child and family team training - calswec · web view2016/05/10 · activity 4a “continuum of...

Framing Child Welfare Practice in CaliforniaOverview of Continuum of Care Reform,

Resource Family Approval, Quality Parenting Practice,

and Katie A. Initiatives

Trainer’s Guide

Version 1.0 | May 2016

Table of Contents

Table of Contents 2

Introduction 3

Components of the Trainer Guide 4

Background and Context 5

Learning Objectives 9

Lesson Plan 10

Agenda 12

Trainer Tips 13

Segment 1: Welcome and Introductions 14

Segment 2: Overview of the California Child Welfare Core Practice Model (CPM) 15

Segment 3: Why Reform? 18

Segment 4: Continuum of Care Reform 19

Segment 5: RFA Introductions and Key Messages 23

Segment 6: Permanency for Children28

Segment 7: Bringing It All Together and Wrap Up 31

Introduction

OverviewThis is a three-hour training that will provide an introduction to the California Child Welfare Core Practice Model and an overview of Continuum of Care Reform, Resource Family Approval, Quality Parenting Initiative, and Katie A. The intended audience is child welfare workers, but it can also be provided to professionals who partner with child welfare to serve foster youth.

Delivery RecommendationsThis training is primarily lecture, small group activities, and group discussion. The trainer will do a fair amount of charting of discussions and should hang these notes around the room as needed.

Trainer PreparationPrior to delivering this training, the trainer should:

1. Read the All County Letters related to CCR and RFA2. Review California Child Welfare Core Practice Model materials3. Prepare California Child Welfare CPM Values Posters

Framing Child Welfare Practice| Trainers Guide | v1.0 April 2016 3

Components of the Trainer Guide

Background and ContextThe Background and Context section provides an overview of the Core Practice Model, Continuum of Care Reform, Resource Family Approval, and Quality Parenting Initiative.

Learning ObjectivesLearning Objectives serve as the basis for the Training Content that is provided to both the trainer and trainees. The Learning Objectives are subdivided into three categories: Knowledge, Skills, and Values. They are numbered in series beginning with K1 for Knowledge, S1 for Skills, and V1 for Values. The Learning Objectives are also indicated in the suggested Lesson Plan for each segment of the curriculum.

Knowledge Learning Objectives entail the acquisition of new information and often require the ability to recognize or recall that information. Skill Learning Objectives involve the application of knowledge and frequently require the demonstration of such application. Values Learning Objectives describe attitudes, ethics, and desired goals and outcomes for practice.

Lesson PlanThe Lesson Plan in the Trainer’s Guide is a mapping of the structure and flow of the training. It presents each topic in the order recommended and indicates the duration of training time for each topic. The suggested Lesson Plan is offered as an aid for organizing the training.

Training Tips The Training Tips section contains guidance and tips for ways that the trainer prepares for the training content.

Materials ChecklistIn order to facilitate the training preparation process, the Materials Checklist provides a complete listing of all the materials needed for the entire training. Multi-media materials include such items as videos, audio recordings, posters, and other audiovisual aids. Materials specific to each individual training activity are also noted in the Training Tips section of the Trainer’s Guide.


Background and Context

This training will cover the California Child Welfare Core Practice Model and the new and emerging initiatives facing California Child Welfare today.

California’s child welfare community has a long and respected history of creating and implementing successful approaches to serving children and families. Our state supervised and county implemented system has provided numerous opportunities at both the state and local level for the development of innovative practices and initiatives aimed at improving outcomes. However, multiple emerging and established initiatives and practices have impacted our ability to have a consistent statewide approach for child welfare practice. Efforts are currently underway to develop a Child Welfare Core Practice Model for California that is intended as a framework to support child welfare practice and allow child welfare professionals to be more effective in their roles. The goal is to create a practice model that guides practice, service delivery, and decision-making and builds on the great work already taking place by integrating key elements of existing initiatives and proven practices such as the California Partners for Permanency (CAPP), the Katie A. Core Practice Model, and Safety Organized Practice (SOP). The model will give meaning to the work currently in practice and improve outcomes for children and families.1

