Supervisor Materials Packet Case Planning & Case Plan ... · Rev. 04.12.17 3 Supervisor Enhanced MiTEAM Checklist Case Planning & Case Plan Implementation Month 1: April 2017 (Beginning

Rev. 04.12.17 1

Supervisor Materials Packet

Case Planning & Case Plan Implementation

April 2017 – July 2017

Rev. 04.12.17 2

TABLE OF CONTENTS Supervisor Enhanced MiTEAM Checklist: Case Planning & Case Plan Implementation………...................................................... 3 April: Preparation ………………………................................................................................................................................................. 4 Practice Call Schedule and Instructions …………….………………………………………………………………………………………………………….………… 5 May: Training ………………………........................................................................................................................................................ 6

Tracking Tool (Modules & Individual Field Application Exercises) ………..…………………….………………………………………….………………....... 7 Individual Field Application Exercise (Case Planning) ………………….………….…….……………………......................................................... 8 Individual Field Application Exercise (Case Plan Implementation) …………………………..……………......................................................... 9

June: Application ......................................................................................................................................................................... 10 Tracking Tool (Application Exercises) ………………………………………………………………………………………............................................... 11

Case Planning & Case Plan Implementation Guide for Supervisor Led Application Exercises (SLAE) ...................................................... 12

Exercise #1: Caseworker Self-Assessment: Instructions .………............................................................................................. 13 Exercise #1: Caseworker Self-Assessment Worksheet (Case Planning) ......................................................................... 15

Exercise #1: Caseworker Self-Assessment Worksheet (Case Plan Implementation) ....................................................... 16 Exercise #2: Celebrate & Collaborate: Instructions ……………………………………………………………………………………………. 17

Celebrate & Collaborate – Brainstorming Criteria …................................................................................................. 25

Celebrate & Collaborate – Teaming Visual #1 …....................................................................................................... 26

Celebrate & Collaborate – Teaming Visual #2 …....................................................................................................... 27 Celebrate & Collaborate – Caseworker Collaboration Scenarios …....…………………………….….……………………………………. 28

Celebrate & Collaborate – Licensing Worker Collaboration Scenarios ….………………..……………………………………………….. 29

Celebrate & Collaborate – Specialty Position Collaboration Scenarios …………………………………….…………………………….… 30

Parallel Steps Reflection Worksheet …………………………………………………………………………………..…………………………...………………..… 31 July: Fidelity ……………………………………………………………………………………………………………………………………………………………………..…... 32 Measuring Fidelity: General Instructions ………..……………..……………………………………………………………………………………………………… 33

Measuring Fidelity: Case Planning (Worksheet) ……………………………………………………………………………………………………………………… 34

Measuring Fidelity: Case Plan Implementation (Worksheet) …………………………………………………..……………………………..……..……….... 35

Measuring Fidelity: Case Planning (Tally Worksheet) …………………………………….…………………………..………………………………………….… 36

Measuring Fidelity: Case Plan Implementation (Tally Worksheet) ………………………………….………………………………………………………….. 37 August: Preparation (for the Placement Planning and Mentoring Training Cycle) .……………………..….…………………………….….…… 38

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Supervisor Enhanced MiTEAM Checklist


Month 1: April 2017 (Beginning of 3rd Training Cycle) – PREPARATION MONTH Verify that you and your staff have completed the activities from the previous Training Cycles.

Complete the Case Planning & Case Plan Implementation Modules and review Supervisor Materials Packet for Case Planning & Case Plan Implementation.

Participate on the Supervisor MiTEAM Practice Calls. (See pg. 5 for the practice call schedule and instructions.)

Prepare staff for the Case Planning & Case Plan Implementation modules and review the 4-month training cycle with them.

If you Supervise a MiTEAM Specialist or are a MiTEAM Liaison, review the MiTEAM Specialist Enhanced MiTEAM Training Cycle Checklist for the current cycle.

Month 2: May 2017 – TRAINING MONTH

Track that all of your staff complete the Case Planning & Case Plan Implementation Modules. (See optional tool on pg. 7.)

Track and discuss the Individual Field Application Exercises (IFAE) with all of your staff during supervision. (See optional tool on pg. 7 and IFAEs on pg. 8-9.)

Begin Month 3 activities if desired.

Month 3: June 2017 – APPLICATION EXERCISES MONTH

Track that your staff sign up and complete all Application Exercises. (See optional tool on pg. 11.)

Complete Supervisor Led Application Exercise #1: “Caseworker Self-Assessment” (for both competencies) with each unit member. (See pg. 13-16.)

Complete Supervisor Led Application Exercise #2: “Celebrate & Collaborate” with your unit. (See pg. 17-30.)

Promote your staff practicing their Case Planning & Case Plan Implementation skills in the field.

Complete the Parallel Steps Reflection Worksheet. (See pg. 31.)

Month 4: July 2017 – FIDELITY MONTH

Review the Measuring Fidelity General Instructions (See pg. 33)

Complete the Measuring Fidelity Worksheets for Case Planning & Case Plan Implementation. (See pg. 34-35).

Provide feedback to your staff around the Measuring Fidelity Worksheet.

Utilize your MiTEAM Specialist for additional modeling, coaching, training, and to observe /document /provide feedback to staff on Case Planning & Case Plan Implementation skills, if needed.

Complete the Measuring Fidelity Tally Worksheets for Case Planning & Case Plan Implementation and submit as determined locally. (See pg. 36-37).

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April: Preparation

Month 1: April 2017 (Beginning of 3rd Training Cycle) Verify that you and your staff have completed the activities from the previous Training Cycles.

Complete the Case Planning & Case Plan Implementation Modules.

Review the Supervisor Materials Packet for Case Planning & Case Plan Implementation.

Participate on the Supervisor MiTEAM Practice Calls (See pg. 5. for the practice call schedule and instructions.)

Prepare staff for the Case Planning & Case Plan Implementation modules and review the training cycle with them.

If you Supervise a MiTEAM Specialist or are a MiTEAM Liaison, review the MiTEAM Specialist Enhanced MiTEAM Training Cycle Checklist for the current cycle.

