supervisor materials packet placement planning …rev. 7-26...rev. 07.26.17 1 supervisor materials...

Rev. 07.26.17 1

Supervisor Materials Packet

Placement Planning and Mentoring

August 2017 – November 2017

Rev. 07.26.17 2

TABLE OF CONTENTS Supervisor Enhanced MiTEAM Checklist: Placement Planning & Mentoring ……….......................................................................... 3

August: Preparation …………………….................................................................................................................................................................... 4

Practice Call Schedule and Instructions …………….……………………………………………………...………………………….…………………………………..……….... 5

September: Training ………………......................................................................................................................................................................... 6

Tracking Tool (Modules & Individual Field Application Exercises) …………..……….……………….………………………………………….…………………....... 7 Individual Field Application Exercise (Placement Planning) ………………….………….…….……………………........................................................... 8 Individual Field Application Exercise (Mentoring) ……………………………………………..…………..……………........................................................... 9

October: Application Exercises ..................................................................................................................................................................... 10

Tracking Tool (Application Exercises) ………………………………………………………………………………………………..….................................................. 11 Placement Planning & Mentoring Guide for Supervisor Led Application Exercises (SLAEs) ...................................................................... 12

Exercise #1: Caseworker Self-Assessment: Preparation and Instructions ..................................................................................... 13 Exercise #1: Caseworker Self-Assessment Worksheet (Placement Planning) .................................................................... 15 Exercise #1: Caseworker Self-Assessment Worksheet (Mentoring) .................................................................................. 16 Exercise #1: Licensing Worker Self-Assessment Worksheet (Mentoring) ......................................................................... 17

Exercise #2: You. Me. & MiTEAM: Instructions …………………………………………………………………………………………………..………………….. 18 Exercise #2: You. Me. & MiTEAM. – Building and Maintaining Connections Worksheet .................................................. 25 Exercise #2: You. Me. & MiTEAM. – Carrot, Egg and Coffee Bean Metaphor ................................................................... 27 Exercise #2: You. Me. & MiTEAM. – Guidance for Providing Feedback ............................................................................ 28 Exercise #2: You. Me. & MiTEAM. – Guidance for Welcoming Feedback ………..……….….…………………………………………….. 29

Exercise #2: You. Me. & MiTEAM. – MiTEAM Pic-Charades Rules and Clues ....………………………..…………………………………. 30 Exercise #2: You. Me. & MiTEAM. – Enhanced MiTEAM Overview .………………..………………………..……………………………….… 31

Parallel Steps Reflection Worksheet …………………………………………………………………………………..………………………………………...……………….….. 34

November: Fidelity …………………………………………………………………………………………………………………………………………………..………………………….…… 35

Measuring Fidelity: General Instructions ………..……………..………………………………………………………………………………..…………………………….…… 36 Measuring Fidelity: Placement Planning (Worksheet) ……………………………………………………………………………………..…………………………….…… 37

Measuring Fidelity: Mentoring (Worksheet) ………………………………………..………………………………………………….……………………..……..…….….... 38 Measuring Fidelity: Placement Planning (Tally Worksheet) …………………………………….…………….…..………..……………………………………….……. 39

Measuring Fidelity: Mentoring (Tally Worksheet) ………………………………………………..…….………………………………………………………………..…… 40 Measuring Fidelity: Feedback Instructions ……………..………………………………………………………..………………………………………………………….….… 41

December: Coming Soon to Child Welfare in Michigan .…………….……..……………….……………….……………..….…………………………….……….. 42

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Supervisor Enhanced MiTEAM Checklist

Placement Planning & Mentoring

Month 1: August 2017 (Beginning of 4th Training Cycle) – PREPARATION MONTH

Verify that you and your staff have completed the activities from the previous Training Cycles.

Complete the Placement Planning & Mentoring Modules and review Supervisor Materials Packet for Placement Planning & Mentoring

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

Prepare staff for the Placement Planning & Mentoring 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: September 2017 – TRAINING MONTH Track that all of your staff complete the Placement Planning & Mentoring 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: October 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 or “Licensing Worker Self-Assessment” (for Mentoring) with each licensing unit member. (See pg. 13-17.)

Complete Supervisor Led Application Exercise #2: “You. Me. & MiTEAM” with your unit. (See pg. 18-31.)

Promote your staff practicing their Placement Planning & Mentoring skills in the field.

Complete the Parallel Steps Reflection Worksheet. (See pg. 34.)

Month 4: November 2017 – FIDELITY MONTH Review the “Measuring Fidelity General Instructions”. (See pg. 36.)

Complete the Measuring Fidelity Worksheets for Placement Planning & Mentoring. (See pg. 37-38.)

Provide feedback to your staff around the Measuring Fidelity Worksheets using the “Measuring Fidelity Feedback Instructions”. (See pg. 41.)

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

Complete the Measuring Fidelity Tally Worksheets for Placement Planning & Mentoring and submit as determined locally. (See pg. 39-40.)

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August: Preparation

Month 1: August 2017 (Beginning of 4th Training Cycle) Verify that you and your staff have completed the activities from the previous Training Cycles.

Complete the Placement Planning & Mentoring Modules.

Review the Supervisor Materials Packet for Placement Planning & Mentoring.

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

Prepare staff for the Placement Planning & Mentoring 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 Placement Planning & Mentoring

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)

August 21, 2017 10am – 11:30am

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

August 21, 2017 1:30pm – 3pm

BSC 3 (West MI Public and Private Agencies)

August 30, 2017 10am – 11:30am

BSC 4 (Southern MI Public and Private Agencies)

August 30, 2017 1:30pm – 3pm

BSC 5 (Urban Counties Public and Private Agencies)

August 29, 2017 1:30pm – 3pm

*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 Placement Planning & Mentoring 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.

