Secondary Team Training Year 3 Day 3 Afternoon

Goal for the Day Introducing the Secondary Team to Others Create the Process for Secondary Support Share Plan Discuss What is Needed Referral Process Simple Flow Chart Presentation to Staff/Colleagues Secondary Problem Solving Tool

Creating a Plan to Share the Secondary Team Process Presentation on What It Is and Why It Is Important

The Problems We Encounter Vary in Intensity Universal Strategies Help Us Create a Person-Centered and Positive Climate Secondary Strategies Are Used To Make Act Early to Improve Quality of Life

An Effective Secondary Support Problem Solving Results In… Increases in Quality of Life, Social, Academic, and Life Skills Decreases In Problematic Social Interactions Positive Lifestyle Changes and Involvement in Community

Secondary Strategies Minor Quality of Life Issues Needing Attention Add Quality of Life Assessment Expand Personal Description Action Plan Minor Social Interaction Problems Simple Function-Based Strategies Group Social Skills Mindfulness and Relaxation Expressing and Dealing With Strong Emotions

Person-Centered Practices & Planning Implementing Multi-Tiered Systems of Support Person-Centered Practices & Planning Tertiary Stage In Depth Person-Centered Plans Integrated Plans (PCP, PBS, Trauma-informed Therapy) Teams Monitor Plan Progress Primary Stage Universal Person-Centered Strategies Encourage Self Expression Self-Determination and Choice Making Meaningful Participation in the Community Secondary Stage Monitor PCT Action Plans Additional Quality of Life Strategies Increase Strategies for Supporting Independence and Community Involvement Mental Health and Wellness Interventions Positive Behavior Support Positive Behavior Support Person-Centered Practices & Planning Organizational Workforce Organizational Workforce Development

Start With a Personal Description and Action Plan Personal Descriptions/Profiles with Action Plans in Place for All People Supported Monitor Action Plans for Progress Over Time List Individual Data That Can Be Used to Monitor Quality of Life

Add Simple Secondary Action Plan to Description

At Secondary Stage Organizations Organization-Wide Team Addresses Universal Systems At Secondary Stage Organizations Form Two Teams Trainer Talk: “A third option is that a separate team is formed within your school that’s charged with focusing on the Tier II/Tier III systems. It will be extremely important that these groups establish careful feedback loops in order to align the work and ensure that resources and supports are leveraged to the maximum benefit of students. A potential benefit is that this brings more people to the work of supporting a multi-tiered system of support but the potential disadvantage is that without clearly established communication, the work could splinter in the isolation.” Secondary/Tertiary Team

Improving Quality of Life Now that we have discussed why to work together and the “whos” and “hows” of collaboration, we are going to discuss lifestyle planning processes. Establishing broad, lifestyle goals defines our due north. Individual decisions about goals, supports, and services can then be evaluated based on whether they are moving us closer to those outcomes (a compass, if you will). Various lifestyle planning processes define quality of life slightly differently. This graphic shows common categories of outcomes we may want to achieve for children and families. These include relationships with family members, friends, coworkers, and others in the community. They include goals associated with improving emotional stability, happiness, and feelings of satisfaction. They include the ability to participate more fully in community activities and environments. And they relate to the ability to gain independence, make choices, and become a contributing member of society. When we are experiencing success in most if not all of these areas, our lives are fuller. Please note that the child and family are depicted in their own circles, with overlap in between. Some goals may benefit the child, some may benefit the family, and some benefit both. When we are trying to determine due north, we must keep this balance in mind.

SAMSHA’s Eight Dimensions of Wellness DHS Mental Wellness SAMSHA’s Eight Dimensions of Wellness

Positive Behavior Support Implementing Multi-Tiered Systems of Support Positive Behavior Support Tertiary Stage Individualized PBS Plans Integrated with Other Positive Supports (PCP, Trauma-Informed Care, DBT, Etc.) Plans Are Monitored- Data-Based Decision Making Teams Monitor Progress of Each Person Positive Behavior Support Person Centered Practices & Planning Person-Centered Practices & Planning Organizational Workforce Organizational Workforce Development Secondary Stage Early Intervention and Data Monitoring Additional Supports for Key Social Skills Function-Based Decisions Simple Interventions Mental Health and Wellness Interventions Universal Stage Teach and Encourage Communication Predictable and Proactive Settings Encourage and Reinforce Social Skills Consensus-Based Team Focus Emphasis on Using Data For Decisions

Incident Reports & Data-based Decision Making 11/24/2018 Incident Reports & Data-based Decision Making Student with 2-5 are candidates for more support in behavior, academic, or both areas. People: 25 Incidents: 59 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