Materials in this Section 1. Practice Call Schedule and Instructions (pg. 5)

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Practice Call Schedule

3rd Enhanced MiTEAM Training Cycle Case Planning & Case Plan Implementation Supervisor MiTEAM Practice Call Schedule

Call-in # (888)808-6929 Access Code # 6518905

Supervisors Business Service Centers / Private Agencies*

Date Time

BSC 1 (Northern Michigan Public and Private Agencies)

Friday, April 21st 9:00 am – 10:30 am

BSC 2 (East & Central MI Public and Private Agencies)

Tuesday, April 18th 10:30 am – 12:00 pm

BSC 3 (West MI Public and Private Agencies)

Tuesday, April 18th 1:30 pm – 3:00 pm

BSC 4 (Southern MI Public and Private Agencies)

Monday, April 17th

3:00 pm – 4:30 pm

BSC 5 (Urban Counties Public and Private Agencies)

Monday, April 24th 1:30 pm – 3:00 pm

*If unable to join your scheduled call, please join any of the other calls on the schedule. Thank You.

Practice Call Instructions 1. Review Supervisor Materials Packet and Case Planning & Case Plan Implementation Modules PRIOR to the call.

2. Call 1-888-808-6929, use access code: 6518905 to join the call.

3. Check your email PRIOR to the call for the PowerPoint and follow along.

4. Be attentive and interactive on the call to make it more meaningful. (No cricket zone! )

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May: Training

Month 2: May 2017 Track that all of your staff complete the Case Planning & Case Plan Implementation Modules. (See optional tool on pg. 7.)

Track and discuss the Individual Field Application Exercises (IFAE) with all of your staff during supervision. (See optional tool on pg. 7 and IFAEs on

pg. 8-9.)

Begin Month 3 activities if desired.

Materials in this Section 1. Tool to Assist with Tracking Staff Completion of the Case Planning & Case Plan Implementation Modules

and Individual Field Application Exercise (IFAE) (pg. 7)

2. Individual Field Application Exercise (IFAE) (pg. 8 - 9)

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Tool to Assist with Tracking Staff Completion of the

Case Planning & Case Plan Implementation Modules and Individual Field Application Exercises

Staff Member

Name

Staff Member Completed the Case

Planning Module

(Including Tutorial &

Individual Automated

Application Exercise)

Staff Member

Completed the Case

Plan Implementation

Module

(Including Tutorial &

Individual Automated

Application Exercise)

Staff Member completed

the Individual Field

Application Exercises

(IFAE)

If No is checked, please explain

why Modules and/or IFAE were

not completed.

1. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

2. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

3. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

4. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

5. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

6. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

7. ☐Yes ☐ No

☐Yes ☐ No

☐Yes ☐ No

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Individual Field Application Exercise: Case Planning Worker: ___________________ Date: ________________

Worksheet

Practice: Through practice we will build the capacity and motivation to enhance our skills.

Identify one skill from the Case Planning module to practice in the field with one family/individual during the next month.

Two skills covered in the Case Planning Module: 1. Brainstorming Ideas

2. Building Resiliency Case Plans

Small Steps of Change: Making small steps of change will positively impact families and increase our positive outcomes.

Identify two small steps of change you will make during the next two months to build on your Case Planning skills:

Support: Supervisors and MiTEAM Specialists are committed to helping you increase your knowledge, skills, and abilities related to Case Planning.

Types of Support Date and Time Help Requested

Scheduled time with Supervisor

Scheduled assistance with the MiTEAM Specialist (optional )

Skill _________________________________________________________________________________________________________________________

Family/Individual Name _________________________________________________________________________________________________________

What will I say and do next time I meet with this family/individual? ______________________________________________________________________

_____________________________________________________________________________________________________________________________

1. _______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. _______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

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Individual Field Application Exercise: Case Plan Implementation Worker: ___________________ Date: ________________

Worksheet

Practice: Through practice we will build the capacity and motivation to enhance our skills.

Identify one skill from the Case Plan Implementation module to practice in the field with one family/individual during the next month.

Two skills covered in the Case Plan Implementation Module: 1. Collaborate with Service Providers 2. Tracking and Adjusting Case Plans

Small Steps of Change: Making small steps of change will positively impact families/individuals and increase our positive outcomes.

Identify two small steps of change you will make during the next two months to build on your Case Plan Implementation skills:

Support: Supervisors and MiTEAM Specialists are committed to helping you increase your knowledge, skills, and abilities related to Case Plan Implementation.

Types of Support Date and Time Help Requested

Scheduled time with Supervisor

Scheduled assistance with the MiTEAM Specialist (optional )

Skill _________________________________________________________________________________________________________________________

Family/Individual Name _________________________________________________________________________________________________________

What will I say and do next time I meet with this family/individual? ______________________________________________________________________

_____________________________________________________________________________________________________________________________

1. _______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. _______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

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June: Application Exercises

Month 3: June 2017 Track that your staff sign up and complete all Application Exercises. (See optional tool on pg. 11.)

Complete Supervisor Led Application Exercise #1: “Caseworker Self-Assessment” (for both competencies) with each unit member. (See pg. 13-16.)

Complete Supervisor Led Application Exercise #2: “Celebrate & Collaborate” with your unit. (See pg. 17-30.)

Promote your staff practicing their Case Planning & Case Plan Implementation skills in the field.

Complete the Parallel Steps Reflection Worksheet. (See pg. 31.)

Materials in this Section 1. Tool to Assist with Scheduling and Tracking Staff Completion of the

Application Exercises (pg. 11)

2. Supervisor Led Application Exercise Guide: Case Planning & Case Plan Implementation (pg. 12-

30)

3. Parallel Steps Reflection Worksheet (pg. 31)

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Tool to Assist with Scheduling and Tracking Staff Completion of the Application Exercises

Staff Member Name

MSLAE

(MiTEAM Specialist Leads)

Dates Scheduled to Attend

&

Check Yes or No if staff

member Attended.

SLAE #1

(You Lead Exercise with Each

Individual on your unit.)

Dates Scheduled to Complete

&

Check Yes or No if completed with

this staff member.

SLAE #2

(You Lead Exercise with

your full Unit)

Date Scheduled to Complete:

_______________________

Check Yes or No if staff

member attended.

If No is checked, please

explain why the

Application Exercise

was not attended or

completed.

1. Date__________

☐Yes ☐ No

Date_________

☐Yes ☐ No

☐Yes ☐ No

2. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

3. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

4. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

5. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

6. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

7. Date__________

☐Yes ☐ No

Date__________

☐Yes ☐ No

☐Yes ☐ No

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Guide for

Supervisor Led Application Exercises (SLAEs)

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Exercise #1: Caseworker Self-Assessment - Supervisor Completes With Each Unit Member Purpose:

Leading staff in identifying the areas of Case Planning & Case Plan Implementation they perceive as strengths, as well as opportunities for

further growth.