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September: Training

Month 2: September 2017 Track that all of your staff complete the Placement Planning & Mentoring 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 Placement Planning & Mentoring 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 Placement Planning & Mentoring Modules and Individual Field Application Exercises

Staff Member

Name

Staff Member Completed the

Placement Planning

Module

(Including Tutorial &

Individual Automated

Application Exercise)

Staff Member

Completed the

Mentoring 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: Placement Planning Worker: ___________________ Date: ________________

Worksheet

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

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

Two skills covered in the Placement Planning Module: 1. Trauma informed decision-making.

2. Lessening trauma and maintaining connections.

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 Placement Planning skills:

Support: Supervisors and MiTEAM Specialists are committed to helping you increase your knowledge, skills, and abilities related to Placement 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: Mentoring Worker: ___________________ Date: ________________

Worksheet

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

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

Two skills covered in the Mentoring Module: 1. Educating families on how to navigate our systems. 2. Providing and receiving feedback.

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 Mentoring skills:

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

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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October: Application Exercises

Month 3: October 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 or “Licensing Worker Self-Assessment” (for Mentoring) with each licensing unit member. (See pg. 13-17.)

Complete Supervisor Led Application Exercise #2: “You. Me. & MiTEAM” with your unit. (See pg. 18-31.)

Promote your staff practicing their Placement Planning & Mentoring skills in the field.

Complete the Parallel Steps Reflection Worksheet. (See pg. 34.)

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: Placement Planning & Mentoring (pg. 13-31)

3. Parallel Steps Reflection Worksheet (pg. 34)

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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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Placement Planning & Mentoring

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 Placement Planning & Mentoring they perceive as strengths, as well as opportunities for further

growth.

Lead and Conduct open dialogue with staff for coaching and the development of plans to enhance their Placement Planning & Mentoring

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 Placement Planning & Mentoring “Caseworker Self-Assessment Worksheets” or Mentoring “Licensing

Worker Self-Assessment Worksheet” 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 Placement

Planning &

Mentoring Modules

Placement Planning

(Observation): Inquires about individual(s)’s perspective regarding how the living arrangement options impact child(ren)/youth(s) connections. (Supervision): How the current living arrangement is helping build resiliency, which may include, but is not limited to:

Promoting individual(s)’s ability to develop and build relationships.

Promoting the individual(s)’s master/competency.

Improving the individual(s)’s ability to regulate emotion and behavior.

Strengthening the individual(s)’s self-esteem.

Giving the individual(s) voice.

Mentoring (Observation): Assists the family with navigating agency systems and processes; demonstrated by 2 or more of the following:

Clearly explains expectations regarding service referrals.

Rev. 07.26.17 14

Clearly explains next steps.

Describes agency processes.

Explains desired outcomes of case disposition.

(Observation): Provides feedback to the individual(s).

(Observation): Asks for feedback from the individual(s).

Key Caseworker

Activities from

Placement Planning

& Mentoring

Modules

Placement Planning

KCA #27: Work closely with members of the family team to make initial Placement Planning decisions, support those placements and plan for transitions. KCA #28: Use visits to preserve connections, strengthen relationships and make progress on identified goals. Mentoring KCA #22: Promoting growth through coaching. KCA #24: Creating a learning environment through observation and feedback.

Discuss Caseworker

Self-Assessment.

1. Ask caseworker to share their reasons for their ratings on the Caseworker Self-Assessment Worksheet or Licensing Worker Self-Assessment Worksheet.

2. Discuss the relationship between Key Caseworker Activities (KCA) in the Self-Assessment and fidelity indicators above. (e.g., If you are observed providing and asking for feedback then you are demonstrating KCA #24 – Creating a learning environment through observation and feedback.)

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 Placement Planning & Mentoring skills (e.g. Placement Planning & Mentoring Practice Guides from MiTEAM Manual (pg. 134-137 & 166-168), Placement Planning & Mentoring Sections in MiTEAM Manual (pg. 132-185), Placement Planning & Mentoring 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 Placement Planning & Mentoring skills. 6. Coordinate a time, with your caseworker, in the next month to review progress made and adjust as needed.

Rev. 07.26.17 15

Exercise #1: Caseworker Self-Assessment Worksheet– Placement 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. 134-137) or resource section of the MiTEAM Virtual Learning Site.

KCA #22: Work closely with members of the family team to make initial Placement Planning decisions, support those placements and plan for transitions.

How would I rate my current success with Key Caseworker Activity #22?

Low Medium High

1 2 3 4 5

How would my supervisor rate my current success with Key Caseworker Activity #22?

Low Medium High

1 2 3 4 5

In my role, how would my last contact* rate my current success with Key Caseworker Activity #22?

Low Medium High

1 2 3 4 5

KCA #24: Use visits to preserve connections, strengthen relationships and make progress on identified goals.


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– Mentoring

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. 166-168) or resource section of the MiTEAM Virtual Learning Site.

KCA #27: Promoting growth through coaching.


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 #28: Creating a learning environment through observation and feedback.


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5


Low Medium High

1 2 3 4 5



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Exercise #1: Licensing Worker Self-Assessment Worksheet– Mentoring

Instructions: Circle the number that best represents your assessment of current success with the following Key Licensing Activity.

