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TRAINING AND WORKFORCE DEVELOPMENT

In order to effectively meet the requirements of the Arizona Health Care Cost Containment System (AHCCCS), the Health Plan, Arizona Complete Health, participates in the development, implementation and support of training and workforce development efforts for the provider network to ensure appropriate training, education, technical assistance, and workforce development opportunities. Specifically to:

  • Promote a consistent practice philosophy, provide voice and empowerment to staff and members,
  • Ensure a qualified, knowledgeable and culturally competent workforce,
  • Provide timely information regarding initiatives and best practices, and
  • Ensure that services are delivered in a manner that results in achievement of the Arizona System Principles, which include the Adult Service Delivery System-Nine Guiding Principles as outlined in Contract and Arizona Vision-Twelve Principles for Children Service Delivery.

The purpose of this section is to provide information to Arizona Complete Health-Complete Care Plan (AzCH-CCP) contracted providers regarding the scope of training and workforce development initiatives.

*Refer to your Health Plan Contract for health plan training/education obligations.

The following information applies to health care providers contracted with the Health Plan for the Arizona Health Care Cost Containment System (AHCCCS) – AHCCCS Complete Care (ACC) and Regional Behavioral Health Authority (RBHA). It specifies the requirements, expectations, and recommendations in developing the workforce and is in alignment with Workforce Development Policy ACOM 407 and ACOM 407 Attachment A.

AHCCCS, the Health Plan, and provider organizations work together to ensure that members receive services from a workforce that is qualified, competent, and sufficiently staffed.

Providers are responsible for acquiring, developing, and deploying a sufficiently staffed and qualified workforce that capably delivers services to members. The Health Plan shall ensure that provider organizations are deploying a qualified, sufficiently staffed workforce and providing services to AHCCCS members in an interpersonally, clinically, culturally, and technically effective manner.

The Health Plan:

  • Monitors and assesses current workforce capacity and capability;
  •  Forecasts and plans future or needed workforce capacities and capabilities;
  •  Delivers technical assistance to provider organizations to strengthen their workforce development programs; and
  • Evaluates the impact of workforce development activities and requirements to support providers in developing a qualified, knowledgeable, and competent workforce.

Arizona Associations of Health Plans (AzAHP) unites the companies that provide health care services to more than two million Arizonans enrolled in the Arizona Health Care Cost Containment System (AHCCCS). AzAHP supplies assistance, straining, and resources to enhance the workforce across all lines of business which can be seen in the AZ Workforce Development Coalition (AWFDC) and its various Alliances:

  • AZ Workforce Development Coalition (WFWDC) – The Coalition is organized by the Office of Healthcare Workforce Development at AHCCCS, the AzAHP and includes members from all AHCCCS health plans/managed care organizations (MCOs). The group represents ACC, ACC-RBHA, ALTCS, DD, and DCS CHP lines of business. This coalition ensure that workforce development initiatives across the state of Arizona align with all lines of business, AHCCCS, and health plan policies, and statewide regulations.
  • AZ Workforce Development Alliance ACC, ACC-RHBA (AWFDA – ACC, ACC-RBHA) – Serves as a single point of contact for the shared provider network of MCOs that includes Arizona Complete Health-Complete Care Plan, Banner University Family Care, Blue Cross Blue Shield of Arizona, Health Choice, Molina Healthcare, Mercy Care, and United Healthcare Community Plan. In addition to conducting joint workforce development planning, this alliance collectively co-administers the contract between the AzAHP and with the single statewide learning management system (LMS) vendor.
  • AZ Workforce Development Alliance Arizona Long Term Care (AWFDA-ALTCS) – Is a partnership between the AHCCCS ALTCS plans that includes Banner University Family Care, and United Healthcare Community Plan, and the Arizona Department of Economic Security/Division of Developmental Disabilities (DDD). Together, they serve as a single point of contact for reference and direction to the shared provider network.
  • AZ Workforce Development Alliance Developmental Disabilities (AWFDA-DD) – Involves Mercy Care and United Healthcare Community Plan in collaboration with the Division of Developmental Disabilities (DDD) and AHCCCS. Together they analyze the current state, forecast future trends, and develop action plans to provide resources and support to the network.
  • AZ Workforce Development Alliance Department of Child Safety Comprehensive Health Plan (AWFDA-DCS CHP) – Includes AHCCCS, DCS, and Mercy Care.

AZ Workforce Development Advisory Committee ACC, ACC-RBHA (AWFDAC – ACC, ACC-RBHA) – Is comprised of leaders, stakeholders, and experts who provide guidance and direction on strategic items important to the ongoing partnership and success around the use of Relias solutions and services, as well as workforce development initiatives. This committee is responsible for maintaining a working relationship and alignment with statewide goals and objectives, as well as providing input to AHCCCS on policies and initiatives related to workforce development.

AZ Workforce Development Advisory Council ALTCS (AWFDAC- ALTCS) – Is organized by AHCCCS and includes members from the ALTCS managed care organizations, community stakeholders, and LTC Advocacy Groups. The purpose of this group is to share resources, develop strategies, and support statewide initiatives in long term care that are aligned with Arizona’s Plan for an Aging Population; Aging 2020 and AHCCCS Policies; ACOM 429 and ACOM 407; Direct Care Worker Training and Testing Program. Additionally, this council offers advice and recommendations on initiatives set by the MCOs.

Definitions

Competency is defined as a worker’s demonstrated ability to perform the basic requirements of a job intentionally, successfully, and efficiently multiple times, at or near the required standard of performance.

Competency Development is a systematic approach for ensuring that workers are adequately prepared to perform the basic requirements of their jobs. Competency based WFD.

Workforce Capability is the interpersonal, cultural, clinical/medical, and technical competence of the collective workforce or individual worker.

Workforce Capacity is the number of qualified, capable, and culturally representative personnel required to sufficiently deliver services to members.

Workforce Connectivity is the workplace’s linkage to sources of potential workers, information required by workers to perform their jobs, and technologies for connecting to workers and/or connecting workers to information.

Workplace Culture is developing a shared vision of the integrated healthcare process from a member’s perspective – including philosophy, experience, and delivery.

Workforce Development is an approach to improve outcomes by enhancing the knowledge, skills, and competencies of the workforce to create, sustain, and retain a viable workforce. It aids in changes to culture, changes to attitudes, and changes to people’s potential to influence outcomes.

The provider workforce shall be compliant with all workforce training and/or competency requirements specified in federal and state law, AHCCCS policies, guidance documents, manuals and plans such as network development, quality improvement, corrective action, etc., and/or special initiatives and contract(s).

Providers shall have processes in place for documenting training, verifying the qualifications, skills and knowledge of personnel, and retaining required training and competency transcripts and records. This includes:

  • Evidence of written policies outlining administrative processes and procedures that ensure compliance of workforce training and competency requirements.
  • Documentation consistent with administrative policies and procedures for:
    • Evaluating and ensuring the competency of staff members’ level of demonstrative skill use and applied knowledge relative to the competencies of the job they are performing and the scope of services they are delivering.
    • Verification of required qualifications such as education, experience, past supervisory attestations of demonstrated competency, and completion of training, certification, and coaching or mentoring programs.
    • Developing and maintaining a training system of job relevant and competency-based orientation, basic, specialized and advanced training, coaching and mentoring programs, and supervisory practices.
    • Ensuring that all employees develop the basic, specialized, and advanced competency required to perform the specific duties stated in the job description per A.A.C. R9-10-1006.

