“It’s all about the buy-in.” “We need stronger buy-in.” “We just don’t have the buy-in.” If you work in a school, community mental health agency, or any organization implementing behavioral health interventions in a complex environment, you’ve likely heard one or all of these phrases. In my experience as a program evaluator, these comments surface most often when an initiative isn’t being implemented as intended, when outcomes lag, enthusiasm fades, or a promising initiativ

The Behavioral Health Improvement Institute serves as the external evaluator for a local NH school district’s school violence prevention efforts, supported by a federal grant to develop school threat assessment teams and implement the Comprehensive School Violence Threat Assessment Guidelines (CSTAG) developed out of the University of Virginia. CSTAG is a nationally recognized, evidence-based, and multidisciplinary framework for assessing student threats of violence in K-12 s

As a data analyst in the school portfolio at BHII, much of my role focuses on turning information into usable insights while also examining how our data workflows can be made more efficient and accessible. One area our team recently identified for improvement is our process for collecting and monitoring fidelity assessment data related to implementation of New Hampshire’s Multi-Tiered System of Support for Behavioral Health and Wellness (MTSS-B) across school districts.