AB 403 (Chapter 773, Statutes of 2015) was a comprehensive reform effort to make sure that youth in foster care have their day-to-day physical, mental, and emotional needs met; that they have the greatest chance to grow up in permanent and supportive homes; and that they have the opportunity to grow into self-sufficient, successful adults. AB 403 addressed these issues by giving families who provide foster care, now known as resource families, with targeted training and support so that they are better prepared to care for youth living with them. The bill also advanced California’s long-standing goal to move away from the use of long-term group home care by increasing youth placement in family settings and by transforming existing group home care into places where youth who are not ready to live with families can receive short term, intensive treatment. The legislation created a timeline to implement this shift in placement options and related performance measures. The legislation builds upon many years of policy changes designed to improve outcomes for youth in foster care. It implemented recommendations from CDSS’s 2015 report, California’s Child Welfare Continuum of Care Reform, which was developed with feedback from foster youth, foster families, care providers, child welfare agency staff, policymakers, and other stakeholders.2

Resource Family Approval (RFA) was enacted by legislation sponsored by CWDA in 2007 and expanded through Senate Bill 1013 (Chapter 35, Statutes of 2012). The statute requires the California Department of Social Services (CDSS), in consultation with county child welfare

1 California Child Welfare Practice Model Brochure, http://calswec.berkeley.edu/sites/default/files/uploads/core_practice_model_packet_p51.pdf

2 AB403, http://www.cdss.ca.gov/cdssweb/entres/pdf/AB403_FactSheet.pdf


http://www.cdss.ca.gov/cdssweb/entres/pdf/AB403_FactSheet.pdf

http://calswec.berkeley.edu/sites/default/files/uploads/core_practice_model_packet_p51.pdf

agencies, including Juvenile Probation, foster parent associations, and other interested community parties, to implement a unified, family-friendly, and child-centered Resource Family Approval (RFA) process.

RFA is a new family-friendly and child-centered caregiver approval process that combines elements of the current foster parent licensing, relative approval, and approvals for adoption and guardianship and replaces those processes. RFA:

Is streamlined: It eliminates the duplication of the existing processes. Unifies approval standards for all caregivers regardless of the child’s case plan. Includes a comprehensive psychosocial assessment, home environment check, and

training for all families, including relatives. Prepares families to better meet the needs of vulnerable children in the foster care

system. Allows seamless transition to permanency.3

The Quality Parenting Initiative (QPI) was developed by the Youth Law Center and is an approach to strengthening foster care, including Kinship Care, by improving the branding and marketing used for recruiting foster parents. The core principle of QPI is a strong partnership between the child welfare agency and the caregiver that supports the child being reunited with their birth parents. QPI recognizes that the traditional foster care "brand" historically has negative connotations and this deters people from participating. QPI is an effort to rebrand foster care, not simply by changing a logo or an advertisement, but by changing the core elements and values underlying the brand. Once these changes are enacted, QPI sites are better able to develop communication materials and to design recruitment, training, and retention systems for foster parents. In addition to rebranding foster parents, QPI is a model to accomplish systems change and reorientation of the foster parent recruitment and retention process by ensuring that each child has excellent parenting as the primary goal. Policies and practices must be assessed for consistency with that goal. In this way, achieving the goal requires assessment and involvement of every aspect of the system. QPI also works to “professionalize” foster parenting to ensure they have the best quality foster homes for children.4

The Katie A. class action lawsuit was filed in 2002 against the California Department of Social Services (CDSS), the California Department of Health Care Services (DHCS), and the County of Los Angeles (LA). Plaintiffs alleged that foster children did not receive adequate assessment and referral for mental health services and, as a result, suffered multiple unnecessarily restrictive foster care placements. LA settled its portion of the lawsuit in 2003, and CDSS and CDHCS 3 Overview of RFAhttps://view.officeapps.live.com/op/view.aspx?src=http://calswec.berkeley.edu/sites/default/files/uploads/docx/CalSWEC/CalSWEC/rfa_overview-9_915.docx

4 EFFECTIVE PRACTICES IN FOSTER PARENT RECRUITMENT, INFRASTRUCTURE, AND RETENTION, Casey Family Programs, DECEMBER 2014 http://calswec.berkeley.edu/sites/default/files/uploads/effective_practices_in_foster_parent_recruitment_and_retention.pdf


http://calswec.berkeley.edu/sites/default/files/uploads/effective_practices_in_foster_parent_recruitment_and_retention.pdf

http://calswec.berkeley.edu/sites/default/files/uploads/effective_practices_in_foster_parent_recruitment_and_retention.pdf

https://view.officeapps.live.com/op/view.aspx?src=http://calswec.berkeley.edu/sites/default/files/uploads/docx/CalSWEC/CalSWEC/rfa_overview-9_915.docx

https://view.officeapps.live.com/op/view.aspx?src=http://calswec.berkeley.edu/sites/default/files/uploads/docx/CalSWEC/CalSWEC/rfa_overview-9_915.docx

settled in 2011. The terms of the state settlement are described in the Katie A. Settlement Agreement.

