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HomeMy WebLinkAboutMHIDDEI-403 MHIDDEI Advisory Board Program Evaluation1 FRANKLIN/FULTON COUNTY MENTAL HEALTH/INTELLECTUAL & DEVELOPMENTAL DISABILITIES/EARLY INTERVENTION 425 Franklin Farm Lane Chambersburg, PA 17202 (717) 264-5387 MH/IDD/EI PROCEDURE STATEMENT PROCEDURE SUBJECT: MH/IDD/EI Advisory Board Program Evaluation PROCEDURE NUMBER: MHIDDEI-403 Effective Date: December 3, 2003 Date Revised: September 27, 2023 Reference: Mental Health/Intellectual Disabilities Act of 1966, Section 303 DHS Regulations, Chapter 4200.24, County Board and Program Administration MH/IDD/EI Advisory Board Bylaws Article II, A & D DHS Regulations, Chapter 4210.181, Description of Services and Service Areas Intellectual Disabilities Bulletin No. 6000-89-01 INTRODUCTION: Pennsylvania Code Regulation 4200.24, County Board and Program Administration, states that the powers and duties of the Advisory Board shall include “review(ing) and evaluat(ing) mental health and intellectual & developmental disabilities facilities and programs, …assess(ing) performance and …mak(ing) recommendations to the county concerning programming.” This procedure has been created to formulate a process by which this shall be accomplished. To meet the requirements in this procedure statement, a Board member, in consultation with MH/IDD/EI staff, will conduct on-site reviews of provider agencies according to the following guidelines. PROCEDURE: Part I – Description of Program Assessment Mechanics: Assessors: A member (or members) of the MH/IDD/EI Advisory Board and a member of the MH/IDD/EI administrative staff will comprise the assessment team. Scheduling: A list of programs that need to be assessed during the current fiscal year will be presented to the Advisory Board at the first scheduled Advisory Board meeting of each fiscal year. Volunteers from the Board will be asked to consult with MH/IDD/EI staff in assessing each provider agency scheduled during the fiscal year. MH/IDD/EI assessments may be scheduled and completed at 2 any time during the appropriate fiscal year. The assessment process must include an initial contact between the Board member(s) and the appropriate MH/IDD/EI staff, a site visit to the provider agency and a post assessment contact to review the findings between the Board member(s) and MH/IDD/EI staff. Materials: Prior to the site visit, the MH/IDD/EI team member will provide the Advisory Board team member(s) with general materials containing information for the specific provider that they will be assessing (see attachments). The materials will include, but are not limited to, the provider agency information form, the MH/IDD/EI Philosophy Information Sheet, the provider’s Mission/Vision Statement, a program assessment tool and a sample question list. Part II – Program Assessment Process: Program assessments will be scheduled in advance with the provider agency whenever possible. However, the Board reserves the right to complete an assessment without advanced notice (reference attached schedule). MH/IDD/EI system is on a four (4)-year Board program assessment cycle. This means service programs can be expected to have a program Board assessment conducted within the time span of every four (4) years. The exception to this general rule is if: A provider or the MH/IDD/EI Advisory Board requests an additional assessment during the scheduled cycle. The team, when assessing the provider agency, will ask various questions of the program staff as if they were a prospective user of the service. The team will also meet with individuals utilizing the provider agency whenever possible to assess individual satisfaction with the provider agency. Program Assessment Narrative Reports: A concise written report will be prepared by each assessment team for each provider agency assessed. The report will include recommendations and commendations for the provider agency based on the team's assessment. The report will be completed and submitted to the MH/IDD/EI Advisory Board for approval at the next scheduled meeting. Provider agencies will be given the opportunity to submit a written response to the program assessment report and addressing the team's findings and recommendations. The provider agency will submit its response within 30 days of receipt of the report. If MH/IDD/EI receives no response from the provider agency within the allowed time frame, concurrence with the program assessment findings will be assumed. If approved, the report will be distributed to the provider agency for review and response. Completed Advisory Board program assessments will remain on file at the County MH/IDD/EI Administrative Office for seven (7) years. ATTACHMENTS: 1. Provider Agency Information Form 2. Assessment Tool with Sample Questions 3. Four Year Evaluation Cycle List 4. MH, IDD, EI Program Philosophies 3 FRANKLIN/FULTON MH/IDD/EI PROVIDER AGENCY INFORMATION FORM Agency Name: _______________________________________________________ Address: ____________________________________________________________ Phone: ______________________________________________________________ Hours of Office Operation: ______________________________________________ Hours of Program Operation: ____________________________________________ Service being assessed: ________________________________________________ Address where assessment will take place: __________________________________________________________________ Location of program tour(s) if different from the address above: 1. _______________________________________________________________ 2. _______________________________________________________________ Best date(s) and time(s) to conduct assessment: _____________________________ Names and titles of agency personnel who will be participating in an interview with the assessment team: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ Program Specialist Completing Form: ____________________________________________ 4 Franklin/Fulton County MH/IDD/EI Program Assessment Tool & Sample Questions The program: Dis- Agree Somewhat Disagree Somewhat Agree Agree Not Assessed 1. Promotes & accommodates differences (i.e., culture, ethnicity, race, gender, religion, etc.). 