Key Licensing Activities (KLAs) help licensing workers understand what it means to implement the competencies and prioritize work. For more details, see the

Practice Guide for Licensing Workers found in the MiTEAM Practice Model Manual (pg. 196 -197) or resource section of the MiTEAM Virtual Learning Site.

Key Licensing Activity: Educate Caregivers.

How would I rate my current success with this Key Licensing Activity?

Low Medium High

1 2 3 4 5

How would my supervisor rate my current success with this Key Licensing Activity?

Low Medium High

1 2 3 4 5

In my role, how would my last contact* rate my current success with this Key Licensing Activity?

Low Medium High

1 2 3 4 5

Below are Practice Guidance Techniques that further break down how to “Educate Caregivers”:

Ask caregivers and caseworkers to provide input on training topics.

Train on topics that are specific to the unique needs of families.

Educate caregivers on: 1) child development and developmental milestones; 2) the impact of trauma on child development; 3) their role in the teaming and case planning processes; and 4) their role in working with and mentoring birth parents.

Provide a simple definition of trauma to caregivers. Help them understand that overwhelming events can happen to children and adults that take away their sense of safety and make them feel powerless.

Inform caregivers that children and adults who experience trauma may have behavior changes. Explain to them that trauma can affect learning in school, attention, and listening, because these persons may be on high alert for danger much of the time.

Tell them that children and adults can heal from trauma.

Guide planning for enhancing the development and competencies of caregivers.



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Exercise #2: You. Me. & MiTEAM. – Supervisor Leads during a Unit Meeting

Purpose:

For Supervisors to lead staff in:

1) Applying the skill of building and maintaining connections.

2) Emphasizing the importance of minimizing trauma and building resiliency through self-care.

3) Practicing the skill of giving and receiving feedback.

4) Reviewing the Initial Implementation of the MiTEAM Enhancements.

Instructions

Materials Flipchart paper/Dry Erase Board

Flipchart markers/Dry Erase Markers

1 Per Staff Member: You. Me. & MiTEAM. – Building and Maintaining Connections Worksheet (pg. 25-26)

1 Per Staff Member: You. Me. & MiTEAM. – Carrot, Egg and Coffee Bean Metaphor (pg. 27)

1 Per Staff Member: You. Me. & MiTEAM. – Guidance for Providing Feedback (pg. 28)

1 Per Staff Member: You. Me. & MiTEAM. – Guidance for Welcoming Feedback (pg. 29)

Only for Supervisor: You. Me. & MiTEAM. – MiTEAM Pic-Charades Rules and Clues (pg. 30)

1 Per Staff Member: You. Me. & MiTEAM. – Enhanced MiTEAM Overview (pg. 31 – 33)

Total Exercise Time Approximately 1.5 hours

Introduction to

Supervisor Led

Application Exercise

(SLAE )

TIME: 1 minute

1) Read Script/Paraphrase: “Welcome to the Placement Planning and Mentoring Supervisor Led Application Exercise (SLAE).

This is the last Supervisor Led Application Exercise that we will do together as part of initial implementation of the

Enhanced MiTEAM Practice Model. Our focus will be to discuss, practice, and apply the skills taught in modules for these

two competencies and to review the skills from previous modules.

Introduction to

Building and

2) Read Script/Paraphrase: “Building and maintaining connections is a critical component of the Placement Planning

competency. This is because our connections are closely linked to our sense of self, safety, and comfort – things which are

particularly important and yet challenged in times of change and transition. Let’s first start by discussing the broad scope

of connections people may have that can be built or maintained.”

Rev. 07.26.17 19

Maintain

Connections

TIME: 5 minutes

3) Facilitate a 2-3 minute conversation around connections in general using the following two questions:

i. What are some connections people have?

Provide these examples if they are not mentioned by the group:

Family, Friends, Service Providers/Community, Pets, Memories

Places, Environments, Experiences

Tangible Things such as clothes, technology, toys, instruments, blankets, etc.

Smells, Tastes, Sounds or Textures

Habits, Routines, or Traditions

Religion, Culture, Belief Systems, Values

Hobbies, Activities, etc.

ii. What are some ways that connections are built/maintained?

Provide these examples if they are not mentioned by the group:

Identifying current connections and discussing them with the person.

Encouraging and advocating for current connections to be maintained.

Exploring creative ways to spend time and/or communicate with someone.

Exploring boundaries that can be put in place to reduce concerns related to spending time and/or

communicating with someone.

Reminding someone of their connections through pictures or other meaningful objects.

Allowing or providing an opportunity for something to occur even if it is under different circumstances (e.g.,

going to church, playing a sport, morning/bedtime routine, etc.).

Exploring and supporting the development of new connections.

Acknowledging, honoring and talking with someone about their connections.

Visiting a familiar or important place, re-creating experiences, or cooking a favorite meal.

Building and

Maintaining

Connections

4) Read Script/Paraphrase: “Now let’s think about how this concept of building and maintaining connections applies to us

personally and our co-workers. We are all currently placed in a child welfare career. While we likely chose our placement

here, it is still an extremely difficult placement to be in. We are often separated physically, mentally and emotionally from

our loved ones and a world that doesn’t always understand our life in this career placement. The unique and complex

impact of Trauma, Secondary Trauma, and Organizational Stress on each of our individual experiences can lead to feelings

Rev. 07.26.17 20

throughout a Child

Welfare Career

TIME: 20 minutes

of separation even from others who share our placement in this field. Sometimes there is even a loss of our sense of self

outside of our placement in this work. Not only does this make it challenging to thrive in this career placement, but it can

become detrimental to our personal health and well-being. Building and maintaining connections can build our resiliency

and minimize the impact of trauma and secondary trauma. It is critical that we are mindful of how we can do this within

AND outside of the workplace.