Abuse and Neglect Prevention

  • Providers shall follow all training programs and practices required by the Report of the Abuse & Neglect Prevention Taskforce to Governor Douglas A. Ducey (November 1, 2019):
    • Resources and training programs to assist professionals and family caregivers prevent and manage stress and burnout;
    • Training for all personnel in the prevention and detection of all forms of abuse and neglect; and
    • Routine exercises and drills to test the reactions of staff to simulated conditions where abuse and neglect could potentially occur are incorporated into the provider’s ongoing workforce staff training and development plan.

Residential Care (24-Hour Care Facilities (Annual Requirements)

  • Crisis presentation/de-escalation employee training for all member-facing employees prior to serving members. For facilities where restraints are approved, a nationally approved restraint training for all member-facing employees. This curriculum should include non-verbal, verbal, and physical de-escalation techniques.

Division of Licensing (DLS) Required Training

  • DLS agencies must be aware of all training requirements to be completed and documented based on all additional licensing or accrediting licensing agencies. This includes the Bureau of Medical Facilities Licensing (BMFL)/Bureau of Residential Facilities Licensing (BRFL), Joint Commission, grant requirements and other entities, as appropriate.

Community Service Agencies (CSAs)

  • Direct service staff members hired in the time period between initial credentialing approval and the annual onsite monitoring review shall meet all AHCCCS and AHCCCS/DHCM, CSA’s Program Administrator requirements, such as competency requirements, before providing services. Refer to AMPM Policy 965 – Community Service Agencies.

General Mental Health (GMH)/Substance Use (SA)

  • Employees completing assessments of substance use disorders and subsequent levels of care must complete the American Society of Addiction Medicine (ASAM) criteria-specific training. This training is required before staff may use the assessment tool with members. They must also complete any approved substance use/abuse course every year. The assessment should align with the most recent ASAM criteria.

Behavioral Health Practice Tools AMPM Chapter 500

  • Providers must be trained and clinically supervised in the application of these AHCCCS policies. Whenever policies are updated or revised, staff must be retrained to meet requirements as specified. Providers shall provide evidence that staff have been trained on these AHCCCS policies upon request from the Health Plan.

The statewide Child and Family Team (CFT) initiative involving the CFT Facilitator course, Supervisor training, and the two associated Train-the-Trainer (TtT) courses are for ACC, ACC-RBHA providers who serve children and adolescents in the Children’s System of Care (CSOC) and have employees who facilitate CFTs.

  •  Initiative 1: CFT Facilitator Course
    • The CFT Facilitator Course is two days in length, is intended for in-person delivery, and meets all AHCCCS and Health Plan training requirements for individuals who will be leading/facilitating CFT sessions.
    • It is expected that provider agencies be prepared to train this course in-house, which enables providing complimentary agency-specific processes, procedures, and protocols, thus creating a robust learner-centric experience for attendees and future CFT facilitators.
    •  Once an agency has an employee who has become a CFT Champion, by successfully completing the TtT session (noted below), the requirement is for the CFT Champion to train the two day course to newly hired employees at a provider agency. Employees who already meet the existing CFT Facilitator training requirement need not attend the new course; however, each provider agency must make their own determination otherwise.
    •  All provider agencies shall utilize the AHCCCS approved training curriculum (ACOM 580, Section F #2 https://www.azahcccs.gov/shared/Downloads/MedicalPolicyManual/500/580.pdf), which is made available to the CFT Champion upon completion of their CFT TtT.
  •   Initiative 2: CFT Facilitator Train the Trainer (TtT)
    • The CFT Facilitator TtT session is approximately six hours in length and is delivered via virtual instructor-led training. TtT session are offered throughout the year for the new two-day CFT Facilitator Course. These sessions are intended for employees who will be delivering the two-day CFT training course in-house in their own agency. These identified employees will be known as “CFT Champions.”
    • CFT Champions who participate in the TtT session must be seasoned employees who possess skills equivalent to lead training sessions and must have completed CFT training requirements already in place and certainly be competent in CFT facilitation. It is left to the discretion of each provider agency to verify trainer competency. Presumption will be that participants have been internally vetted as competent by their provider agency prior to enrollment.
  • Initiative 3: CFT Supervisor Training
    • The CFT Supervisor Training Course is approximately five hours in length, is intended for in-person delivery, and is for leaders who supervise employees who facilitate CFTs. The CFT Supervisor Training course is required for all new and existing leaders at the agency once the agency has a CFT Champion who successfully completes the Supervisor TtT session (ACOM 580, Section G #1 . The training will provide guidance related to identified competency measurements.
  • Initiative 4: CFT Supervisor Facilitator Train the Trainer
    • The CFT Supervisor TtT session will be approximately 2.5 hours in length and will be delivered via virtual instructor-led training. CFT Supervisor TtT sessions will be offered throughout the year. These sessions are intended for employees who will be training the CFT Supervisor Training Course in-house within their own agency. These identified staff will be the same CFT Champions that took the CFT Facilitator TtT,
  • AzAHP – CFT Champion Certification Process
    • An AzAHP-CFT Champion Certification training plan has been created in Relias for the identified CFT Champions meeting the above noted requirements.
      • Agency leadership will need to enroll the identified CFT Champion(s) in the training plan.
      • Within the training plan, there are three module requirements:
  • The AzAHP-CFT Overview (a self-paced course expected to be completed before attending the TtT session),
  • AzAHP-CFT Facilitator TtT, and
  • AzAHP-CFT Supervisor Facilitator TtT.
    • If the identified CFT Champion has taken CFT Overview in the last two years, they will not have to take it again and will be given credit automatically in Relias.
  • Initiative 5: Triannual CFT Collaborative Sessions
    • In addition to CFT Champions attending TtT Facilitator Courses, delivering the two day CFT Facilitator Training and Supervisor Training, CFT Champions are required to attend triannual CFT Collaborative Sessions. During these sessions, CFT Champions will meet with Health Plan Trainers and leaders to discuss as a group best practices, challenges, and opportunities for growth and development regarding CFT administration and implementation.
  •  Training and Supervision Expectations
    • Provider agencies who have employees that are designated to facilitate/lead CFTs shall be trained in the elements of the CFT Practice Guide, complete an in-person AHCCCS approved CFT facilitator curricula, and demonstrate competency via the Arizona Child and Family Team Supervision Tool.
    • The CFT Supervision Tool must be completed within 90 days, and facilitators must maintain or enhance proficiency within six months as attested by a supervisor, and annually thereafter (AMPM 580 F, Attachment C and D https://www.azahcccs.gov/shared/Downloads/MedicalPolicyManual/500/580.pdf).
  • Monitoring Process
    • CFT Champion Certification
      • All agencies who are required to have CFT Champions will be tracked in Relias.
      • Workforce Development will maintain a list of all CFT Champions and their provider agencies.
  • Arizona Child and Family Team Supervision Tool (AMPM 580 F, Attachment C and D 
    • The Supervision Tool requirements will be tracked in Relias via the Competency Evaluation Tool for all employees who facilitate/lead CFTs.
  • CFT Facilitator Training Hardship Waiver
    • In the event the two day CFT training becomes a barrier or hardship for an organization, provider agencies may request a CFT Facilitator Training Hardship Waiver. Within the waiver, providers will need to identify why delivering the course as originally designed presents a hardship. They must also supply a detailed plan of what changes they will make to the two day CFT Facilitator training while still meeting all the elements of the training. The plan will be submitted to the Workforce Development Team at workforce@azahp.com. Provider organizations must obtain approval before the training occurs.

