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Back to Basics Policy Training by yaofenjin

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									Back to Basics Policy Training
The Georgia Department of Human
 Services, Division of Family and
 Children (DFCS) administers the
 Comprehensive Child and Family
 Assessment and Wrap-Around Programs
 to assist in the provision of services to
 families whose children have suffered
 abuse or neglect.
Division of Family and Children
(DFCS) Overview
   DFCS has the primary responsibility for child welfare programs,
    which are supervised at the state and regional levels and
    administered at the county level.
   Children and families receive direct services through 159 county
    DFCS departments grouped into 17 regions under Field
    Operations, which has overall responsibility for the
    administration and management of the State’s public child
    welfare programs in the counties.
   DFCS is divided into two primary functional sections: Social
    Services and Family Independence. Social Services addresses
    the continuum of child welfare services, and Family
    Independence addresses financial and related assistance for
    families, such as TANF, Food Stamps and Medicaid.
DFCS Vision and Mission
   DFCS Vision for Child Welfare
       Georgia children, youth and families have the
        support they need to be safe and secure, and to
        achieve their greatest potential.
       This vision is in keeping with DHR’s overall mission
        as well as the values of the division:
   DHR Mission
       To strengthen Georgia families - supporting their
        self-sufficiency and helping them protect their
        vulnerable children and adults by being a resource
        to their families, not a substitute.
DFCS Core Vaues
DFCS Core Values
   Children need and deserve to grow up safe, free, and protected from abuse and neglect.
   Children do best when they have strong families, preferably their own, and when that is not
    possible a stable relative, foster or adoptive family.
   All children deserve to live in a family that is safe and permanent.
   All individual families and communities have strengths; we can enhance a family’s ability to
    care for their children.
   Placement moves are inherently traumatic. A move should occur only after all parties to the
    case meet to discuss the issues and to consider services or other supports that could help
    preserve the placement.
   Race, gender, ethnic background, economic or social status should not play a role in
    determining the child’s experience in the foster care or protective services system.
   Children need to have a connection to an adult in their life that provides unconditional love
    and acceptance. These types of bonds are best formed in families.
   All children have connections to caregivers, siblings, and community. These connections
    are important to the child’s development and identity and should be preserved.
   Families and children need to be given ―ownership‖ over the decisions that impact their
    lives. These decisions will not be made without their input.
   Targeted prevention strategies used at all points in the child welfare continuum will improve
    outcomes relating to safety, permanency and well-being.
   Prerequisites to success are accountability, evidence-based decision-making, self-evaluation
    and continuous quality improvement.
DFCS Principles
DFCS Principles
   Advocate on behalf of children and their families with other all related state
    departments and community organizations in assuring appropriate utilization of
    public and private resources.
   In making determinations about plans and services, we consider the child’s
    safety and health paramount.
   We must provide relevant services with respect for and understanding of
    children’s needs and children’s and families’ culture.
   No child or family will be denied a needed service or placement because of race,
    ethnicity, sexual orientation, physical or emotional handicap, religion, or special
    language needs.
   Where appropriate, families will be provided with the services they need in order
    to keep their children safe and at home in order to avoid the trauma of removal.
   Understanding the disproportionate representation of children and families of
    color among those supervised by DFCS, we will continually assess our tools,
    services and strategies to prevent racial and ethnic bias.
   Foster care will be as temporary an arrangement as possible.
DFCS Principles Continued
   If at all possible, children in out-of-home placements will be
    safely reunified with their families within 12 months. Families
    will be provided with the services they need to allow for safe
    reunification whenever possible.
   If a child cannot be safely reunified within timeframes
    established under federal and state law, DFCS will find a
    permanent home for the child, using child-specific recruitment
    plans when necessary, preferably guardianship or adoption with
    an appropriate relative or an adoptive family.
   We must work to ensure children in out-of-home placement
    have:
        Stable placements that promote the continuity of critical relationships, including with their
         parents, siblings and capable relatives, to achieve a sustainable permanent family setting.
        Placements in settings that are the least restrictive and meet their individual needs.
        Decision-making that is informed by a long-term view of the child’s needs, informed by the
         family team, and is consistent with federal and state timelines about achieving an exit from
         care to a sustainable, safe permanent home.
What is CCFA?
The Child and Family Comprehensive
Assessment (CCFA) is the process by
which DFCS assesses the strengths and
needs of families whose children are in
foster care* (FC). The child and his/her
family, both immediate and extended, are
engaged in the assessment process.
*Foster Care includes any out-of-home placement (e.g. foster homes, relative homes, fictive kin, group homes,
institutions or CCIs or CPAs).
Purpose of CCFA
   The goal of the Family Assessment is to provide a
    comprehensive assessment of the family.
   The assessment provides the foundation for effective
    case planning, intervention and decision-making.
   DFCS staff use the assessment information to inform:
       Placement decisions; and
       The identification of services to ensure the safety,
        permanency and child and family well-being.
   Observations and information from the Family
    Assessment will be presented at the Multi-Disciplinary
    Team staffing (MDT) and reviewed at the Family
    Team Meeting (FTM).
Purpose Continued
   Children entering care are at higher risk than
    the general population for delays and
    disabilities. In addition, the trauma of
    placement can result in emotional distress
    and trauma.
   Comprehensive screening or assessment of
    the child and family can have a positive life
    changing impact, if problems are identified
    and early treatment interventions are
    implemented.
   Purpose Continued
The CCFA provides DFCS and other providers working with the child and
family a better understanding of the:
       Degree of parent-child attachment and where the child feels a sense of
        belonging;
       Child’s extended family as a potential resource for support and/or the
        placement of the child;
       Family’s history and/or patterns of behavior; e.g., prior CPS involvement or
        foster care placements, past experience with handling crisis, problems with
        addiction, criminal behavior, etc.;
       Strengths and resources from which the family can tap;
       Core needs of the family which, at a minimum, must be changed or
        corrected for the child to be safely returned within a reasonable period of
        time;
       Probability of the child returning home or the likelihood of an alternative
        permanency plan; and
       Identified medical, emotional, social, educational and placement-related
        needs of the child.
Who is referred?
   All children entering foster care.
   Any child in care whose CCFA is more
    than twelve months old, and additional
    information is needed for case planning
    activities.
Guiding Principles of CCFA
   Assessment Driven
   Safety Focus
   Family Team Meeting
   Multi-Disciplinary Team Meeting
   Integrated Services
   Foster Parent Partnership
   Public and Private Partnership
   Results Driven
   Cultural Responsibilities
   The foundation for the development of the case plan
CCFA Service Component
   Medical Component
        Health Check Screening (ages 0-18). Includes Early and Periodic Screening,
         Diagnostic and Treatment (EPSDT)
        Developmental Screens (age 0-3)
        Dental Screens (age 3-18)
   Educational Component (ages 5-18 or 4 & under)
   Psychological Component (ages 4 – 18)
   Adolescent Psychological Assessment Component (ages 14-18)
   Family Assessments
   Relative Home Evaluation
   MDT Report
   Family Team Meeting
*Each CCFA service component must be referred and billed
    separately. All information received or developed as part of
    the CCFA assessment or work with the family is the property
    of DFCS.
CCFA Services
   The county department will decide which components and
    reports are needed for the assessment process and will only pay
    for the completed components. The Comprehensive Child and
    Family Assessments (CCFA) will include one or more of the
    following components and reports:
   The County Department agrees to pay the contractor per
    referral according to the progress payment schedule. Payment
    is contingent upon the completion of tasks as identified in the
    Progress Payment Schedule and compliance with the standards.
   Information obtained by DFCS to be used in the family
    assessment will not be billed for under the CCFA component
    schedule. For example, if DFCS obtains the medical
    information and provides it to the provider for inclusion in the
    family assessment report, the provider may not bill for the
    medical component.
Component Payment Schedule
   Medical Component- $150 per child
   Educational Component (ages 5-18 or 4 & under)- $150 per child
   Psychological Component (ages 4 – 18)- The Psychological Evaluation
    will be billed to Medicaid. $300 per child
   Family Assessments (including MDT)- $600 and $300 for each
    additional child (more than one child)
   Relative Home Evaluation- $350 This rate includes costs related to a
    Family Team Meeting.
        The provider may be reimbursed for any costs, (which exceeds the above-
         referenced $350 fee), related to the following mandatory reports:
             Drug Screening Checks; and
             Medical statements
             NOTE: These items apply to all relative caregivers and household members, 18
              years or older. Criminal Background Checks (fingerprint checks, both GCIC and
              NCIC). Receipts are required before reimbursement is made for theses expenses.
   Adolescent Assessment (ages 14-18)
   Family Team Meeting
 CCFA Referral Assessment Procedure
If child remains in care following the 72-Hour Hearing, an immediate
referral must be made for the completion of a CCFA via the Referral for
Assessment to an approved CCFA Provider form (form 1)*.
The DFCS SSCM must:
            Schedule the date and time of the Family Team Meeting (FTM).
             FTM must be held within nine (9) days of child’s placement.
            Schedule the date and time of the Multi-Disciplinary Team
             meeting (MDT). The MDT is facilitated by the CCFA provider
             and must be held within 21 days of the referral date.
            Ensure that a Health Check is completed within ten (10) days
             of the child entering FC. This may be referred as part of the
             CCFA process.