At this time, I would like for you to choose a partner. With your partner, take 10 minutes to look at situations and

transitions that are known to be particularly challenging in a child welfare career. Discuss each situation or transition and

identify ways that we can support others in building and maintaining connections in those times.”

5) Provide each person with the “Building and Maintaining Connections” worksheet (pg. 25 – 26). Allow 10 minutes for

partners to complete the worksheet.

6) Bring group back together and facilitate a 10 minute discussion utilizing the following questions:

“1.What are some examples that you came up with?

2. We know that resiliency includes 4 components: relationships, mastery and competency, self-regulation and

self-esteem. How does building and maintaining connections help build resiliency in child welfare staff?

3. Do you agree that it is important to build and maintain connections within and outside of the workplace? Why

or Why not?

4. How can we improve our chances at being successful at building and maintain connections?”

Minimize impact of

Secondary Trauma

and Build Resiliency

through Self-Care

TIME: 20 minutes

7) Read Script/Paraphrase: “In addition to supporting others, we have another very important responsibility: we have to take

care of ourselves. We have to protect our minds and our hearts from corroding under the pressure of this work. We owe

that to the people we serve, to the people we serve with, to our loved ones, and to ourselves. This is being brought up here

in the Placement Planning competency because we know that placements and re-placements can be extremely traumatic

for workers involved. We also know that no matter what your specific role, all child welfare workers are exposed to these

heartbreaking stories on a regular basis. And because it is the “norm” in our work to hear these stories, we often don’t

realize or recognize the impact they are having on us. We get caught off guard by the short and long-term impact of

Rev. 07.26.17 21

secondary trauma. If we are going to build resiliency through self-care, we need to pay attention to our natural responses.

Now, we’re going to read a metaphor to help illustrate this.”

8) Ask for a volunteer to read the “Carrot, Egg and Coffee Bean” metaphor out loud or delegate sections of it for different

people to read out loud (pg. 27).

9) Facilitate a 5 minute conversation using the following questions:

1. Do you relate most to the Carrot, Egg or Coffee Bean? Please Explain.

2. Do you feel like you have been all of them at one point or another? Please Explain.

3. What are the pros and cons of responding like:

o The Carrot?

o The Egg?

o The Coffee Bean?

10) Read Script/Paraphrase: “As the Carrot, Egg and Coffee Bean metaphor demonstrates, we all respond differently to

challenging situations. There is no right or wrong way. The important thing is that we are paying attention to those

responses. We all likely have different needs when it comes to taking care of ourselves. We also may need to do different

things in different situations. By taking the time to care for ourselves, and by honoring self-care efforts of each other, we

are helping to build resiliency. This not only helps us stay healthy both personally and professionally, but it increases our

chances of remaining and being successful in our placement as child welfare professionals. Let’s take a few minutes to

brainstorm self-care strategies.

11) Facilitate a 10 minute brainstorming session and chart responses for ways to manage Self-Care. Remember to use the

brainstorming criteria. (e.g., everyone participates, quantity over quality, no judgment, think outside the box, etc.):

1. What do you currently do to take care of yourself?

2. What else could you do?

3. What do other people you know do to take care of themselves?

4. And what are other self-care strategies you can think of?”

Rev. 07.26.17 22

Discuss Fidelity

TIME: 4 minutes

12) Read/Paraphrase: “So far we have discussed connections and building resiliency as it relates to us in our placement in a

child welfare career. If we are being true to the Placement Planning competency, we should be considering these things

with families as well. As appropriate and in ways that make sense for our role, we need to be inquiring about how a child

or youth’s connections are being impacted by their living arrangements and the people who live with them. Furthermore,

we need to be able to describe how the child or youth’s living arrangements and the people who live with them are helping

to build resiliency. The fidelity indicators that will capture this are:

(Observation): Inquires about individual(s)’s perspective regarding how the living arrangement options impact child(ren)/youth(s) connections. (Supervision): How the current living arrangement is helping build resiliency, which may include, but is not limited to:





Giving the individual(s) voice.”

Feedback

TIME: 15 minutes

13) Read Script/Paraphrase: “The last MiTEAM competency is Mentoring. Mentoring is a developmental partnership in which

one person shares knowledge, skills, information and perspective to foster and empower the personal and professional

growth of another person. As introduced in the Mentoring module, providing and receiving feedback is a critical

component of this. Feedback may be around things to be maintained or things to be changed. However, it is important to

remember that the feedback process is not a commitment or agreement by either party involved. Although it can be

frustrating when you provide feedback that is not taken, or when you receive feedback that you do not find helpful, it is

still a valuable process because it contributes to the growth in the relationship. Feedback should be viewed as a method of

information and perspective-sharing that has potential to lead to individual growth and is essential in creating a

developmental partnership.

14) Facilitate 5-10 minute Discussion around the following questions:

1. What are the benefits to providing and receiving feedback with people who have authority over you? (e.g., staff

providing feedback to their supervisor and asking for feedback from their supervisor.)

What are reservations or hesitations?

Rev. 07.26.17 23

2. What are the benefits to providing and receiving feedback from those you have authority over? (e.g., child welfare staff

providing feedback to families or other professionals and asking for feedback about themselves.)

What are the reservations or hesitations?