Conducting open dialogue with staff for coaching and the development of plans to enhance their Case Planning & Case Plan Implementation

skills.

Exercise # 1: Caseworker Self-Assessment Preparation

Total Prep Time Approximately 5-10 minutes.

Preparation Steps 1. Schedule a supervision/one-on-one with each staff member on your unit.

2. Provide the Case Planning & Case Planning Implementation “Caseworker Self-Assessment Worksheets” to each staff

member in your unit. (Print or attach to email.)

3. Instruct staff to individually complete both self-assessments.

4. Instruct staff to bring the completed self-assessments and the Individual Field Application Exercises (IFAE) to the

scheduled supervision/one-on-one.

Exercise # 1: Caseworker Self-Assessment Instructions

Total Exercise Time Approximately 15 minutes

Fidelity Indicators

from Case Planning

& Case Plan

Implementation

Modules.

Case Planning

(Documentation): The plan builds resiliency including 2 or more strategies that:

o Promote family member(s) ability to develop and build relationships

o Promote family member(s) mastery/competency

o Improve family member(s) ability to regulate emotion and behavior

o Strengthen family member(s) self-esteem

o Gives family member(s) voice

o Enables family member(s) choice (Interview): The individual(s) described specific examples where his/her input was utilized in decision making.

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Case Plan Implementation

(Documentation): There is evidence in the documentation that service providers were provided with clear and specific

service needs for the family.

(Observation): When developing or adjusting the plan, asks for team member’s input.

Discuss Caseworker

Self-Assessment.

1. Ask caseworker to share their reasons for their ratings on the Caseworker Self-Assessment Worksheet. 2. Discuss the relationship between Key Caseworker Activities (KCA) in the Self-Assessment and fidelity indicators above.

(e.g. If the worker is highly successful at involving families and other team members in the case planning process with a long term view toward safety and permanence (KCA #10), then, in an interview with that family member or team member, they can describe specific examples where his/her input was utilized in decision making.)

3. Discuss how practicing the skills from the tutorial (as they did in the Individual Field Application Exercise) can increase their level of success with the Key Caseworker Activities (or Licensing Activities for licensing staff).

4. Mentor your staff by exploring additional resources or supports that may be available to them to enhance their Case Planning & Case Plan Implementation skills (e.g. Case Planning & Case Plan Implementation Practice Guides from MiTEAM Manual (pg. 93-96 & 118-121), Case Planning & Case Plan Implementation Sections in MiTEAM Manual (pg. 91-151), Case Planning & Case Plan Implementation Resources on MiTEAM Virtual Learning Site, Individual Assistance with MiTEAM Specialist/ Liaison, etc.).

5. Discuss and document the agreed upon next steps to enhance your caseworker’s Case Planning & Case Plan Implementation skills.

6. Coordinate a time, with your caseworker, in the next month to review progress made and adjust as needed.

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Exercise #1: Caseworker Self-Assessment Worksheet– Case Planning

Instructions: Circle the number that best represents your assessment of current success with the following key caseworker activities.

Key Caseworker Activities (KCAs) help caseworkers understand what it means to implement the competencies and prioritize work. For more details, see the

Practice Guide for Caseworkers found in the MiTEAM Practice Model Manual (pg. 93-96) or resource section of the MiTEAM Virtual Learning Site.

KCA #10: Involve families and other team members in a case planning process with a long term view toward safety and permanence.

How would I rate my current success with Key Caseworker Activity #10?

Low Medium High

1 2 3 4 5

How would my supervisor rate my current success with Key Caseworker Activity #10?

Low Medium High

1 2 3 4 5

In my role, how would my last contact* rate my current success with Key Caseworker Activity #10?

Low Medium High

1 2 3 4 5

KCA #11: Link services to individual strengths, potential traumatic stress and specific needs of each relevant family member to the identified permanency goal(s).


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5

*Note: “Last contact” refers to the last person relevant to your caseload or specialty area that you interacted with (e.g. family member, service provider,

informal support, etc.).

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Exercise #1: Caseworker Self-Assessment Worksheet– Case Plan Implementation

Instructions: Circle the number that best represents your assessment of current success with the following key caseworker activities.

Key Caseworker Activities (KCAs) help caseworkers understand what it means to implement the competencies and prioritize work. For more details, see the

Practice Guide for Caseworkers found in the MiTEAM Practice Model Manual (pg. 118-121) or resource section of the MiTEAM Virtual Learning Site.

KCA #15: Engage with service providers.


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5

KCA #19: Evaluate the appropriateness and effectiveness of services.


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5

*Note: “Last contact” refers to the last person relevant to your caseload or specialty area that you interacted with (e.g. family member, service provider,

informal support, etc.).

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Exercise #2: Celebrate & Collaborate - Supervisor Leads During a Unit Meeting

Purpose:

For Supervisors to lead staff in:

1) Practicing the skill of brainstorming.

2) Experiencing the use of brainstorming to develop a plan that includes their voice and choice.

3) Emphasizing the importance of celebrating successes; however small or large.

4) Practicing the identification of ways to improve plan implementation by facilitating more effective collaboration among team members.

Instructions

Materials Brainstorming Criteria Handout – 1 for self and each unit member

Teaming Visual #1 – 1 for yourself and each unit member

Teaming Visual #2 – 1 for yourself and each unit member

Caseworker Collaboration Scenarios– 1 copy only

Licensing Worker Collaboration Scenarios– 1 copy only

Specialty Position Collaboration Scenarios– 1 copy only

Large Charting Paper

Markers/Pens/Pencils

Total Exercise Time Approximately 1.5 hours

Introduction to

Supervisor Led

Application Exercise

(SLAE )

Time: 1 minutes

1) Read Script/Paraphrase: “This exercise provides an opportunity to further discuss and practice the skills introduced in the

Case Planning and Case Plan Implementation Modules. It will demonstrate the importance of these skills and how they

can be applied to all types of planning, not just “CASE” plans. In the first activity, we will use the skill of brainstorming to

develop a plan for our team to better celebrate success. The second activity will focus on how we can improve the

successful implementation of plans by facilitate more effective collaboration among team members. During the exercise,

notice how effective Engagement, Teaming and Assessment build a foundation for success in plans and implementation.”