        *A CCFA is not required if the child was assessed in the previous twelve months.
CCFA Referral and Assessment Procedure
   The referred provider has 24 Hours to accept or
    decline the referral via Form 1.
   Within 24 Hours of the provider’s acceptance of
    the referral the SSCM:
         Sends a referral letter to the parent and

          caregiver that outlines the process of the CCFA;
          including identifying the CCFA provider with a
          copy to the CCFA provider.
         Provides the provider with a Pre-Evaluation

          Checklist with all applicable documents
          attached.
    CCFA Referral and Assessment Procedure

   If the provider declines the referral, the SSCM must make a referral to a different CCFA
    provider.
   Within two days of accepting the referral, the provider must:
         Make a face-to-face contact with each family member referred for services, presenting
          a picture ID and a copy of the referral letter.
          Schedule a time to review the case record at the DFCS office.
         Schedule all necessary appointments and arranges transportation.
   The provider must advise the county within five days of the referral date if a determination
    is made that they are unable to complete the accepted CCFA assessment or if the family is
    unwilling to cooperate.
   Within thirty days of the referral, the provider must submit the final written report (CCFA)
    and an assessment invoice to the designated county staff. A waiver may be requested of
    the county director within fifteen days or referral receipt if the written report will be unable
    to be completed by the thirty day deadline.
Partial/Cancelled Assessments
The county may cancel the scheduled
components if the child is returned home at the
10 Day Hearing.
      The county office will compensate the provider for work done to
       date.

The county may provide partial payment if:
       The components received are not completed per
       standards; or
      The components are not submitted timely.
Family Assessment
Component
The family assessment must include (if applicable), but
is not limited to, the following information:
      Reason for Referral
      Household Composition/Key Data
      Clinical Observation
      Prior Agency Involvement
      Living Arrangements
      General Financial Status and Employment History
      Health of All Household Members
      Marriage Status
      History of Criminal Activity (parents and children)
      Education Status
Family Assessment
Component Continued
   Relationship between Parent and Child
   Relationship between Placement Resource and Child
   Family and Community Resources (i.e. Transportation)
   Family's Strengths and Needs
   Relatives and resources for support, placement, and possible
    permanency
   Efforts to place siblings together and reasons they were not
    placed together, if applicable
   Does the parent or child have Native American Heritage?
   Reason child is placed a substantial distance from their home, if
    applicable.
   Genogram and Ecomap (as a required attachment)
   Summary, Conclusions, and Recommendations
The Family Assessment as a
Dynamic Process
   The family assessment is based on a combination of
    observations, interviews, self-report measures and social
    history.
   Family self-reporting and case history review is insufficient.
    Observations are needed to confirm or not confirm a self-report.
    The family must be observed in action (enactments). The
    assessment must be dynamic (it should reveal the family's
    energy, style, and behavior). If at all feasible, see families over
    a period of time. Having only one observation session may
    result in a distorted picture.
   The focus of the assessment is on the dynamic observations and
    interactions observed during the assessment. Standardized self-
    report instruments may be used to gather information. Although
    a social history and a background information section need to
    be included, this section is only one of the sections of the
    assessment or report. Integrate the history and background
    sections into the conclusions and recommendations.
The Family Assessment as a
Dynamic Process
   All parents must be interviewed. This includes absent or
    incarcerated, putative, legal, adoptive or any other parent category not
    listed. The required method is a face-to-face interview. If a parent is
    absent or incarcerated, then a telephone or written interview is
    appropriate. In any case, a written explanation must be included in
    the report explaining why a face-to-face interview was not
    accomplished. This statement should document all attempts to secure
    interviews.
   Extended family members must be contacted. If the custodial parents
    refuse to permit contact with extended family members, the DFCS case
    manager determines if contact should occur despite the custodial
    parent's protest. When interviewing the extended relatives, the
    provider should explore resources for support, placement and possible
    permanency. The Provider may also obtain information on other
    relatives to contact.
        The CCFA Provider should contact DFCS immediately, if a
         relative is identified as a placement resource for the child.
        DFCS may request an approved CCFA provider to complete a home
         evaluation on a relative.
Family Interviews
The family subsystems should be seen
together and in separate units. It is
recommended that the assessment take
place in two or three stages.
Stage 1: Parent/Caregiver
Interviews
   See the parent/caregiver(s) first. During this stage the family
    assessor can:
        Determine who is in the household.
        Identify family members (not living in the household) relatives who have an
         impact or important role for this family (e.g. grandmothers, parents, etc.).
         Are any of these individuals’ potential placement resources for the child?
        Identify non-family members who are important to this family (e.g.
         boyfriend/girlfriends, pastors, neighbors, etc.).
        Obtain a developmental history of the child (children). This history will
         provide an opportunity to obtain the parent's perception of their child,
         knowledge of developmental issues and parenting skills.
        Explore individual caregiver issues and obtain an initial mental status for
         each caregiver. At this stage, it may be determined that a parent(s) require
         a psychological evaluation and/or a substance abuse evaluation.
        This first stage can provide an opportunity for the initial assessment of the
         couple's relationship.
Stage 2: The Child
Interview
Each child should be seen alone to obtain
the child's perception of his parents and
his family. If there is more than one child
in the family they should be observed
together in stage three.
Stage 3: Family Subsystems
Stage III: The family subsystems should be seen together
    and in separate units.
   The family should be seen together unless there is a serious,
    well-documented basis preventing the family system to be seen
    as a unit. For example:
         Child with parent (or caregiver) 1 and 2 (both caregivers together
          with child)
         Child with parent or caregiver 1
         Child with parent or caregiver 2
         Family unit (household unit-parents/caregivers, siblings, target
          child (children)
         Extended Family/Community: As many family members/community
          resources that can be gathered for the assessment.
         Family Team Meeting
Family Assessor
Qualifications
   Minimum of a Master’s level of education in Social
    Work, Counseling, or Psychology with an LCSW,
    LMFT or LPC granted by the State of Georgia’s
    Composite Board of Counselors, Social Workers, and
    Marriage and Family Therapists. Assessors must
    have a current license with the above referenced
    authority.
   Individuals with a Master’s degree who are under the
    supervision of an LCSW, LPC or LMFT may also
    conduct a CCFA Assessment. In which case, the
    Assessment requires two signatures: the licensed
    supervisor’s and the Master’s level assessor.
Psychological Evaluation
Component
   To obtain information on the child’s mental health, children
    (ages 4-18) are required to complete a psychological evaluation.
        A psychologist (identified as part of your vendor network)
         participating in the Medicaid program, Peach Care, Georgia Better
         Healthcare or the child's insurance plan should complete a
         Psychological evaluation.
             A psychological evaluation is a written report of the information
              collected during the evaluation. This report should include, but is not
              limited to, the psychological status of the child or adolescent at the
              time they enter foster care. If the psychological evaluation yields
              any psychological or developmental delays or concerns, the
              psychological summary and report must provide detailed
              recommendations and actions to be taken.
             The Psychological Evaluation should not be completed until the hearing
              and vision screening results are available.
   Infants and toddlers (age 0-3) will undergo a developmental
    screen as part of the Health Check Screen.
Pre-Evaluation Activities
   Before a psychological evaluation is conducted, the CCFA provider and SSCM,
    shall take the following actions:
        Generate referral questions, based on the Pre-Evaluation Checklist) before the request
         for a psychological evaluation is sent to the psychologist. An individual or a team may
         generate the referral question. Ideas for a referral question may be gathered from
         case managers, foster parents, biological family members, facility representatives,
         physician, teachers, etc. Referral questions may be general or specific. (General: We
         are seeking a child’s cognitive ability level, current achievement level and an emotional
         profile.) (Specific: Does this child have dyslexia? Does this child have ADHD?)
        Provide background information. The case manager, foster parent and/or facility
         representative must be available to the psychologist to provide background
         information and to complete developmental and behavioral questionnaires. If an adult
         who has limited knowledge of the child provides transportation, then it is the
         responsibility of the case manager and/or placement provider to set up an in-person or
         telephone appointment. The purpose of this appointment is to provide the information
         within 72-hours of the evaluation so the report can be completed in a timely manner.
        Provide copies of previous reports. Copies of all prior psychological evaluations,
         psycho-educational reports and other relevant reports should be provided to the
         psychologist when the child is transported to the evaluation. Provide information on
         medications. Inform the psychologist if the child is on medication at the time of the
         evaluation. A list of all medications should be provided to the evaluator at the time of
         the evaluation.
Psychological Report Format
1. Identifying Data
       Name
       Date of Birth
       Child's Social Security Number (if applicable)
       Date of Referral
       Date of Evaluation
   Names of the following:
       Parent/Guardian
       Foster parent
       Referring person and agency
2. Reason for Referral
3. Background Information
       History of child/youth
       Present placement
Psychological Report Format
4. Summary of Past Evaluations and Treatment
5. Behavior Observations/Mental Status
6. Evaluation Results
   Include name of test and scores (standard scores, percentiles,
   grade equivalent scores)
   Summarize results and findings of each test

