Department of Children and Families (DCF) Social...

15
Department of Children and Families (DCF) And Community Based Care (CBC) Agencies Physiological Safety Social Esteem Self Actual- ization Florida Statute 39.001 (3) Maslow’s Hierarchy of Needs Child Protection Permanency Well - Being ASFA -1997 FCA - 2008 Strategic Goal: Improve Education Outcomes of At-Risk Children Presented by: Mike Watkins, CEO Big Bend CBC April 26, 2012

Transcript of Department of Children and Families (DCF) Social...

Page 1: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Department of Children and Families (DCF)

And

Community Based Care (CBC) Agencies

Physiological

Safety

Social

Esteem

Self Actual- ization

Florida Statute 39.001 (3)Maslow’s Hierarchy

of Needs

Child ProtectionPermanency

Well -

Being

ASFA -1997FCA - 2008

Strategic Goal: Improve Education

Outcomes of At-Risk Children

Presented by: Mike Watkins, CEO Big Bend CBC

April 26, 2012

Page 2: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Today’s Presentation

2

Background

Education Safety Net Model (Children Ages 5-18, OHC)

- Process / Report Card / Mgmt Report / ScoreCards

- Evolution and Relevance of Child Well Being

Strategic Plan

- Desired Results

- Timeline Overview

- Team Structure

- CBC Support

Full Group Discussion

Page 3: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Fla Statute 39

Fostering Connections Act (FCA)

Child Well Being Model 2012

Adoption and Safe Families Act (ASFA)

2001

Background… Evolution of Well Being

Road that led to Well Being Focus

Physiological

Safety

Social

Esteem

Self Actual- ization

Florida Statute 39.001 (3)

Maslow’s Hierarchy

of Needs

Child Protection

Permanency

Well -

Being

ASFA -1997FCA - 2008

Child Safety Assessment (CSA)

Home Safenet (HSn)

FSFN

Family

Engagement

Services

Medical Home

Education

Safety Net

Report Card

IV-E Waiver

Page 4: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Background… Relevance of Child Well

4

Protection, Permanency and Well-Being government requirements

are related to “Maslow’s Hierarchy of Needs” Child Well Being Model

Child Needs and Government

Requirements

Physiological

Safety

Social

Esteem

Self Actual- ization

Florida Statute 39.001 (3)Maslow’s Hierarchy

of Needs

Child Protection

Permanency

Well -

Being

ASFA -1997FCA - 2008

Experts ask, “Okay they’re safe…but are they thriving, learning and

breaking the cycle of whatever has gone on in their family?”

SUCCESS in meeting this and ALL FS 39 requirements implies

more attention is needed to Child Well-Being factors.

This model is “Dynamic” where

Well Being factors inform Safety and

Permanency decision making.

F. S. 39.001(3)(f): children be

provided “Equal opportunity and access

to quality and effective education…”

Danielle, a former foster youth, said “My case manager asked me

about school. No one else ever cared enough to ask. I began to think

school might matter to her, and maybe it should matter to me.”

Page 5: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

BCB DEMOGRAPHICS (From Report Cards and FSFN Records)

AI AJ AK AL AM AN AO AP AQ AR

B D F I J K L N W XAtndc

Student

Invlvmnt

Parent

InvlvmntESE

Grad

Prgrss

Behav-

ior

BF

Lin

e #

Enro

lled

in th

e sa

me

scho

ol

durin

g sc

hool

yr.

If Sc

hl c

hngd

, stu

dent

was

enro

lled

2 bu

s. d

ays.

The

stud

ent i

s fre

e of

abs

ence

s

and

tard

ines

s

pass

ing

all c

ours

es.

At a

ge-a

ppro

pria

te R

eadi

ng a

nd

Mat

h Le

vel

Invo

lved

in a

t lea

st 1

ext

ra

curri

cula

r (sc

hl o

r oth

r) pr

ogrm

.

Car

egiv

er c

omm

unic

ates

w/

tchr

s/ p

artic

ipat

es in

sch

l eve

nts.

Free

of E

SE n

eeds

or h

as

curre

nt IE

P to

add

ress

nee

ds.

On

sche

dule

for H

S

Dip

lom

a/G

ED

Exhi

bits

age

app

rop

scho

ol

beha

vior

& p

artic

ipat

ion.