Introduce the Need –

Celebrating Success

TIME: 4 minutes

2) Read Script/Paraphrase: “For purposes of this exercise, the “need” we are going to plan around is celebrating the

successes in our work. Celebrating success is deeply ingrained in our lives and society. It is also a practice shared by many

cultures and religions! Successes can be small or large and so can the method of the celebration. Sometimes it’s a simple

act of acknowledgement such as a card, while other times it’s a larger organized event. But the important thing is that the

Rev. 04.12.17 18

time was made to reflect on what has been done, how far one has come, or what has been overcome. Celebrating

successes can also foster feelings of happiness, self-worth, and pride in moments of achievement. It can serve as a way to

re-energize for the next challenge and act as an incredible motivator to keep going. What are some ways that we celebrate

success in everyday life?”

3) Facilitate a 2-3 minute discussion around ways that we celebrate success in everyday life. Provide these examples if

they are not mentioned:

Providing Positive reinforcement:

Praise and/or Attention for doing something well.

Demonstration of pride in someone.

Gifts or “treats” for doing something well.

Recognizing incremental progress:

Small rewards or acknowledgements that lead to bigger rewards/ acknowledgements in effort to create

positive habits or reach long term goals.

Highlighting important milestones:

Birthday/Holiday cards, gifts, treats and parties

Graduation/trunk parties

Promotions (could be the reward itself and can celebrated as a milestone)

Weddings

Anniversaries (employment, marriage, friendships, etc.)

Retirement

Ceremonies, Awards, Acknowledgement of achievements or accomplishments:

After winning a competition (i.e. trophies) or doing exceptionally well at something (i.e. scholarships).

When a challenging task is completed or a goal is reached.

When something significant occurred in a person, situation or cause that required a demonstration of

exceptional character/skills (i.e. Most Improved Awards, Purple Heart in the military).

Review

Brainstorming

TIME: 5 minutes

4) Read Script/Paraphrase: “We learned in the Case Planning tutorial that brainstorming is an important step in the case

planning process. It occurs after the identification of a need and before the development of action steps. In reality, this

step is sometimes minimized, or left out completely, as a result of our efforts to manage time or a lack of belief that

brainstorming is a value-added part of the process. However, this can actually cost us time and the successful

implementation of the plan in the future. Brainstorming is a critical step to ensuring team input into the plan. People are

Rev. 04.12.17 19

more motivated to work on a plan when their voice and choice is part of the development. To help make brainstorming

worthwhile, the person facilitating must ensure certain criteria are followed. Please take a minute to refresh your memory

of the criteria by reviewing this handout.”

5) Give “Brainstorming Criteria” handout to staff and allow 2-3 minutes for them to review it.

Practice

brainstorming and

develop a team plan

to celebrate success.

TIME: 20 minutes

6) Read Script/Paraphrase: “We will now practice brainstorming around the identified need of celebrating success in our

work. Using the criteria, let’s brainstorm the following questions:

1) When are some specific times or opportunities that we could celebrate, or already celebrate, in our work

environment?

2) What are some specific ways or methods of celebration we could use, or are already use, to celebrate success in

those times/opportunities?”

7) Write each question (above) on separate pieces of charting paper. Facilitate a brainstorming session, ensure criteria is

being followed, and chart responses. Here are some examples we have heard of that you can share if desired:

Times/Opportunities:

Successful outcome on a challenging case

Exceptional demonstration of MiTEAM competencies

Meeting SOPs (individually and/or as a unit)

Moments when someone is “caught” going above and beyond without being asked

Work anniversaries

Exceptional attendance

Doing an outstanding job on a challenging case, at court or facilitating an FTM

Great and/or exceptionally improved report writing

Ways/Methods:

Create categories and nominate winners at certain times of the year.

Create a team goal for a specific SOP with incremental recognitions and end celebration.

Go out to breakfast/lunch as a team on work anniversaries.

Create a “Staff Recognition of the Month” to recognize a staff member at a staff meeting,

Treats or special notes when you notice something someone else did that you appreciate

Reward a goal met by doing something fun and non-work related together.

Rev. 04.12.17 20

8) Read Script/Paraphrase: “Now that we have captured a variety of different ideas, let’s think about which ones will work

best for us as a team. We want to consider what will be the most impactful and we also have do a little reality testing

along the way. We want to make sure that we choose things that we are willing to commit to and we believe will

genuinely make a difference. First we need to pick at least one time or opportunity that we want to focus on. Then we

need to choose at least one way or method of celebration that we want to use. Using those decisions, we will develop

action steps. Lastly, we need to decide when we want to start, who is responsible for each step, and when we will check-in

as a team to track if our plan is working as intended and adjust if necessary. ”

9) Use charting paper to create columns using format below. Facilitate the development of a plan for your unit to

Celebrate Success. Decide where plan will be displayed so it is visible to the team after today. (Example plan in italics)

Need Time/Opportunity

& Way/Method

Chosen

Action Steps Who is

Responsible

Start Date Track/Adjust

Date

Celebrate

Success

In our work

Give out awards for

SOPs, MiTEAM skills

and Report Writing

skills at Staff

meetings

1. Schedule unit meetings and

locations for first Wednesday of

each month and send outlook

invitations

2. Make genuine effort and

reasonable arrangements to

attend monthly staff meetings

3. Give out awards and reasons

for awards at each staff

meeting.

Exceptional

demonstration of

MiTEAM skills

Best Report

Best SOP statistic

1. (i.e. Supervisor)

2. (i.e. All unit

members)

3. (i.e. Supervisor)

5/27/2017

Tomorrow

6 / 7 /2017

–first

monthly

staff

meeting

6 / 7 /2017 -

first

monthly

staff

meeting

9/ 6 /2017

9/ 6 /2017 at

the meeting 3

months from

start date

9/ 6 /2017 at

the meeting 3

months from

start date

Rev. 04.12.17 21

10) Debrief the activity using the following 3 questions:

“1. What is your general reaction to the planning process we just completed?

2. What benefits were there to brainstorming before we developed action steps?

3. What problems may have arose if, based on my own experience, expertise and good intentions, I made the plan without

your input?”

