if applicable) of the RFSQ packet for detailed program requirements, objectives, target populations, service delivery expectations and compliance criteria:

· SOW Reference: A12 - School-Based Early Intervention

· Attachment Reference: Attachment B – Standardized Scope of Work Language Ensure that your responses align with the expectation outlined in the SOW and Attachment (if applicable). These documents provide essential context and guidelines for your submission.

Responses for Section 1 Responses for Section 1 should include direct entries and/or completion of applicable checkboxes to affirm experience. Supporting documentation must be provided in the Miscellaneous Supporting Documents section. Reference specific page numbers where relevant information is located.

Indicate experience with providing outreach, peer support, education, and employment support via a drop-in model for target population and reducing barriers to early intervention services.:

Target Populations ☐ Children (ages 4-5) ☐ School-Aged Youth - Elementary (ages 6-10) ☐ School-Aged Youth – Middle/Junior High (ages 11-13)

Levels of Care and Services ☐ Outreach, Access, and Linkage to Care ☐ Early Intervention ☐ Multi-Tiered Systems of Support (MTSS) Tier 1 ☐ MTSS Tier 2 School Districts by Region

☐ Central County ☐ Cambrian ☐ Campbell Union ☐ Campbell Union High ☐ Cupertino Union ☐ Franklin-McKinley ☐ Lakeside Joint ☐ Loma Prieta Joint Union ☐ Los Gatos Union ☐ Los Gatos-Saratoga Joint Union ☐ Luther Burbank ☐ Moreland ☐ Oak Grove Union ☐ San Jose Unified ☐ Santa Clara Unified ☐ Saratoga Union ☐ Santa Clara County Office of Education (SCCOE) ☐ Union ☐ East County ☐ Alum Rock Union ☐ Berryessa Union ☐ East Side Union High ☐ Evergreen Elementary ☐ Milpitas Unified ☐ Mount Pleasant Elementary ☐ Orchard ☐ North County ☐ Los Altos ☐ Mountain View-Los Altos High ☐ Mountain View-Whisman ☐ Palo Alto Unified ☐ Sunnyvale Elementary ☐ Fremont Union High ☐ South County ☐ Gilroy Unified ☐ Morgan Hill Unified

Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Confirm ability to meet the following requirements and provide supporting information:

☐ Medi-Cal Certification at Designated School Site ☐ Documentation ☐ Billing requirements ☐ CalAIM behavioral health requirements (medical necessity criteria, documentation re-designs, co-occurring treatment, standardized screening and transition tools, Behavioral Health Current Procedural Terminology [CPT] coding transitions, payment reform, etc.)

Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Indicate the applicable staff titles and qualifications required to deliver services as part of the support team:

☐ Paraprofessional Staff: [Milieu staff, etc.] ☐ Licensed Clinical Staff: [LMFT, Ph.D., etc.] ☐ Licensed-Waivered Staff: [Rehab Counselor Associate Social Worker, etc.] ☐ Other: [Employment and Education Specialist, Peer Support Worker, etc.] Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Select the Evidence-Based Practices (EBPs), Community Defined Evidence-Based Practices (CDEPs), and Promising Practices (PPs) used in training and treating the target population, with fidelity to the requirements for Mental Health Services Act (MHSA) Community Services and Supports (CSS) as set forth in the California Code of Regulations (CCR) CSS Title 9, Chapter 14, Article 6, Sections 3610-3620.10 and 3640.

☐ Trauma-Informed Practices (e.g. Trauma Focused-Cognitive Behavior Therapy Cognitive Behavioral Intervention for Trauma in Schools) ☐ Motivational Interviewing ☐ Cognitive Behavioral Therapy ☐ Solution Focused Therapy ☐ Strengthening Families Program (SFP) ☐ Positive Parenting Program (Triple P) Level 2 ☐ Triple P Level 3 ☐ SkillStreaming ☐ Other: [Specify] Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Select the applicable items below to confirm the organization’s capacity for data collection, reporting, and CQI.

· Organization’s Capacity and Data Collection Process Indicate the organization’s capacity to administer and collect the required outcome evaluation data. Select the data collection methods and outcome measures applicable to the program:

☐ Capacity and processes are in place to administer and collect the required outcome evaluation data, including the assessment/outcome tools and performance measures currently utilized by staff.

☐ Data results are used to inform clinical practices, service quality, and CQI.

· Data Monitoring and Evaluation ☐ Staff regularly monitors and evaluates data, including client/family satisfaction surveys, pre-/post-service tests, and the implementation of culturally responsive services and practices.

☐ Program reports, CQI projects or processes, and data collection methods demonstrate commitment to ongoing evaluation and outcome improvement.