1a 1b 2 3a 3b 4 5 6 7 8

AVG %FH

11.4 11.1 23.1 8.3 4.11 1.17 3.72 3.72 3.67 1.67 4.33 2.50 2.44 3.56 3.09 Average

72.2 16.7 66.7 72.2 72.2 5.6 88.9 44.4 44.4 66.7 27.8 % < 32 days

1a 1b 2 3a 3b 4 5 6 7 8 Q1

1 01-12 John Doe 8.0 Franklin Giddens, BeverlyMyers, Melody02BBE DISC 3 FRANKLINRelative 5.6 5.6 5 0 5 4 4 1 4 5 5 4 3.70

2 01-12 Jane Smith12.0 Franklin Giddens, BeverlyMyers, Melody02BBE DISC 3 FRANKLINRelative 5.6 5.6 5 0 5 5 5 1 4 5 5 4 3.90

OV

ER

AL

L E

DU

CA

TIO

N S

AF

ET

Y N

ET

Survey

MO-YR

Case

Mgr

Child's

Name

Care-

giver

Case

CountyCur Age

AVG Months

# of

Months

in

Current

Place-

ment

Length

of Stay (Months)Unit

Place-

ment

Settings

School Stability

CO

MM

EN

TS

AVERAGE (BELOW ROW) ; % 4 OR 5 (2ND BELOW ROW)

REPORT CARD RATINGS (5=STR AGR;4=AGR; 3=NEU;2=DISAGR;1=STR DISAGR )

E D U C A T I O N S A F E T Y N E T

Performance

A. Child’s (First and Last) Name : Child’s Age: Survey Date:

B. Rater’s Name: Case Mgr’s Unit:

C. Rater: Pri Case Mgr Sec Case Mgr Caregiver GAL Educator Other:

Instructions: Please respond to the following based on your observations and experience with the student over the last month.

Rating Scale

Str

on

gly

Ag

ree

Ag

ree

Nei

ther

Ag

ree

No

r

Dis

ag

ree

Dis

ag

ree

Str

on

gly

Dis

ag

ree

No

t

Ap

pli

cab

le

K-12

Desired Outcomes 5 4 3 2 1 NA

1 School Stability:

a. The student has been enrolled in the same school during the school year.

b. If the student changed schools during the school year, the student was

enrolled within two (2) business days.

2. Attendance: The student is free of absences and tardiness.

3. Performance: The student is:

a. passing all courses.

b. at the age-appropriate level for Reading and Math.

4. Student Involvement: The student is involved in at least one extra

curricular (school or other) program.

5. Parent Involvement: The parent or caregiver actively communicates with

teacher(s) and participates in school events.

6. ESE: The student has no Exceptional Student Education (ESE) needs OR

has a current Individual Education Plan (IEP) to address their special

needs.

7. Graduation Progress: The student is on schedule to graduate from High

School or obtain a GED.

8. Behavior: The student exhibits age appropriate school behavior and

participation.

Comments Or Suggestions (Please explain ratings of 3 or less)

Education Safety Net (ESN) Model… the Components

6CA.2 Monitor Child’s Education Safety Net

CHILD(REN) / FAMILY/

PROVIDERS

· Conduct Home Visit & Complete FSFN Remote Data Capture · Review Case Plan Progress &ID Current Child/ Family Needs· Complete Education Safety Net Report Card (Web Form) · Identify And Address Issues If Possible During Home Visit

Children Seen, Case Progress And Child Education Safety Net Outcomes Monitored And Home Visit(s) Documented

DEPENDENCY CASE MANAGER (DCM) SUPV BBCBC/ AGENCY MANAGEMENT STAFF

· Review Wkly FSFN Case Status Summary (CSS) (for Safety And Permanency Outcomes)

· Review Education SafetyNet Report Card Summary (Education Well Being Outcomes)

· Document Activities & Issues Addressed In FSFN

· Import FSFN Data IntoCSS Weekly· Import Report Card Web Data Into

Mgmt Summary· Distribute To BBCBC Staff

Education Safety Net - % of Standards Met - ScoreCard

0

20

40

60

80

100

School Stability

Attendance

Performance

Student Involvement

Parent Involvement

ESE

Graduation Progress

BehaviorTarget = 85%

Percent of Standard Met

5

The Education Safety Net Model has four components:

1) Case Mgr conducts

Home Visit

3) Dashboard Aggregates Report Cards

2) K-12 Report

Card Submitted

1) Process; 2) Report Card; 3) Dashboard and 4) ScoreCards.

4) Scorecards Reviewed and

Staff act to improve Outcomes

Report Card Dashboard K-12 Report Card

Page 6: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

ESN Component – The Process

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Monitor Child’s Education Performance Monthly CHILD(REN) /

FAMILY/PROVIDERS

· Visit Home & Update FSFN Using Remote Data Capture (RDC) · Review Case Plan Progress & ID Current Child/ Family Needs· Complete Education Report Card Within RDC· Identify And Address Issues If Possible During Home Visit

Child’s Education Outcomes Assessed/ Documented And Issues Addressed

DEPENDENCY CASE MANAGER (DCM) AGENCY MGMT /DCF STAFF

· Document Activities/ Issues Addressed In FSFN

· Access Dashboard, Review Scorecards For Child, DCM Unit, Circuit, CMO, CBC Or State And Analyze Aggregate Data

Page 7: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

ESN Component – K-12 Report Card

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Case Managers complete Report Cards monthly using mobile devices.

