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Implementation & Accountability

Promote Children's Social, Emotional, Behavioral Health

Implementation & Accountability

Implementation

Because of the variety in proven interventions, states and communities have leeway to find programs that suit local values, opportunities and budgets. The key is to select strategies that have documented effectiveness, assure that they are implemented well and recognize the critical importance of a strong commitment to continuous program improvement.

 

  • Match expectations with sufficient resources .  Be clear about the goals, purpose and target audience for specific programs.  Provide sufficient resources to ensure fidelity to the evidence-based model, or modify expectations to accommodate variances.

  • Identify barriers.   Effective policy development requires the identification of factors that may impede effective implementation.

  • Make provisions for broad-based input.  When involvement will increase the likelihood that the needs of children and families are being met by the policy, engage community stakeholders in implementation.

  • Support local capacity and communication . Provide technical assistance, monitoring, and oversight to local programs and agencies.  Create opportunities for local-to-local communication, best practices sharing, and local input on state policy decisions.
  • Support ongoing evaluation and continuous program improvement.

 

Indiana State Senate Enrolled Act 529, called for the state to address several matters regarding children’s social, emotional and behavioral health.  An Interagency Task Force was formed to develop a Children's Social, Emotional, and Behavioral Health Plan containing short-term and long-term recommendations to provide comprehensive, coordinated mental health prevention, early intervention and treatment services for children from birth through age 22; adopt joint rules concerning the children's social, emotional and behavioral health plan; and conduct hearings on the implementation of the plan before adopting joint rules. The interagency task force includes members from the Department of Education, Department of Child Services, Department of Correction, Division of Mental Health and Addiction – Family and Social Services Administration, Medicaid – Family and Social Services Administration, Indiana State Department of Health, a parent advocate and the Governor's Office.

Accountability

Evaluation is essential for successful policy implementation and to ensure intended outcomes.  Accountability requires determining whether programs are implemented correctly, the right programs and strategies are used, progress is measured appropriately and children and families are benefiting.

  • Monitor results.  Through data, other information, and consultation, it is possible to determine if the results we set out to achieve for children and families have been attained.  By reexamining the selected indicators we can measure our progress toward the desired result
  • Monitor performance.   Oversight requires policy makers to determine if policy objectives have been achieved by focusing attention on the performance of specific programs or agencies. This involves reviewing individual programs and their impact on the lives of the people the program is designed to serve.

Determine if the strategies are contributing to better results and meeting performance standards.

  • Assign responsibility for realistic outcomes.   Responsibility for outcomes should be designated based on the appropriate roles, resources and capacity of public and private stakeholders.
  • Establish oversight bodies that consistently review key actions by state agencies.
  • Measure and report progress to stakeholders and the community.  Require public availability of data to allow administrators, policymakers and the public to measure the state’s progress on key outcomes.

 

Oregon’s Department of Human Services and its partners are improving mental health services to children by involving parents and youth in decisions, delivering more children's mental health services in the community, improving inter-agency cooperation and acknowledging the child's language and cultural heritage.

1. Are we consulting with appropriate experts, advocates, and constituents?

2. Are we ensuring that families being consulted and that their views and experiences are being considered?

1. Does this policy take into account differences in cultures and community norms?

2. Will/Is this policy improving racial equity?