It is the responsibility of the Psychologist to review
previous psychological reports to determine if an IQ test
needs to be repeated within the three-year window. If
an IQ test does not need to be repeated, it is expected
that the psychologist will use the extra time for
extended achievement screening or personality
measures.
Psychological Report Format
A. Intellectual Assessment
       IQ score from the WISC-III, Stanford-Binet, WAIS-R, DAS (Differential Abilities Scale),
        Bayley Scales of Infant Development, WPPSI-R
       An IQ test does not need to be repeated:
             If a child has had an IQ score completed with the WISC-III or Stanford-Binet within three
              calendar years,
             If the child was at least 7 (seven) years of age at the time of the earlier IQ test, and
             If a child will not be referred for Level of Care services.
       An IQ test must be repeated:
             If a child was under 7 (seven) years of age at the time of the earlier IQ test,
             If the child has had a head injury or evidence of serious mental illness has emerged since the
              initial evaluation,
             If the child was not on medication (such as Ritalin) during the earlier evaluation, and
             If a child will be referred for Level of Care services, an IQ test must be current and
              completed within one calendar year.
    NOTE: Abbreviated scales (Kaufman Brief Intelligence Test -KBIT or Wechsler
      Abbreviated Scale of Intelligence -WASI) are acceptable only if the child's scores fall at
      the Low Average or above. Children with Borderline or Intellectually Disabled scores on
      an abbreviated instrument will need an IQ score from a Full battery. Children with
      evidence of Learning Disabilities will need an IQ score from a Full battery.
Psychological Report Format
B. Adaptive Behavior Scales
       If IQ falls within or below the Mildly Mentally Retarded Range an Adaptive
        Behavior Scale must be administered (i.e. Vineland, AAMD).
C. Academic Screening and Assessment.
       WRAT - 3 (Wide Range Achievement Test) may be used for screening. WJ
        II - The (Woodcock-Johnson II) or WIAT - (Wechsler Individual
        Achievement Test) is preferred for assessment.
       Assessment will need to target problems highlighted by the screening or
        referral question. Further referrals for additional evaluation may be
        required.
D. Personality Measures
       Choice of measures based on age, referral question, IQ, etc.
       Objective (e.g. MMPI-A, RCDS, RADS)
       Projective (e.g. TAT, RAT-Roberts Apperception Test, Rorschach)
E. Standardized Behavioral Check List
       For example, Achenbach, CAFAS, BASC
       Report significant Problem Areas.
Psychological Report Format
7. DSM IV - Multi-Axial Diagnosis
        Include all 5 axes and numerical codes.
8. Summary and Recommendations
        Summary and recommendations must address the referral question, presenting problems, and the
         reason the child came into care.
        Supplemental recommendations may be listed. These recommendations should address the
         underlying reasons, which impact the child and family functioning.
        A validity statement should be included (i.e. This evaluation appears to be a valid reflection of this
         child’s current level of functioning).
        Recommendations for placement (if appropriate)
        Recommendations for Treatment
        Referrals for additional assessment (if necessary)
9. Name, Signature of Psychologist and Date Completed
       License Number
       Only Licensed Psychologists are eligible to complete and sign psychological evaluations.
        Psychometricians may be used to administer and score tests. The psychologist is responsible for
        diagnoses, summaries and treatment recommendations.
     NOTE: Standards developed by Wendy Hanevold, Ph.D., Licensed Psychologist #1574 (Georgia) 404-
        583-7333
Psychological Reports
Include
   Identifying Data
   Reasons for Referral
   Backgrounds Information
   Past Evaluations/Treatment
   Behavioral Observation/ Mental Status
   Evaluation Results
   DSM IV Diagnosis
   Summary and Recommendations
   Addresses the Referral Question and Presenting Problems
   Placement Recommendations
   Treatment Recommendations
   Validity Statement
   Name, Signature, Credentials, Dates
Adult Psychological and
Specialized Assessments
   Services including Psychological, Psychiatric, Speech Therapy (formerly known
    as PPST) and specialized assessments may be utilized when Medicaid is not
    available. The following are eligible to receive assessment and treatment
    services:
        Children in foster care,
        Birth parents of children in care when the permanency plan is reunification or when
         another permanency plan may need to be selected,
        Relative care givers of children in care when the permanency plan is placement with a
         ―fit and willing relative‖ or when another permanency plan may need to be selected,
         and
        Foster Parents serving special needs children who require consultation about a specific
         child in the home.
   If an adult or specialized assessment is recommended, and there is no identified
    funding source to cover the cost of the assessment, the county department may
    authorize payment using assessment funds.
        Prior approval from the county department is required before an adult or specialized
         assessment is initiated. The county department will provide the CCFA provider with
         Form 535, Authorization and Claim for Psychological, Psychiatric or Speech Therapy
         Services, completed and signed by the County Director/designee. The county
         department must provide instructions to the CCFA provider for submitting the claim to
         the county department for services rendered.
Who Can Complete a Psychological
or Psychiatric Evaluation?
   Psychological evaluations are to be completed and signed by a licensed
    psychologist and/or a psychiatrist. Providers must be licensed for the
    service performed; i.e., psychiatric and psychological evaluations and
    therapy must be conducted by a psychiatrist (M.D.) or by a licensed
    clinical psychologist (Ph.D. or Psy.D.).
   These assessments must be completed by a provider who accepts
    Medicaid, Peach Care, Georgia Better Healthcare or the child's
    insurance plan and must be charged at the Medicaid billable amount.
    Prior approval must be obtained by the County Director to utilize a
    provider who does not accept Medicaid.
   A non-licensed individual (CCFA provider) from an agency (Bachelor’s
    level education or paraprofessional) may accompany the child to the
    appointment and provide all background information including the
    referral question to the Psychologist.
   The provider must ensure that a copy of the Psychological evaluation is
    submitted with the CCFA report.
Differences between a
Psychological Evaluation and a
Family Assessment
      PSYCHOLOGICAL                                 FAMILY
       EVALUATIONS                               ASSESSMENTS
 IQ test                                  Social History
 Adaptive level of functioning-everyday   Family Dynamics
 functioning for people with
 Developmental Disabilities
 Academic Skill Levels                    Family Strengths and Challenges
 Mental Health Diagnosis (DSM-IV)         Exploring Parenting Skills
 Neuropsychological Factors e.g. Head     Reviewing Parents Perceptions of the
 Injuries (Developmental & Current)       Child(ren)
 Individual Psychological History         Child's Perception of Parent & or
 (Developmental & Current)                Parents
                                          Assessing the Couples Relationship (If
                                          Appropriate)