15) Read/Paraphrase: “Feedback can be extremely challenging because it requires a level of transparency and vulnerability

that may be beyond our comfort zone. Therefore, we often avoid it. But by doing so, we deprive ourselves and others of

opportunities to learn and grow. Providing feedback can foster growth in another person when it is specific, concrete,

useful and timely. But even beyond the content of the feedback, the effort to develop and deliver the feedback in and of

itself communicates that you are paying attention, that you are interested, and that you want to support that person’s

growth. On the other hand, asking for and welcoming feedback provides the opportunity to learn something about

ourselves that may contribute to our own personal or professional growth. It also empowers the other person by

communicating that you value their opinion and value having them as partners in this developmental process. It says that

you want to participate in a way that is helpful and useful. Here is some guidance to providing and welcoming feedback“

16) Allow 1-2 minutes to review the “Guidance for Providing Feedback” and “Guidance for Welcoming Feedback” Sheets

(pg. 28 – 29).

17) Read/Paraphrase: “The Fidelity indicators for Mentoring related to Feedback are:

Observation: Provides Feedback to the individual(s)

Observation: Asks for Feedback from the individual(s)

In an effort to demonstrate fidelity to the practice model from my role as your supervisor, I am going to practice

providing feedback to you after I shadow you using the Measuring Fidelity worksheets. I will model the 3 step process

for providing feedback that was introduced in the Mentoring module. It is the same 3 step process that you will use with

those you serve. In addition, I will be asking for feedback from you at that time regarding my approach to completing

the fidelity process. Please be prepared for this to occur. Does anyone have any questions about this?”

MiTEAM Review

Pic-Charades

TIME: 30 minutes

18) Read/Paraphrase: “Since this is the last Supervisor Led Application Exercise of this initial implementation of the Enhanced

MiTEAM Practice Model, we are going to do a fun little review. Over the last year and a half, we have participated in 4

training cycles that defined and began to look at key skills of the 4 competencies and 3 additional sub-competencies of the

MiTEAM Practice Model. It is important to remember that a Practice Model does not add additional work, it defines how

we should go about the business of doing our work. It is child welfare best practice. Just like a lawyer practices law and a

Rev. 07.26.17 24

doctor practices medicine, we practice child welfare and can always continue to improve and refine. It is also important to

remember that the MiTEAM competencies build on each other and often overlap. As a review, we are going to play a

game called Pic-Charades.”

19) Read the Rules for Pic-Charades (left hand column of the grid on pg. 30) out loud to the group.

20) Play Pic-Charades.

Conclude SLAE:

TIME: 1 minute

21) Read/Paraphrase: “As we wrap up, I want you to know that our discussions, ongoing learning and continuous quality

improvement efforts around the MiTEAM competencies does not end here. I will continue with my own efforts to learn,

improve, and place a greater emphasis on quality in order to demonstrate the MiTEAM competencies in my role as your

supervisor. I expect you to do the same in your role. In 2018, we will begin using the full Fidelity Tool to reinforce the use

of the MiTEAM competencies and provide opportunities for praise, coaching and development. As trends and additional

opportunities for growth are identified over time, further trainings and application exercises may be developed.

In conclusion, I want to go around the table and have each of you share one of the following:

1) Provide a specific example of how using the MiTEAM competencies benefited you or someone you serve.

OR

2) Describe how using the MiTEAM competencies aligns with what you want to accomplish as a child welfare worker. “

22) Ensure each person answers one of the questions to the large group.

23) Following the wrap up, pass out the “Enhanced MiTEAM Overview” handout (pg. 31 – 33) to all participants for future

reference.

24) “Thank You!”

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Exercise #2: You. Me. & MiTEAM. – Building and Maintaining Connections Worksheet

Recognizing, honoring, and building the connections child welfare staff have within and outside of the workplace is essential and each of us contributes to

it. Small, intentional efforts to do better in this area throughout a child welfare worker’s career can make a huge difference in the lives, well-being, and

retention of staff. With your partner, answer the corresponding questions in relation to the “Key Moments in a Child Welfare Career” by identifying

ways that we can support others in building and maintaining connections in those times. Some examples are included to help get you started.

Key Moments in a Child Welfare Career

What can we do to recognize, honor and build connections WITHIN THE WORKPLACE during these moments?

What can we do to recognize, honor and build connections OUTSIDE OF THE WORKPLACE during these moments?

New Worker - General

(e.g., 1st day, week, month, year,

etc.)

Place a welcome sign in/outside of the cube with

welcome messages from all the team members.

Encourage them to share with their spouse, friend,

or other confidant as a way to decompress.

1st Job Experiences

(e.g., 1st case, challenging case,

removal, re-placement,

licensure, funding problems,

missed medical, collaborating

with service providers, etc.)

Debrief the situation and Provide Feedback and/or

advice for the next time.

Encourage them to do something to celebrate the

milestone after work.

Court Experiences

(e.g., 1st court attendance, stress

related to testifying, cross

examination, attorneys, etc.)

Have a plan in place to ensure workers do not attend

their first court hearing alone.

Encourage them to do something they enjoy –

completely unrelated to work – to destress.

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Key Moments in a Child Welfare Career

What can we do to recognize, honor and build connections WITHIN THE WORKPLACE during these moments?

What can we do to recognize, honor and build connections OUTSIDE OF THE WORKPLACE during these moments?

Changes/Transitions

(e.g., Supervisor re-assignments, caseload changes, unit makeup, promotions/lateral program moves, new policy or protocols, etc.)

Highly Stressful Job Experiences

(e.g., particularly challenging and/or traumatic situations, child deaths, personal threats, critical incidents, media cases, worker/supervisor conflicts, etc.)