K-12 Report Card A. Child’s (First and Last) Name : Child’s Age: Survey Date:

B. Rater’s Name: Case Mgr’s Unit:

C. Rater: Pri Case Mgr Sec Case Mgr Caregiver GAL Educator Other:

Instructions: Please respond to the following based on your observations and experience with the student over the last month.

Rating Scale

Stro

ngly

Agr

ee

Agr

ee

Nei

ther

Agr

ee N

or

Dis

agre

e

Dis

agre

e

Stro

ngly

Dis

agre

e

Not

App

licab

le

K-12

Desired Outcomes 5 4 3 2 1 NA

1 School Stability:

a. The student has been enrolled in the same school during the school year.

b. If the student changed schools during the school year, the student was

enrolled within two (2) school days.

2. Attendance: The student is free of absences and tardiness.

3. Performance: The student is:

a. passing all courses.

b. at the age-appropriate level for Reading and Math.

4. Student Involvement: The student is involved in at least one extra

curricular (school or other) program.

5. Parent Involvement: The parent or caregiver actively communicates with

teacher(s) and participates in school events.

6. ESE: The student has no Exceptional Student Education (ESE) needs OR

has a current Individual Education Plan (IEP) to address their special needs.

7. Graduation Progress: The student is on schedule to graduate from High

School or obtain a GED.

8. Behavior: Student exhibits age approp. school behavior & participation.

9. Mentor: The student has a positive adult connection that is identified as

the youth’s mentor.

Comments Or Suggestions (Please explain ratings of 3 or less)

Page 8: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

AI AJ AK AL AM AN AO AP AQ AR

AtndcStudent

Invlvmnt

Parent

InvlvmntESE

Grad

Prgrss

Behav-

ior

AX AY BF

Enro

lled

in th

e sa

me

scho

ol

durin

g sc

hool

yr.

If Sc

hl c

hngd

, stu

dent

was

enro

lled

2 bu

s. d

ays.

The

stud

ent i

s fre

e of

abse

nces

and

tard

iness

pass

ing a

ll cou

rses

.

At a

ge-a

ppro

priat

e Re

ading

and

Mat

h Le

vel

Invo

lved

in 1

ext

ra c

urric

ular

(sch

l or o

thr)

prog

rm.

CG c

omm

unica

tes

w/ tc

hrs/

parti

cipat

es in

sch

l eve

nts.

Free

of E

SE n

eeds

or h

as

cur I

EP to

add

ress

nee

ds.

On

sche

dule

for H

S

Dipl

oma/

GED

Exhib

its a

ge a

ppro

p sc

hool

beha

vior &

par

ticipa

tion.

1a 1b 2 3a 3b 4 5 6 7 8

3.67 3.67 4.67 4.33 4.00 3.00 4.33 3.33 3.67 4.00 3.87 76.7 % Dim Ach'd

66.7 66.7 100.0 100.0 100.0 33.3 100.0 66.7 66.7 66.7 100.0 33.3 % Students at 100%

P1a P1b P2 P3a P3b P4 P5 P6 P7 P8 Q1

1 3 4 5 4 3 4 2 2 4 3.20 50

5 4 5 4 4 2 5 4 4 3 4.00 80

5 4 5 4 4 4 4 4 5 5 4.40 100

AVERAGE (BELOW ROW...Not including 0's) ; % 4 OR 5 (2ND BELOW ROW…not including 0's)

School Stability

COMMENTS

REPORT CARD RATINGS (5=STR AGR;4=AGR; 3=NEU;2=DISAGR;1=STR DISAGR; 0=NA )

E D U C A T I O N S A F E T Y N E T

Performance

OVERALL

SCORECARD

AVG

DIM

SCORE

%

ED

SAFETY

NET

DIM'NS

ACHV'D

ESN Component – Dashboard Management Report

8

Circuit Report Cards are summarized within an MS Excel Spreadsheet

Child Name:

Education Dashboard Report Card Summary BCB DEMOGRAPHICS (From Report Cards and FSFN Records)

B C D E F H I J K L M N O P W X

Line

#

%Pri AVG %F %Leon %FH

66.7 13.6 67 66.7 0.0 42.4 5.6

1 1/23/12 Pri CM Johnny Doe9/1/99 12.4 F Leon smith Williams, Erika02BBE DISC 1 EAST INDLIVIL Renting Housing (Age 18+)1/3/11 4/5/11 13 9.9