1 2 3 4 5 2. Ensures individual rights without stigma. 1 2 3 4 5 3. Environment is clean, organized & safe. 1 2 3 4 5 4. Activities are age appropriate. 1 2 3 4 5 5. Services promote mental health, intellectual & developmental disabilities and early intervention philosophies. 1 2 3 4 5 6. Schedule of activities is readily available and easy to understand. 1 2 3 4 5 7. Hours of operation are posted & feasible. 1 2 3 4 5 8. Staff coverage is adequate. 1 2 3 4 5 9. Goals are clear, relevant & measurable. 1 2 3 4 5 10. Meets client needs & desires (educational, social, employment, housing, transportation). 1 2 3 4 5 11. Encourages shared decision making & program planning. 1 2 3 4 5 12. Includes a mechanism for individuals/families to voice concerns about aspects of the program. 1 2 3 4 5 13. Has a clear process for crisis intervention or resolution. 1 2 3 4 5 14. Has a protocol for assisting individuals with overall health and wellbeing. 1 2 3 4 5 15. Promotes & coordinates linkages with other community resources. 1 2 3 4 5 16. I would utilize this program if I were in need of these particular services. 1` 2 3 4 5 Commendations: Recommendations: Comments: 5 Sample Questions for the Advisory Board Review A. Communication with program staff: 1. What is the mission and philosophy of this program? 2. What are the program goals for this year? How are you working toward meeting them? What are the goals or plan for next year? 3. Does the program Board include individuals in recovery from mental illness, persons with developmental disabilities or family members of individuals in early intervention? If so, how does that work? If not, is there a future plan for doing so? 4. Does the program utilize peer specialists? (MH) If so, how is that working? If not, is there a plan for utilizing them in the future? 5. How are the rights of individuals acknowledged and respected in your program? 6. What is it about the program that helps individuals move forward in meeting their goals? 7. How are daily protocols and activities communicated to the individuals using the services? 8. How do individuals and their families participate in program planning? 9. What is the process for voicing concerns/complaints for the individuals that you serve? 10. How do individuals and their families make suggestions for changes? 11. How is individual/family satisfaction measured? 12. How does the community hear of the program’s services? 13. How does the program link to the Franklin/Fulton County MH/IDD/EI? 14. What do you see as the strengths of the program? What needs to improve? B. Communication with individuals in the programs: - How did you learn of this program and become involved? - Did you have a choice about becoming involved in this program? - How do you become informed of the new services and activities being offered? - What do you like about the program? How does it help you? - What needs to improve here? How do you make suggestions for improvements? - What could the staff do differently to make the program better? 6 MH/IDD/EI Advisory Board Program Evaluation Schedule: Year and Fiscal Year Agency & Service Program Year One – FY 22-23 Healthy Communities Partnership: Student Assistance Program Moving Mountains Pediatric Therapy Pediatric Therapy Specialists of South Central PA The ARC: Respite & Family Aid True North: Supported Living *Family Based Provider MH EI EI IDD MH MH Year Two – FY 23-24 Aspirations Family Care Services: Respite MHA: CSP, CPS, IFST & IM4Q New Visions: Social Rehabilitation & Group Home (CRR) UCP of Central PA *Family Based Provider EI EI MH MH & IDD MH EI MH Year Three – FY 24-25 Keystone Health Center: Crisis Inspire Health & Education OSI: Voc Rehab, Transitional Employment, SITES & Community Participation Supports True North: Outpatient, Crisis and BSU PennCares Support Services *Family Based Provider MH EI MH & IDD MH EI MH Year Four – FY 25-26 AHEDD: Supported Employment Invo HealthCare Associates Keystone: SCR & Forensic SCR PA Counseling: Outpatient Service Access & Management: Case Management, Supports Coordination, Service Coordination *Family Based Provider MH & IDD EI MH MH MH, IDD & EI MH ~ As the family-based provider changes each year that provider should be monitored. If the family-based provider remains the same each year, they would not be evaluated each time. For example: if the FY 22-23 family-based provider remains the same throughout the four (4) year cycle, they would not be evaluated again until FY 26-27. 