                                          Extended Family Resources
Some behaviors may require a specialized assessment. Examples of
specialized assessments are:


•    Disassociate Disorders   •   Fire setting
•    Learning Disability      •   Neuropsychological
•    Occupational Therapy     •   Psychiatric Evaluation
     Evaluation
•    Sexual Perpetrator       •   Specialized Medical
•    Speech and Language      •   Trauma Assessment
     Evaluation                   (sexual, physical)
•    Substance abuse
Traditional individual psychological evaluations,
  parenting evaluations and family assessments
  do not provide information about:
     Guilt or Innocence (Did an individual sexually
      abuse or physically abuse a child?)
     Substance Abuse
     These factors have to be evaluated by experts in
      the field and through forensic channels.
CCFA Adolescent Assessment
   The adolescent component is administered to youth, ages 14-18, if at a
    Judicial or Citizens Panel Review
         the plan for permanency changes to emancipation for the youth; and
         the assessment is deemed necessary or appropriate as part of the review
         plan.
   The assessment must be coordinated with the Independent Living
    Coordinator (ILC) and ensure a copy of the assessment is forwarded to
    the ILC when completed.
   The adolescent component is designed to generate information critical
    to successfully guiding young people in their journey from foster care
    to achieving self-sufficiency.
        Used to assist in developing a Written Transitional Living Plan (WTLP)
        Identifies services to assure safety, permanency and youth well being.
        The assessment is strength-based and solution-oriented and is completed in
         partnership with teens who assist in identifying their own areas of strength
         and challenges as they move toward transition.
Adolescent Assessment Con’t
   The adolescent component of the assessment serves as a
    determinant for participation in DFCS’ Transitional Living
    Program (TLP).
       The TLP is a supervised, scattered site apartment program for
        youth ages 18-21 who are moving from the foster care system
        back into communities.
       Youth appropriate for the TLP Adolescent Assessment are
        generally those who:
           Are between the ages of 17.5 and 20.5,
           Are currently in foster care with a signed Form 7 (Consent to Remain
            in Foster)
           were formerly in foster care; i.e. youth in Aftercare status, who
            remained in foster care until age 18,
           have completed high school, and
           have assessment approval from the local ILC
           CCFA Adolescent Assessment
The following areas and domains are evaluated and included as an integral part of the
    assessment:
1. Independent Living Skills
          Daily Living Tasks
          Self Care
          Housing and Community Resources
          Social Development
          Money Management
2.    Family of Origin Strength and Issues
3.    Interpersonal Relationships and Social Support Networks
4.    Future Perspective
5.    Pre-Vocational and Vocational Goals
6.    Alcohol and Drug Use
7.    Coping Skills and Self Esteem
8.    Sensitive Issues
9.    Interviews with Youth, Caregivers, Case Managers and Teachers
10.   Functioning
Required Interviews
   The assessment is youth centered.
   Collateral interviews should be completed with:
         parents,
        case managers and/or
        teachers.
   Collateral material may also be available in the Family Assessment and
    Psychological Evaluation.
         CCFA Adolescent Component
1.   Data Section
2.   Background and Summary of the Adolescent Comprehensive
     Child and Family Assessment
        Reason for Referral and Background Information (e.g. for youth
         transitioning out of foster care, for a significant, extenuating circumstance
         concerning the child and/or family, etc.)
        Individual Assessment
        Summarize Assessment Conclusions
        Include Diagnostic Impression:
        Axis I
        Axis II:
        Axis III:
        Axis IV:
        Axis V: Global Assessment of Functioning (Current)
        Family Assessment Recommendations and Conclusions. (Include agency
         name and date completed)
CCFA Adolescent Component
3.   List Instruments Used
         All instruments and the name of the person completing each must be used for youth
          ages 14 to 20.5.
         Draw Your Strength
         Genogram
         Ecomap
         Draw Your Future
         Road of Life
         Rosenberg Self-Concept Scale
         Alcohol and Drug Questionnaire
         Sensitive Issues Inventory
         ACLSA-Level III
         Interview
4.   Results of Assessment
         A sample adolescent profile template can be found in Appendix C.
5.   Summary and Recommendations
6.   Name, Signature and Date Completed
Adolescent Assessor
Qualifications
   The Adolescent Assessment is to be completed by an
    individual with a minimum of a Master’s level of
    education in Social Work, Counseling, or Psychology
    with an LCSW, LMFT or LPC granted by the State of
    Georgia’s Composite Board of Counselors, Social
    Workers, and Marriage and Family Therapists.
    Assessors must have a current license issued by an
    above listed authority.
   Individuals with a Master’s degree who are under the
    supervision of an LCSW, LPC or LMFT may also
    conduct the Transitional Youth Assessment. In which
    case, the Assessment requires two signatures: the
    licensed supervisor’s and the Master’s level assessor.
CCFA Educational Standards
   Completed on children in Early Intervention
    or School-aged
   Educational History
   Grades
   Discipline Reports
   Attendance Reports
   Achievements
   Current Grade Level Functioning
   Who can complete
Required Adolescent
Assessment Tools
1. Independent Living Skills (Ages 16-20.5)
        Ansell-Casey Life Skills Assessment (ACLSA) This scale is available for free at
         www.caseylifeskills.org
        Daily Living Tasks
        Self-care
        Housing and community resources
        Social Development
        Money Management
        Work & Study Habits
2. Family of Origin (all youth)
        Genogram. To help youth explore their roots and history.
3. Interpersonal Relationships (all youth)
        Ecomaps (Focus on youth’s friendship and social support network)
4. Draw Your Future Perspective (ages 16 - 20.5)
        Have youth write a passage about their goals and dreams.
        Have youth draw their future goals (e.g. crystal ball drawing - present a line
        drawing of a crystal ball and ask youth to draw their future)
Required Adolescent
Assessment Tools Con’t
5. Alcohol and Drug Questionnaire (all youth)
      This is a two-part questionnaire that asks youth about their
       current and past substance abuse.
      This questionnaire is not scored. It is a qualitative
       instrument. The evaluating team will need to use their
       professional judgment to determine if a referral for a drug
       screen and/or substance abuse evaluation is recommended.
       A copy can be obtained at
       http://dfcs.dhr.georgia.gov/fostercare.
6. Coping Skills and Self-Esteem (ages 16 - 20.5)
      The designated Self-Esteem – Rosenberg Self-Concept Scale
      Draw Your Strength
7. Life Experience-Inventories and Questionnaires (All
  Youth)
Educational Component
The educational component is a comprehensive
assessment of the child's educational history prior to
placement in foster care. The purpose of the
educational assessment is to determine a child’s
educational needs and to ensure that necessary
supports are provided to give the child the best chance
for academic and social success. Typically the
educational assessment is completed for school age
children, five to eighteen. However, if a child under the
age of four (4) participates in early intervention, then
components of the report must be completed.
Educational Component Con’t
The educational component should include, but are not limited to, the
   following:
  Current school records
  Current Individual Education Plans (IEP).
  Educational History
  Test scores from standardized tests such as Iowa, Stanford IV, CRCT,
   etc.
  Psychological evaluations 
  Grades
  Discipline Reports
  Attendance Records
  Achievements
  A Brief Summary of the child’s functioning in the current grade level
   and any other significant issues.
Educational Component Con’t
   IQ Testing
   An IQ test does not need to be repeated:
        If a child has had an IQ score completed with the WISC-III or Stanford-Binet within
         three calendar years.
        If the child was at least 7 (seven) years of age at the time of the earlier IQ test
   An IQ test must be repeated:
        If a child was under 7 (seven) years of age at the time of the earlier IQ test
        If the child has had a head injury or evidence of serious mental illness has emerged
         since the initial evaluation
        If the child was not on medication (such as Ritalin) during the earlier evaluation
  A summary of the child’s educational history and current status must be
   included in the family assessmentreport.
  The three (3) page Educational Evaluation Report, which may be filled out by
   Provider but must be signed by a certified school official.
*The SSCM or CCFA provider must have a parent sign a Release of Information
   Form to collect this information, if required by the school.
Educational Component Con’t
   The provider may complete and sign the
    educational evaluation or the official school
    personnel may complete form and sign.
   The provider who may be Master’s level
    individual (preference to a M.Ed. specialist)
    must specifically list in the report the name
    and title of the school official and the date
    the information was obtained.
Educational Component
Qualifications
   Minimum of a Master’s level of education in Social
    Work, Counseling, Education or Psychology with an
    LCSW, LMFT or LPC granted by the State of Georgia’s
    Composite Board of Counselors, Social Workers, and
    Marriage and Family Therapists. Assessors must
    have a current license with the above referenced
    authority.
   Individuals with a Master’s degree who are under the
    supervision of an LCSW, LPC or LMFT may also
    conduct a CCFA Assessment. In which case, the
    Assessment requires two signatures: the licensed
    supervisor’s and the Master’s level assessor.
Medical Assessment Component
Report
   The medical component is a comprehensive assessment of the
    child's overall health status.
   This information is used by DFCS staff, judges, CASA’s and
    others to ensure that the medical needs of children in
    foster care are addressed.
   Health Check (EPSDT) is Medicaid’s comprehensive and
    preventive child health program. Health Check includes periodic
    screening, vision, dental, hearing services, etc. Health Check
    should be billed to Medicaid.
       To strengthen the Department’s collaboration with the Division of
        Public Health, children may receive Health Check screens at the
        local health department or with an approved Health Check
        provider. For a list of approved Health Check providers, go to:
        www.ghp.georgia.gov.
Medical Assessment Report
The following are included in Health Check services:
       Comprehensive Health and Development history
       Developmental Assessment including mental, emotional, and
        behavioral screens
       Comprehensive unclothed physical exam
       Immunizations according a Recommended Childhood Schedule by
        the Advisory Committee on Immunization Practices (ACIP)
       Certain Laboratory procedures (including, but not limited to, blood
        lead level screening)
       Measurements
       TB and Lead Risk Assessment
       Anticipatory Guidance and Health Education
       Vision Screening
       Dental/Oral Health Assessment
       Hearing Screening
         Comprehensive Child and Family
         Assessment
         Medical Assessment Report