Discuss Fidelity

TIME: 15 minutes

11) Discuss Fidelity using the following questions:

One of the fidelity indicators introduced in the case planning tutorial was:

(Documentation): The plan builds resiliency including 2 or more strategies that:

o Promote family member(s) ability to develop and build relationships

o Promote family member(s) mastery/competency

o Improve family member(s) ability to regulate emotion and behavior

o Strengthen family member(s) self-esteem

o Gives family member(s) voice

o Enables family member(s) choice If someone were to look at our plan and replace the word family member with unit members, could they check yes?

The second fidelity indicator introduced was:

(Interview): The individual(s) described specific examples where his/her input was utilized in decision making. If someone interviewed you tomorrow, would they be able to check yes?

There is one additional fidelity indicator you should know about, even though it was not introduced in the tutorial, because it

specifically relates to this activity.

(Interview): The individual(s) described specific examples of the worker acknowledging his/her success (however

large or small).”

If someone interviewed you tomorrow, would they be able to check yes?

12) Read Script/Paraphrase: “Before we move on to the next activity, it is important to take a moment and consider how we

feel and may react to the interview section of the fidelity tool. If you can recall learning about the full fidelity tool, it is

comprised of 4 methods of data collection: Observation, Documentation, Interview and Supervision. One reason for this is

to gather a variety of perspectives on a given situation. The interview section will be completed by a supervisor

Rev. 04.12.17 22

interviewing a key person in a case or situation you have interacted with. What feelings does this bring up for you? What

happens when the person interviewed did not recognize efforts you know that you made? What can we learn from

different perspectives when we accept each person’s perception as their reality?”

13) Facilitate discussion about any concerns/feelings related to the interview section of the fidelity tool.

Connect

Implementation to

Team Coordination

and Functioning

TIME: 10 minutes

14) Read Script/Paraphrase: “Now we will change focus to the implementation of plans. When implementing any plan, all

parties need to feel invested and responsible for its results. Often when we think about teaming, we think of the formation

of the team and participation in Family Team Meetings. However, the Case Plan Implementation competency highlights

how important Team Coordination and Functioning are to the success of a plan. It also demonstrates that teaming is an

ongoing process that goes far beyond formal meetings. As the tutorial touched on, caseworkers often feel the

implementation of case plans is either all on them, or all on the parent(s). Not only does this put an unhealthy amount of

stress on any 1 person, but it can lead to blaming, defensiveness, and a constant fear of failure throughout the process.

That is not a safe environment for positive change to occur. The approach sets the plan up for failure if the parent or

worker is not yet equipped with the knowledge, skills or ability to do everything on their own. Furthermore, the approach

does not adequately consider the long term view. If the worker is the glue holding the team and the plan together, how

will progress continue, and not regress, when that worker is no longer involved? Let’s look at 2 teaming visuals that

illustrate this.

15) Give “Teaming Visual #1” and “Teaming Visual #2” handouts to staff and Facilitate Discussion around it.

Practice identifying

ways to facilitate

improve plan

implementation

through more

effective

collaboration among

team members.

TIME: 30 minutes

16) Read Script/Paraphrase: “For purposes of this exercise we are going to look at 4 areas of our work that provide

opportunities to improve implementation of plans by facilitating more effective collaboration among team members.

These 4 areas are:

i. Initiating or Improving Relationships

ii. Confusing and/or Conflicting Expectations

iii. Holding Formal Team Members Accountable

iv. Holding Informal Team Members Accountable

We are going to split up into 3 groups. I will give each group a different scenario sheet that represents different program

areas. This will ensure that we hear ideas related to our own program area while also provoking thought and insight into

how programs other than our own may function as team members. In your group, you will review the scenarios, discuss the

questions, and write down ideas that you come up with to answer the questions within your group. We will take

approximately 15 minutes to do this. When we are done, we will share our scenarios and ideas with the full unit.”

Rev. 04.12.17 23

17) Divide unit into 3 groups (2-3 people), including yourself. Give 1 Scenario Sheet to each group. All 3 Groups should have

different program scenario sheets. If there’s an odd number of staff, participate as a partner. If there’s an even number

of staff, participate in one group as a third partner.

18) Allow 15 minutes for groups to review scenarios and write down responses to the questions.

19) Bring Full Group Back together. Have each group summarize their scenarios and responses to questions out loud to the

group. Facilitate conversation along the way. For example, after each group presents, contribute additional

ideas/examples of your own and ask questions such as the following:

“1. Does anyone else have any ideas that weren’t already mentioned by the group?

2. Does anyone have any personal examples where they saw someone (or did something themselves) in this program

area where a plan was better implemented because of high collaboration among team members?

3. Did this activity lead you to think about your job, or others’ jobs, differently in any way?

4. Are there any other potential scenarios related to the program you discussed where implementation of plans may be

improved through the improved collaboration of team members?”

Discuss Fidelity

TIME: 5 minutes

20) Discuss Fidelity using the following questions:

“One of the fidelity indicators for case plan implementation is:

(Documentation): There is evidence in the documentation that service providers were provided with clear and

specific service needs for the family.

If this fidelity indicator was marked “No”, what might this mean for our ability to hold formal team members accountable?”

“The second fidelity indicator for case plan implementation is:

(Observation): When developing or adjusting the plan, asks for team member’s input.

How might asking for team member’s input during the development of the plan increase chances of collaboration among the

team members? How might facilitating collaboration among team members ensure their input when the plan needs to be

adjusted?”

“There is another fidelity indicator related to this activity that was not introduced in the tutorial:

(Observation): Facilitates teaming by doing one or more of the following:

o Prepares formal or informal team members for their role in shared decision making

Rev. 04.12.17 24

o Promotes formal or informal team members to talk to one another about upcoming decisions that need to

be made

o Develop clear working agreement among team members

o Adds formal or informal team members for specific needs

o Assists formal or informal team members to identify ways to support the family’s plan (i.e. provide

transportation to meetings or appointments; supervise visits; attend family team meetings/ court hearings

with parents; mentor parents in the areas needing improvement such as parent/child

attachment/bonding, organizational skills, home maintenance, budgeting, or other life skills.)