For the broad purposes of the implementation planning process, the Katie A. class includes children with an open case in child welfare services who have or may have mental health needs. The settlement also identifies a subclass of children and youth who will receive more intensive services if they are Medi-Cal eligible, meet medical necessity, have an open child welfare services case and, due to behavioral health needs, are either (1) currently in or being considered for certain intensive services, or (2) in or being considered for a specific placement type such as a group home (RCL 10 or above), a psychiatric hospital, or have experienced their third or more placements with 24 months.

The state departments are working with the Federal Court-appointed Special Master and the Negotiation Workgroup to develop an implementation plan that will:

Facilitate the provision of an array of services delivered in a coordinated, comprehensive, community-based fashion that combines service access, planning, delivery, and transition into a coherent and all-inclusive approach.

Support the development and delivery of a service structure and fiscal system that supports a core practice and services model.

Support an effective and sustainable solution that will involve standards and methods to achieve quality-based oversight, along with training and education that support the core practice and fiscal models.

Address the need for certain class members with more intensive needs (subclass members) to receive medically necessary mental health services in their own home, a family setting, or the most home-like setting appropriate to their needs in order to facilitate reunification and to meet their needs for safety, permanence, and well-being.

The intent is to construct and sustain a system of individualized servicesnot merely a categorical "Katie A. Program" to add alongside existing programsembedded in the Core Practice Model and delivered statewide through a partnership between child welfare services and mental health.

Services to the Katie A. children, youth, and their families will be delivered using a Core Practice Model that is individualized to their needs, that values the voice and choice of the child or youth and the family, builds on strengths, and is family focused, while improving stability and moving toward permanency. CDSS and DHCS will collaborate to facilitate and support adoption of the Core Practice Model and the delivery of services. County Mental Health Plans (MHPs) will provide services consistent with Medi-Cal requirements. Efforts will be made to include coordination and/or integration with other key state and local initiatives that are involved in services to class members and their families, and data on service delivery and outcomes will be collected by CDSS and DHCS using a continuous quality review accountability process.5

5 Katie A. Summary


Learning Objectives

Knowledge

K1. The trainee will understand the core elements and practice behaviors of the California Child Welfare Core Practice Model and how they intersect with Continuum of Care Reform (CCR) and the Resource Family Approval (RFA) process and other key initiatives in California.

K2. The trainee will become knowledgeable about the history and legislative mandates of CCR and RFA.

K3. The trainee will recognize how the RFA process will change the current process of approving and licensing caregivers.

K4. The trainee will understand how CCR changes the current model of out of home placement and how it will impact group homes, foster family agencies, and families and youth.

K5. The trainee will learn how the new and emerging initiatives are creating reform in California and promoting positive permanency outcomes for foster youth.

Skills

S1. Through an activity, the trainee will be able to identify the commonalities among all the reform initiatives.

S2. Through an activity, the trainee will be able to identify the essential elements of the California Child Welfare Core Practice Model.

Values

V1. The trainee will value the California Child Welfare Core Practice Model and how it provides a framework for new initiatives such as CCR, RFA, Katie A., and QPI.

V2. The trainee will value the key elements of the RFA process.

V3. The trainee will value how CCR will reform the current system.

https://view.officeapps.live.com/op/view.aspx?src=http://calswec.berkeley.edu/files/uploads/katiea_summary_document.doc




V4. The trainee will value the importance of permanency for children and how CCR and RFA work to promote this outcome.


Lesson Plan

Segment Learning Objectives and MethodologySegment 115 minInsert times, i.e., 9:00–9:05 am

Welcome and Introductions

Activity 1A: Lecture

Activity 1B: Lecture

Activity 1C: Lecture

PowerPoint slides: 1–4

Segment 225 minInsert times

Overview of the California Child Welfare Core Practice Model (CPM)

Activity 2A: LectureActivity 2B: LectureActivity 2C: Activity


Learning Objectives: K1, V1


Why Reform?

Activity 3A: Activity

PowerPoint slide: 19



Continuum of Care Reform


Activity 4B: Activity



Learning Objectives: K1, K2, K4, K5, S1, S2, V1, V3Segment 545 min Insert times

RFA Introduction and Key Messages




Activity 5D: Lecture

Activity 5E: Activity

Activity 5F: Lecture


Segment Learning Objectives and Methodology

Activity 5G: Activity


Learning Objectives: K1, K3, K4, K5, S1, S2, V2, V4Segment 620 min Insert times

Permanency for Children






Segment 720 min Insert times

Bringing it all Together & Wrap Up


Activity 7B: Activity



Agenda

Introduction to the California Child Welfare Core Practice Model (CPM)

Insert times

Why reform the system?

