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For this webinar series, participants will automatically be enrolled in all 5 sessions.


John Crocker, Director of School Mental Health & Behavioral Services, Methuen Public Schools/Founder and Director, Massachusetts School Mental Health Consortium


Participants will engage in an in depth overview of the data collection systems and practices. This series will focus on supporting proactive identification of students’ needs, progress monitoring and more advanced measurement based care practices, and program and system development and evaluation. Participants will learn to implement universal mental health screening using a continuous quality improvement approach. Additionally, methods for conducting progress monitoring and embedding this practice into the delivery of evidence-based therapeutic services will be reviewed. Systems level topics will also be addressed, including conducting needs assessments and resource mapping and using the associated data to inform action planning.

To receive PDPs and CEUs, participants must attend all 5 sessions and successfully pass a quiz following Session 5. Following the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.

Participants will learn how to collect and use needs assessment and resource mapping data to support development of a comprehensive school mental health system (CSMHS). This session will also discuss the use of data to generate action plans and assess staff readiness to implement evidence based practices.

Participants will gain a comprehensive understanding of the major components of universal mental health screening, including how to pilot implementation on a small scale using and engaging in iterative cycles of testing to ensure safe and effective implementation. Participants will leave with access to a comprehensive guide to implementing universal screening, including effective tools and resources.

This session will focus on the use of social emotional and mental health data to measure student growth relative to counseling interventions. Participants will gain knowledge and skill to effectively collect progress monitoring data and use this data to measure student growth and inform adjustments to practice. Participants will leave with specific tools and processes to support implementation.

This session focuses on designing counseling goals and service delivery that incorporate quantitative progress monitoring approaches. Participants will enhance their knowledge of ways to draft and design both general and special education counseling goals, benchmarks, and service delivery that will support delivery of evidence-based therapeutic services.

Participants will gain an understanding of how data can be used to support program evaluation and system design and assessment. Collection and use of aggregated psychosocial data will be discussed throughout the session. Fidelity measurement and use of data to improve counseling practice will also be discussed.

About the Speaker
John Crocker, M.Ed.

John Crocker, M.Ed., has worked in public education for fifteen years, primarily as the administrator for the Methuen Public Schools Counseling Department. He has overseen the planning and implementation of the “Mental Health Initiative,” which has focused on the establishment of a comprehensive school mental health system (CSMHS) in partnership with the National Center for School Mental Health (NCSMH). John has worked with the NCSMH as a member of the National School Mental Health Task Force and as the Massachusetts team leader for the National Coalition for the State Advancement of School Mental Health (NCSA-SMH). In his role as the director of school mental health & behavioral services, he is charged with overseeing the district-wide implementation and evaluation of Methuen’s CSMHS and positive behavioral interventions and supports (PBIS). His work has focused on developing a district-wide system of universal mental health screening, advancing the use of psychosocial data to inform school mental health staff’s therapeutic practice, and the development and evaluation of the CSMHS in Methuen. He has worked to scale up evidence-based therapeutic services across Methuen through the provision of district-wide professional development and the design and implementation of group- and individual-therapy programs. Mr. Crocker founded the Massachusetts School Mental Health Consortium (MASMHC), a group of approximately one-hundred and fifty school districts across Massachusetts committed to advocating for and implementing quality and sustainable school mental health services and supports. Most recently, MASMHC co-led the Massachusetts Collaborative for Improvement and Innovation Network (CoIIN) for Comprehensive School Mental Health, the School Mental Health Leadership Institute, and Thriving Minds, a professional development series focused on building comprehensive school mental health systems. He received the National Center for School Mental Health’s School Mental Health Champion Award in 2018 and was nominated the 2019 Massachusetts School Counselors Association (MASCA) Administrator of the Year, the 20-21 Massachusetts Parent Teacher Association (PTA) Counselor of the Year, and the 2021 Massachusetts Interscholastic Athletic Association (MIAA) Michael J. Kane Wellness Award recipient.

Participants must attend all 5 sessions, either live or recorded, to receive PDPs and/or CEUs. If you are not eligible for PDPs and/or CEUs, you may apply for a Certificate of Attendance.

Membership Information

Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.

PDPs and CEUs

MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.

Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.

To receive PDPs and CEUs, participants must attend all 5 sessions and successfully pass a quiz following Session 5. Following the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.

Event Cancellation Policy

If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at, one business day before the webinar.

For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at with any questions regarding registration.

  • Enrollment in this course closed on 10/23/2023.

If you are seeking to receive CEUs and/or PDPs, please click Register Now. Once you complete the webinar series, you will be able to take quizzes for CEUs and/or PDPs. Upon completion of each quiz, you will receive a certificate.

All sessions are 12:00 pm – 2:00 pm.

  • Session 1: October 23, 2023, Needs Assessment and Resource Mapping Data to Support System Design
  • Session 2: November 6, 2023, Universal Mental Health Screening
  • Session 3: November 20, 2023, Using Data to Monitor Student Progress and Design Counseling Interventions
  • Session 4: December 4, 2023, Designing Measurable Goals and Service Delivery for Students with and without IEPs
  • Session 5: December 18, 2023, Using Aggregated Data, Fidelity Data, and Improving Counseling Practice with Data