Conclude SLAE:

TIME: 1 minute

21. Read Script/Paraphrase: “As we conclude this exercise, hopefully there is a renewed focus on the skills necessary to

successfully develop and implement all kinds of plans. Furthermore, it should be clear that the competencies build on

each other. As we improve our engagement, teaming and assessment skills, the more we set ourselves up to improve our

planning and plan implementation skills. It is also important to point out that by brainstorming together and

incorporating everyone’s voice and choice in the development of our unit’s plan to celebrate success, I demonstrated the

case planning competency from my role as your supervisor. Likewise, just as we discovered in our scenarios, the success

of our plan is going to take collaboration among all of our team members. Let’s try to implement our plan in a way that

captures the enhanced teaming visual. By practicing and experiencing these competencies ourselves, even in small ways,

we can gain insight and understanding about how to improve the success of family plans, improvement plans, training

plans, county/community plans, and more through our roles in the child welfare system.

Are there any other questions or comments about these activities, our plan, or the competencies we have discussed so

far?” (Facilitate discussion if necessary).

Rev. 04.12.17 25

Exercise #2: Celebrate & Collaborate – Brainstorming Criteria

1. Quantity vs. quality: The goal is to generate as many ideas as possible.

2. Every suggestion gets written down: No matter how ridiculous/unrealistic you or anyone else thinks it is.

3. Everyone participates, no observers. One person speaks at a time.

4. No judgment or discussion: Do not discuss, share opinions, or allow others to comment about why an idea may or may not work during the

brainstorming phase. “Reality Testing” should come later when selecting, combining, or building from ideas generated in the brainstorming

session to enter into the plan.

5. Anything goes, be creative: There are no bad/silly/ridiculous ideas during brainstorming. Sometimes people can be stuck on ideas or fantasy

solutions in their head and saying it out loud can allow them to move on from that idea. And other times, the most “ridiculous” ideas end up

being the best ideas!

6. Hitchhike ideas: combinations and improvements to ideas already stated.

7. Access “outside-the-box” ideas:

Potential Questions (this list is not exhaustive and not all questions apply to all needs):

If we did a Google search for “ways to [identified need]” what might be listed?

Dr. Oz/Oprah/Known Expert/Famous person is passionate about [identified need]; what might he/she suggest?

What are some non-traditional ways that you’ve heard of for addressing [identified need]?

8. Access the family’s strengths


What have you done in the past to address [identified need] that has worked well for you? (past successes)

Think about a time in your life when [identified need] wasn’t a need that you had. What were you doing? (exception-finding question)

Think about a time in your life when you were managing [identified need] effectively. What were you doing? (exception-finding question)

9. Access Others’ Solutions


What do other people you know do to address [identified need]? (access other’s successes)

What have you seen people do in movies/TV/news/social media/etc. to address? [identified need]

Have you ever seen anyone address [identified need] in a way that you thought was creative/interesting/unique?

If there were no limits for you with time, money, and options, what might be some dream ideas for addressing [identified need]?

Rev. 04.12.17 26

Exercise #2: Celebrate & Collaborate – Teaming Visual #1

Rev. 04.12.17 27

Exercise #2: Celebrate & Collaborate – Teaming Visual #2

Rev. 04.12.17 28

Exercise #2: Celebrate and Collaborate – Caseworker Collaboration Scenarios

Initiating or Improving Relationships

The initial FTM was just completed. One Action Step is to make a therapy referral. The mom, Brownie Points, had a therapist before and didn’t like him.

Her friend referred Dr. Aye Dunno, her former therapist. Ms. Points wants to interview Dr. Dunno before choosing her but is not sure what to say or ask.

What can the worker do to empower Ms. Points and facilitate collaboration among team members as she initiates this therapeutic relationship?

Clarifying Confusing or Conflicting Expectations

Three weeks ago, you made a therapy referral for a dad on your caseload, Chris P. Bacon, with Mr. Peace. You shared with Mr. Peace that the purpose for

therapy is to help Mr. Bacon with disciplining his children. Today, the therapist called and left a message asking you to call him back. He is confused

because Mr. Bacon said he was there to focus on his budgeting skills so he can get an apartment for when his kids are returned.

How could you facilitate collaboration among team members in a way that clarifies everyone’s expectations for therapy?

Clarifying Confusing or Conflicting Expectations (ICWA)

You have an ongoing CPS case with services in place for a family that lives on state land. A Tribal representative is involved and working alongside Fake

County DHHS. The family missed appointments allegedly due to transportation and child care concerns. You expected the Tribe to help assess the amount

of active efforts needed and provide active efforts to resolve barriers. The family is blaming you and the Tribe is questioning your lack of active efforts.

How could you facilitate collaboration among team members in a way that clarifies everyone’s expectations of efforts and resolving barriers?

Accountability of Formal Team Members

Ms. Gem and her 5 year old twin daughters, Diamond and Pearl, have been in therapy to strengthen their relationship and treat the impact of the girls’

trauma. Ms. Gem confided in you that she finds the therapy a waste of time – “She just has us playing games and drawing pictures for each other.” You

call the therapist who calls back and leaves you a message that says, “We do play games and draw; I really want us to develop a relationship. I haven’t

brought up the issues we talked about, the trauma of the removal and Diamond and Pearl’s experiences because it may be too early.”

How could you facilitate accountability of the therapist through empowering Ms. Gem to appropriately advocate for herself?

Accountability of Informal Team Members

Billie and Jean Lover were Ms. Jackson’s foster parents 20 years ago. Mr. and Mrs. Lover, now 65 years old, assist in supervising some of Ms. Jackson’s

parenting time. You just got a call from Ms. Jackson’s therapist to update you on her progress. She relayed that Ms. Jackson was upset that Mrs. Lover

berated her in front of her kids during the last parenting time saying, “I told you Mac Donalds was trouble! You are so stupid for dating him!”

If you only had time to talk to one team member today, what might you say – and to whom – that would facilitate more effective collaboration

among the team members and address the accountability of Mrs. Lover to her role on the team?

Rev. 04.12.17 29

Exercise #2: Celebrate & Collaborate – Licensing Worker Collaboration Scenarios


A recent survey conducted revealed that Fake County Foster Parents are feeling isolated in their experience and inadequately supported after the initial licensing

process is completed. This appears to be negatively impacting Fake County’s plan to recruit and retain more foster homes. The licensing staff realize that they

cannot make their plan work all on their own.

What can licensing staff do to facilitate improved collaboration among team members (other DHHS staff, foster parents, community partners, etc.) that

may help them reach their recruitment and retention goals?


During a training for foster parents in Fake County on trauma and secondary trauma, a common complaint was brought up. They report frustration during initial

placements because they are not provided with enough information about the children coming into their home. They understand that some of that is

unavoidable due to confidentiality, but such little information makes it really hard to initiate healthy relationships or properly care for the children. When asked,

CPS workers say they aren’t sure what foster parents want to know about the children and figured the licensing staff and/or foster care worker who gets

assigned would handle it.