AHCCCS providers who deliver behavioral health services to children and adolescents are required to conduct the CALOCUS.  While not currently required, any other trained provider (PCP, pediatrician, or physical health provider, etc.) who works with children and adolescents is also able to conduct the CALOCUS assessment and can coordinate with other treating providers to share the assessment results for care coordination purposes. For more information, reference: AHCCCS FAQ- CALOCUS

  • Providers are required to have evidence within the clinical chart for members between the ages of 6 and 18, that a CALOCUS was completed as outlined in AMPM 320-O. Providers can include a CALOCUS provided by a referring agency in a member’s clinical chart to meet this requirement.
  • All providers are required to have trained staff and the ability to complete CALOCUS, in the event that a clinical need arises.
  • Employees completing the CALOCUS assessments are required to have training in CALOCUS prior to using the assessment tool with members when assessing for the determination of which children may require high needs case-management.
  • On-going competency assessments are also required to evaluate a staff member’s knowledge and skills.

To ensure the proper identification of children and adolescents with complex needs and appropriate levels of care, AHCCCS has contracted with Deerfield Behavioral Health (Deerfield) to license the Child and Adolescent Level of Care Utilization System (CALOCUS) and Level of Care Utilization System (LOCUS) software, as well as access to online training for those who have familiarity with instruments that measure level of service acuity instruments. The agreement includes the licensing of both CALOCUS/LOCUS online, though AHCCCS is currently only requiring the use of the CALOCUS. This also includes licensing of the integrated Electronic Health Record (EHR) products.

Providers can implement LOCUS/CALOCUS in one of two ways.

Regardless of which option is chosen, first reach out to Deerfield and sign their end user license agreement as soon as possible. There is no cost associated with this agreement. Matthew Monago is the contact at Deerfield mmonago@journeyhealth.org. Please be sure to identify your organization as an AHCCCS provider when emailing.

CALOCUS training is available at: https://training.communitypsychiatry.org/?tenant=deerfield

  1. If this is your first time taking any CALOCUS/LOCUS training, you will scroll down to create a new account.
  2. Please use your company email address as your username. Use this same email address for all other email fields. Please make note of the password you use for your registration as you will need this to login to the site. 
  3. Please enter C00097calcs in the company ID field. NOTE: Please ensure to enter the correct company ID. You will not be able to successfully create an account if you do not enter the correct company ID.
  4. Once you’ve entered all registration information, an automatic email from ‘AACP’ will be sent to the company email address you entered. NOTE: If you do not see this automatic email in your inbox, please check your SPAM folder.
  5. confirm your email account by selecting the link included in the email.
  6.  Select ‘continue’ on the webpage stating that your account registration has been confirmed.
  7.  You will be taken to the AACP LOCUS and CALOCUS training certification dashboard. Select Go to Course to enter CALOCUS training for the first time. (Note: after you’ve initiated this course, the CALOCUS Certification Training will show as an ‘in progress’ course on this dashboard, and you can resume course content by selecting the link under ‘in progress’ courses).
  8. Your enrollment in CALOCUS basic training is now complete. You can work on the training in your own time. It will take approximately 3 hours to complete. 

To create an account and complete assessments: Providers should still go to https://locus.azahcccs.gov/

Per AHCCCS communication on 10/8/21: “Due to discussions between AHCCCS, UnitedHealthcare Community Plan (WFD) Administrator, members of the American Academy of Child and Adolescent Psychiatry (AACAP) and American Association of Community Psychiatrists, it has been determined that individuals who previously trained on CALOCUS in the live Deerfield training do not need to take the new training. This will ensure consistent alignment with AHCCCS contractual requirements for CALOCUS training, establish a baseline level of CALOCUS understanding for those that administer the tool and enhance efforts to maintain fidelity to CALOCUS administration.” 

  • For Children’s Providers serving children in the Department of Child Safety Comprehensive Health Plan, UnitedHealthcare Community Plan asks to prioritize the completion of the CALOCUS for youth that are either living in a DCS funded Qualified Residential Treatment Program (QRTP) or are being considered to go into a QRTP.
  • If there are questions regarding CALOCUS training requirements related to the AHCCCS contract, provider agencies should be instructed to please reach out to the Contract Compliance Officer at the contracted Health Plan.

Monitoring Process

All Health Plans will monitor the CALOCUS certification process. Each Health Plan will run Relias reports to monitor those who have completed, as well as have not completed the requirement in the 30-day timeframe after enrollment into the Relias CALOCUS Training Plan, ensuring fidelity to this AHCCCS requirement.

Provider Agency Requirements

All child and adolescent provider agencies who meet the requirements for the CALOCUS training will need to do the following:

  • Enroll employees who are required to complete the CALOCUS training in the Relias CALOCUS Training Plan named *AzAHP – CALOCUS Completion Certificate Requirement (Deerfield/AACAP).
  • Enrolling employees in the training plan will automatically enroll them in the Requirements Tracker.
  • Once the employee has successfully completed the CALOCUS training through Deerfield, the provider agency’s supervisor/administrator will mark them complete and upload their certificate in the Relias CALOCUS Requirements Tracker named: *AzAHP – CALOCUS Completion Certificate Requirement (Deerfield/AACAP).

It is the responsibility of the Health Plan to produce a Network Workforce Development Plan for each line of business (ACC, ACC-RBHA, ALTCS). In addition, ACOM 407 and ACOM 407 Attachment A mandates that Contractors collect and analyze required and ad hoc workforce data to:

  •  Proactively identify potential challenges and threats to the viability of the workforce;
  •  Identify the potential impact of the challenges and threats to access to care for members;
  • Develop and implement interventions to prevent or mitigate threats to workforce viability;
  • Develop indicators to measure and monitor workforce sustainability;
  • Assist the AHCCCS WFD Administrator to develop a comprehensive workforce assessment and forecast of WFD priorities.

A portion of this data will be supported by the AZ Healthcare Workforce Goals and Metrics Assessment, the Healthcare Network Employee Questionnaire, and any additional means that are identified.

AZ Healthcare Workforce Goals and Metrics Assessment (AHWGMA)

The AHWGMA is a data collection tool used to capture feedback and data from a provider perspective.

Required AHCCCS provider types shall complete the AHWGMA annually to fulfill the requirements from ACOM 407 & ACOM 407 Attachment A.  Deliverables by Provider Type: FAZAHP Webite 

To meet this requirement, all Health Plans and lines of business have collaborated extensively to create a single provider assessment survey that will be disseminated from one source (utilize AzAHP dissemination vs. multiple assessments being disseminated and duplicated). Refer to the AZAHP website for the most up-to-date information, including a link to the assessment.

Healthcare Network Employee Questionnaire (HNEQ)

The HNEQ is a data collection tool used to capture feedback and data from an individual employee perspective.