Organizational Workforce Development Implementing Multi-Tiered Systems of Support Organizational Workforce Development Universal Stage Align Policies to Person-Centered Practices Revise Job Descriptions, and Performance Evaluations Integrate Person-Centered Practices and PBS With New Orientation and Ongoing Instruction Use Data for Decision Making Secondary Stage Monitoring and Early Intervention Training Targeted for Groups Targeted Strategies to Improve Specific Settings Simple Problem Solving for Challenging Situations That Occur in More Than One Situation Tertiary Stage Tailor Problem Solving for Specific Problematic Situations Individualize Training and Mentoring to Address Unique Settings Where Problems Occur Improve Supervision and Mentoring for Locations Experiencing Challenges Establish Matching/Hiring Tailored to Individualized Plans Positive Behavior Support Person-Centered Practices & Planning Organizational Workforce

Review Data for Performance Management High Performing Staff Clear Expectations Aligned With Policy & Practice Good Selection and Matching Processes Assessment of Skill & Training Needs Competency-Based Training & Adequate Resources Supervision, Performance Feedback, Recognition, Reward Mentoring & Learning Opportunities On day 4 we will look at more carefully at the steps and components of performance management and how training is involved. Quick overview to consider. Applies to Supervisors/FLS and other key positions as well. People leave when supervisors are not competent. Orientation/Onboarding- A critical step to retention is how people are welcomed and brought into the fold. One that is typically ignored but can influence early turnover/retention and overall morale and competence. Ask: What does this look like right now in your organization? (typically- a 40 hour of classroom training and then sent to work; often a period of hazing and testing by new employees; turnover –have to work with existing supervisor and staff and people supported to change this dynamic.) Complete requirements Do they understand their jobs? Do they have the basic tools, skills, etc. Do they know who are Key people in the org? How are people welcomed to the organization? Really important to remember that training is one part of employee competence and will not be effective if other pieces are not in place. Reflect on/review the components of this cycle. Ask participants: Which of these things are you doing well? Which of these things do you think you need to improve the most and why? Clear expectations that align with PC/PS vision (job descriptions) Policy & practice alignment- When we say: Person-centered: choice, control and direction. Do we mean it? What do we put in place for folks? Good selection and matching processes Orientation, Onboarding Assessment of skill & training needs Training, JIT, Competency-based Adequate resources Supervision. Coaching, Performance feedback, recognition, reward Ongoing growth, Mentoring & learning opportunities

Problem Solving Using Workforce Data Type of Problem Solving Request Request to Discuss Attrition Problems in Specific Settings Similar Types of Incidents and Need for Staff Training Increase in Staff Injuries Examples of Secondary Workforce Strategies Group Interventions for Staff Who Can Learn More About How to Include People in the Community Intensive Positive Behavior Support Training for a Group of Staff Trauma-Informed Support Strategies for Staff

Introduce Secondary Team Process

Organizing for Progress Monitoring and Problem Solving Universal Team Organization-Wide interventions Monitor Organization-Wide Data Implement Universal Strategies Positive Support Team Managers Monitor Personal Description Action Plans Monitor Incident Reports Decide What Level of Support Is Needed Is an Individual Team Meeting Needed Can We Implement Secondary Strategies Positive Support Team Establish individualized Teams for More Intensive Plans Monitor Progress of Each Team at Secondary and Tertiary Levels Problem Solve When Quality of Life or Problem Behaviors Are Not Improving County Team - Discussion Interagency Team Meetings for Region Additional Training and Supports Assist With Referrals for Support Organizing for Progress Monitoring and Problem Solving

Secondary Team Characteristics Referrals to the Team Automatic From Team Monitoring Person Requests Referral Staff Members, Guardians, Family Members Etc. Make Referral 1-2 People Meet Regularly to Monitor 4-6 Times Per Month Larger Meeting

Referrals Monitored by 1-2 People Automatic Referrals Action Plans from Personal Description Are Not Completed a Month After Completion Due Date 4-5 Incident Reports Signals Review Team Identifies the Key Features for Automatic Referrals Self-Referrals Person Requests Referral Referrals From Others Staff Members, Guardians/Family, Case Managers

Possible Targeted Strategies in the Community Person-Centered & Quality of Life Strategies Related to the Community Social and Behavioral Supports Emotional Wellness Health and Wellness

Activity: What Secondary Strategies are Available? Name of Strategy Who Monitors Strategy What is the Type of Secondary Strategy? DATA COLLECTED / MONITORED  Anger Management Class   Jamain Social Skills Anger Outbursts Incident Reports Mindfulness Sessions Stacey Mental Health Quality of Life Survey Health and Wellness Class lucy Health and Wellness

Examples of Secondary Systems Referral Process Simple Flow Chart Presentation to Staff/Colleagues Secondary Problem Solving Tool

Activity Review the Example Document What Do You Need to Explain the Secondary Team and Organize the Process? How Will You Introduce The Process as Part of a Pilot?

Function-Based Decision Making Activity for Staff

Secondary Team Problem-Solving Tool

Preparation of this [presentation/report] was supported, in part, by cooperative agreement JPK%50470 from the Minnesota Department of Human Services. The University of Minnesota undertaking projects under government sponsorship are encouraged to express freely their findings and conclusions.  Points of view or opinions do not, therefore necessarily represent official MN DHS policy.