What can licensing staff do to facilitate collaboration among team members to clarify the conflicting expectations and minimize the impact of trauma for

children at the time of placement?


Fake County Licensing staff are experiencing significant resistance from foster parents when conducting special investigations. After discussing it at a meeting,

they realize that the plan they developed last year with the Maltreatment in Care workers and Foster Care staff to coordinate their efforts and approach to these

investigations isn’t being followed. Fake County Licensing staff are often the last of the three programs involved to show up to the foster home regarding the

alleged concerns. This means the foster families are experiencing an increased disruption to their lives and are frustrated by the time Licensing staff show up.

Fake County Licensing staff need MIC workers and Foster Care workers to stick to the plan or they need to adjust the plan together. What are some ways

to facilitate collaboration among team members to assure accountability and reach common goals?


May Dup is a licensing worker currently trying to complete the licensing process with a relative caregiver in Fake County. The relatives are part of a local church

community that also regularly donates clothes and backpacks to Fake County for foster children. The church has agreed to help the family meet licensing

requirements in order to keep their niece in their care. Church members have helped make some repairs to the caregiver’s home and provided clothes for the

children. They also agreed to provide a toddler bed by the end of January. It is April and the caregivers have still not received it. No one has said anything for fear

of sounding ungrateful for everything the church has done. However, it is now the only barrier preventing May Dup from completing the licensing process.

How can May Dup facilitate collaboration of team members to assure accountability to the plan and complete the plan to license these caregivers?

Rev. 04.12.17 30

Exercise #2: Celebrate and Collaborate – Specialty Position Collaboration Scenarios


Monitor Bonitor is a Purchase of Service (POS) Monitor for Fake County DHHS. Monitor and her supervisor made a plan to reach their goal of improving

compliance with the face-to-face contact requirements on purchase of service cases. Monitor has been doing random compliance checks around this statistic

and sending emails to workers and supervisors when there is a problem. However, this doesn’t seem to be working. Monitor hasn’t had as much field contact

with the private agencies as she used to and gets frustrated quickly with the caseworkers. She knows that private agency turnover in Fake County is high but she

doesn’t understand why it’s so hard to follow a basic policy requirement.

Monitor’s plan is not working. How can she facilitate an improved relationship between DHHS and PAFCs and increase the chances of reaching her goal?


Smarty Zarty is an Educational Planner for Fake County DHHS. Smarty is responsible for one piece of a community-wide plan to improve transitions for foster

children by working as a DHHS liaison to Fake County schools. She met with school administrators and learned that they are extremely frustrated. They do not

receive court documents in a timely fashion and often hear about court-ordered placements from family members and caseworkers. There is liability involved

with releasing children to adults not listed in their records but they also do not want to violate a court order. At an all child welfare staff meeting, Smarty found

out that the court does not always provide the court order right away and staff felt their word should be enough because “most” schools were ok with that.

This is a barrier to Smarty’s piece of the plan. How can she clarify expectations in a way that will facilitate collaboration among DHHS staff and schools?


Healthy Kealthy is a Health Liaison Officer for Fake County DHHS. At a recent staff meeting, the Director of Fake County, caseworkers and Healthy all agreed on a

plan for Healthy to attend all removal Family Team Meetings to gather necessary information, decrease disruptions in medical care, and increase timely medical

and dentals. Healthy has asked workers to let him know when these Family Team Meetings are scheduled. So far, he has only been invited to 1 FTM this month

despite 5 separate cases of children being removed by the courts. Healthy knows the caseworkers are overwhelmed and worries about adding to their stress.

However, he is struggling to perform his job duties without their help.

Healthy needs the caseworkers’ help to implement the plan. What are some ways to facilitate collaboration among team members to establish

reasonable accountability of caseworkers and reach common goals?


Fundy Wundy is a Child Welfare Funding Specialist for Fake County DHHS. Fundy called the Example grandparents as soon as he found out they were the

recommended placement. Despite verbal agreement from the grandma to get it to Fundy by the end of the day, they have not provided information needed to

complete the funding determination. It has now been 2 days and there are concerns about needs of the children being met. Fundy knows the caregivers are

meeting a lot of workers and trying to navigate an emotional situation, but wants to make sure they get the funding they deserve.

Fundy needs the Example grandparents to hold up their end of the agreement. What are some ways to facilitate collaboration of team members to

establish reasonable accountability of the caregivers and reach common goals?

Rev. 04.12.17 31

Parallel Steps Reflection Worksheet – Supervisors to complete on your own after the SLAEs

Parallel Steps refer to specific activities that Management and Supervisors engage in to demonstrate the competency in their role while

caseworkers are expected to demonstrate the competency with their families and providers. Management and Supervisors discuss with staff how

to utilize the competency to improve their effectiveness with families and providers.

Instructions:

1. Track your demonstration of the MiTEAM skills related to the current training cycle. 2. Document your efforts to continue demonstrating the skills.

Identified

Need/Goal

Objective

Parallel Step

Target

Completion

Date

Reflect on how you were

able to demonstrate the

competency through the

Supervisor Led Application

Exercises.

Write response below:

How will you continue to

demonstrate the competency

within your role in the future?

Write response below:

Ensure each

competency is

being

demonstrated

within your

role.

Enhance your Planning &

Plan Implementation with

direct staff. Connect how

this parallels caseworkers’

efforts to (case) plan and

implement (case) plans

with individuals they serve.

Complete Case

Planning & Case Plan

Implementation

Supervisor Led

Application Exercises

July 31, 2017

(End of 3rd

Training Cycle)

Rev. 04.12.17 32

July: Fidelity

Month 4: July 2017 Review the Measuring Fidelity General Instructions (See pg. 33)

Complete the Measuring Fidelity Worksheets for Case Planning & Case Plan Implementation. (See pg. 34-35).

Provide feedback to your staff around the Measuring Fidelity Worksheet.

Utilize your MiTEAM Specialist for additional modeling, coaching, training, and to observe /document /provide feedback to staff on Case Planning & Case Plan Implementation skills, if needed.

Complete the Measuring Fidelity Tally Worksheets for Case Planning & Case Plan Implementation and submit as determined locally. (See pg. 36-37).