   The medical component
    must include:
        copies of the medical
        history- for cases of
        physical abuse or
        children identified as
        being medically
        fragile/special needs.
       Recommendations and
        referrals
         Infant Toddler Developmental Screening
         and Assessment


        Children 0-3
        Two Part Process
    1.     Screening-Completed in Health Check
    2.     Assessment- Referral made by Health Check
           provider to Babies Can’t Wait (BCW)
Health Check
Dental Screen

                     Completed on all
                  children ages 3-18 with
                   Health Check Screen
                 Recommendations and
                    referrals by Health
                       Check Provider
Medical Report Standards
Standard I
      Patient Name:
      Medical Record Number:
      Medicaid Number (if applicable):
      Date of Visit:
Standard II
      Completed Georgia Department of Human Resources Immunization Form
       3231
Standard III
      Child’s Medical History – Provider must collect a verbal medical history on
       all children and obtain medical records from birth to present for medically
       fragile children and children in protective custody as a result of severe
       physical abuse.
      Family Health History - Provider should make every effort possible to
       obtain this information through interviews with the family prior to the child’s
       Health Check appointment. (DHR Form # 419 Background
       Information on State Agency Child)
Medical Report Standards
Standard IV
     Impressions of child's current medical needs.
     Ongoing Treatment Plan (as outlined by Health Check
      Provider)/Recommendations, if applicable.
     Referrals, if applicable.
     The Medical Report must include the following attachments in order
      to be complete:
     Health Check Service Documentation/flow chart
     Medical Records (medically fragile children and severe physical
      abuse)
     DHR Form #419 Background Information for State Agency Child—
      Available online at http://dfcs.dhr.georgia.gov/fostercare. This form
      must be typed and contain as much information as possible.
     DHR Form 3231 Certificate of Immunization
 Medicaid and Dental Treatment
When any routine and/or emergency treatment
(outside of Health Check services) is identified
during the course of the medical assessment,
the county DFCS must be notified.

Prior to any treatment being provided, a DFCS
staff member must authorize by signature.
Treatment examples include ear tubes, minor
surgery, etc.
Medical Assessor
Qualifications
The provider must complete the medical
assessment report and summarize the findings
from the Health Check appointment. The
provider, who may be Bachelor’s level, must
specifically list in the report the name, title, and
date, of any licensed medical official from
whom the information is obtained. The licensed
medical professional completing the Health
Check screen must sign the Health Check
documentation forms/flow chart.
Medical Assessment Report
Format
The title and format of the report is as follows and must include the
   following four (4) sections and all accompanying documentation.
Report Title: Medical Assessment Report
1. Identifying Data
       Child’s Name:
       Medicaid Number (if applicable):
       Date of Visit:
       Summary statement regarding the current overall health/medical status of
        the child.
2. Medical History
       Child’s History of Present Illness
       DHR Form #3231 Certificate of Immunization
       Family Health History – Provider should make every effort to interview the
        family to obtain as much information about the child’s and family’s health
        history See the prior history Form in the current Health Check Policy and
        Procedures manual (www.ghp.georgia.gov)
Medical Assessment Report
Format
3. Summary and Recommendations
      Development of an Individualized Medical Treatment Plan (as outlined by
       the approved Health Check Provider)
      Recommendations, if applicable
      Referrals if applicable
4. Name, Signature, and Date Completed
      The provider must complete the medical assessment report, which is a
       summary of the findings of the Health Check appointment with the medical
       professional. The provider, who may be Bachelor’s level, must specifically
       list in the report the name, title, and date, of any licensed medical official
       from which the information is obtained.
      Print Name
      Signature
      Job Title
      Date
Medical Assessment Report
Format
The Medical Assessment Report must include
  the following attachments in order to be
  complete:
     Health Check Service Documentation
     Medical Records for medically fragile children or
      physical abuse cases.
     DHR Form #419 (Background Information for
      State Agency Child) --Available online at
      http://dfcs.dhr.gerogia.gov/fostercare. This form
      must be typed and completed in its entirety.
     DHR Form 3231 Certificate of Immunization
Multi-Disciplinary Teams
                A comprehensive assessment on any child or
                 family is not complete until a Multidisciplinary
                 team meets to review all relevant aspects of the
                 information.
                It is the team's responsibility to make the best
                 and most appropriate recommendations for
                 services and placement (if appropriate) that
                 meets the needs of the child and family.
                The team will select reasonable, achievable
                 goals/objectives that are positively stated,
                 measurable, clear, concise, and address the
                 specific behaviors or conditions that must be
                 addressed for the child to be safely returned to
                 the parent and incorporated into the initial case
                 plan.
                DFCS as the legal custodian of the child may or
                 may not follow the recommendations of the MDT.
                 When the MDT recommendations are not
                 implemented or included in the initial case plan,
                 the reasons why must be clearly documented on
                 the MDT Staffing Recommendation Form # 3.
MDT Meeting Participants
Multidisciplinary teams consist of persons representing various disciplines
 associated with key components of the assessment process. The disciplines
 which may participate as part of the MDT should include, but are not limited to
 the following:
      Legal Custodian (DFCS - Case Manager, CPS Investigator, CPS Ongoing Case Manager,
       Supervisor, Independent Living Coordinator for any youth 14 or older) – All case
       managers involved with the child/family should be present at the MDT.
      CCFA Provider (Provider who conducted the actual assessment.)
      Educational (School system representative who has direct knowledge of the
       educational status of the child(s) or an appropriate designee)
      Medical (Medical system representative who has direct knowledge of the medical &
       dental status of the child(s) or an appropriate designee.) A representative from the
       local health department should be invited to attend the MDT for every child assessed.
       If a child receives services from Babies Can’t Wait (BCW), the BCW service coordinator
       should be invited to the MDT meeting.
      Psychological (The actual psychologist who conducted the psychological evaluation or
       an appropriate designee)
      Judicial (A representative from the appropriate court system if the child (s) had any
       court or law enforcement involvement. This may include local law enforcement
       officials or a Court Appointed Special Advocate (CASA)).
MDT Meeting Participants
  Mental Health (A representative from the MHMRSA system that may
   have direct knowledge of mental health or substance abuse issues
   affecting the child (s) or family).
  Foster Parent(s) or placement provider where the child(s) resided
   during the assessment process that has direct knowledge of the
   child(s) behavior and activity during the assessment. DFCS foster
   parents may earn 1.5 in-service training hours for their attendance and
   participation at a MDT meeting for a child(ren) placed in their home.
   Upon completion of the MDT meeting, the CCFA provider will sign the
   Certificate of Attendance (attached and available at
   http://dfcs.dhr.state.ga.us/fostercare) and provide a copy to the foster
   parent for tracking purposes.
   Any other individual having appropriate information directly related to
   the case.
Note: An appropriate designee may be a county school system counselor,
   a public health representative, or a clinician that regularly sits as part
   of the MDT.
  Family Team Meeting