Personal Conflicts

(e.g., Work/Life balance and prioritizing, Disagreements with child welfare law, policy/court decisions, Personal tragedy impacting work and vice versa, worker/supervisor conflicts, etc.)

Showing symptoms of extreme

secondary trauma,

organizational stress and/or

potential burnout.

(e.g., Physical, Mental, Social, or Emotional symptoms, worker/supervisor conflicts, etc.)

Rev. 07.26.17 27

Exercise #2: You. Me. & MiTEAM. – Carrot, Egg and Coffee Bean Metaphor A young woman went to her mother and told her about her life and how things were so hard for her. She did not know how she was going to make it and wanted to give up. She was tired of fighting and struggling. It seemed as one problem was solved, a new one arose. Her mother took her to the kitchen. She filled three pots with water and placed each on a high fire. Soon the pots came to boil. In the first she placed carrots, in the second she placed eggs, and in the last she placed ground coffee beans. She let them sit and boil, without saying a word. In about twenty minutes, she turned off the burners. She fished out the carrots and placed them in a bowl. She pulled out the eggs and placed them in a bowl. Then she ladled out the coffee and placed it in a bowl. Turning to her daughter, she asked, “Tell me what you see.” “Carrots, eggs, and coffee,” she replied. Her mother brought her closer and asked her to feel the carrots. She did and noted that they were soft. The mother then asked the daughter to take an egg and break it. After pulling off the shell, she observed the hard-boiled egg. Finally, the mother asked the daughter to sip the coffee. The daughter smiled as she tasted its richness and savored its aroma. The daughter then asked, “What does it mean, mother?” Her mother explained that each of these objects had faced the same adversity — boiling water. Each reacted differently. The carrot went in strong, hard, and unrelenting. However, after being subjected to the boiling water, it softened and became weak. The egg had been fragile. Its thin outer shell had protected its liquid interior, but after sitting through the boiling water, its inside became hardened. The ground coffee beans were unique, however. After they were in the boiling water, they had changed the water. “Which are you?” she asked her daughter. “When adversity knocks on your door, how do you respond? Are you a carrot, an egg or a coffee bean?” Think of this: Which am I? Am I the carrot that seems strong, but with pain and adversity I become soft and lose my strength? Am I the egg that starts with a fluid spirit and malleable heart, but after hardship I become bitter and tough with a hardened heart although my shell may look the same? Or am I like the coffee bean? The bean is changed in some ways including its form. But the bean maintains other characteristics such as its flavor and aroma. The adversity that brings the bean pain – is also changed. It is made better as a result of the bean.

Rev. 07.26.17 28

Exercise #2: You. Me. & MiTEAM. – Guidance for Providing Feedback

TYPES OF FEEDBACK

Highlight Strengths: Recognize the performance to be maintained.

Opportunities for Growth: Recognize the performance to change, improve or refine.

CRITERIA FOR EFFECTIVE FEEDBACK

1. Specific – Clearly defined or identified. 2. Concrete – Definitive. Not Abstract. 3. Useful – Able to be used for a practice purpose or in several ways. 4. Timely – Immediately or as soon as reasonably possible.

STEPS FOR PROVIDING EFFECTIVE FEEDBACK

STEP 1: Self-Assessment. Ask for his/her assessment of their own performance

How do you think it went? STEP 2: Other(s) Assessment. Ask what he/she thinks someone else might think/feel.

How do you think Ms. Example feels like it went?

STEP 3: Mentor’s Assessment. Provide feedback and coaching as a mentor.

This is what I noticed that could be maintained or changed.

FeedbackUseful

Specific

Concrete

Timely

Rev. 07.26.17 29

Exercise #2: You. Me. & MiTEAM. – Guidance for Welcoming Feedback

What to think about prior to asking:

Assess the level of engagement with the family. This helps to determine the family’s level of safety to be open and honest with me.

What would the family say about the power differential; how well have I addressed and acknowledged it?

Is it “timely?”— How ready is the family to share openly?

Did I prepare the family by letting them know what I will be asking?

Have I modeled effective strengths-based feedback with them?

How can I manage my frame of reference to be open to hear and listen?

What strategies might I use if I find myself wanting to defend?

What are questions I could ask? How do I respond if they say “all is good?”

What to think about during?

Remember to take deep breaths to help myself listen openly.

Maintain eye contact.

What to think about after:

Take some time to self-reflect.

Identify who can help me with processing the feedback.

What messages can I readily incorporate?

What messages do I need help integrating into my skills?

What messages might I, in collaboration with my supervisor, determine not to use right now?

Rev. 07.26.17 30

Exercise #2: You. Me. & MiTEAM. – MiTEAM Pic-Charades Rules & Clues Objective: To review the MiTEAM Enhancements from the entire Initial Implementation.

Necessities: Enthusiasm, Energy and ZERO JUDGMENT!

Rules/Scoring MI T E A M

Staff

Have staff select a category to the right. They have ONE MINUTE to draw or act out (or a combination of both) the clue provided under the category chosen. Any noises, verbal clues, and/or written words are PROHIBITED. Each peer has the opportunity to independently guess the clue and the competency the clue is from.

Supervisor

Provide the clue that corresponds to the category selected. KEEP THE CLUE LIST SAFELY WITH YOU AT ALL TIMES. You are the Judge of who guesses it right first.

Scoring

Each drawer/actor receives one point if one of their peers guesses the correct answer. Each guesser receives one point for correctly guessing the answer and a bonus point for guessing which competency the answer came from.