Required AHCCCS provider types shall complete the HNEQ annually to fulfill the requirements from ACOM 407 & ACOM 407 Attachment A. Deliverables by Provider Type:

FAZAHP Website 

To meet this requirement, all Health Plans and lines of business have collaborated extensively to create a single employee questionnaire that will be disseminated from one source (AZAHP vs. multiple assessments being disseminated and duplicated). Refer to the AZAHP website  for the most up-to-date information and a link to the questionnaire.

Ad Hoc Initiatives

The Health Plan will promote optional workforce development initiatives with providers as needed in response to identified needs/gaps and that support the growth of business practices, improve member outcomes, and increase the competency of the workforce.

16.7   Training and Workforce Development Technical Assistance

On an as needed basis, the Health Plan provides technical assistance to providers to develop, implement, and improve workforce recruitment, selection, evaluation, education, training and retention programs. Technical assistance needs could include:

  • Provider Workforce Development Plan Guidance
  • Recruitment Assistance
  • Competency Review
  • Workforce Development Goal Review
  •  Career Path Development
  • Training Needs
  • Metrics Review
  • Relias
  • Network Capacity Review
  • Cultural Competency
  • Diversity/Equity/Inclusion Support
  • Community Resources

For additional information or to discuss technical assistance needs, please reach out to our Training and Workforce Development Team at AzCHTrainingDepartment@azcompletehealth.com.

ACC, ACC-RBHA behavioral health providers, under the required provider types at the link below, shall ensure that all employees who work in programs that support, oversee, or are paid by the Health Plan contract have access to Relias and are enrolled in the AzAHP Training Plans listed in this section. This includes, but is not limited to, full time/part time/on-call, direct care, clinical, medical, administrative, leadership, executive and support employees.

Deliverables by Provider Type:

Exceptions:

  • Any employee(s) hired for temporary services working less than 90 days is required to complete applicable training at the discretion of the provider.
  • Any employee(s) hired as an intern is required to complete applicable training at the discretion of the provider.
  • Any Independent Contractor (IC) is required to complete the applicable training at the discretion of the provider.
  • Federally Qualified Healthcare providers (FQHCs) may request exemption from their contracted Health Plan(s). Exemptions may be granted on a case-by-case basis and will consider the following: Portion of AHCCCS members enrolled in the network and served by that provider, geographic area serviced, and number of other service providers in the surrounding area.
  • Housing providers
  • Individually Contracted Practitioners
  • Prevention providers
  • Transportation providers

Agencies must manage and maintain their Relias Learning portal. This includes activating and deactivating users as well as enrollment and disenrollment of courses/events.

To request access to Relias, email AzCHTrainingDepartment@azcompletehealth.com. This request should include the following information:

  •  Agency Name
  •  Tax Identification Number (TIN)
  • Contract Start Date
  •  Main Address
  • Key Workforce Development/Training Contact(s) and CEO
    • Name/Title
    • Phone Number
    • Email Address
    • Name/Title
    • Phone Number
    • Email Address
  • Population(s) Served
  • AHCCCS Provider Type(s) 2 Digit
  • Number of Users (employees that support the ACC, ACC-RBHA contract and will require Relias access)
  •  All AHCCCS Health Plans Contracted With

Provider agencies with 20 or more users will be required to purchase access to Relias Learning for a  one-time fee of $1500 for full-site privileges. A full site is defined as a site in which the agency may have full control of course customizations and competency development.

Provider agencies with 19 or fewer users will be added to AzAHP Relias Small Provider Portal at no cost with limited site privileges. A limited site is defined as one in which the courses and competencies are set up to the standard of the plan with no customization or course development provided. Contact workforce@azahp.org to do so.

Provider agencies that expand to 20 or more users will be required to purchase full site privileges to Relias Learning immediately upon expansion.

*Fee is subject to change if a provider requires additional work beyond a standard sub-portal implementation.

AHCCCS-Required Training Plans

Training Plan (90 Days)

The Training Plan below is set to auto-enroll all NEW Relias users in your system who have been assigned one (or more) of the AHCCCS Health Plans under the “Plan” field in their user profile. If the employee hired has a previous email account under another agency, please ensure that you have their transcripts transferred (job aid available at www.azahp.org).

  1. *AHCCCS – Health Plan Fraud (0.75 hours)
  2.  *AHCCCS – NEO – Member Employment Services (0.5 hours)
  3. *AzAHP – AHCCCS 101 (2.0 hours)
  4. *AzAHP – Cultural Competency in Health Care (1.0 hours)
  5. *AzAHP – Quality of Care Concern (1.0 hours)
  6.  Basics of Corporate Compliance (0.5 hours)
  7.  HIPAA: Basics (0.5 hours)
  8.  Integration of Primary and Behavioral Healthcare (1.25 hours)
  9.  Supporting Client Rights for Paraprofessionals in Behavioral Health (1.0 hours)

Training Plan (Annual)

The Training Plan below is set to auto-enroll all Relias users in your system who have been assigned one (or more) of the seven Health Plans under the “Plan” field in their user profile.

  1.  HIPAA: Basics (0.5 hours), Due January 31st
  2. Preventing, Identifying, and Responding to Abuse and Neglect (1.0 hours), Due April 30th
  3. The Basics Corporate Compliance (0.5 hours), Due May 31st
  4. *AzAHP – Cultural Competency in Health Care (1.0 hours), Due July 31st
  5.  *AHCCCS – Health Plan Fraud (0.75 hours), Due October 31st
  6.  *AzAHP – Quality of Care Concern (1.0 hours), Due December 31st

Quarterly Reports

Providers shall periodically run compliance reports to monitor staff compliance with AHCCCS-required training and shall meet a completion standard of ninety percent (90%) or higher.

The ACC, ACC-RBHA AWFDA will run the Relias Learner/Course Status Report quarterly on the two AzAHP Training Plans: *AzAHP – Core Training Plan (90 Days) and *AzAHP – Core Training Plan (Annual). Reporting timeframes for this initiative are listed below:

  • 01/01-03/31 – AWFDA – ACC, ACC-RBHA will run this report on 4/30.
  • 04/01-06/30 – AWFDA – ACC, ACC-RBHA will run this report on 7/31.
  • 07/01-09/30 – AWFDA – ACC, ACC-RBHA will run this report on 10/31.
  • 10/01-12/31 – AWFDA – ACC, ACC-RBHA will run this report on 1/31.

If any of the reporting dates fall on a weekend or holiday, the AWFDA – ACC, ACC-RBHA reserves the right to run the report on the following business day.

Provider agencies who fall at 75% or below on the above completion reports will be required to have at least one Relias Administrator/Supervisor from their agency complete the course titled *AzAHP – Navigating & Managing Your Relias Portal.

Provider agencies failing below 90% on the above completion reports may be subject to Health Plan corrective action.

Workforce Development Planning

The objective of Workforce Development Planning is to foster collaboration with internal stakeholders to ensure that members receive services from a sustainable workforce that is qualified, competent, and adequately staffed, as outlined in AHCCCS Policy ACOM 407.  

A sustainable workforce plays a crucial role in establishing and maintaining continuity of care for members. The approach to Workforce Development is rooted in a comprehensive, systematic, and measurable structure that incorporates best practices at all levels of service delivery. It embraces Adult/Children's Guiding Principles, Adult Learning Theories/Methods, Trauma-informed Care, Equitable Services, and Culturally Competent practices.