Georgia Family Conference Model
Life Changes
   Informal Resources



   Formal Resources
Georgia Family Conference Model
   A solution-based approach
   Draws on the family’s strengths and
    resources
   Resources of the child welfare system
   Draws on the strengths of other
    community agencies and individuals
Family Team Meeting (FTM)
 CCFA/WA Providers must be trained to
  facilitate FTM.
 Education and Training Services

  www.gadfcs.org
 Contact person: Kennisha Powell
  (404) 463-0252
Principles that make Family
Conferencing work
   Focus on needs rather than symptoms
   Most people are capable of change
   Most people and families have strengths
   Builds a foundation for a trusting
    relationship and a platform for change
   Allows for the processing of information
    that family members bring to the table
    Principles Cont’d
   Family is more invested in a plan in
    which they participate
   Family members and their support
    persons can frequently identify more
    through solutions than the agency
   Family and friends provide an
    atmosphere of caring
   Process provides a level of
    accountability and responsibility
     Goals of Family Conferencing

   Ensure safety
   Identifies permanency options/plans
   Reaches out to extended family
   Empowers and acknowledges family
    members
      Family Conference Logistics

   Who should attend?
   Where should the Family
    Conference be held?
   Is held within nine (9)
    days of child’s placement
    in foster care
Roles and Responsibilities

   Providers:
          May assist as part of the assessment process


   DFCS:
          Makes contact with family and other important
           parties
          Plans conference logistics and provides
           facilitation.
CCFA FTM Reporting Standards
   Assessment Report
   30 - Day Notice
   Invoice Submittal
Wrap Around Services
Wrap-Around Services
    Wrap-Around (WA) Services provide critical support in Placement
     (PLC) cases with the intent of promoting safe and stable families
     and early reunification.
    Unless otherwise specified, the duration of service provision may
     not exceed eight (8) months.
    Court ordered after care services are required to continue wrap-
     around services once custody has been transferred to the parent or
     relative. On court ordered after-care services, wrap-around
     services may be extended up to an additional six months without a
     waiver.
    The need for Wrap-Around Services should be determined in the
     Comprehensive Child and Family Assessment, as children enter
     care. If the child does not have a Comprehensive Assessment, or if
     the need for Wrap-Around Services does not arise until after an
     Assessment has been completed, then the service needs of the
     family are documented on the Wrap-Around Services Authorization
     (Form 5).
Initiating the Wrap Around Process
Upon Receipt of a WA referral the provider must:
 Within 24 Hours- Contact the DFCS SSCM with
  your decision to accepts or declines the referral
 Immediately= SSCM sends notification letter to the
  family and foster parents involved outlining the WA
  process and identifying the selected provider.
 Within 2 Days- Provider must make face-to-face
  contact with the family.
 Within 5 Days- Receive the complete Checklist and
  Release Documents from the SSCM.
 Within 5 Days- Provider must inform DFCS if they
  are unable to provide WA services to the referred
  family.
Provider Responsibilities
                The provider must provide the county
                 with a completed documentation form for
                 all contacts made with child, parent
                 and/or foster parent monthly. The
                 documentation forms for the previous
                 month must be sent with a completed
                 invoice by the 10th of each month.
                 Documentation must include the
                 information found in paragraph F of this
                 section.
                The county approving authority will
                 submit to the accounting department
                 each completed invoice within five (5)
                 days of receipt.
                Forward the original invoice to
                 Accounting for payment; retain one
                 copy in the child's record.
Wrap-Around Service
Components
      Summer Safety/ Summer Enrichment
      In-Home Intensive Treatment
      In-Home Case Management
      Crisis Intervention (Prevent Disruption)
      Crisis Intervention (Behavioral Management)
      Transportation
      Court Appearance
Safety and Enrichment
Activities
Summer Safety/Summer Enrichment supports the foster or adoptive family
and promotes the well-being of children by providing enrichment activities.
These activities offer stimulating learning and/or cultural experiences in
the community and are available through such programs as the Red Cross,
YMCA, school or church-related camps, etc.
    Eligible children/youth: Must be under 14 years of age and in DFCS
     custody. Child/youth must be placed in DFCS foster home, adoptive home
     (adoption not finalized) or a private child placement agency (foster or adoptive
     home -adoption not finalized).
    Child Care Licensing guidelines are applicable for summer camps.

