Indiana Department of Child Services Peer Coach Consultant Manual

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1 Indiana Department of Child Services Peer Coach Consultant Manual A brief overview of the Peer Coach Consultant (PCC) Role within the Indiana DCS Practice Model.

2 Table of Contents Manual Overview.. 3 DCS Mission, Vision and Values 4 History of Indiana DCS Practice Model 5-6 Peer Coach Expectations 7-8 Peer Coach Commitment.. 8 Development of a Peer Coach Consultant... 9 Peer Coach Trainer Consultant Plan Peer Coach Consultant Observation.. 17 Special Projects 18 Practice Definitions and Positions.. 19 Appendix.. 20 Acknowledgement of Manual Disbursement

3 Manual Overview This manual is a brief overview for the Peer Coach Consultant (PCC) position within the Indiana Child Welfare Practice Model. The manual thoroughly covers the expectations and development process for PCCs. All PCCs will receive a copy of this manual and will sign an acknowledgement of receipt. PCCs will be required to follow the manual during their development process and refer to the manual as a resource. Any questions regarding the expectations or development of a PCC should be forwarded to one of the following staff: MB Lippold Deputy Director of Staff Development MB.Lippold@dcs.in.gov Maria Wilson Indiana Practice Model Director Maria.Wilson@dcs.in.gov MB Lippold - 3 -

4 DCS Mission Statement The Indiana Department of Child Services protects children from abuse and neglect. DCS does this by partnering with families and communities to provide safe, nurturing and stable homes. Vision Children thrive in safe, caring and supportive families and communities. Values We believe every child has the right to be free from abuse and neglect. We believe every child has the right to appropriate care and a permanent home. We believe parents have the primary responsibility for the care and safety of their children. We believe the most desirable place for children to grow up is with their own families, when these families are able to provide safe, nurturing and stable homes. We believe in personal accountability for outcomes, including one s growth and development. We believe every person has value, worth and dignity. Core Values Respect Genuineness Empathy Professionalism - 4 -

5 History of the Indiana DCS Practice Model BACKGROUND Since the Governor created the Department of Child Services in January 2005, DCS has sought to build a child welfare agency that reflects our mission and beliefs about serving and protecting the children and families of Indiana. Lasting change and better outcomes can only be achieved if our work is grounded in strong principles and values. And, translating those values into our every day actions and decisions requires us to rethink every aspect of how we work together with families and each other. That was the Governor s charge to us when he created DCS. PRACTICE As part of a massive statewide transformation, the Indiana Department of Child Services (DCS) fundamentally changed the way it works with families involved in the child welfare system. The Governor s commitment to DCS resulted in hundreds of new Family Case Managers (FCMs) hired in Indiana. These new workers allowed all DCS FCMs to return to the kind of social work that drew many of our workers to the field in the first place. Thus, practice really means a renewed commitment to social work practice that makes the FCM a critical service and support to the child and family. As caseloads decrease over time, it is our expectation that DCS workers will use their increased time per child and family to achieve better results for those in our care. Our practice was based on our vision, mission and values and built upon case practice efforts that have significantly improved child safety and family reunification in other states. To implement the practice, DCS built trust-based relationships with families and partners by exhibiting empathy, professionalism, genuineness and respect. Importantly, Indiana identified five essential practice skills necessary to effectively implement our vision, mission and values. These skills are: Engaging. The skill of effectively establishing a relationship with children, parents, and essential individuals for the purpose of sustaining the work that is to be accomplished together. Teaming. The skill of assembling a group to work with children and families, becoming a member of an established group, or leading a group may all be necessary for success in bringing needed resources to the critical issues of children and families. Child welfare is a community effort and requires a team. Assessing. The skill of obtaining information about the salient events that brought the children and families into our services and the underlying causes bringing about their situations. This discovery process looks for the issues to be addressed and the strengths within the children and families to address these issues. Here we are determining the capability, willingness, and availability of resources for achieving safety, permanence, and well-being for children