Continuum of Care Reform

Vision

Paradigm Shift

Key Components

Core ServicesIntersection with Katie A.

Resource Family Approval

Background and History

Key Messages and Core Elements

The new system

Permanency for Children

Quality Parenting Initiative

Katie A. Pathways to Wellness

Bringing it all Together: Linking initiatives

Wrap Up


Trainer Tips

Trainers should utilize facilitative skills. Use the expertise in the room.


Segment 1: Welcome and Introductions

Segment Time: 15 minutes

Materials Trainee Content: Trainee GuideChart paperMarkersTape

Slides: 1–4

Purpose: Orient participants to training Frame the training with values and theoretical underpinning

Preparation: Post Ground Rules on Chart paper Post Agenda on chart paper

During the training (what to do):

Activity 1AWelcome, Trainer Introductions, and Classroom Logistics Trainer Introduction Explain logistics (breaks, parking, bathrooms)

Activity 1BPurpose of Training and Review of Learning Objectives Review the purpose of the training and highlight the learning

objectives briefly

Activity 1CAgenda for training Refer trainees to the trainee content, Agenda.


Segment 2: Overview of the California Child Welfare Core Practice Model (CPM)


Materials Trainee Content: California Child Welfare Core Practice Model handoutsChart paperMarkersCalifornia Child Welfare Core Practice Model Values posters (8)

Slides: 5–18

Purpose: Review the elements of the California Child Welfare Core Practice Model in order to set the

stage for the conversation on the emerging initiatives that will reform the child welfare system in California.

Preparation: Hang all 8 posters around the room, allowing space between them so groups can stand and

review them.


Activity 2ACalifornia Child Welfare Core Practice ModelExplain that RFA and CCR vision are anchored in the Child & Family Team concept and must be realized within a context Child Safety and Well Being. The California Practice Model (CPM) is a guiding framework for California’s Child Welfare community. It outlines how services should be developed and delivered with the goal of improving services to children, youth and families to promote positive outcomes.

The CPM practice elements include engaging families and developing a team approach that assists families in obtaining the services and supports needed for the family’s success in keeping children safe and promote wellbeing.

The proposed changes depend on a systemic shift in practice to be fully realized. Counties, in partnership with CDSS, are implementing a California Statewide Practice Model which will provide that context. A Practice Model articulates how each youth and their family will be engaged when they come in contact with the child welfare system anywhere on the continuum using a child and family team.

Activity 2BCore Values Distribute handout with values, components, elements, and


behaviors. Point out the values in the handout:

o We value safety, partnership, permanency, well-being, etc.o For each value, we have a further statement, or supporting

principle. o For example, in support of the Well-being value, we say

“Children, youth, and young adults are supported to achieve their full developmental potential. We work to help families function at their best. We offer effective, assessment-based services and supports that address well-being.”

o We use: “We believe” statements to convey our values and principles.

o For example, the for our well-being value, “We believe participating in culturally relevant, effective, assessment based services can help children, youth, and families achieve their goals and be their best.”

Explain that CPM helps “frame” many new and existing initiatives listed below. This training will focus on CCR, Katie A., QPI, and RFA.o California Partners for Permanency (CAPP)o Continuum of Care Reform (CCR) o Family to Familyo Katie A. o Linkageso Parent Partnerso Quality Parenting Initiative o Resource Family Approval Process o Safety Organized Practiceo Wraparound

With the Casework Components: o Preventiono Engagemento Assessmento Planning and Service Deliveryo Monitoring and Adapting

TransitionExplain we reach a more concrete level within the practice model in which we begin to define exactly what it is we do. These are the broad categories that describe WHAT we do in our work with families. The theories and values we discussed inform HOW we do these tasks – and you’ll see that expressed more clearly in the next slide when we talk about the Practice Elements.

These components may be familiar to you as they are also identified in the Katie A. Core Practice Model (which fits under the umbrella of the California Child Welfare Core Practice Model).


It is important to remember that the casework components are not linear, but represent the ongoing work of social workers and families.

