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A Charge to Collaborate:. IT ’ S NOT JUST ABOUT WHAT WE DO… IT ’ S ABOUT HOW WE DO IT…. How we will get there. Participants, Roles, Structure, Goals and Values of the Learning Collaborative. Learning Collaborative Goals.

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a charge to collaborate
A Charge to Collaborate:

IT’S NOT JUST ABOUT WHAT WE DO… IT’S ABOUT HOW WE DO IT…

how we will get there
How we will get there. . .

Participants, Roles, Structure, Goals and Values of the Learning Collaborative

learning collaborative goals
Learning Collaborative Goals
  • Create an environment for shared learning within and amongst county child welfare and mental health agencies and their key partners.
  • Facilitate peer-to-peer learning
  • Identify shared needs and solutions to meet those needs
  • Connect counties to experts in other counties and in the field.
learning collaborative goals cont
Learning Collaborative Goals (Cont.)
  • Provide Implementation Teams with work time to establish and refine work plans with goals, actions, and a timeline
  • Provide new knowledge and skills related to collaboration and the CPM that empower local county implementation to do the work
  • Identify training needs for line staff, supervisors and community partners
learning collaborative structure and sequencing
Learning Collaborative: Structure and Sequencing
  • A 3-tiered structure is designed to facilitate implementation at the local, regional and statewide level;
    • Tier 1: Statewide Leadership Team
    • Tier 2: Regional Learning Sessions
    • Tier 3: Local Implementation Teams
slide6

Tier 1: Statewide Leadership Team: US!State & County Leaders in Child Welfare & Mental Health;State-level Stakeholders; Training Partners; Subject Experts

ROLE:

  • Articulate state-level priorities for the LC
  • Guide the planning of the LC process
  • Share regional perspectives with the state
  • Identify common barriers to implementation around the state, in order to generate solutions
tier 1 statewide leadership team objectives
Tier 1: Statewide Leadership TeamObjectives
  • Identify needed resources and supports for training and implementation across the state
  • Identify training and implementation tools to assist with statewide implementation
  • Establish a communication plan that coordinates statewide and county-level training implementation
  • Establish a plan for data collection
tier 2 regional learning sessions
Tier 2: Regional Learning Sessions
  • Regional events and activities facilitated by the Regional Training Academies, with assistance by content experts, CDSS and DHCS representatives, and key stakeholders
  • Role:
    • Guide local implementation teams
    • Identify barriers to implementation and possible solutions
    • Share regional resources, tools and ideas
    • Identify areas that may benefit from statewide training or technical assistance, and communicate them to the Statewide Leadership Team.
tier 3 local county implementation teams
Tier 3: Local County Implementation Teams
  • Cross-agency, cross-system teams with multi-level county staff, tribes, parent/youth reps and other stakeholders identified by the county
  • Role:
    • Guide county implementation of new practice philosophy and services.
    • Identify county-level barriers to implementation and potential solutions.
    • Determine county-specific training and technical assistance needs.
    • Identify areas of inquiry for the Regional Learning Sessions.
sequencing of the lc process
Sequencing of the LC process
  • 1st Statewide Leadership Team Oct 28th, 2013
  • Regional Learning sessions occur Dec 2013 – February 2014
  • Regional Learning sessions occur March 2014 – June 2014
  • 2nd Statewide Leadership Team July, 2014
  • Regional Learning sessions occur Oct 2014 – Feb 2015
  • 3rd Statewide Leadership Team between Feb – April 2015
the learning collaborative
The Learning Collaborative

Participants and Roles

roles initial cohort counties
Roles: Initial Cohort Counties
  • Form a Leadership Team to guide statewide implementation and participate in the Statewide Leadership Team
  • Participate in Regional Learning Sessions to guide regional implementation
  • Form a county-level Implementation Team to guide local implementation and to direct and monitor training and implementation efforts
top five priorities
TOP FIVE PRIORITIES
  • System Integration (paradigm shift, culture of shared responsibility, interagency communication, Integration of initiatives and data collection)
  • Sustaining Family and Youth engagement
  • Out of County Placements (challenges: assessment, service delivery, service integration, transitions)
  • Trauma Informed Systems
  •   Reflective Practice
  •   Coaching and Supervision model/strategy
  • Resources(staff, fiscal, services, non-traditional services, dosage)
table introductions expectations for the learning collaborative
Table introductions & expectations for the Learning Collaborative
  • Why did your county decide to participate in this Learning Collaborative?
  • What do you hope to get out of the Learning Collaborative process?
  • What do you hope to learn and accomplish today?
slide17