Providers are encouraged to continually assess their progress and adapt strategies to ensure the ongoing success and effectiveness of Workforce Development initiatives. The ultimate goal is to foster continuous growth and improvement within the organization, ensuring the delivery of high-quality services to members. 

 

Provider - Workforce Development Plan (P-WFDP)  

Arizona Complete Health, Banner University Family Care, Health Choice Arizona, Mercy Care, Molina Complete Care and United Healthcare Community Plan, require that all ACC, ACC-RBHA Behavioral Health contracted agencies with designated Provider types, develop and maintain an annual P-WFDP.

Provider organizations across all lines of business are strongly encouraged to establish a comprehensive workforce development plan that emphasizes workforce development efforts.

Although the P-WFDP is required for ACC, ACC-RBHA Behavioral Health contracted agencies, it is considered a crucial business process. By prioritizing these initiatives, organizations can enhance service delivery and improve the overall quality of care provided to members.

 

Provider Expectations (ACC, ACC-RBHA designated Provider types):  

·         Develop a P-WFDP, which clearly outlines organizational workforce development initiatives within 90 days of becoming a contracted Provider.

·         Annually, review and update the P-WFDP to set new initiatives and objectives.

·         Previous year’s iterations must be kept on file for a minimum of five years.

 

Submission Requirements:

Providers are required to submit their P-WFDP upon request by their contracted Health Plan(s).

ACC, ACC-RBHA Providers who wish to receive feedback and who have completed their P-WFDP using the Jotform template that is provided by the AZ WFD Alliance, may submit their plan for review between February 1st – February 28th each year. 

 

Community Service Agencies (Provider Type A3 - CSAs): Documentation and submission standards, consistent with administrative policies and procedures, are outlined in AMPM 965. AMPM 965 Community Service Agencies (Attachment B, Documentation Submission Standards)

 

“Develops, documents and implements a workforce development plan that describes how the CSA will develop and maintain its own training system of job relevant and competency based orientation, basic, specialized and advanced training, coaching and mentoring programs and supervisory practices; or how it will link to other workforce development resources to ensure that all employees develop the basic, specialized and advanced competency required  to perform the specific duties stated in the job description per A.A.C. R9-10-1006.”

Attestation Requirement:

ACC, ACC-RBHA Behavioral Health contracted Provider organizations with designated Provider types will be required to complete an attestation indicating that they have developed a P-WFDP and/or updated their previous year’s P-WFDP on the annual Arizona Healthcare Workforce Goals and Metrics Assessment (AHWGMA). 

Failure to meet the annual updates, submission, and attestation requirements outlined above, may result in corrective action.

 

Components of a Provider Workforce Development Plan:

To enhance workforce planning efforts, organizations should incorporate the following strategic components into their P-WFDP (Provider Workforce Development Plan):

·         Needs Assessment: Conducting a thorough analysis of the organization's current workforce and future needs. This involves identifying skill gaps, assessing employee competencies, and determining the organization's long-term goals and objectives.

·         Organizational Goals and Objectives: Establishing clear and measurable goals that align with the organization's strategic objectives. These goals should address specific areas of workforce development, such as skill enhancement, leadership development, or diversity and inclusion initiatives.

·         Employee Education, Development, & Training Programs: Designing and implementing education programs to address identified skill gaps and enhance employee competencies. This may include both internal training programs and external partnerships with educational institutions or professional development providers.

·         Succession Planning: Identifying key positions within the organization and developing strategies to ensure a pipeline of qualified candidates for future leadership roles. This may involve mentoring programs, talent identification, and career development plans.

·         Performance Management: Implementing performance management systems to monitor and evaluate employee performance. This includes establishing clear performance expectations, regularly assessing employee performance, and taking appropriate actions to support and improve performance.

 

Resources:

Please visit the AzAHP Website - for additional support: Click Here

https://www.econsys.com/how-to-ensure-a-strong-analysis-of-your-current-workforce-profile/#:~:text=A%20valid%20workforce%20profile%20acts,baseline%20for%20predicting%20future%20needs.

Workforce Planning: Definition, Benefits & Types | Paycom Blog

ACC, ACC-RBHA Providers shall designate a training/WFD contact as key personnel and point of contact to implement and oversee compliance with the Relias training requirements, the AHWGMA, HNEQ, ASAM, CALOCUS, CFT, and other training expectations and WFD initiatives.

Representatives from the AzAHP, Relias, and the Workforce Development Administrators from all ACC, ACC-RBHA Health Plans host a virtual WFD Provider Forum on the second Thursday of each month.

ACC, ACC-RBHA Providers should attend the monthly WFD Provider Forum to receive up-to-date information on ACC, ACC-RBHA workforce development related topics, including ad hoc WFD initiatives, professional development, training, Relias, and opportunities to receive technical assistance. To request the WFD Provider Forum meeting link, email workforce@azahp.org.

Medicaid reimbursable TFC services for children are provided in professional foster homes licensed by the DES/Office of Licensing, Certification and Regulation which must comply with training requirements as listed in A.A.C. R6-5-5850. All agencies that recruit and license professional foster home providers must provide and credibly document the following training to each contracted provider:

  • CPR and First Aid Training, and
  •  18 hours of pre-service training utilizing the TFC Curriculum

The provider delivering TFC services must complete the above training prior to delivering services. In addition, the provider delivering TFC services for children must complete and credibly document annual training as outlined in A.A.C. R6-5-5850, Special Provisions for a Professional Foster Home.

Adults

Medicaid reimbursable Behavioral Health Treatment Home (BHTH) services for adults are provided in Adult Therapeutic Foster Homes licensed by ADHS Public Health Licensing, and must comply with training requirements as listed in applicable sections of A.A.C. Title 9, Chapter 10:

  • Protecting the person’s rights;
  • Providing behavioral health services that the adult therapeutic foster home is authorized to provide and the provider delivering adult BHTH services is qualified to provide;
  • Protecting and maintaining the confidentiality of clinical records
  • Recognizing and respecting cultural differences.
  • Recognizing, preventing or responding to a situation in which a person:
    • May be a danger to self or danger to others;
    •  Behaves in an aggressive or destructive manner;
    •  May be experiencing a crisis situation;
    •  May be experiencing a medical emergency;
    • Reading and implementing a person’s treatment plan; and
    • Recognizing and responding to a fire, disaster, hazard, or medical emergency.

In addition, providers delivering BHTC services to adults must complete and credibly document annual training as required by A.A.C. Title 9, Chapter 10.

Residential Care (24-Hour Care Facilities) Annual Requirements

  • Crisis prevention/de-escalation training for all member-facing staff prior to serving members.
  • For facilities where restraints are approved, a nationally approved restraint for all member-facing staff. This curriculum should include non-verbal, verbal, and physical de-escalation techniques.

Division of Licensing Services (DLS) Required Training: DLS agencies must be aware of all training requirements to be completed and documented based on all additional licensing or accrediting licensing agencies. This includes the Bureau of Medical Facilities Licensing (BMFL)/Bureau of Residential Facilities Licensing (BRFL), Joint Commission, grant requirements, and other entities, as applicable.

The State has developed training requirements and certification standards for Peer Support Specialists/Recovery Support Specialists (PRSS) providing Peer Support Services, as described in the AHCCCS Covered Behavioral Health Services Guide. Peers serve an important role as providers. AHCCCS and the health plan expect consistency and quality in peer-delivered services and support for peer-delivered services statewide.