Practice Elements: This is how we do it! Practice elements define how the model proposes to embody its values and enact its theoretical basis at the practice level and they link the model’s values and principles to the core aspects of practice that are essential to the model's success. o The practice elements in the California Child Welfare Core

Practice Model are the broad actions we take to promote safety, permanency and well-being for all children and youth. We address safety, permanency, health, education, spiritual, and other family and youth needs through engagement, inquiry and exploration, and ongoing partnerships with families, youth, and their supportive communities and tribes.

o For each of these elements, we identify HOW we do the work and the HOW is informed by our theoretical framework and our values. For example, within the Teaming element, we include: “We facilitate dialogue with families and their teams to ensure that we understand their point of view. We collaborate with youth, families, and their teams in assessment, decision-making, and planning.”

o As with the casework components, it is important to remember that the practice elements are not linear, but represent a description of how we practice in every interaction as we work with families.

Activity 1CCore Practice Values This activity will provide trainees with an opportunity to

understand the values of CPM. Instruct trainees to group by table under the 8 Values Posters which are hung around the room.

Instruct groups to read each poster and then rotate to the next poster until all 8 are read. Then ask trainees to stand under the poster which resonates most with them and facilitate a discussion about these values and why trainees selected each one.


Segment 3: Why Reform?


Materials Chart paperOptional: Easels (enough for 1 per group)Tape to hang paper on wall if easels not being usedMarkers

Slides: 19

Purpose: Highlight why California is focusing on reforming the child welfare system.


Activity 3AInstruct trainees to divide into groups of 5-6. This is a good opportunity to have the groups mix up and not just be from their own table. Use a counting off method to get the groups formed. Provide chart paper for each group and have them brain storm all the areas of foster care that we want improved. Have them identify 3 of their top priorities.

Facilitate a discussion on why they chose those priorities. Why them and not the others?

Leave these chart papers hanging in the room and put a star or sticker by each one as you go through the training that are aligned with CCR, RFA, QPI, Katie A., etc.


Segment 4: Continuum of Care Reform


Materials Trainee Content: Chart paperMarkersCandy or other prizes

Slides: 20–36

Purpose: Provide an introduction to the Continuum of Care Reform and how it will reform the child

welfare system and impact children in foster care.


Activity 4A“Continuum of care” refers to the spectrum of care settings for youth in foster care, from the least restrictive and least service-intensive to the most restrictive and most service-intensive:

Transforms group homes into a new category of congregate care facility defined as Short-Term Residential Treatment Programs (STRTPs);

Updates the assessment process so that the first out-of-home placement is the right one;

Strengthens training and qualifications for resource families providing care to foster youth and congregate care facility staff;

Revises the foster care rate structure;

Requires STRTPs and treatment foster family agencies to be certified by counties through their mental health plans;

Establishes core services and supports for foster youth, their families, and resource families;

Evaluates provider performance.

Activity 4B: Vision All children live with a committed, permanent and nurturing family Individualized and coordinated services and supports Focus on permanent family and preparation for successful

adulthood When needed, congregate care is a short-term, high quality,

intensive intervention that is just one part of a continuum of care available for children, youth and young adults

Show visual of CCRo The visual depicts the linkages of the main CCR Components.


What we are proposing now involves two major placement settings: Home- Based Family Care – Foster Family Agencies, Foster

Families, relatives, non-relative legal guardians. Short Term Residential Treatment New category for

congregate care, providing high-quality, short-term, intensive mental health services and other core services and supports.

Guiding Principleso The child, youth and family’s experience is valued in:

Assessment Service planning Placement decisions

o Children shouldn’t change placements to get services.o Cross system and cross-agency collaboration to improve access

to services and outcomes.o Recognizing the differences in the probation system and

among other groups of youth. Explain the shift from group home to short term residential

treatment center. Increased Capacity

o Resource family approval by counties, Foster Family Agencies (FFAs) and Therapeutic Residential Services Settings

o Funding for support, retention, recruitment and training of resource families & relatives

o Foster Family Agencies provide Core Services: Trauma Informed Culturally relevant Accreditation through COA, CARF & JCAHO May provide core services to children in county approved

families and relatives.o Updated and expanded training requirements across provider

and caregiver categories. Limited Use of Congregate Care

o Transition County Shelter Temporary Shelter Care Facilityo Group Home Therapeutic Residential Services Settings that

provide Core Services: Trauma Informed Culturally relevant Capacity to transition to children to family care by

approving resource families Core Services

o FFAs and Therapeutic Residential Services Settings make available core services either directly or through formal agreements: Access to specialty mental health services Transitional support services for placement changes,

permanency; aftercare


Education, physical, behavioral, and mental health supports

Activities to support youth achieving a successful adulthood

Services to achieve permanency and maintain/establish family connections

Active efforts for ICWA-Eligible children Oversight, Accountability, and Provider Performance Measures

o National Accreditationo Cross Departmental Oversight Frameworko Evaluate provider performance along common domainso Youth, caregiver and stakeholder satisfaction surveyso Public transparency of provider performance

