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Mental health services -SW & MHW full time in classrooms
Flexibility
Intimacy
Admin support - funding approval , activities
Family relationships - program allows for them
Team staffing - sw, sw coach, teacher, MHW
Instruction - individualized

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1- belong flexible with scheduling and work space
2- desire / passion to advocate for DHH service for students

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-Dedicated to our students
-Good communication between families, districts, etc.
-expertise in deafness

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1) we have opportunities to collaborate within our department
2) we have access to professional development (but not necessarily the time to do it)

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-Dedicated/Resourceful staff
-Multidisplinary collaboration with professional, hospital and students/families

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We share student info when changing caseloads.
We started making it more electronic.
Some of us use Google and some use One Note.

We have good collaboration when we are together.

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-lack of DHH Curriculum
-need more communication between the 3 classrooms

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1) Paperwork!  We write logs, we do ACCESS billing, we do Time Logs, etc.  Can we streamline the online systems so it's no so repetitive and more time efficient?
2) New staff support. Speech department orientation may be helpful, go over the checklist, go over paperwork (half day needed?). Tangible folder/binder with How To's for reference. Google Drive overview. Whole IU induction is not very helpful.

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1- DHH (itinerant based) professional development opportunities, including hearing screening training (use, troubleshooting and analysis).
2- improve ability to advocate effectively for students who are DHH.

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Our weakness is not having a shared place to share student information. If we get more familiar with google drive, we may be able to share relevant information more efferently.

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Cumulative folders - might not have everything we want other staff to see or maybe we haven't finished updating it, etc.

We need SSP between us.

Some things are already shared on ex. Pelican already has IEPs.

We might not all be doing the same things and that could be intimidating.
We all have different views of what our job is.

We all have preferences as to what platform we are using.

Progress report could/would show progress monitoring - but only if it is a goal student.

Google can only work when we are connected to Internet. ONE Note can work without Internet and then uploads when we connect.

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1) Focus groups to help support each other with complex students in our IU classrooms.  Opportunities to observe each other within the focus groups.
2) outreach to districts by offering professional development for topics they need support in, focus groups for complex students and support. Lunchtime zoom sessions?

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-Knowing expectations specific to our department and collaborative partners (schools, hospital, IU, students/families)
-opportunities for programmatic trainings on topics such as curricular materials, finances and teaming

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1- Advertising our services to (agencies, parents, audiologists) and expanding those services to include IEPs and 504s.

2- Educating districts about what DHH is and why they need services rather than just learning support. This includes regular educators knowing the referral proceeds when they have a student with hearing loss.

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Some of us need more training with ONE NOTE and/or Google.

We would like meet as a group monthly.

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-Fully implement ECC
-Implement in-service for district staff, and teach hearing peers signs to communicate with our population.

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-HBG School District-perceptions, families leaving our program.
-Lack of interpreters for the elementary classroom and high usage of using agency interpreters.

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-Networking with colleagues within our department/hospital facilities within the IU (to gain insight on best practices)
-Develop a program website highlighting services provided within each hospital program

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Confidentiality among staff - our own team and among other teams

Grant writing - not sure how or what to do

Scheduling a time together can be difficult.

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1)  financial barriers- our costs will continue to rise, so we do run the risk of districts going to agencies instead of us.  (History shows they eventually come back).  We want to make sure our quality of service matches our cost of service.

2) not enough transparency IU wide as far as decisions being made that impact everyone; too many fluff emails from the top; professional development is focusing on buzz words but not truly improving the quality of education of students.  Overall morale in the IU is low.
In Student Services, seek department personnel input for ideas and decisions.  When employees don't feel like a part of the process, it leads to frustration and fatigue.  If a decision leads to more work for us, it leads to fatigue. Fatigue leads to low morale.

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We would like to do Monthly meetings via Zoom with Agenda or Action Plan on Google shared drive

We want to be more collaborative.

We want to make changing caseloads less stressful.

As we develop more team collaboration, our services will be more cohesive.

Some of us need assistance with electronic files and platforms.

Additional training for vision staff on being a more cohesive team.

Additional training on new techniques or new students for staff to use with students.

It would be nice to observe each other to help develop our collaboration and make our services more cohesive.

Affirmations might be useful with students as well as staff

Maybe create a Field Trip for our students as a collaborative group. - AACA Museum and Memorial Lake Canoe Trip.

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1- Lack of knowledge, understanding and availability of DHH services by districts and parents.

2- Lack of audiologist and audiology knowledge. Liability issues- are we overstepping our role and can we be liable “HAT fitting”?

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We are very flexible and passionate however we need the tools to expand/fine-tune our DHH knowledge to improve and expand our services.

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1) To help match our quality of service to our cost of service, staff will split into focus groups (ex AS, MDS, ES, homebound, ANPS, etc) to share expertise and collaborate, share difficult cases/case studies, share and create materials, adjust goal bank, etc. Future planning would involve districts joining focus groups.

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-develop an understanding of the billing process, the barriers, and its impact on our programs (materials, staffing, and substitutes)

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Collaborate on development of ECC goals/tracking methods for each classroom

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-Starting the 2022-23 school year, the hospital program staff will participate in quarterly meetings (in-person/zoom) to address department needs (utilizing SWOT data) and services to provide support and information in an effort to provide continuity within the hospital programs over the next two years.
-Starting the 2023-24 school year, the hospital program will develop a program webpage highlighting services provided within each hospital program by June 2024.