Grantee Exchange

Celebrating Grantee Successes in 2022

2022 actions

The above action verbs were taken directly from the 2022 APRs of the MHSP, SBMH, P2C2, and TR grant programs. These verbs describe the activities, progress, and impact you all made last year. Congratulations to all grantees on accomplishing your goals and creating safer, more supportive learning environments! 

See below for examples of the most common action words and the successes they describe. As you take a look, think about and respond to one of the following questions: 

1. What do these action verbs reveal about your individual and collective impact?

2. What are you providing, developing, and expanding within your own grant programs? Let's keep growing the list!


  • Chicago Public Schools (IL) provided their Youth Mental Health First Aid training every month to new hires to provide a foundation on how to support youth experiencing mental health and substance use challenges. 
  • Muskegon Area ISD (MI) provided continuous coaching around Tier 1 PBIS implementation at the elementary schools. Project activities included training and coaching on social emotional learning (SEL) and restorative practices. 
  • Hawaii provided schools with technical support to successfully implement and utilize Multi-Tiered System of Support (I-MTSS) to identify and refer students to grant services and gathered baseline data for students who received services.   
  • Delaware provided training to over 10,000 professionals, including teachers, school leaders, Department staff, facilities workers, and school resource officers through their Trauma Training Institute.   
  • Wisconsin provided progress updates to community partners and key stakeholders and maintained ongoing communication with their consultant regarding all communications, partnerships, and opportunities for collaboration with Wisconsin American Indian Nations. 


  • Virginia Department of Education developed 12 asynchronous online modules with a focus on a monthly virtual synchronous professional learning community following the Extension for Community Healthcare Outcomes (ECHO) framework. 
  • Sodus Central (NY) developed new protocols for daily data collection to better understand the impact of their interns. 
  • Rhode Island developed a guidance document for schools on the provision of telehealth services. The document includes information on identifying technology platforms, and plans for the collection, maintenance, and use of student data. 
  • Nevada’s IHE partner developed four undergraduate courses dedicated to school-based mental health. The courses are available for high school students to take as dual credit courses and count as a minor for several undergraduate programs (e.g., psychology, human services, Spanish, sociology). 


  • Osage County (OK) established integrated mental health teams, where mental health professionals across LEAs met monthly for didactic training and engaged in a structured peer supervision model. 
  • Eureka City Schools (CA) established their Wellness Center and is working to create a districtwide billing infrastructure to allow for the billing of services provided to students in school. 
  • Hawaii established a partnership to expand the mental health delivery infrastructure and support the delivery of direct trauma specific services to targeted students from low-income families. 
  • Louisiana established a quarterly notification system to remind families of enrolled students to complete follow-up surveys to increase survey response rates.
  • Ohio established a contract with an Institution of Higher Education (IHE) to annually recruit, place, and provide stipends for counseling and social work interns placed in schools. 


  • Iredell Statesville Schools’ (NC) social workers supported students and families by connecting them to the Department of Social Services, McKinney Vento services, Department of Juvenile Justice (for support with truancy), and other community resources. 
  • Hawaii supported staff well-being by encouraging staff to engage in self-care through healthy statewide competition. Wellbeing activities were suggested each month and participation earned staff points to qualify for incentives as individuals and for their complex areas. 


  • Educational Service Center of Northeast Ohio (OH) expanded partnerships between school staff and providers by co-facilitating a School Counselor/Social Worker Network.  
  • After implementation at six pilot schools, Hawaii expanded capacity building trainings to school personnel to facilitate the integration trauma-informed practices at all Department schools.