6 Planning. The skill necessary to tailor the planning process uniquely to each child and family is crucial. Assessment will overlap into this area. This includes the design of incremental steps that move children and families from where they are to a better level of functioning. Service planning requires the planning cycle of assessing circumstances and resources, making decisions on directions to take, evaluating the effectiveness of the plan, reworking the plan as needed, celebrating successes, and facing consequences in response to lack of improvement. Intervening. The skills to intercede with actions that will decrease risk, provide for safety, promote permanence, and establish well-being. These skills continue to be gathered throughout the life of the professional child welfare worker and may range from finding housing to changing a parent's pattern of thinking about their child. As our new practice unfolded, DCS developed a different array of services for families, new policies to guide our work, and continuous training and quality improvement to improve our skills. Peer Coach Consultants within the Practice Model Peer Coach Consultant positions were created in order to assist with the training and development of Peer Coaches. Peer Coach Consultants are considered to be Practice Experts in that they have mastered the TEAPI skills, Peer Coaching, and other pertinent skills needed for sustainability of the Practice Model. Peer Coaches also embody DCS desired best practice which is transferred to staff throughout the Indiana Department of Child Services. Peer Coach Consultants ensure that consistency and fidelity to the DCS Practice Model is maintained. This manual contains a brief overview of the Peer Coach Consultant role, training, and expectations

7 Practice Model Expectations Peer Coach Consultant s (PCC) Updated 2011 PCCs will be expected to assist DCS staff with fidelity, sustainability, and refining skills initially learned through the Practice Model and Facilitation training while continuing to develop Peer Coaches as needed. 1. Continue to prepare Peer Coaches across the state as needed to coach DCS staff as CFTM Facilitators (see Peer Coach Guidance document). This process will take between 6 to 8 weeks to complete. 2. Create a monthly calendar with a timeline of each Peer Coach in training. It will take approximately 9 days of the PCC s time to develop one Peer Coach not to exceed 8 weeks. 3. Provide ongoing support and expertise to Peer Coaches within their Region and address any fidelity, sustainability, and skill enhancement issues identified by Regional Managers, Local Office Directors, Regional Practice Consultant, Supervisors and/or Peer Coaches. 4. Support Continuous Quality Improvement (CQI) and Quality Assurance processes within their designated Super Region and elsewhere as appropriate. Participate in the QSR process within their assigned Super Regions. 5. Assist Practice Consultant with in-services practice support related to the Child and Family Team Meeting Process. 6. Apprise Practice Director, Lead Practice Model Trainer, and other relevant staff of any additional protocols needed to facilitate the Peer Coach Development process. 7. Assist with facilitating scheduled Peer Coach Meetings within their Super Regions on a quarterly basis. 8. Provide feedback on the Peer Coach s strengths and needs to Peer Coaches, and their Supervisor (when applicable, the Local Office Director) to aid in professional development. This will be done in regions by request through the Local Office Director, Regional Manager, and Practice Consultant. 9. Work with Peer Coaches on developing strategies to follow approved Child and Family Team Meeting Facilitator Training Guide and Peer Coach Manual. 10. Attend Supervisor and Regional Directors Meetings when requested to answer questions and provide information about the Practice Model or Child and Family Team Meeting process. 11. Provide classroom or other training assigned by the Lead Practice Model Trainer as related to the Indiana Practice Model. 12. Observe facilitators during Child and Family Team Meetings when requested to do so by a Supervisor, Peer Coach, Local Office Director, Regional Manager or Practice Consultant and provide written feedback on the facilitators strengths and needs. 13. Assist with QSR Grand Rounds within their Super Region. 14. Complete assigned special projects to help with the development of field staff based on individual goals identified in PCC s work profiles

8 15. Work with curriculum writers and other subject matter experts to develop specialized training involving domestic violence, substance abuse, mental health issues, and any other identified training needs based on the Training Needs Assessment Tool associated with the Practice Model. 16. Complete special assignments as requested by the Executive Staff, Field Staff, Practice Director, Lead Practice Model Trainer or Staff Development. 17. Create technology, visuals, in-services etc., to ensure that field staff has the most current resources and support available. 18. PCCs should advise regions of potential Peer Coaches based on their observations during facilitation training and other work opportunities with field staff