7 Intellectual & Developmental Disabilities EVERYDAY LIVES RECOMMENDATIONS, STRATEGIES AND PERFORMANCE MEASURES The foundation of Everyday Lives: Values in Action is: 1. We value what is important to people with disabilities and their families, who are striving for an everyday life. 2. People with disabilities have a right to an everyday life; a life that is no different than that of all other citizens. Everyday Lives: Values in Action will be a guide to the Office of Developmental Programs (ODP) as it develops policy and designs programs. Providers of services will use these recommendations to support individuals and their families to achieve everyday lives. 1) Assure Effective Communication Every person has an effective way to communicate in order to express choice and ensure his or her health and safety. All forms of communication should consider and include the individual’s language preferences and use of current technology. 2) Promote Self-Direction, Choice, and Control Personal choice and control over all aspects of life must be supported for every person. Choice about where to live, whom to live with, what to do for a living, and how to have fun all are key choices in life, as are seemingly small choices: such as what to eat, what to wear, when to wake up in the morning, and when to go to bed. It is important to be able to trust the people who provide assistance, to feel confident that they respect you and your right to manage your life, and to enjoy each other’s company. 3) Increase Employment Employment is a centerpiece of adulthood and must be available for every person. The benefits of employment for people with disabilities are significant and are the same as for people without disabilities. 4) Support Families throughout the Lifespan The vast majority of people with disabilities in Pennsylvania live with their families. Families need support in order make an everyday life possible throughout the person’s lifetime. Families need information, resources, and training. They need connections with other families and support services. Listening to people with disabilities and their families is key to providing supports that help them achieve an everyday life. 5) Promote Health, Wellness, and Safety Promote physical and mental health, wellness, and personal safety for every individual and his or her family. Promoting physical and mental health means providing information about health and wellness, emotional support, and encouragement. Tools that help every individual adopt a healthy lifestyle — including good nutrition, healthy diets, physical activity, and strategies to 8 reduce and manage stress and protect oneself from all types of abuse and exploitation — must be provided. 6) Support People with Complex Needs People with disabilities who have both physical and behavioral health needs receive the medical treatment and supports needed throughout their lifespans. People are more able to live an everyday life when individuals, families, and providers plan and prepare to provide and modify supports as needs and challenges change. Opportunities for a full community life are dependent on adequate supports and the commitment to build capacity within the larger human service delivery system. 7) Develop and Support Qualified Staff People with disabilities receiving services benefit when staff who support them are well trained. Values, ethics, and person-centered decision-making can be learned and used in daily practice through mentorship and training. Providing professional training that strengthens relationships and partnerships between individuals, families, and direct support professionals will improve the quality of support. 8) Simplify the System The system of supports and funding of those supports must be as straightforward and uncomplicated as possible. This will allow for greater understanding and use of the system by everyone — most importantly the individual needing and receiving supports. 9) Improve Quality Together we must plan and deliver services and supports that adhere to our values, measure person-centered outcomes, and continuously improve an individual’s quality of life. All stakeholders must be engaged in the process of measuring how well services assist people in achieving an everyday life. 10) Expand Options for Community Living Expand the range of housing options in the community so all people can live where and with whom they want to live. Listening to people with disabilities and their families, providers, and Support Coordinators will help people locate affordable and accessible housing, find house mates, and identify housing resources/supports and other government benefits that, when blended with natural supports, will promote an everyday life. 11) Increase Community Participation Being involved in community life creates opportunities for new experiences and interests, the potential to develop friendships, and the ability to make a contribution to the community. An inter-dependent life, where people with and without disabilities are connected, enriches all of our lives. 12) Provide Community Services to Everyone 9 People with disabilities — whether living on their own, with families, or in institutions — are waiting for community services. The goal is to build a system having the capacity to provide services in a timely fashion for all people who need supports. 