New Provider Rate Structureo New provider rate structure:

Sunset RCL system (1-14) A single Therapeutic Residential Services Settings rate (IV-

E) A tiered resource family care rate structure based on level

of need for the resource family and resource family agency Therapeutic Residential Services Settings rate will not be

blended with Title XIX (rates for mental health services is status quo)

Therapeutic Foster Care Rate (Katie A)o Multi-year implementation:

New requirements take effect 1/1/2017. Provisions for extensions up to two years. Additional extensions for providers and longer for those

serving probation youth.o Therapeutic Residential Services Settings and FFA may be

public or private.o Design a new program audit that aligns with required program

and treatment competencies and accreditation standards; coordinates program, fiscal, and health & safety reviews (DHCS, CCLD, CDSS).

Activity 4BHow does CCR fit within the CPM framework? At each table, distribute one large chart paper with marks.

Instruct group to make three columns. The headers for the columns are: CCR, RFA, QPI.

Instruct trainees to discuss how CCR fits within the Core Practice Model. List the elements they have in common. Chart answers in column oneCCR. Facilitate a group discussion, noting the commonalities.

Review Slide that outlines Core Practice Elements to highlight any commonalities not covered.

Activity 4C


Focus Element Child & Family Team (CFT) is a key component of CCR which falls

under the CPM practice elements of Teaming and Engagement. Aligns with the California Child Welfare Core Practice Model

(Statewide Practice Model) & Pathways to Wellness (Katie A. Settlement).

Teamingo A Child/Family Team (CFT) will conduct an assessment to

determine what services are necessary for the child/youth to achieve safety, permanency and wellbeing.

o The CFT will create a plan which “hinges” on three determinations: Which is the least restrictive, most appropriate

family-based or placement setting? What are the Services and Supports necessary to

achieve legal or emotional permanency? What are the Treatments and Therapies (mental

health services) necessary for the child/youth to achieve well-being?

o Service providers will be held accountable through performance data.


Segment 5: RFA Introductions and Key Messages


Materials Chart paperMarkers

Slides: 37–57

Purpose: Provide context to help participants understand how the RFA program was developed Provide basic information and Key Messages about the RFA program Frame the training with values and theoretical underpinning


Activity 5ABackground and History of RFA Make the following points about the background and history of

RFA:o RFA was enacted by legislation sponsored by CWDA in 2007 and

expanded through Senate Bill 1013 (Chapter 35, Statutes of 2012). The statute requires the California Department of Social Services (CDSS), in consultation with county child welfare agencies, including Juvenile Probation, foster parent associations and other interested community parties.

o The philosophy of RFA was built upon a previous initiative by CDSS and Counties called the “Melding” process. This was a similar concept of having one pathway to becoming a resource family. The initiative was deferred due to budget restraints.

o Welfare and Institutions Code section 16519.5 requires the California Department of Social Services, in consultation with county child welfare agencies, foster parent associations, and other interested community parties, to implement a unified, family friendly, and child-centered resource family approval process to replace the existing multiple processes for licensing foster family homes and approving relatives and non-relative extended family members as foster care providers, guardians and approving adoptive families.

o AB 403 Chaptered on October 11, 2015 (Chapter 773, Statutes of 2015). We will learn more about the Continuum of Care later which has significant information regarding the RFA process.

Activity 5BIntro to RFA Explain that RFA is a new family-friendly and child-centered

caregiver approval process that combines elements of the current


foster parent licensing, relative approval and approvals for adoption and guardianship and replaces those processes. o Streamlined : It eliminates the duplication of existing processes.o Unifies approval standards for all caregivers regardless of the

child’s case plan.o Includes a comprehensive psychosocial assessment, home

environment check and training for all families, including relatives.

o Prepares families to better meet the needs of vulnerable children in the foster care system.

o Allows seamless transition to permanency

Activity 5CRFA Key Principles Review the Key Principles

o The RFA Program will eliminate duplication, coordinate approval standards, and provide a comprehensive assessment of all families.

o A Resource Family shall be considered eligible to provide foster care for related and unrelated children.

o A Resource Family will not have to go through an additional licensing process if they decide they want to adopt.