9 Development of a Peer Coach Consultant Once a Peer Coach Consultant (PCC) has been hired and an official start date has been determined, the Practice Director will assign a mentor for the new PCC. This mentor will be one of the existing PCCs who are close in geographical location to the new PCC. A working agreement meeting between the Practice Director and PCC Mentor will be arranged prior to the start date of the new PCC. At this meeting a development plan for the new PCC will be discussed. On the first day of hire, the Practice Director and PCC Mentor will meet with the new PCC. The development plan already established will be reviewed with the new PCC. A list of required activities will be discussed with the new PCC and needed equipment and tools will be distributed (computer, cell phone, directories, intranet links to resources, PCC manual, etc.). The development of a new PCC takes between six (6) to eight (8) months to complete. During the process of development, the new PCC is in a probationary status. At six (6) months after hire, the Practice Director will complete a Performance Appraisal on the new PCC based on all work and assessments received from the field. The Lead Practice Model Trainer will recommend at this time whether the PCC should gain permanent status, continue with their working development period or return to field work. The evaluation will be reviewed by the Deputy Director of Staff Development and forwarded to Human Resources

10 Peer Coach Trainer Consultant Development Plan Staff Person: Start Date: Office: Strengths: Needs: Areas of Interest which could be developed to expertise: Mentor Worker: Developmental Activities: TOT: Platform Skills Date Attended: New PCC observes Mentor PCC conduct the following: Development of a working agreement between potential Peer Coach and new facilitator #1, lead by Mentor PCC. Facilitation of a prep meeting lead by Mentor PCC while potential Peer Coach and new facilitator #1 observe. Debrief of prep meeting with potential Peer Coach, new facilitator #1, and Mentor PCC. Facilitation of a prep meeting lead by new facilitator #1 while Mentor PCC and potential Peer Coach observe. Debrief of prep meeting with potential Peer Coach, new facilitator #1, and Mentor PCC. Facilitation of a CFTM lead by Mentor PCC while potential Peer Coach and new facilitator #1 observe. Debrief of CFTM with potential Peer Coach, new facilitator #1, and Mentor PCC. Facilitation of a CFTM lead by new facilitator #1 while potential Peer Coach and Mentor PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #1, and Mentor PCC. Development of a working agreement between potential Peer Coach and new facilitator #2, lead by potential Peer Coach. Facilitation of a prep meeting lead by potential Peer Coach while new facilitator #2 and Mentor PCC observe

11 Debrief of prep meeting with potential Peer Coach, new facilitator #2, and Mentor PCC. Facilitation of a prep meeting lead by new facilitator #2 while Potential Peer Coach and Mentor PCC observe. Debrief of prep meeting with potential Peer Coach, new facilitator #2, and Mentor PCC. Facilitation of a CFTM lead by potential Peer Coach while new facilitator #2 and Mentor PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #2, and Mentor PCC. Facilitation of a CFTM lead by new facilitator #2 while potential Peer Coach and Mentor PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #2, and Mentor PCC. Mentor PCC observes New PCC conduct the following: Development of a working agreement between potential Peer Coach and new facilitator #1, lead by New PCC. Facilitation of a prep meeting lead by New PCC while potential Peer Coach and new facilitator #1 observe. Debrief of prep meeting with potential Peer Coach, new facilitator #1, and New PCC. Facilitation of a prep meeting lead by new facilitator #1 while New PCC and potential Peer Coach observe. Debrief of prep meeting with potential Peer Coach, new facilitator #1, and New PCC. Facilitation of a CFTM lead by New PCC while potential Peer Coach and new facilitator #1 observe. Debrief of CFTM with potential Peer Coach, new facilitator #1, and New PCC. Facilitation of a CFTM lead by new facilitator #1 while potential Peer Coach and New PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #1, and New PCC. Development of a working agreement between potential Peer Coach and new facilitator #2, lead by potential Peer Coach. Facilitation of a prep meeting lead by potential Peer Coach while new facilitator #2 and New PCC observe. Debrief of prep meeting with potential Peer Coach, new facilitator #2, and New PCC. Facilitation of a prep meeting lead by new facilitator #2 while Potential Peer Coach and New PCC observe. Debrief of prep meeting with potential Peer Coach, new facilitator #2, and New PCC. Facilitation of a CFTM lead by potential Peer Coach while new facilitator #2 and New PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #2, and New PCC. Facilitation of a CFTM lead by new facilitator #2 while potential Peer Coach and New PCC observe. Debrief of CFTM with potential Peer Coach, new facilitator #2, and New PCC