 

16.13.1   Additional Information

People who have achieved and sustained recovery can be a powerful influence for individuals seeking their own path to recovery. By sharing personal experiences, peers help build a sense of self-worth, community connectedness, and an improved quality of life.

Peer services are supported on a statewide and national level. The Centers for Medicare and Medicaid Services (CMS) issued a letter to states recognizing the importance of peer support services as a viable component in the treatment of mental health and substance use disorder issues. In the letter, CMS provides guidance to states for establishing criteria for peer support services, including supervision, care-coordination, and training/credentialing.

16.13.2   Peer Support Specialist/Recovery Support Specialist and Trainer Qualifications

Individuals seeking to be certified and employed as a PRSS shall:

  1. Qualify as a Behavioral Health Paraprofessional (BHPP), Behavioral Health Technician (BHT), or Behavioral Health Professional (BHP),
  2. Consent to sharing their PRSS credential with the Contractor and AHCCCS registered providers for verifying compliance with this Policy, and
  3.  Self-identify as an individual who:
    • Has their own lived experience of mental health conditions, and/or substance use, for which they have sought support, and
    • Has an experience of sustained recovery to share.

Individuals meeting the above criteria may be certified as a PRSS by completing training and passing a competency test through an AHCCCS/Office of Individual and Family Affairs (OIFA) approved Peer Support Employment Training Program (PSETP). The OIFA Alliance oversees the approval of all certification materials including curriculum and testing tools. Certification through AHCCCS/OIFA Alliance approved PSETP is applicable statewide.

Individuals facilitating PRSS training shall hold a PRSS credential from an AHCCCS-recognized PSETP.

PSETP operators shall only admit individuals completing and fulfilling all requirements of AMPM Policy 963 Attachment B. For any other requirements or exclusions not covered by this Policy, final determination rests with the PSETP operator. PSETP operators shall maintain copies of all issued PRSS credentials and provide an electronic copy of the credential to a graduate upon request.

AHCCCS recognizes PRSS credentials issued by PSETPs in compliance with this Policy. AHCCCS registered providers shall recognize credentialing from any PSETP in compliance with this Policy. If there are regional, agency or culturally specific training requirements exclusive to the Contractor, service provider or tribal community, the additional requirements shall not prevent recognition of a PRSS credential issued in compliance with this Policy.

Some agencies may wish to employ individuals prior to completing certification through a PSETP. However, A PRSS credential is required for Medicaid reimbursement of peer support services within the AHCCCS programs.

The PRSS credentialing process, as described in this Policy, is not a behavioral health service.

 

16.13.3   Peer Support Employment Training Program Approval Process

The OIFA Alliance oversees the PSETP review process including the setting of requirements, terms, and conditions for recognition. Members of the OIFA Alliance will determine all PSETP applications and evaluate all submitted training materials prior to issuing or withholding approval.

Peer support employment training is not a billable service for costs associated with training an agency’s own employees.

To be considered for review, AHCCCS registered providers intending to operate a PSETP shall submit a completed PSETP application to OIFAAlliance@azahcccs.gov. If the application is denied the applicant may submit a new application, no earlier than six months after initial denial. If the application is accepted, the applicant shall follow OIFA Alliance instruction for submitting their program materials for further compliance review.

The OIFA Alliance determines approval of a PSETP based on the program’s compliance with the curriculum Core Elements specified in Section 16.13.5. An AHCCCS recognition of an OIFA Alliance approval is necessary for PRSS credentials issued by the PSETP to be in compliance with CMS SMDL #07-011.

If a PSETP requires regional- or culturally specific training exclusive to a GSA or tribal community, the specific training cannot prevent employment or transfer of PRSS certification based on the additional elements or standards.

If a program makes substantial changes (e.g., change to content) to its curriculum or if there is an addition to required elements, the program shall submit the updated content to OIFAAlliance@azahcccs.gov for review and approval.

All AHCCCS-recognized PSETPs shall make curriculum materials available to members of the OIFA Alliance, the health plan, and/or AHCCCS DFSM upon request.

 

16.13.4   Competency Exam

Upon completion of required training, participants shall demonstrate their ability to support the recovery of others by passing a competency exam with a minimum score of 80%. Each PSETP operator has the authority to develop a unique competency exam. All exams shall include questions related to each curriculum core element listed in Section 16.13.5. If an individual does not pass the competency exam, the provider of the exam may allow the individual to retake the exam or complete additional training.

AHCCCS/DCAIR, OIFA, recognizes credentials issued in states outside of Arizona that comply with CMS’s requirements, as specified in SMDL #07-011. Individuals credentialed in another state shall submit their credential to AHCCCS/DCAIR, OIFA, via email at oifa@azahcccs.gov.

 

16.13.5   Peer Support Employment Training Curriculum Standards

A PRSS credentialing program curriculum shall include the following core elements:

  1.  Concepts of hope and recovery:
    • Instilling the belief that recovery is real and possible,
    • The history of social empowerment movements, and their connection to peer and recovery support, including but not limited to the following movements:
      •  Self-help,
      •  Consumer/survivor/ex-patient,
      •   Neurodiversity,
      •   Disability Rights, and
      •   Civil Rights.
    •  Varied ways that behavioral health has been viewed and treated over time and in the present,
    • Appreciating diverse paradigms and perspectives of recovery and other ways of thinking about behavioral health (e.g., harm reduction, 12-Step recovery, neurodiversity),
    •  Knowing and sharing one’s story of a recovery journey and how one’s story can assist others in many ways,
    •   Holistic approach to recovery addressing behavioral, emotional, and physical health, and
    •  Member-driven/person-centered service planning.
  2.  Advocacy and systems perspective:
    • State and national health systems’ infrastructure – the history of Arizona’s health systems,
    • Confronting and countering discrimination, prejudice, bias, negative stereotypes, and other social injustices against those with behavioral health and substance use disorders – combating internalized stigma and oppression,
    • Organizational change – how to utilize person-first and identity-first language to educate provider staff on recovery principles and the role and value of peer support,
    • Diversity, Equity, Inclusion and Accessibility (DEIA) for underserved and underrepresented communities, based on race, ethnicity, nationality, sexual orientation, gender identity and/or health status.
    • Creating a sense of community in a safe and supportive environment,
    • Forms of advocacy and effective strategies – consumer rights and navigating health systems,
    • The Americans with Disabilities Act, (ADA),
    • Social Determinants of Health (SDOH).
  3. Psychiatric rehabilitation skills and service delivery:
    •  Strengths based approach, identifying one’s own strengths, and helping others identify theirs,
    • Building resilience,
    • Trauma-informed care,
    •  Distinguishing between sympathy and empathy emotional intelligence,
    •  Understanding learned helplessness, how it is taught and how to assist others in overcoming its effects,
    • Motivational interviewing, communication skills and active listening,
    • Healing relationships – building trust and creating mutual responsibility,
    • Combating negative self-talk – noticing patterns and replacing negative statements about oneself, using mindfulness to gain self-confidence and relieve stress,
    • Group facilitation skills,
    • Culturally & Linguistically Appropriate Services (CLAS) standards, and the role of culture in recovery, and
    •  Understanding and supporting individuals with Intellectual and Developmental Disabilities (I/DD).
  4. Professional Responsibilities of the PRSS and self-care in the workplace:
    • Professional boundaries and codes of ethics unique to the role of a PRSS,
    • Confidentiality laws and information sharing – understanding the Health Insurance Portability and Accountability Act (HIPAA),
    •  Responsibilities of a mandatory reporter, what to report and when,
    • Understanding common signs and experiences of:
      •  Mental health disorders,
      •  Substance Use Disorders (SUD),
      • Opioid Use Disorders (OUD),
      •  Addiction,
      •  Dissociation,
      • Trauma,
      •  I/DD, and
      •  Abuse/exploitation and neglect.
    • Familiarity with commonly used medications and potential side effects, informed consent as specified in to AMPM Policy 320-Q,
    • Guidance on proper service documentation, billing, and using recovery language throughout documentation, and
    • Self-care skills:
      • Coping practices for helping professionals,
      • The importance of ongoing supports for overcoming stress in the workplace
      • Using boundaries to promote personal and professional resilience, and
      •  Using self-awareness to prevent compassion fatigue, secondary traumatic stress, and burnout.