Components of

MiTEAM

Teaming

Competency

Engagement

Competency

Assessment Competency

(including all three sub-

competencies)

Mentoring

Competency

MiTEAM Virtual

Learning Site

Team Formation Empathy Underlying needs Navigating

Systems

Fidelity Tool Timeline Lessening Power

Differential

Meaningful Strengths Feedback

Key Caseworker

Activity (KCA)

Ecomap Respect Case Planning: Celebrating Success

Coaching

Trauma or

Secondary Trauma

Genogram Case Planning: Brainstorming

Partnership

Building Resiliency Case Plan Implementation: Tracking & Adjusting

Empower

MiTEAM Practice

Model

Case Plan Implementation: Collaboration

MiTEAM

Specialist/Liaison

Placement Planning: Self-care

MiTEAM Practice

Model Manual

Placement Planning:

Maintaining Connections

Rev. 07.26.17 31

Exercise #2: You. Me. & MiTEAM. – Enhanced MiTEAM Overview Competency Skill KCA Fidelity Indicator

Engagement #1 Empathy 1: Create an environment of empathy,

genuineness, respect and

empowerment that supports a child

and family entering into a helping

relationship and actively working

toward change

(Observation) 2: Treats individual(s) with empathy; demonstrated by 2 or more of the following:

o Asks about and communicates understanding of individual(s)’s concerns. o Uses clear common language. o Asks about and communicates understanding of individual(s)’s trauma history. o Acknowledges and addresses an individual(s)’s experience, feelings and/or

nonverbal communication.

Engagement #2 Power

Differential

1: Create an environment of empathy,

genuineness, respect and

empowerment that supports a child

and family entering into a helping

relationship and actively working

toward change

(Observation) 4: Acknowledges his/her authority and the disproportionate amount of power in the relationship; demonstrated by 2 or more of the following:

o Positions in a non-confrontational posture o Empowers individual(s) to share own story o Uses statements that lessen power differential o Conducts meeting in an environment chosen by individual(s) o Empowers individual(s) to take ownership of their role in the case planning process

Teaming #1 Forming a

Team

3: Form a family team. (Observation) 9: Accesses skilled team members (formal and informal) to serve family’s goal by one or more of the following:

o Asks the family to select who are best team members to help with this goal o Takes steps to assure privacy for family and respective team members

o Finds team members with the necessary knowledge to address the issue

o Evaluates team member’s ability to execute the tasks identified for them

o Mindful of cultural and language compatibility

Teaming #2 Teaming =

Verb

5: Ensure members of the team meet

and participate in shared decision-

making on a regular basis.

(Observation) 8: Facilitates teaming by doing one or more of the following:

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

Rev. 07.26.17 32

Competency Skill KCA Fidelity Indicator

Assessment #1 Viewing

Behaviors and

getting to

Underlying

Need

7: Collaborate with team members to

identify child and family strengths,

trauma histories and needs.

(Supervision) 69: During Monthly Supervision meeting(s), the worker was able to

identify: How Trauma has potentially impacted each individual.

Assessment #2

Assessment

Process and

Analysis

8: Organize and analyze all

information that is collected to

develop a comprehensive family

assessment.

(Documentation) 43: The worker documented a thorough assessment of the family’s

circumstances, that includes all of the following:

o An assessment of each family member (as appropriate)

o The family’s input regarding services and supports that have been helpful (or not) in

the past

o The family information from past or current service providers

o The family’s formal and informal supports

o The impact of trauma on the child(ren)/youth(s) and parents

Case Planning #1 Voice &

Choice

through

Brainstorming

10: Involve families and other team

members in a case planning process

with a long term view toward safety

and permanency.

(Interview) 62: The individual(s) described specific examples where his/her input was

utilized in decision making.

Case Planning #2 Resiliency

Based Case

Planning

11: Link services to individual

strengths, potential traumatic stress

and specific needs of each relevant

family members to the identified

permanency goal or goals.

(Documentation) 46: 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

Rev. 07.26.17 33

Competency Skill KCA Fidelity Indicator

Case Plan

Implementation

#1

Collaborate

with Service

Providers

15: Engage with service providers. (Documentation) 51: There is evidence in the documentation that service providers

were provided with clear and specific service needs for the family.

Case Plan

Implementation

#2 Track,

Adjust &

Celebrate

Success

19: Evaluate the appropriateness and

effectiveness of services.

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

input.

Placement

Planning

#1 Placement

Decision

Making

22: Work closely with members of the

family team to make initial placement

decisions, support those placements

and plan for transitions.

(Observation) 24: Inquires about individual(s)’s perspective regarding how the living

arrangement options impact child(ren)/youth(s) connections.

Placement

Planning

#2 Lessening

Trauma and

Maintaining

Connections

24: Use visits to preserve connections,

strengthen relationships and make

progress on identified goals.

(Supervision) 78: How the current living arrangement is helping build resiliency, which

may include, but is not limited to:

- Promoting the individual(s)’s ability to develop and build relationships

- Promoting the individual’(s) master/competency

- Improving the individual(s)’s ability to regulate emotion and behavior

- Strengthening the individual(s)’s self-esteem

- Giving the individual(s) voice

Mentoring #1 Educate

and Empower

27: Promote growth through coaching. (Observation) 26: Assists the family with navigating agency systems and processes; demonstrated by 2 or more of the following: o Clearly explains expectations regarding service referrals o Clearly explains next steps o Describes agency processes o Explains desired outcomes of case disposition

Mentoring #2 Giving and

Receiving

Feedback

28: Create a learning environment

through observation and feedback.