12 Regional Practice Team If applicable listen to the Regional Practice Team (this may consist of the regional manager, regional practice consultant, directors, peer coaches... ) to provide support and brainstorming regarding practice concerns within regions; listen to the Practice team s suggestions for developing practice resources within the region P-FACT Participate in a P-FACT Meeting Transition Meetings for regions & developed new working agreement: Region: Region: Region: Participation in Regional Meetings: Observed: Participated while being observed: QSR Presentation: Observed Presentation: Presented on own while being observed: Development as a QSR Reviewer: Attend QSR Training Attends QSR as a Shadow: Attends QSR as a Reviewer: Attends QSR as a Lead 1:

13 Attends QSR as a Lead 2: Attends QSR Mentor training Participates in QSR as a Mentor: Trainings to observe: Engaging and Teaming Training: Legal Overview: Legal Roles and Responsibilities: Miscellaneous: Received copy of trainer handbook: Given Needed Materials such as lap top, chart paper/news print, markers, flash drive, rolling cart, portable chart stand, Secure ID for Central Office, Access Point, cell phone, changing Outlook properties Reviewed A-4 process, travel claims, adjusting time, time off requests

14 Meetings PCCs meet as a team on a monthly basis. This team is comprised of all of the PCCs, Practice Director, and Lead Practice Model Trainer Supervisor. During this meeting ongoing projects, updated policy, practice information, and regional updates are discussed. Each team member can submit agenda items to be addressed during the team meeting. When there is extensive work which needs to be completed, the Practice Director may extend the meeting over a two (2) day period of time. PCCs are required to attend Quarterly Peer Coach Meetings within their assigned regions. PCCs should actively participate in Quarterly Peer Coach Meetings and should provide information regarding agenda items. PCCs should attend Regional Management Meetings (director and/or supervisors) if requested by the Regional Manager. If meetings conflict with other regions, the PCC should alternate their attendance to ensure that all regions have equal coverage. PCCs may be requested to participate in P-FACT (Practice, Field, and Clinical Team) meetings. These meetings will address specific concerns and issues which may be occurring in specific regions or counties. PCCs will be part of the solution process in correcting situations within their assigned regions. Other meetings which PCCs may be requested to participate in are the following: Regional Service Council Meeting Resource Parent Meeting Curriculum Workgroup Meeting Local Office Staff Meetings PCCs may attend these meetings as their schedule allows. If any questions arise regarding attendance at meetings, a discussion should occur with the Practice Director

15 Calendar Each PCC is responsible for maintaining their calendar. This calendar should be maintained in Outlook. This calendar must be updated at the beginning of each month and changes should be made within the calendar as they occur. Appointments and scheduling of meetings will be the responsibility of the PCC. The training of Peer Coaches is always the priority of the PCC and should be given first consideration when scheduling appointments. PCCs are responsible for ensuring that their time is split equally among the regions which they are responsible for. How this time is split should be arranged in a working agreement meeting with the Regional Managers and Regional Practice Consultants. When special projects arise within regions, the PCC should work with the Regional Manager and Practice Consultant to develop a plan to assist in completion of the project while ensuring all other regions have needed coverage as well. If special project requests come from Central Office, PCCs will work with Practice Director on developing a plan of action. Often these projects become priority and some shifting of other work responsibilities may be necessary. Regional Working Agreement PCCs will have a working agreement with each of their regions. This working agreement should be monitored and updated as changes occur within the region. The working agreement plan should be developed with the Regional Manager and Practice Consultant. It should outline specific tasks to be completed within the region. The tasks developed need to be outcome based and have timeframes associated for completion. The regional working agreement should be visited on a quarterly basis and reviewed for completion of outcomes. If revisions need to be made, this should be done within a reasonable time frame. Updates should include information from QSR reviews, STAR, ICWIS data, Child and Family Team Meeting Reports and Practice Indicators Reports. If a region needs Peer Coaches developed, a PCC must complete this within 60 days of initiation of the training. An initiation of training will be considered the time when a PCC develops a working agreement with the staff member. If there are significant challenges with completing a Peer Coach s training, detailed documentation needs to be sent to the worker s Supervisor, Regional Manager, Practice Consultant, and Practice Director on what efforts have occurred to ensure that the worker s training was completed in a timely manner