Training elements in this section must be specific to the PRSS’s role in the public behavioral health system and instructional for peer support interactions. PSETPs shall not duplicate training required of individuals employed by a licensed agency or Community Service Agencies (CSA). PRSS employed in CSA shall complete additional training as specified in AMPM Policy 965.

 

16.13.6   Supervision of Peer/Recovery Support Specialists

To receive Medicaid reimbursement for peer support services, the individual providing the service must have a PRSS credential from an AHCCCS-recognized PSETP and receive supervision as specified in Arizona Administrative Code (A.A.C. R9-10-101). Refer to AMPM Policy 310-B for further details on billing limitations.

PRSS supervision and documentation:

  1. Providers must have policies and procedures to establish the minimum professional,           educational and/or experiential qualifications for BHPPs and BHTs,
  2. Providers must have policies and procedures to establish the minimum required amount and duration of supervision for PRSS qualifying as BHPPs and BHTs,
  3. Providers must ensure supervision is documented and inclusive of both clinical and administrative supervision, and
  4. Providers must ensure supervisors of PRSS have access to training and ongoing learning relevant to the supervision of PRSSs and the delivery of peer support services.

 

16.13.7   Continuing Education and Ongoing Learning

Agencies shall ensure that their staff employed as Peer Support Specialists/Recovery Support Specialists have access to a minimum of four hours of continuing education and ongoing learning, relevant to peer support, per year, with at least one hour covering ethics and boundaries relates to the practice of peer support.

 

16.13.8   Process for Submitting Evidence of Certification

Agencies employing Peer Support Specialists/Recovery Support Specialists who provide peer support services are responsible for keeping records of required qualifications and certification. The Health Plan will ensure through audits that Peer Support Specialists/Recovery Support Specialists meet qualifications and have certification, as described in this provider manual.

 

16.13.9   Support for Curriculum Development and Additional Resources

In accordance with AHCCCS AMPM 963 section H3, the Health Plan has designated our Administrator of Individual and Family Affairs as SME regarding Peer Support Employment Training. The Administrator of Individual and Family Affairs is authorized to request a review of any contracted providers’ curriculum they are using to credential their Peer/Recovery Supports. All requested material will be provided within 14 business days of the request. The Administrator of Individual and Family Affairs is available to contracted Peer Support Employment Training providers for guidance and feedback to further develop and enhance their curricula. Please contact Advocates@azcompletehealth.com for support.

AHCCCS/DCAIR Office of Individual and Family Affairs has developed training requirements and certification standards for Family Support roles providing Family Support Services, as described in the AHCCCS Covered Behavioral Health Services Guide. AHCCCS and the Health Plan recognize the importance of the Certified Family Support role as a viable component in the delivery of integrated services and expects statewide support for these roles. AHCCCS and the Health Plan expect consistency and quality in parent/family delivered support of integrated services in both the Children’s and Adult Systems statewide.

16.14.1   Parent/Family Support Provider and Trainer Qualifications

16.14.1.1   Children’s System

Individuals seeking certification and employment as a Parent/Family Support Provider or Trainer in the children’s system must:

  • Be a parent or primary caregiver with lived experience who has raised or is currently raising a child with emotional, behavioral, mental health or substance use disorder needs; and
  • Meet the requirements to function as a behavioral health professional, behavioral health technician, or behavioral health paraprofessional.

16.14.1.2   Adult System

Individuals seeking certification and employment as a Parent/Family Support Provider or Trainer in the adult system must:

  • Have lived experience as a primary natural support for an adult with emotional, behavioral, mental health or substance use disorder needs; and
  • Meet the requirements to function as a behavioral health professional, behavioral health technician, or behavioral health paraprofessional.

Individuals meeting the above criteria may be certified as a Parent/Family Support Specialist by completing training and passing a competency test through an AHCCCS/DCAIR OIFA approved Parent/Family Support Training Program. AHCCCS/DCAIR OIFA will oversee the approval of all certification materials including curriculum and testing tools. Certification through AHCCCS/DCAIR OIFA approved Parent/Family Support Employment Training Program is applicable statewide.

16.14.2   Parent/Family Support Provider Training Program Approval Process

  • A Parent/Family Support Provider Training Program must submit their program curriculum, competency exam, and exam-scoring methodology (including an explanation of accommodations or alternative formats of program materials available to individuals who have special needs) to AHCCCS/DCAIR OIFA. AHCCCS/DCAIR OIFA will issue feedback or approval of the curriculum, competency exam, and exam-scoring methodology.
  • Approval of curriculum is binding for no longer than three years. Three years after initial approval and thereafter, the program must resubmit their curriculum for review and re-approval. If a program makes substantial changes (meaning change to content, classroom time, etc.) to their curriculum or if there is an addition to required elements during this three-year period, the program must submit the updated content to AHCCCS/DCAIR OIFA for review and approval no less than 60 days before the changed or updated curriculum is to be utilized.
  • AHCCCS/DCAIR OIFA will base approval of the curriculum, competency exam, and exam-scoring methodology only on the elements included in this policy. If a Parent/Family Support Provider Training Program requires regional or culturally specific training exclusive to a GSA or specific population, the specific training cannot prevent employment or transfer of family support certification based on the additional elements or standards.

16.14.3   Competency Exam

Individuals seeking certification and employment as a Parent/Family Support Provider must complete and pass a competency exam with a minimum score of 80% upon completion of required training. Each Parent/Family Support Provider Training Program can develop a unique competency exam. However, all exams must include questions related to each of the curriculum core elements listed in subsection 16.13. Agencies employing Parent/Family Support Providers who provide family support services are required to ensure that their employees are competently trained to work with their population.

AHCCCS/DCAIR, OIFA, recognizes credentials issued by other states and/or training programs. Individuals credentialed in another state shall submit their credential to AHCCCS/DCAIR, OIFA, via email at oifa@azahcccs.gov.