RFA is part of the Continuum of Careo RFA strengthens training and qualifications for resource families

providing care to foster youth.o RFA is part of the CCR and will help ensure there are quality

families ready to receive children transitioning from STRCs. Trainer Note: This first bullet highlights one way that RFA will meet

the CCR objectives.RFA is part of the CCR and will help ensure there are quality families ready to receive children transitioning from STRC’s.

Review Resource Family Graphic on Slide 42. This graphic shows that this process will be used for all caregiver families. No longer have a two tiered system.

Components of RFA include:o Comprehensive RFA Assessment: Training, Documentation,

Home environment assessment, psycho-social assessment, background checks assessment, and any additional activities.

o All leads to the Written Assessment (aka family study). In a Nutshell….What is a Resource Family?

o A Resource Family is an individual or couple that a county determines to have successfully met both the home approval the application and assessment criteria necessary for providing care for a child or nonminor dependent who is under the jurisdiction of the juvenile court or otherwise in the care of a county child welfare agency or Probation Department.

o The term Resource Family incorporates terms such as foster parent, relative caregiver, adoptive family, guardian family,


and relative/non-relative extended family member.o Eligible to provide foster care for related and unrelated

children in out-of-home placement, shall be considered and approved for adoption or legal guardian.

Activity 5DState and County Responsibilities State’s Responsibility

o Administer RFA through issuance of Written Directives.o Monitor county systems and operations:

Review sample of resource families for compliance with approval standards.

Review county reports of serious complaints and incidents. Investigate unresolved complaints against counties. Require corrective action of counties not in full compliance.

Prepare and submit updates to Legislature.County’s Responsibilityo Ensure staff has appropriate education and experience.o Approve, deny Resource Family applications, and rescind

Resource Family approvals.o Monitor Resource Family on continual basis by requiring

Resource Families to: Meet and maintain approval standards. Comply with corrective action plans. Report incidents consistent with reporting requirements in

Written Directives.o Investigate complaints against Resource Families and take

necessary action.*o Provide Resource Families information on due process.o Conduct annual updates to Resource Family’s approval.

Activity 5ECurrent System Reflection Distribute “Comparison/Contrast” worksheet in Trainee Guide. Instruct each group to list the similarities and differences between

Relative Approval, Licensing, and Adoption processes. Report out from each group and list on chart paper.

Activity 5FWhat does this mean for you? Facilitate a conversation about what trainees think this will mean

for them. What concerns do they have? What wishes and excitement do they have?

RFAWhat Changes?o One approval standard for all Resource families including

adoptive families: One application One criminal background check Combined assessment


Pre- and post-approval training for all familieso Emergency Placement Approvalo Compelling Reason Options

Relative Approvals:o Pre-approval training requiredo Stricter background clearance requirementso Health screening assessmento Permanency assessmento Will now be approved to take all children, not just relative

childreno All the components combined allow the worker to evaluate and

make a determination for the approval Licensed homes:

o Pre-approval training is now completed in a mixed group of relatives who may have placements and traditional unmatched families.

o Permanency Assessment means family is approved for guardianship or adoption up front.

Adoptive Homes:o Training required for all families.o Annual updates required.

What does not change?o CCL standards for home environment requirements

medications, firearms, bodies of water, capacity, bedrooms, etc.

o Criminal background clearances are still required for all adults.

Tribal staff: Working with Tribal approved homes Tribally approved homes are not required to adhere to the standards set forth in the Written Directives. The CDSS is working closely with tribal partners to develop a process that best meets the needs of tribal families in compliance with ICWA regulations.

CDSS is changing too!o Written Directives will continue to be revised.o Forms will continue to be revised and developed.o Licensing is becoming RFA, adding and training staff

Holding focus groups with county staff to get input and suggestions

Consulting with CDSS legal regarding oversight and due process

Helping their staff transition to RFA ideology


Activity 5GHow does RFA fit within CPM? Instruct tables to refer back to their 3-column chart paper and list

the elements of RFA that align with CPM. Facilitate a discussion, noting the commonalities.

Point out the elements listed on if anything is missing from the report out discussion.o One application and background check o Combined home environment and permanency assessment o Pre-approval and post-approval training for all familieso Placement procedures for child prior to resource family

approval Emergency placement o Compelling Reason


Segment 6: Permanency for Children


Materials Chart paperMarkers

Slides: 58–66

Purpose: Link how reform efforts will support permanency for children Provide overview of QPI and Katie A.