13) Evaluate Future Innovations Based on Everyday Lives Principles Future consideration of service models and reimbursement strategies must be based on the principles of person-centered planning, individual choice, control over who provides services and where, and access to/full engagement in community life. Innovative approaches should be evaluated based on the recommendations of Everyday Lives, including: employment, recognizing and supporting the role of families, and meeting the diverse needs of all individuals. Stakeholders should be fully engaged in designing, implementing and monitoring the outcomes and effectiveness of innovative service models and service delivery systems. 10 Overview of Mental Health Recovery Philosophy This conceptualization of recovery was fully endorsed by the Pennsylvania Office of Mental Health Substance Abuse Services in 2005 with recovery being defined as a ‘self-determined & holistic journey that people undertake to heal & grow’. Recovery is a process facilitated by relationships & environments that provide hope, empowerment, choices & opportunities that promote people reaching their full potential as individuals & community members. Operationalizing the definition of recovery throughout the Pennsylvania Mental Health System is the vision and the goal. This should include a comprehensive array of supports & services which unify programs & funding while building on community resources unique to each individual & family. These resources are to be developed, monitored & evaluated in partnership with consumers, families & advocates; and represent collaboration with other agencies (Pa.OMHSAS;2005). Recovery includes helping mental health consumers resolve acute episodes of illness, distress or disruption & return to full or partial functioning in most aspects of their lives. This involves promoting acceptance & adjustment to limitations or losses & and supporting consumers through the process of regaining a personal sense of safety & comfort. Thus, the assessment tool for the board members was created using the following principles of recovery: promotion of recovery & resiliency; focused on prevention & early intervention; recognizes unique strengths & needs of consumers; respects & accommodates differences (in culture/ ethnicity/race/gender identity/sexual orientation/religion); and ensures individual rights eliminating discrimination & stigma. Below is a list of expected essential services in a caring system with a category description and outcome expected. Service /Category Description/ Individual Outcome • Treatment / Alleviating symptoms / Symptom and distress relief • Crisis intervention / Resolving critical or dangerous problems / Personal safety assured • Case management / Obtaining the services individuals need and want /Services accessed • Co-Occurring/Complex Issues/ More than one condition requiring support/service / expectation of every individual requesting service. • Rehabilitation / Providing skills & supports related to individual goals / Developing individual role functioning • Enrichment / Engaging one in fulfilling and satisfying activities / Self development • Rights Protection / Advocating to uphold one’s rights/ Equal opportunity • Basic support / Providing the people, places, and things people need to survive (e.g., shelter, meals, healthcare) / Personal survival assured. • Self-help/ Exercising a voice and a choice in one’s life / Empowerment • Welcoming / expectation that all individuals who enter our system of care will be WELCOMED into care/Everyone is welcoming 11 What is Early Intervention? Early Intervention consists of services and supports designed to help families with children who have developmental delays. While all children grow and change at their own rate, some children can experience delays in their development. Sometimes this can be cause for concern. Early Intervention provides supports and services to young children and their families/caregivers to help the child grow and develop. Who is eligible? Infants, toddlers, and preschool children who have special needs due to developmental delays or disabilities are eligible to receive Early Intervention services. If a child is found eligible, Early Intervention supports and services are provided at no cost to families. Early Intervention Supports and Services There are many effective, research-based approaches to the delivery of Early Intervention services; all with different names and definitions. Regardless of the names, these approaches have common core principles that are the foundation of Early Intervention supports and services in Pennsylvania. These core principles include the following:  Early Intervention provides supports and services to infants/toddlers and preschool age children with disabilities and their caregivers so that they may help the child grow and develop.  Early Intervention provides individualized supports and services to infants/toddlers and preschool age children with disabilities and their families.  Early Intervention supports and services are embedded within learning opportunities that exist in the child’s typical routines, within the home and community activities and/or early education programs.  Early Intervention supports and services build on the existing family, community, and early education resources.  Early Intervention personnel work collaboratively with the family and each other to provide coordinated, flexible, Early Intervention supports and services.  Early Intervention supports and services focus on the family and child’s transition between and among early education programs.