THE STEP PROGRAM

1. THE STEP PROGRAM Supervisory Training to Enhance Practice Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

2. The STEP Program:Four Key Areas to Reach Results Supervisor as: • Master Practitioner and Clinical Guide • Teacher and Team Builder • Systems Manager • Leader Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

3. What we tracked… • Do supervisors demonstrate increased confidence in their knowledge, skills, and attitude in the four STEP key areas of master practitioner and clinical guide, teacher/team builder, systems manager and leader in relation to Family-centered, Trauma-informed, Strength-based (FTS) and agency preferred practices? • Do agency leaders see improvement in the supervisor’s ability to demonstrate an increased capacity to adopt, implement, apply, and sustain FTS in the agency’s practice enhancement areas? • Are the practices adopted by the Department being implemented into supervisory oversight of casework and investigative practice with fidelity? Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

4. How we tracked it… • Program Level • Development of standardized tools to ensure fidelity • Engagement Satisfaction Survey • Initial Engagement • Supervisor Self Reflection Tool • Supervisor Support Plan • Quarterly Focus Meeting • STEP Impact Evaluation Questionnaire Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

5. Engagement Survey • Leadership Survey • n=72 • Response rate – 25% • High Satisfaction –71% • Supervisor Survey • n=229 • Response rate – 16% • High satisfaction – 89% • Survey Feedback • Timeliness of survey in relation to the completion of the initial engagement • More follow-up communication with administration needed • Engagement process • Survey development • Group discussion topics Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

6. Practice Enhancement AreaTrends Requests for Skill Building Support from the Field • Engagement • Assessment • Critical Thinking • Clinical Guidance • Facilitation of CFTM • Use of Data to Impact Outcome • Understanding & Applying Rule & Procedure • Integration of New Initiatives Requests for Case Practice Support from the Field • Supervision Notes & General Documentation • Linking Integrated Assessment, CANS & Service Integration and Appropriate Referral • Enhanced Safety Model • SACWIS 5.0 • Child & Family Team Meetings • Shared Parenting • Substantive Case Contacts & Visitation • Court Reports • Resources Identification Trend data collected from 120 agency engagement summaries Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

7. Impact EvaluationQuestionnaire • Questionnaire Feedback • Increase self awareness • Focused more on parent's strengths • Addressed specific issues with team • Gained knowledge in an area of challenge. • Began to look at selves and practice • Development of Practice Enhancement Guide for Cook County • Service Plans emphasized trauma and strengths. • Staff more in-tune with families • Better service provision • Adopted goal of caseworker as change agent • Mindful of trauma exacted upon children in care • Better communication • Leadership Survey • n=51 • Response rate – 40% Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

8. Future Service Feedback • Rate of Satisfaction –62% Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

9. What we learned… Program Strengths: • Multi-layered engagement yielded positive results and is instrumental in achieving buy-in at all levels • Practice Enhancement trends fell into 4 major areas: Supervision, Engagement, Assessment and Critical Thinking which mirror the Child and Family Service Review data • Casework and investigative process trend were incorporated into topics for individual and group focus • Agency leadership was able to see a discernable impact in awareness and implementation of strategies to improve supervisory and line staff FTS practice (77%) even though the majority of agencies were still in the initial engagement or completion of the support plan (73%) • Creation of processes that reflect structured flexibility • The intentional use of self-reflection as a means to behavioral change • Guided framework for field support specialist for engagement and ongoing services • Use of standardized tools for self-reflection and the support plan Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013

10. Conclusion and Recommendations: • Data will be collected on multiple layers of administration and supervisors and incorporate the feedback to make necessary program modifications. • To vary and increase the opportunity for a greater response on the feedback requested, STEP management will follow the survey up with phone calls and/or focus groups. • Survey will be developed and distributed and the data collected will be analyzed and compared to previously collected feedback. • Monitor to see if the use of the structured frameworks yields a more practice focused experience for the recipient following the engagement process. • Trends management decisions for the field support specialist’s continued skill building and professional development. • As the Department clarifies specific outcomes and indicators, STEP management will align the programmatic focus to support the practice. Illinois Department of Children & Family Service/Chicago State University STEP Program - NHSTES May 2013