Activity 6AHow does CCR and RFA help support permanency? Facilitate a group discussion about how CCR and RFA help support

permanency. Chart answers. Examples of answers:o RFA focuses on quality relationships and Lifelong parenting.o No additional assessment for adoption or Guardianship.o Considers ability to meet the needs of vulnerable children.o Families are better prepared and supported.o Training and support for all families = more stability.o Example:

RFA requires the applicant to complete the “health screening” form. They are finding instances where the person’s health doesn’t really allow them to be the primary care provider. We can still have them as a resource, but know that they can’t provide permanency for the child. Relatives think in the now mindset we can have the child now, but long term they can’t.

More Support for Permanency: QPIo QPI is a statewide approach to recruiting and retaining high

quality caregivers who provide excellent care to children in California’s child welfare system by rebranding foster care, not simply by changing a logo or an advertisement, but by changing the core elements underlying the brand.

QPI Underlying Principles The Foster Parent “Brand” is seriously damaged: Have a discussion

regarding the Foster Parent “Brand”, why is it damaged. e.g., media reports, only doing it for the money, abusive, etc.o We can’t create a new brand without reassessing the role of

foster families.o A new brand is useless without changes in practice.o A quality foster parent brand is core to the success or failure of

the child welfare system.


What is a quality, well trained, and experienced caregiver?o Quality caregiver is a full partner in a team supporting the

healthy development and achieving permanency for children who cannot live with their parents.

o The specific job of the caregiver is to provide high-quality parenting by assuming many of the roles of the child’s parents and provide for the child’s needs while the child is in their home.

o Provide the foster child: food, shelter, medical care, education, safety, support, encouragement, reassurance, self-esteem, self-worth, security, structure, and love consistent with the needs of the child.

o When appropriate to mentor the biological parent(s).o Maintain a lifelong commitment to the child wherever he or

she lives. Approach and Process

o Through a collaborative process we are rebranding foster parenting by articulating expectations.

o Working with biological familieso Acquiring additional trainingo Working in partnership with agencies

Activity 6BCPM and QPI intersection Review the QPI Core Practice Elements

Activity 6CKatie A. Pathways to WellnessBackground Review the background of Katie A.

o Katie A. v. Bonta refers to a class action lawsuit filed in federal district court in 2002 concerning the availability of intensive mental health services to children in California who are either in foster care or at imminent risk of coming into care. A settlement agreement was reached in the case in December 2011, and child welfare and mental health leaders from state and local levels are working together to establish a sustainable framework for the provision of an array of services that occur in community settings and in a coordinated manner. As part of this agreement, the California Department of Social Services (CDSS) and the California Department of Health Care Services (DHCS) agreed to take specific actions that will strengthen California’s child welfare and mental health systems with objectives that include: Facilitating the provision of an array of services delivered in

a coordinated, comprehensive, community-based fashion


that combines service access, planning, delivery, and transition into a coherent and all-inclusive approach, which is referred to as the Core Practice Model (CPM).

Addressing the need of some class members with more intensive needs (referred to as “subclass members”) to receive medically necessary mental health services in their own home or family setting in order to facilitate reunification and meet their needs for safety, permanence, and well-being. These more intensive services are referred to as Intensive Care Coordination (ICC), Intensive Home Based Services (IHBS), and Therapeutic Foster Care (TFC).

Clarifying and providing guidance on state and federal laws as needed to implement the settlement agreement so that counties and providers can understand and consistently apply them.

Pathways to Well-Being Core Valueso Child safety.o Children have permanency and stability in their living situation.o Services are needs-driven, strengths-based, and tailored to

each family.o Services are delivered through collaboration of multiple

agencies and the community.o Child/youth and family voice and choice are prioritized.o Services are a blend of formal and informal resources.

Services are culturally relevant.Review the Core Practice Elements of Katie A. The Katie A. Settlement required that a Core Practice Model be created to meet the needs of the children served.o Engagemento Teaming o Assessing o Service Planning and Interventiono Monitoring and Adapting o Transition


Segment 7: Bringing It All Together and Wrap Up


Materials NA

Slides: 67–69

Purpose: Highlight other California reform efforts.


Activity 7AFacilitate a group discussion about what else will support our reform efforts: Developing a healthy, competent, and professional workforce. Providing supportive practice tools such as in the Safety Organized

Practice (SOP). Understanding trauma informed concepts. Continuous Quality Improvement and qualitative case reviews.

, Activity 7B

Wrap Up Facilitate any questions left over from the training.


child and family team training - calswec · web view2016/05/10 · activity 4a “continuum of...

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