AGENDA REVIEW

  • COUNTY SHARING
  • THE WORK BEGINS
systems and interagency collaboration
SYSTEMS AND INTERAGENCY COLLABORATION
  • AGENCIES HAVE CO-LOCATED SPACE AND STAFF
  • PROCESSES IN PLACE TO SHARE AND RECEIVE FEEDBACK TO SOLVE AND ENHANCE SUCCESS
systems capacity
SYSTEMS CAPACITY
  • PROCESS IN PLACE TO SUPPORT EFFECTIVE REFERRAL PROCESS AND ACCESS TO SERVICES
  • AGENCIES UTILIZE PARTNERSHIPS WITH OTHER AGENCIES TO INSURE FAMILIES HAVE ACCESS TO AN ARRAY OF SERVICES
  • AGENCIES ENGAGE LOCAL COMMUNITY THROUGH ACTIVITIES, PUBLIC MEETINGS, FORUMS, ETC
service array
SERVICE ARRAY
  • TAILORED SERVICES
  • COMMUNITY BASED
  • EVIDENCED BASED
involvement of children youth and families
INVOLVEMENT OF CHILDREN YOUTH AND FAMILIES
  • AREA OF VERY FEW SHARED STENGTHS
  • ONE SHARED AREA WAS PEER NETWORKS
cultural responsiveness
CULTURAL RESPONSIVENESS
  • CULTURAL IDENTITY VALUED
  • DIVERSITY AND LANGUAGE OF STAFF REFLECT COMMUNITY
  • TRAINING – YAY
  • MATERIALS PUBLISHED AND TRANSLATED INTO LANGUAGES FOUND IN COMMUNITY
  • SERVICES PROVIDED IN OWN LANGUAGE
  • SERVICE PLANS IN OWN LANGUAGE
  • PARTNER WITH CULTURALLY BASED COMMUNITY GROUPS
outcomes and evaluation
OUTCOMES AND EVALUATION
  • EVALUATION PLANS DEFINE SPECIFIC GOALS AND OBJECTIVES THAT ARE MEASURABLE
  • EVALUATION PLANS DESCRIBE HOW DATA INFORMS QUALITY IMPROVEMENT
  • BASICALLY 3 OUT OF 4 COUNTIES FEEL THEY HAVE GOOD DATA
fiscal resources
FISCAL RESOURCES
  • UNDERSTAND FUNDING NEEDS
  • FISCAL AGREEMENTS AND COMMITTMENT OF FUNDING
  • TRACK EXPENSES
  • MULTIPLE FUNDING STREAMS
agency leadership
AGENCY LEADERSHIP
  • SHARED RESPONSIBILITY
  • FORUMS FOR SHARING INFORMATION
  • MEANINGFUL ROLE OF FAMILIES AND COMMUNITY PARTNERS
systems and interagency collaboration1
SYSTEMS AND INTERAGENCY COLLABORATION
  • LACK OF FORMAL AGREEMENTS, MOU, SHARED TRAINING PLANS
  • JOINT OPPORTUNITY FOR TRAINNIG
  • ESTABLISHED PROCESS FOR REVIEW AND EVALUATION OF POLICIES AND PROCEDURES
  • INFORMATION SYSTEMS THAT SUPPORT SHARING OF INFORMATION
systems capacity1
SYSTEMS CAPACITY
  • TIMELY AND FULL MENTAL HEALTH ASSESSMENTS
  • EFFECTIVE PROCESS FOR RECRUITMENT, HIRING AND TRAINNG PERSONNEL
  • ADEQUATE NETWORK OF MENTAL HEALTH PROVIDERS
service array1
SERVICE ARRAY
  • SERVICES THAT SUPPORT TRANSITIONS TO COMMUNITY AND ADULT (NMD)
  • SERVICES TO MEET MENTAL HEALTH NEEDS OF COMMUNITY
  • NON TRADITIONAL SERVICES
involvment of children youth and families
INVOLVMENT OF CHILDREN, YOUTH AND FAMILIES
  • FAMILY VOICE IN PLANNING, DELIVERY AND EVALUATION OF SERVICES
  • OPPORTUNITES FOR FEEDBACK
  • PEER SUPPORT NETWORKS
  • TRAINING AND WRITTEN INFORMATION AVAILABLE TO FAMILIES AS INFORMED DECISION MAKERS
  • FAMILY INVOLVEMENT IN QUALITY INDICATORS OF SERVICES
  • AREA OF GREATEST CHALLENGE
cultural responsiveness1
CULTURAL RESPONSIVENESS
  • ALL COUNTIES SCORED ALL AREAS AS A 2 OR 3
outcomes and evaluation1
OUTCOMES AND EVALUATION
  • 3 OUT OF 4 COUNTIES SCORED THIS AS A 2 OR 3
fiscal resources1
FISCAL RESOURCES
  • STAFF TRAINING IN TIME STUDY (SUPERVISORS GET THIS IN FOUNDATIONS)
  • CROSS SYSTEMS TRAINING OF STRATEGIES AND FUNDING RESOURCES
  • WRITTEN POLICIES AND PROCEDURES ON FUNDING AND BLENDED FUNDING. (MIXED BAG – 2 COUNTIES HAD A 1 AND 2 COUNTIES HAD A 3)
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