2 1/18/12 CaregiverSally White 5/9/97 14.7 F GadsdenCovenant Kids Manor, Treglown, Stacy02BBE CAM4-GADSDENCamelot Residential 4/14/08 10/4/11 46.1 3.8

3 1/20/12 Pri CM Jim Nasium5/25/98 13.7 M Leon Williams, BeverlyMesadieu, Rhodena02BBE CAM2-LEONCamelot Relative 6/24/06 10/22/11 68.1 3.2

Survey

Date

Date of

Birth

Case

Mgr

Child's

Name Gend

er

Care-

giver

Case

County

Cur

Age

Rater

Type

AVG Months

# of

Months

in

Current

Place-

ment

Length

of Stay (Months)Unit

Place-

ment

Settings

Case

Mgmt

Org'n

Date of

Rml

Date of

Most

Recent

Place-

ment

Page 9: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Education Safety Net - % of Standards Met - ScoreCard

0

20

40

60

80

100

School Stability

Attendance

Performance

Student Involvement

Parent Involvement

ESE

Graduation Progress

BehaviorTarget = 85%

Percent of Standard Met

ESN Component - Radar Chart ScoreCard

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Staff can generate a Radar Chart ScoreCard for any Student, DCM or DCM Unit.

For Circuit 2 BBCBC Students Age 5-18 in OHC – as of 1/31/12

A Radar (or Spider) Chart displays the performance of each Report Card

Domain on a separate axis (see “Purple” area) against the targeted

performance (see “Blue” area).

Page 10: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Education Safety Net ScoreCard Bar Chart

75.4377.98

73.49

45.45

82.35

78.05

74.1676.64

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

School

Stability

Attendance Performance Student

Involvement

Parent

Involvement

ESE Graduation

Progress

Behavior

Education Domain

Pe

rce

nt

Ra

ted

4 o

r 5

School Stability

Attendance

Performance

Student Involvement

Parent Involvement

ESE

Graduation Progress

Behavior

ESN Component - Bar Chart ScoreCard

10

Staff can generate a Bar Graph ScoreCard for any Student, DCM or DCM Unit.

For Circuit 2 BBCBC Students Age 5-18 in OHC – as of 1/31/12

Page 11: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Strategic Plan Timeline Overview

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1. Develop K-12 Report Card and Dashboard

4. Train DCF/CBC staff statewide in K-12 Roll-out (Late June 2012)

2. Hold 2-Day Kick-off Meeting (Today)

5. Utilize K-12 Report Card and Dashboard (CBCs use Dashboard to

analyze CBC Education Outcomes and Improve Education Performance using

local interventions) (July 1, 2012 through June 30, 2013)

3. Build K-12 Report Card and Dashboard into Statewide Platform

8. Review CBC Improvements and identify “Best Practices”

6. Attend Report Cards at Child Protection Summit (Sept 2012)

7. Identify Quality Assurance Components for Quarterly Case Reviews

9. Showcase CBC Improvements at Education Summit (February 2013)

Page 12: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Strategic Plan Team Structure

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Headquarters Lead Team oversees K-12 Report Card and Dashboard

Roll-out and reviews the results of the CBC Local Improvement Teams.

Headquarters

Lead Team

Mary Cagle- Team Leader

(Regional CBC and

DCF membership)

Education Strategic Plan Team Structure

CBC Improvement TeamRDC

Application

Development

Team

FSFN Application

Development Team

CBC Improvement Team

CBC Improvement Team

CBC Improvement Team

DCF Secretary

(Sponsor)

CBCs and Providers

(Sponsor)

CBC Improvement Team

K-12 Report Card Development Team

(BBCBC, FSS and TBD CBCs)

Page 13: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Strategic Plan – CBC Support

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CBC Improvement Teams (and CBC Mgmt) will receive

additional support in utilizing the Dashboard management

report to assist in problem solving.

Support to include…

b) Graphic data stratifications to “drill down” on

low performance Dashboard data

c) Root cause identification/verification for

stratified Dashboard data

a) “Just-in-time” analytical tools training to CBC

Improvement Teams to effectively utilize the Dashboard

with problem solving tools for their project

d) Improvement project documentation

assistance for team presentations at the February

Education Summit

Page 14: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Strategic Plan - Desired Results

4) Education “Best Practices” are identified for

possible replication statewide

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5) Improved communication and collaboration within

all parts of the system

Strategic Plan Desired Results

1) Children benefited educationally while they’re in

our care

3) Local community based innovation is encouraged

2) Report Card Information and analytical approaches

are used to design local solutions to improve child

specific educational outcomes

Page 15: Department of Children and Families (DCF) Social Andcentervideo.forest.usf.edu/edoutcomes/operational/operational.pdf · Department of Children and Families (DCF) And Community Based

Full Group Discussion

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What comments or questions

do you have?