    Rate: Allocation of funds is based on the number of children in care.
     Therefore, enrichment activities are limited to a maximum of $252.00 per child
     per summer (June, July and August). For children attending school year round,
     three subsequent months in the year may be substituted for June, July and
     August. A contract is not required.
In-Home Intensive Treatment
The purpose of In-Home Intensive Treatment is to provide therapeutic
and/or clinical services for a family in preparation for the safe return of a
child and/or to maintain and stabilize a child’s current placement.
      Service Activities: Activities include, but are not limited to, drug treatment
      and support services for the parent and/or child; therapy and/counseling;
      mental health evaluation of parent and/or child; domestic violence counseling;
      anger and stress management/counseling; behavior aides for child; grief
      management; loss and/or separation issues; discipline issues, etc. Note: The
      specific in-home services/activities may be based on the recommendations of a
      licensed professional; e.g., Psychiatrist, Psychologist, Physician and/or Certified
      Teacher in the Comprehensive Child and Family Assessment and/or in the Case
      Plan.
     The SSSCM specifies in a written plan the activities/services to be delivered by
      the provider, along with expectations for the provider to make face-to-face
      weekly contacts with the primary client (child) and any other required contacts,
      as needed, with the family, relative, foster parent and/or adoptive parent. The
      SSCM will receive monthly progress reports (Wrap-Around Documentation
      Report) and at least quarterly, must have face-to-face contacts with the
      provider to address progress and/or other issues.
In-Home Intensive Treatment
   Providers must be on-call 24 hours a day, 7
    days a week, including telephone contact and
    home visits as necessary. The provider is
    also responsible for ensuring the provision of
    clinical services in the home
   Rate: The contracted rate for clinical
    services is $60.00 per hour plus mileage at a
    rate of $0.28 per mile. The maximum fee is
    $3500 per family
In-Home Intensive Treatment-
Qualifications
In-Home Intensive Treatment must be completed by an
individual with a minimum of a Master’s level of
education in Social Work, Counseling, or Psychology
with an LCSW, LMFT or LPC granted by the State of
Georgia’s Composite Board of Counselors, Social
Workers, and Marriage and Family Therapists, as well
as be in good standing with that authority. Individuals
with a Master’s degree who are under the supervision
of an LCSW, LPC or LMFT may provide In-Home
Intensive Treatment. In which case, the Wrap-Around
Services quarterly reports require two signatures: the
licensed supervisor’s and the Master’s level clinician
assessor.
   In-Home Case Management
The purpose of In-Home Case Management is to provide case management assistance to
families in completing the defined goals and steps of the Case Plan.
 Service Activities: Activities include, but are not limited to, providing direct services;
coordinating community services; advocating for service provision; coordinating and
supervising visitation with parent(s), relative, and/or siblings; preparing families for
reunification; monitoring placements for safety and stability following reunification
(Aftercare); drug screening of the parent/relative; criminal record checks (fingerprint
clearances, GBI, NCIC) for the parent, relative or other caregiver; medical exam for
relative caregiver for purpose of establishing paternity (DNA testing); does not include
court fees for legitimization; tutorial program; behavior aides for child; parent aide
services (Para-professional) and/or parenting classes; transportation services;
coordinating and facilitating family conferences, preparing children for adoption
(excluding Child Life Histories); developing and discussing Life Books; discipline issues;
translation services; sign language services; etc. A written waiver must be sent to the
Regional Field Director to pay for any service not otherwise listed. The waiver should
include who will receive the service and why the service is needed.
NOTE: A waiver request for use of a vendor not approved by CCFA/Wrap-
Around to provide tutorial services must be sent to the Director of Social
Services. The request must include the child’s name, DOB, copy of
educational report from the CCFA, school reports, and the credentials of the
individual proposed to provide the services. An explanation of why an
approved vendor is not appropriate must be included.
In-Home Case Management
   Parent-Aide Services – Duties and
    responsibilities must be consistent with
    DFCS Family Service Worker I and
    Family Services Worker II job
    responsibilities.
In-Home Case Management
 The specific in-home services/activities may be based on the
  recommendations of a licensed professional; e.g., Psychiatrist,
  Psychologist, Physician and/or Certified Teacher in the Comprehensive
  Child and Family Assessment and/or in the Case Plan.
 The Case Manager specifies in a written plan the activities/services to
  be delivered by the provider, along with expectations for the provider
  to make weekly face-to-face contacts with the primary client (child)
  and weekly contact with the family, relative, foster and/or adoptive
  parent. The Case Manager will receive monthly progress reports
  (Wrap-Around Documentation Report) and at least quarterly, must
  have face-to-face contacts with the provider to address progress
  and/or other issues.
 Providers must be on-call 24 hours a day, 7 days a week, including
  telephone contact and home visits as necessary.
 Rate: The contracted rate is $45.00 or $30.00 (Para-professional) per
  hour plus mileage at a rate of $ 0.28 per mile. The maximum fee is
  $5000 per family.
    In-Home Case Management_
    Qualifications
Provider Qualifications: A Bachelor’s level
education in Social Work, Counseling, or
Psychology or a related field is needed for most
(see Para-professional for exceptions)
activities/services. The Bachelor’s level individual
must sign all Wrap-Around Documentation Forms.
The Para-professional is an individual who does not have
a degree, but has both the skills and knowledge necessary
to provide parent aide services.
Crisis Intervention to Prevent
Placement Disruption
Purpose: Crisis Intervention to Prevent Placement Disruption provides an
immediate service to stabilize a volatile family situation where safety of the
child is not an issue, but may result in a child’s current foster care/relative
placement, adoptive placement (adoption not finalized) or Aftercare
placement, being at imminent risk of disruption and/or the child being at
risk of re-entering foster care.
       Service Activities: Activities include, but are not limited to, coordinating
        community services; advocating for service provision to child and family;
        monitoring placements after reunification has occurred (Aftercare); therapy
        and/or counseling; domestic violence counseling; anger and stress
        management/counseling; behavior aides for child; parent aide services
        and/or parenting classes, coordinating and facilitating family conferences;
        grief management; loss and/or separation issues; discipline issues;
        translation services, sign language services; etc.
       The specific activities/services may be based on the recommendations of a
        licensed professional; e.g., Psychiatrist, Psychologist, Physician and/or
        Certified Teacher in the Comprehensive Child and Family Assessment
        and/or Case Plan.
Crisis Intervention to Prevent
Placement Disruption
   The Case Manager specifies in a written plan the activities/services to
    be delivered by the provider, along with the frequency of face-to-face
    contacts by the provider with the primary client (child) and the family,
    relative, foster parent and/or adoptive parent. The Case Manager will
    receive monthly progress reports (Wrap-Around Documentation
    Report) and at least quarterly, must have face-to-face contacts with
    the provider to address progress and/or other issues.
   Providers must be on-call 24 hours a day, 7 days a week, including
    telephone contact and home visits as necessary. The provider is also
    responsible for ensuring the provision of clinical services in the home.
   Rate: The contracted rate is $60.00 per hour for clinical services and
    behavioral/disruptive crisis intervention, and $30.00 per hour for
    paraprofessional family services depending on the level of intervention.
    Transportation of the client is reimbursed at $0.28 per mile.
   There is no maximum fee per family. However, service provision may
    not exceed eight (8) months.
Crisis Intervention to Prevent
Placement Disruption- Qualifications
Crisis Intervention to Prevent Placement Disruption
must be completed by an individual with a minimum of
a Master’s level of education in Social Work, Counseling,
or Psychology with an LCSW, LMFT or LPC granted by
the State of Georgia’s Composite Board of Counselors,
Social Workers, and Marriage and Family Therapists, as
well as be in good standing with that authority.
Individuals with a Master’s degree who are under the
supervision of an LCSW, LPC or LMFT may provide
Crisis Intervention to Prevent Placement Disruption. In
which case the Wrap-Around Services quarterly reports
require two signatures: the licensed supervisor’s and
the Master’s level clinician assessor.
Crisis Intervention for
Behavioral Management
Crisis Intervention for Behavioral Management provides an immediate
service to stabilize and manage the behavior of a child which may result in
his/her current foster care/relative placement, adoptive placement
(adoption not finalized) or Aftercare placement, being at imminent risk of
disruption and/or the child being at risk of re-entering foster care.
    Service Activities: Activities include, but are not limited to, coordinating
     community services; advocating for service provision to child and family;
     monitoring placements after reunification has occurred (Aftercare); therapy
     and/or counseling; domestic violence counseling; anger and stress
     manage/counseling; behavior aides for child; parent aid services and/or
     parenting classes, coordinating and facilitating family conferences; grief
     management; loss and/or separation issues; discipline issues; translation
     services, sign language services; etc.
    The specific activities/services may be based on the recommendations of a
     licensed professional; e.g., Psychiatrist, Psychologist, Physician and/or Certified
     Teacher in the Comprehensive Child and Family Assessment and/or Case Plan.
Crisis Intervention for
Behavioral Management
    The Case Manager specifies in a written plan the activities/services to be
     delivered by the provider, along with the frequency of face-to-face contacts
     by the provider with the primary client (child) and the family, relative, foster
     parent and/or adoptive parent. The Case Manager will receive monthly
     progress reports (Wrap-Around Documentation Report) and at least
     quarterly, must have face-to-face contact with the provider to address
     progress and/or other issues.
    Providers must be on-call 24 hours a day, 7 days a week, including
     telephone contact and home visits as necessary. The provider is also
     responsible for ensuring the provision of clinical services in the home.