(Observation) 29: Provides feedback to the individual(s)

(Observation) 30: Asks for feedback from the individual(s)

Rev. 07.26.17 34

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 Placement

Planning & Mentoring

with direct staff. Connect

how this parallels

caseworkers’ efforts to

(case) plan and implement

(case) plans with

individuals they serve.

Complete Placement

Planning & Mentoring

Supervisor Led

Application Exercises

November 30,

2017

(End of 4th

Training Cycle)

Rev. 07.26.17 35

November: Fidelity

Month 4: November 2017 Review the “Measuring Fidelity General Instructions”. (See pg. 36)

Complete the Measuring Fidelity Worksheets for Placement Planning & Mentoring. (See pg. 37-38).

Provide feedback to your staff around the Measuring Fidelity Worksheets using the “Measuring Fidelity Feedback Instructions”. (See pg. 41)

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

Complete the Measuring Fidelity Tally Worksheets for Placement Planning & Mentoring and submit as determined locally. (See pg. 39-40).

Materials in this Section 1. Measuring Fidelity: General Instructions (pg. 36)

2. Measuring Fidelity: Placement Planning & Mentoring Worksheet (pg. 37-38)

3. Measuring Fidelity: Placement Planning & Mentoring Tally Worksheet (pg. 39-40)

4. Measuring Fidelity: Feedback Instructions (pg. 41)

Rev. 07.26.17 36

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. 07.26.17 37

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

Worksheet

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #22: Work closely with members of the family team to make initial placement decisions, support those placements and plan for transitions. KCA #24: Use visits to preserve connections, strengthen relationships and make progress on identified goals.

Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

Agreed Upon Next Steps:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

KCA* Fidelity Indicator Yes No N/A

22 (Observation) 24: Inquires about individual(s)’s perspective regarding how the living arrangement options impact child(ren)/youth(s) connections.

24 (Supervision) 78: How the current living arrangement is helping build resiliency, which may include, but is not limited to:






Total

Rev. 07.26.17 38

MEASURING FIDELITY: Mentoring Worker Name: _______________________ Date: _____________

Worksheet

*Note: Fidelity Indicators capture specific behaviors related to the Key Caseworker Activities (KCAs). KCA #27: Promote growth through coaching. KCA #28: Create a learning environment through observation and feedback.

Identified Strengths:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Potential Opportunities for Growth:

________________________________________________________________________________________________________________________

Agreed Upon Next Steps:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


27 (Observation) 26: Assists the family with navigating agency systems and processes; demonstrated by 2 or more of the following:





28 (Observation) 29: Provides feedback to the individual(s).

(Observation) 30: Asks for feedback from the individual(s).

Total

Rev. 07.26.17 39

MEASURING FIDELITY: Placement 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 #22: Work closely with members of the family team to make initial placement decisions, support those placements and plan for transitions. KCA #24: Use visits to preserve connections, strengthen relationships and make progress on identified goals.

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:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


22 (Observation) 24: Inquires about individual(s)’s perspective regarding how the living arrangement options impact child(ren)/youth(s) connections.

24 (Supervision) 78: How the current living arrangement is helping build resiliency, which may include, but is not limited to:






Total

Rev. 07.26.17 40

MEASURING FIDELITY: Mentoring 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 #27: Promote growth through coaching. KCA #28: Create a learning environment through observation and feedback.

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:

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________


27 (Observation) 26: Assists the family with navigating agency systems and processes; demonstrated by 2 or more of the following:





28 (Observation) 29: Provides feedback to the individual(s).

(Observation) 30: Asks for feedback from the individual(s).

Total

Rev. 07.26.17 41

Measuring Fidelity – Feedback Instructions 1) IDENTIFY WHICH TYPE(S) OF FEEDBACK YOU ARE GOING TO PROVIDE.

Highlight Strengths: Recognize the performance to be maintained.

Opportunities for Growth: Recognize the performance to change, improve or refine.

2) PREPARE TO UTILIZE THE CRITERIA FOR EFFECTIVE FEEDBACK. Specific – Clearly defined or identified.

Concrete – Definitive. Not Abstract.

Useful – Able to be used for a practice purpose or in several ways.

Timely – Immediately or as soon as reasonably possible.

3) PREPARE YOURSELF TO RECEIVE FEEDBACK.

4) EXPLAIN TO STAFF THAT YOU ARE GOING TO MODEL THE FEEDBACK PROCESS AS YOU DISCUSS FIDELITY WORKSHEETS.

5) UTILIZE STEPS FOR PROVIDING EFFECTIVE FEEDBACK. STEP 1: Self-Assessment.

Ask for his/her assessment of their own performance

How do you think it went? STEP 2: Other(s) Assessment. Ask what he/she thinks someone else might think/feel.

How do you think [insert person you observed them interact with] feels like it went? STEP 3: Mentor’s Assessment.

Provide feedback and coaching as a mentor.

This is what I noticed that could be maintained or changed.

6) ASK THEM FOR FEEDBACK FOR YOURSELF: What is one thing that I can do differently the next time I shadow you and provide feedback that will make this process better for you?

FeedbackUseful

Specific

Concrete

Timely

Rev. 07.26.17 42

Enter Study Phase (2018)

o Train Fidelity Tool to all child welfare supervisors

o Implement Automated MiTEAM Fidelity Tool

o Assess the initial implementation of the Enhanced MiTEAM Practice Model

To what extent has MiTEAM been implemented as intended?

What is the impact on children and families so far?

What are our next steps?

o Provide ongoing support to the field

supervisor materials packet placement planning …rev. 7-26...rev. 07.26.17 1 supervisor materials...

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