Transfer Of Learning Action Plan

SIV_GA_Action6_Exh4_FTMforManagementTOL_draftMarch2010.doc

Transfer of Learning Action Plan FTM for Management

Director/Administrator Name ______Supervisor Name______

County______Date scheduled to attended training ______

Directions: Keep a copy of this plan for your future use. Complete Part 1 of the plan only, bring this plan with you to class.

Course Description PE 532 FTM for Management (Directors/Administrators) This training will use the FTM model to provide an overview and prepare directors and administrators for their roles in the Family Team Meeting process. Curriculum will include standards of practice for the FTM model, use of FTM process planning and decision-making agency-wide (Family Preservation, Foster care, Independent Living, OFI), FTM policy, understanding use of FTM process to meet CFSR/PIP goals, assessing the effectiveness and quality of the process, supporting the process and decisions made through the process, engaging Community Partners. Participants will have the opportunity to develop a working FTM protocol for their county or region or to strengthen an existing protocol.

Course Learning Objectives As a result of this training, participants will be able to: . Define the purpose and determine the benefit of the FTMs process in making plans and decisions with families across DFCS programs . Explain the FTM process, values and principles, the steps involved and the importance of following the practice model, including the importance of preparation for FTMs . Explain how the FTM process assists DFCS in meeting standards of the Georgia PIP addressing safety, well-being and permanency issues as defined by the CFSR . Assess the effectiveness and quality of the FTM process within the county/region . Evaluate how the agency’s policies and practices related to FTMs have been effectively implemented and identify areas for improvement . Foster ways to create resources and supports necessary to insure thorough preparation and follow through for FTMs . Enumerate the management role in the FTM process to create a positive culture and climate for the FTM process . Recognize the need to engage/educate community partners regarding the importance of FTMs and why participation is crucial to family’s success . Recognize the importance of selecting effective FTM facilitators and coordinators and provide support and resources to assure quality. . Determine who is responsible for what and insure that expected performance standards for all are understood by staff across the Agency. . Provide exemplary leadership across agency and among community stakeholders to promote high level performance in all FTM work

Part 1 – Before Training A. Consider these learning objectives then identify two or three primary objectives that reflect the knowledge and skills you would most like to improve. Highlight the objectives you’ve chosen.

B. During the training, you will have the opportunity to develop a working county or regional FTM protocol or to strengthen an existing protocol. For the training to be most useful, the Director/Administrator must have a clear understanding of how the Family Team Meeting process currently works in his/her work environment. It is recommended that to gain current, first-hand knowledge, the Director/Administrator attend an FTM and meet with facilitators to answer the following questions. We will be discussing these issues in the training.

1. True or False – My County/Region has a FTM Protocol. If true, bring a copy to class.

2. The responsibility for preparing family and other team members for the meeting belongs

to:______. How is this done? (For example: home visit, office meeting,

phone call, letter, etc.) ______

3. The responsibility for documenting the FTM in SHINES belongs to: ______.

4. True or False – The attendance of the CM at the FTM is important, but not mandatory.

5. True or False – Before the FTM begins, the CM, Supervisor and the Facilitator should be in accord about what specific risk and safety factors must be addressed in the meeting.

6. True or False – Before the FTM begins, plans and decisions about families are made by the CM, Supervisor and the Facilitator.

7. True or False – The following constitutes a FTM: the Facilitator, the Case Manager and the Mother.

8. True or False – Change is easy and FTMs are not intimidating to families.

9. True or False – Families really don’t know what they need in order to keep their children safe, to achieve permanency and optimum well-being.

10. True or False – It is more important to have providers/community supports at the FTM, than it is to have extended family & friends at the FTM.

11. What does the most recent PEAS report identify as areas of strength in your region?

______

12. What does the most recent PEAS report identify as areas needing improvement?

______

of 4 ______

13. From your direct experience, what is staff doing well with regard to the Family Team Meeting process? What are the top three county strengths?

a. ______

b. ______

c. ______

14. What is the biggest challenge or barrier to effective Family team Meetings in the county?

______

C. Supervisory expectations of me regarding this training:

D. What my supervisor is committed to do to help me transfer the knowledge/skills learned in training to my practice:

______Trainee signature Supervisor signature

Be sure to bring this entire handout with you to class and be prepared to share your plan with the trainer. The trainer will note your receipt of the additional credit.

of 4 Part II - After training - I’ve completed the course, now what do I need to DO?

Note: This is to be done in class.

Consider the objectives you identified. In order to achieve the change in practice you desire, what do you need to actually DO? Write down specific action steps you will take. If possible, identify a target date to complete that step.

In order to achieve my goals, I am committed to taking the following actions:

Action Step Date to complete

To help you reach your goal you should:  Share your action steps with your supervisor. Discuss the training with him/her, including how what you learned will be applied in your specific office/work unit. Ask for support to achieve your goals, if needed.  Post a copy of your plan somewhere in your office/cubicle so you can see it.  Use your Participant Guide from the class as a resource.

Module One: Family Team Meeting Overview