Materials in this Section 1. Measuring Fidelity: General Instructions (pg. 33)

2. Measuring Fidelity: Case Planning & Case Plan Implementation Worksheet (pg. 34-35)

3. Measuring Fidelity: Case Planning & Case Plan Implementation Tally Worksheet (pg. 36-37)

Rev. 04.12.17 33

Measuring Fidelity – General Instructions

The MiTEAM Fidelity Tool collects information on one identified case utilizing observation, documentation review,

interviews, and supervision to assess fidelity to the MiTEAM case practice model.

THE KCA COLUMN: Each fidelity indicator captures elements of the MiTEAM Key Caseworker Activities and Trauma Informed Practice

Strategies. Fidelity indicators fall under primary MiTEAM competency categories but often overlap with other competencies.

Observation Instructions

Observed interaction must always involve direct, in person, contact. The interaction may include, but is not limited to interviews, home visits,

parenting times, family team meetings, etc. Observers will record whether or not specific behaviors, that indicate fidelity to the MiTEAM practice

model, were demonstrated by that worker during that specific interaction.

HOW TO ANSWER: The user will check “Yes”, “No”, or “N/A” to a series of behaviorally specific statements as it relates to the primary child welfare worker during this specific interaction.

Documentation Review Instructions

Review all MiSACWIS and hard copy documentation related to the identified family. Types of documentation reviewed may include but is not limited to: Social Work contacts, ISP/USP, FTM documents, safety/service/treatment plans, service provider reports, etc.

HOW TO ANSWER: The user will check “Yes”, “No”, or “N/A” to whether or not specific items are found in the documentation.

Interview Instructions

In Person or Telephone Interview with “PRIMARY/KEY” person in the family who was present during the interaction in which the worker was observed. This will likely be child(ren)/youth, parents, caregivers and/or foster parent depending on the family and the worker’s job responsibilities. This person should be identified at the end of the observation if possible.

HOW TO ANSWER: The user will check “Yes”, “No”, or “N/A” regarding the identified family’s experience with the identified child welfare worker.

Monthly Supervision Instructions

The supervisor will discuss the case/situation surrounding the identified individual/family with the worker and check “Yes” as the worker is able to identify the various items. The supervisor should use the identified items to guide conversation and inquiry, during one or more supervision meetings over the quarter. There is a minimum requirement of one supervision meeting monthly.

HOW TO ANSWER: The user will check “Yes”, “No”, or “N/A” based on the information gathered during supervision with the identified child welfare worker.

Rev. 04.12.17 34

MEASURING FIDELITY: Case Planning Worker Name: _______________________ Date: _____________

Worksheet

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #10: Involve families and other team members in a case planning process with a long term view toward safety and permanence. KCA #11: Link services to individual strengths, potential traumatic stress and specific needs of each relevant family member to the identified permanency goal(s).

Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

Agreed Upon Next Steps:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

KCA* Fidelity Indicator Yes No N/A

10 (Interview) 62: The individual(s) described specific examples where his/her input was utilized in decision making.

11 (Documentation) 46: The plan builds resiliency including 2 or more strategies that:

Promote family member(s) ability to develop and build relationships.

Promote family member(s) mastery/competency.

Improve family member(s) ability to regulate emotion and behavior.

Strengthen family member(s) self-esteem.

Gives family member(s) voice.

Enables family member(s) choice.

Total

Rev. 04.12.17 35

MEASURING FIDELITY: Case Plan Implementation Worker Name: _______________________ Date: _____________

Worksheet

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #15: Engage with service providers. KCA #19: Evaluate the appropriateness and effectiveness of services.

Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

Agreed Upon Next Steps:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


15 (Documentation) 51: There is evidence in the documentation that service providers were provided with clear and


19 (Observation) 18: When developing or adjusting the plan, asks for team member’s input.

Rev. 04.12.17 36

MEASURING FIDELITY: Case Planning Supervisor Name: _______________________ Date: _____________

Tally Worksheet

Directions: Document the total numerical responses under “Yes”, “No”, or “N/A”, for your unit, next to the corresponding fidelity indicator. At the end of the fidelity month, report these trends as determined locally.

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #10: Involve families and other team members in a case planning process with a long term view toward safety and permanence. KCA #11: Link services to individual strengths, potential traumatic stress and specific needs of each relevant family member to the identified permanency goal(s).

Additional Trends: List the overall observed strengths and potential opportunities for growth you noticed during the fidelity month for your unit below:

Overall Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Overall Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


10 (Interview) 62: The individual(s) described specific examples where his/her input was utilized in decision making.

11 (Documentation) 46: The plan builds resiliency including 2 or more strategies that:

Promote family member(s) ability to develop and build relationships.

Promote family member(s) mastery/competency.

Improve family member(s) ability to regulate emotion and behavior.

Strengthen family member(s) self-esteem.

Gives family member(s) voice.

Enables family member(s) choice.

Total

Rev. 04.12.17 37

MEASURING FIDELITY: Case Plan Implementation Supervisor Name: _______________________ Date: _____________

Tally Worksheet

Directions: Document the total numerical responses under “Yes”, “No”, or “N/A”, for your unit, next to the corresponding fidelity indicator. At the end of the fidelity month, report these trends as determined locally.

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #15: Engage with service providers. KCA #19: Evaluate the appropriateness and effectiveness of services.

Additional Trends: List the overall observed strengths and potential opportunities for growth you noticed during the fidelity month for your unit below:

Overall Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Overall Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


15 (Documentation) 51: There is evidence in the documentation that service providers were provided with clear and


19 (Observation) 18: When developing or adjusting the plan, asks for team member’s input.

Rev. 04.12.17 38

August: Preparation Preparation for the Placement Planning and Mentoring Training Cycle

Month 1: August 2017 (Beginning of 4th Training Cycle) Complete the Placement Planning and Mentoring Modules and review the corresponding Supervisor Materials Packet.

Participate on the Supervisor MiTEAM Practice Calls.

Prepare your staff to complete the Placement Planning and Mentoring Modules and review the next training cycle.

Materials in this Section (Not Yet Available)

Materials will be distributed in the Supervisor Materials Packet for Placement Planning and Mentoring for August – November 2017.

Documents

Supervisor Materials Packet Case Planning & Case Plan ... · Rev. 04.12.17 3 Supervisor Enhanced MiTEAM Checklist Case Planning & Case Plan Implementation Month 1: April 2017 (Beginning