16 Observations The Practice Director will observe all PCCs a minimum of once per quarter. This observation will occur with the PCC while in the field. PCCs will make arrangements in advance with field staff and/or family members for the observation. While observing the PCC, the observer will note how the PCC relates to the person they are working with. The observer will be looking at how the PCC works within the TEAPI model (Teaming, Engaging, Assessing, Planning and Intervening) and core conditions (Genuineness, Respect, Empathy and Professionalism). An observation form will be completed on each observation, which at the end of the quarter will be shared with Deputy Director of Staff Development, Program Manager of Staff Development and PCC. At the completion of each observation, the observer will de-brief with each PCC. Information which was observed will be discussed as well as PCC s feedback. The focus of this de-brief will be areas of strength and growth or next steps

17 PCC Observation Name of Consultant: Date of Observation: Type of Observation: Summary of Observation: Core Conditions observed (what are the skills that were displayed, teaming, engaging, assessing, planning and intervening; How was this displayed and in what context? Did the staff member use Genuineness, respect, empathy and professionalism?) : Follow Up Needed (the skill areas that need additional growth? What could be used to improve in these areas? Were there contest areas which the field need which were not covered? Is there anything which needs to be revisited with the staff member?): Observer: Date: Approved 4/

18 Special Projects During each calendar year, each PCC will be assigned a minimum of one (1) special project to complete or be a part of a workgroup. This project or workgroup will tap into any special interests or talents that the PCC may have. This assignment will be written into the PCCs work profile and will be assessed as part of the PCC s performance during the Performance Appraisal process. The selection of a special project will be assigned from one (1) or more of the following individuals: Deputy Director of Staff Development, Program Manager of Staff Development, or Practice Director. It will be the responsibility of the PCC to work on her/his project and provide regular updates to the Practice Director. If the PCC has been assigned to a workgroup project, the PCC should ensure that they attend workgroup meetings either in person or via phone and complete assigned tasks

19 Practice Definitions and Positions Child and Family Team Meetings (CFTM) Clinical Consultant DCS Practice Model Facilitator Peer Coach Peer Coach Consultants Practice Consultants Practice Model Director Practice Share Point Prep Meeting TEAPI Meeting established with family and family s formal and informal supports to assist with achieving the family s goals. Assists with providing clinical support within supervision. Best Practice established by the Indiana Department of Child Services to better serve families that enter into the child welfare system. Staff trained to facilitate a CFTM. Trains all new CFTM Facilitators; Assists the regions with maintaining practice fidelity; Several Peer Coaches throughout the state; All regions have Per Coaches. Trains all Peer Coaches; Assists regions with the practice model; Six Peer Coach Consultants for the state. Serves as liaison between Peer Coaches, Peer Coach Consultants, Community and Region; Leads Quarterly Peer Coach Meetings; Oversees on-going practice trainings; Each region has a Practice Consultant. Oversees and monitors practice fidelity, opportunities and development. Intranet site where all practice resources and information can be found. Meeting with primary caregivers to prepare for the CFTM; Goals are set; Team members are selected; Location, date and time for the CFTM are established. Abbreviation for Teaming, Engaging, Assessing, Planning and Intervening

20 APPENDIX (TRAINING FORMS - Insert)

21 Acknowledgment of Manual Disbursement This form is to acknowledge that has received a copy of Name of Peer Coach Consultant the Peer Coach Consultant Manual on. Date Peer Coach Consultant - Signature Practice Director - Signature A copy of this document will be kept in the Peer Coach Consultant s fact file

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