16.14.4   Parent/Family Support Provider Training Curriculum Standards

A Parent/Family Support Provider Employment Training Program curriculum must include the following core elements for persons working with both children and adults:

  1.  A CFSPTP curriculum shall include the minimum following core elements:
    • Overview of system history and knowledge of the Arizona behavioral health system       that resulted in system transformation:
      •  Arizona Vision (Jason K. Lawsuit),
      •  Jacobs Law,
      •  Arnold v. Sarn,
      •   Adult System of Care (ASOC) - Nine Guiding Principles,
      •  Adult Recovery Team (ART), vi. Children’s System of Care (CSOC) – Twelve Guiding Principles,
      •  Child and Family Team (CFT)
      •  CSOC levels of care,
      • Medicaid covered services, and
      • Rights of the caregivers and individual rights of members.
    • Lifecycle Transitions
      •  Transition aged youth, and
      • Guardianship.
  2. Type(s) – (e.g., Power of Attorney, Advance Directives), and
  3. Process of applying (rules and requirements).
    • Timelines of transition to adulthood into the ASOC, and
    •   Role changes when bridging the CSOC and ASOC at transition for the individual, family, and CFT.
    • System Partner Overview
      •  Understanding of DDD three categories of eligibility and process, covered services, knowledge of the DDD health plans,
      •  Refer to AMPM Behavioral Health Practice Tool 260 for CHP system overview, involvement, and collaboration, understanding the CFSP and member/family role(s) for children in the Department of Child Safety (DCS) care, education, navigation, support, and advocacy with members and families involved in DCS care,
      •  Office of Human Rights and Special Assistance (OHR),
      •  Office of Individual and Family Affairs (OIFA),
      •  Introduction to the Americans with Disabilities Act (ADA),
      • Introduction to Social Security Income (SSI)/Social Security Disability Insurance (SSDI).
  4. Payee services, and
  5. Vocational rehabilitation services and available training (e.g., DB101).
    • Introduction to the criteria and processes (application, timelines, services, rights, and benefits) for a Serious Emotional Disturbance (SED) and Serious Mental Illness (SMI) designation,
    •    Introduction to the criteria and processes (application, timelines, services, and rights) for Court Ordered Evaluation (COE) and Court Ordered Treatment (COT), and
    •   Crisis Services:
      • Crisis planning and prevention,
      • Crisis centers,
      • Crisis Mobile Teams, and
      • Crisis Intervention Training.
    • Advocacy and Empowerment
      •  Family and peer movements and the role of advocacy in systems transformation,
      •  Building collaborative partnerships and relationships:
  6. Engagement, identification, and utilization of strengths, and
  7. Utilization and modeling of conflict resolution skills and problem-solving skills.
    • Understanding of:
      • Individual and family culture, biases, stigma, and systems’ cultures, and
      •  Trauma informed care approaches.
        •  Natural/Informal supports – identifying, building, and connecting individuals and families, including families of choice, to community and natural supports, v. Diversity, equity, inclusion, and accessibility in healthcare, and
        •   Empowerment:
          • Empowerment of family members and other supports to identify their needs, promote self-reliance,
          • Identification of understanding of the stages of change, and unmet needs, and
          • Identification of barriers; family, system, social, emotional, physical, and using effective advocacy skills to overcome barriers.
    • Practice of Support
      • Communication techniques:
  8. Individuals first, strengths-based language, using respectful communication, demonstrating care and commitment,
  9. Active listening skills, demonstrating empathy, provide empathic responses, differentiation between sympathy and empathy, listening non-judgmentally, and
  10.  Use of self-disclosure effectively and sharing one’s own story for the benefit of the member.
    • Wellness – Understanding of:
      • The stages of grief and loss,
      • Self-care and stress management,
      • Compassion fatigue, burnout, and secondary traumatic stress,
      • Resiliency and recovery, and
      • Healthy personal and professional boundaries.

Some curriculum elements may include concepts that are part of AMPM/ACOM policies and the Behavioral Health Policy 585. Credentialed Parent/Family Support Provider training programs must not duplicate training required of individuals for employment with a licensed agency or Community Service Agency (CSA). Training elements in this section must be specific to the Family Support role in the public behavioral health system and instructional for family support interactions.

16.14.5   Supervision of Certified Parent/Family Support Providers

Providers employing CFSP shall provide supervision by individuals qualified as BHT or BHP. Supervision shall be appropriate to the services being delivered and the qualifications of the CFSP as a BHP, BHPP, or BHT. Supervision shall be documented and inclusive of both clinical and administrative supervision.

Individuals providing supervision shall receive training and guidance to ensure current knowledge of best practices in providing supervision to CFSP.

Contractors shall develop and make available to the providers policies, procedures, and resources for establishing supervision requirements and any expectations for providers related to Contractor monitoring/oversight activities.

16.14.6   Continuing Education and Ongoing Learning Requirements

Individuals employed as Certified Parent/Family Support Providers must obtain at least 8 hours of continuing education and ongoing learning relevant to family support, per year. At least one hour shall cover ethics and boundaries related to the practice of family support.

16.14.7   Process of Certification

Agencies employing Certified Parent/Family Support Providers who provide family support services are responsible for keeping records of required qualifications and certification.

16.14.8   Support for Curriculum Development and Additional Resources

In accordance with AHCCCS AMPM 964 section H3 , the Health Plan has designated our Family Support Advisor, Brenda Replogle, as SME regarding Family Support. Please contact her at advocates@azcompletehealth.com for support. The health plan Family Support Advisor is authorized to request a review of any contracted providers’ curriculum they are using to credential their Family Supports. All requested material is expected to be provided within 14 business days of the Request. Health plan Family Support Advisor is available to provide curriculum resources and ongoing TA upon request.

16.14.9   Peer Recovery Support Specialist and Certified Family Support Partner Reporting

AHCCCS approved training agencies and providers who employ credentialed PRSS and CFSP are required to maintain current and ongoing documentation verifying that all individuals delivering Medicaid-reimbursed PRSS and CFSP support services are reported in compliance with AMPM 963 and 964 by uploading AMPM 963 attachments A and C and 964 attachment A.  The attachments will be uploading utilizing the AHCCCS QM Portal  OIFA page, located on the AHCCCS website https://qmportal.azahcccs.gov/

16.14.10       Peer Recovery Support Specialist and Certified Family Support Partner Audits

Each Health Plan has an audit team that conducts credentialed Peer Recovery Support Specialist and Certified Family Support Partner employee file audits. Agencies must keep documentation of required qualifications and credentialing for Certified Family Support Partners and Peer Recovery Support Specialists in the employee files. Documenting at least 8 hours of continuing education or ongoing learning opportunities. At least one hour of the required 8 hours shall cover ethics and boundaries relevant to the role of an employed Peer Recovery Support Specialist and Certified Family Support Partner.

Providers employing Peer Recovery Support Specialists and Certified Family Support Partners, shall have policies and procedures to establish the minimum professional, educational and or experiential qualifications for BHPPs and BHTs.

Providers shall have policies and procedures which establish the minimum required amount and duration of supervision for Peer Recovery Support Specialist /Certified Family Support Partners qualifying as BHPPs and BHTs in accordance with AMPM 310-B including inclusivity of both clinical and administrative supervision.

Providers must document supervisor training and ongoing learning relevant to the supervision of Peer Recovery Support Specialists and Certified Family Support Partners and the delivery of peer/family support services.

For more information regarding requirements of credentialed Peer Recovery Support Specialists/Certified Family Support Partners employee file requirements please visit AHCCCS AMPM sections 963 and 964.