· Ongoing Evaluation and Outcome Improvement ☐ Plan in place for ongoing evaluation of program effectiveness, including data collection, analysis, and strategies for continuous improvement.

☐ Provision of quarterly staffing reports to the Behavioral Health Services Department (BHSD) using County-provided or other tools.

· Data-Driven Practice and Service Quality ☐ Data results are regularly used to inform and improve clinical practices and service quality.

Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Select the applicable items below to confirm the organization’s staffing and organizational strategies.

· Staffing and Continuity of Care:

☐ Organizational strategies for ensuring continuity of staffing and care are provided to the target population(s).

☐ Clinical supervision plans for professional and paraprofessional staff.

☐ Compliance with Medi-Cal standards.

· Staffing Details:

☐ Organizational chart detailing leadership, management, and reporting structure.

☐ Staffing chart including position titles, linguistic and cultural skills, education, experience, and certifications.

· Staff Training, Recruitment, and Retention:

☐ Practices for staff training, recruitment, and retention.

☐ Practices for recruiting, hiring, and promoting a multi-lingual and/or culturally or ethnically diverse workforce.

· Diversity, Equity, and Inclusion (DEI) Training:

☐ Training requirements related to DEI, including LGBTQ+ awareness, cultural and linguistic capacity, racial equity.

· Additional Required Plans ☐ Plans for delivering services 1) during a pandemic AND 2) during any emergency disaster(s), while ensuring safe protocols are followed to protect staff and clients during service delivery. Offeror indicated policies and practices in place for cooperation with County-required COVID efforts.

Supporting Documentation: Insert Miscellaneous Supporting Document Page Number

Responses for Section 2 require a ‘Written Response Submission’ for each criteria.

Describe the organization’s vision, mission, and/or values that are inclusive of promoting behaviors and practices towards a more equitable, diverse, and inclusive organizational mindset. Describe the organization’s leadership model of inclusivity, and what tools and support are provided to improve the organization’s ability to identify and mitigate bias, respect differences, build empathetic relationships, and manage conflict.

Describe the organization’s ability to provide and ensure cultural competency, outreach, and engagement requirements are met. Responses should address the following areas:

· Capacity to provide services to the target population(s) in a culturally, ethnically, and linguistically appropriate manner, including the ability to meet all County threshold languages.

· Strategies for addressing barriers when staff are unavailable to meet the County threshold languages.

· Current and future actions taken to ensure diversity and inclusion in the delivery of services.

· Capacity to provide outreach activities focused on reaching underserved, underrepresented, and/or multicultural populations.

Describe the organization’s experience and capabilities in providing school-based services, including collaboration with school districts, school sites, and the broader school community. This should include:

· Integrating program and staff into existing school processes and workflows, aligning with the Multi-Tiered Systems of Supports (MTSS) framework at a school site.

· Developing a communication plan to ensure services are provided year-round, including during school breaks (e.g., winter, spring, summer).

· Collaborating with schools to deliver early intervention, clinical services, and additional supportive services that meet the needs of students.

· Providing targeted outreach, referral and linkage, universal supports, group support, and mental health promotion services on school campuses.

· Offering psychoeducation and workshop services tailored to the needs of students on school campuses.

· Conducting mental health and universal screenings at school sites.

· Providing paraprofessional support for critical incidents that occur within or near the school community.

Describe the organization’s ability to deliver EBPs, PPs, and CDEPs with fidelity, specific to school-age youth and/or in a school setting. Include the organization’s capacity to provide ongoing training and support for new and existing staff. Additionally, provide a list of the EBPs, PPs, and CDEPs delivered.

Describe your organization’s experience in care coordination and your capabilities to provide a warm handoff. Include your approach to training staff in these areas.

· Detail your organization’s ability to step-down or step-up clients to an appropriate level of care based on client needs.

· Explain your process for ensuring a feedback loop with all relevant parties to support client care.

Historical data analysis will be reviewed by BHSD Program Subject Matter Experts (SMEs) and rated according to the criteria outlined in this RFSQ.

Offeror’s electronic health record (EHR) system capacity and responses as listed in Appendix H will be reviewed by BHSD EHR Subject Matter Experts (SMEs) and rated according to the criteria laid out in this RFSQ.

Financial records will be reviewed by the Health System Finance Department and rated according to the criteria laid out in this RFSQ.

RFSQ-BHS-FY25-0066: Children, Youth, and Family System of Care Services Page 1 of 6 APPENDIX B12: School-Based Early Intervention Evaluation Criteria and Qualifications CATEGORY 4: Prevention and Early Intervention