    Rate: The contracted rate is $60.00 per hour for clinical services and
     behavioral/disruptive crisis intervention, and $30.00 per hour for
     paraprofessional family services depending on the level of intervention.
     Transportation of the client is reimbursed at $0.28 per mile.
         There is no maximum fee per family. However, service provision may not exceed
          eight (8) months.
Crisis Intervention for Behavioral
Management-Qualifications
Provider Qualifications: Crisis Intervention for Behavior
Management must be completed by an individual with a minimum
of a Master’s level of education in Social Work, Counseling, or
Psychology with an LCSW, LMFT or LPC granted by or the State of
Georgia’s Composite Board of Counselors, Social Workers, and
Marriage and Family Therapists, as well as be in good standing
with that authority. Individuals with a Master’s degree who are
under the supervision of an LCSW, LPC or LMFT may provide Crisis
Intervention for Behavior Management. In which case the Wrap-
Around Services quarterly reports require two signatures: the
licensed supervisor’s and the Master’s level clinician assessor.
Parent Aide Services
   Must be consistent with DFCS Family
    Services Worker I/II Responsiblities
   See www.gms.state.ga.us
   Click job descriptions
   14107/14108
    Transportation
   For necessary travel
    and/or escort
    services to and
    from facilities or
    resources.
   May bill at the rate
    of $15.00 per hour
    and mileage
       Court Appearance and
       Testimony
   $50 per hour if the provider
    is classified as a
    professional staff.
   $25 per hour if the provider
    is classified as a case
    manager or
    paraprofessional.
   Must have a subpoena
    attached to documentation
   If subpoena within 60 days
    of the CCFA referral, no
    fees can be billed
Relative Placements
             All relatives in Georgia, including
              parents, identified as a possible
              placement resource for a
              child/sibling group, will require a
              relative home evaluation. Home
              evaluations must be completed
              within 30 days of receipt of a
              referral requesting a home study
              (evaluation) of a specific
              relative’s home. The referral
              may be submitted during or
              following the Comprehensive
              Child and Family Assessment.
Relative Placements
   The standards for relative home evaluations are considered
    based on the needs of the specific child or sibling group
    requiring a placement in Georgia. The relative placement
    resource and their home must be determined to be appropriate
    to adequately meet the child’s needs. This includes the child’s:
        Physical,
        Mental,
        Emotional,
        Medical,
        Educational and
        Social and Inter-personal needs.
   Additionally, the case file must document that a relationship by
    blood, marriage or adoption exists between the child and
    caregiver prior to completing the relative home evaluation.
    This requirement includes establishing paternity.
Relative Evaluation Report
   The format of the report follows and must include the five
    sectionslisted below. These requirements also apply to home
    evaluation requests submitted through the Interstate Compact
    on the Placement of Children (ICPC) offices.
   1. Data Section
          Date Evaluation Initiated
          Identify Child
          Relative Name and Spouse (if married)
          Clarify Relative’s Relationship to the Child
          Reason for Evaluation
          Household Composition (Names, ages, gender, relationship to child
           and other household members, etc.)
          Prior DFCS Involvement (relative caregiver and all household
           members)
Relative Evaluation Report
2.   Domains and Areas Evaluated (includes, but is not
     limited to):
        Interpersonal Relationship Between Parent and Child
        Interpersonal Relationship between Parent and Relative
         Caregiver(s)
        Interpersonal Relationship between Relative Caregiver(s) and Child
        Household Members/Key Data
        Living Arrangements
        Sleeping Arrangements
        Employment History, if appropriate
        Current Financial Status
        Health History/Current Status (all family members)
        Marriage Status
Relative Evaluation Report
    Education Status
    Interpersonal Relationships with the Child(ren) Being Placed
    Discipline Views and Practices
    Corporal Punishment Views and Practices
    Commitment to Abide by State Prohibition of Corporal Punishment
    Practices and Views on Maintaining Parental, Sibling and Other
     Family Ties
    Interpersonal Relationships With Other Household Members
    History of Criminal Activity (Mandatory for all persons age 18 and
     older); includes fingerprint checks, both GCIC and NCIC and Sexual
     Offender’s Registry @ http://www.ganet.org/gbi/sorsch.cgi or
     through IDS, under the Protective Services Data System (PSDS)
    Residence check completed by law enforcement on the address of
     the relative for the previous five years. The residence check should
     note all calls for the address.
Relative Evaluation Report
    Drug Screening (all adults, age 18 and older)
    Medical Statement indicating that caregiver does not have any health
     concerns or conditions, which impedes their ability to care for the child(ren)
     or places them at risk. All health related concerns, which, otherwise,
     precludes them from consideration as a placement resource for the
     child(en) must be addressed. This is mandatory for relative caregivers. It
     must be dated within 12 months prior to the date of the evaluation.
    Home Environment
         Appearance and State of Repair/Maintenance Issues
         Cleanliness
         Soundness of Physical Dwelling
         Appearance of Electrical Wiring System, Fixtures and Outlets
         Appearance of Gas Lines and Heating and Cooking Appliances
         Availability and Condition of Running Water Indoors
         Availability and Condition of Toilet Facilities Indoors
         Appearance of Household Furnishings
         Availability and Appearance of Storage Facilities (closets, cabinets, pantry,
          bookshelves, etc.)
Relative Evaluation Report
   Home and Personal Safety Issues, Practices and Concerns
        Swimming or Wading Pools, Ponds, Lakes, etc.
        Trampolines
        Animals
        Environmental Hazards
        Weapons
        Electrical Wiring
        Waste (garbage, trash, animal feces, etc.)
        Unlocked and Inoperable vehicles, appliances, etc.
        Dangerous porches, steps, doors, etc.
        Inadequate Fencing
        Access to busy streets and/or highways
   Views and Practices of Child Supervision
        Swimming or Wading Pools, Ponds, Lakes, etc.
        Trampolines
        Animals
        Environmental Hazards
        Weapons
        Electrical Wiring
        Waste (garbage, trash, animal feces, etc.)
        Unlocked and Inoperable vehicles, appliances, etc.
        Dangerous porches, steps, doors, etc.
        Inadequate Fencing
        Access to busy streets and/or highways
Relative Evaluation Report
   Family and Community Resources
   Birth and Extended Family's Strengths and
    Needs
   Parent/Relative Caregiver Strengths and
    Needs
   Two References Required
   Additional Pertinent Observations and
    Concerns Must be Discussed and Documented
Relative Evaluation Report
3. Results of Evaluation (Findings and
  Conclusions)
4. Summary and Recommendations
5. Complete Name(s), Signature(s),
  Titles and Date(s) on all Required
  Documents and/or Forms
Relative Evaluation Report
The responsibility for recommending approval of a relative home
evaluation rests with the County Department of Family and
Children Services office, which conducted the study, and will
ultimately have to supervise the home if placement is made.
Initial placements may be made on the merits of the favorable
home and family assessments and in conjunction with
documentation that local law enforcement has performed a
satisfactory criminal records background check on all persons
eighteen (18) or older in the home using their full name, date of
birth, and social security number (if available) pending the results
of the GCIC and NCIC. Relatives accepting such placements
must be clearly informed that, the child(ren) will be
removed, if it is determined that the family is ineligible,
based upon information contained in the NCIC report or
any other adverse information received by the Department.
Relative Evaluation Report-
Qualifications
   A DFCS case manager or private
    provider may complete the Relative
    Home Evaluation.
   The County Director or designee must
    approve the contracting of the
    assessment with a provider.
Provider Approval
      Process
CCFA-WA
CCFA-WA contracts are developed at the state level for approved providers
interested in providing Comprehensive Child and Family Assessment (CCFA)/Wrap-
Around Services. Once a contract is executed, this creates a network of providers
with whom County DFCS can choose from to provide services. County or Regional
DFCS may go through a further screening process to identify or prioritize providers
with whom they choose to utilize for services. Factors could include timeliness of
services provided, customer satisfaction, and quality of product provided.
A listing of approved providers with a contractual agreement with the Department
of Human Resources is posted on the worldwide web at
http://dfcs.dhr.georgia.gov/fostercare.
County or Regional DFCS directors are strongly urged to meet with providers to
fully communicate goals and expectations of desired services and outcomes. These
meetings can serve as a very useful vehicle to clarifying questions regarding all
aspects of services being requested and begin the important process of open
communication between providers and DFCS staff. All DFCS staff that work with
providers are encouraged to attend this meeting. Regular or ongoing meetings are
also recommended.
CCFA-WA
It is the responsibility of the provider to
  maintain current information on all
  CCFA-WA staff. Failure to provide
  verification of all requirements to DFCS
  State Office may result in contract
  suspension or termination.
CCFA-WA
   The contractor must comply fully with all administrative and other requirements
    established in the contract.
   A provider’s program must comply with the definition, eligibility, program
    description, services, service fees and program evaluation component of the
    CCFA program outlined in the CCFA standards. This information must be
    reviewed on-line at http://dfcs.dhr.georgia.gov/portal/site/DHS-
    DFCS/menuitem.5d32235bb09bde9a50c8798dd03036a0/?vgnextoid=4ee92b48d
    9a4ff00VgnVCM100000bf01010aRCRD
   Providers must complete training in Comprehensive Child and Family
    Assessment (CCFA) including both "Back to Basics" and "Advanced" trainings.
    Supervisors who are responsible for supervising family assessors must also
    attend the "Advanced" training. All family assessors must complete the
    Advanced Skills Training. Providers must maintain certificates of attendance on
    file for all who have attended training.
   All provider agencies shall have an identified administration with authority over
    and responsibility for staff and service delivery of the CCFA program and
    services. The administration must ensure that its staff will follow the Georgia
    DFCS guidelines and requirements listed in the most current CCFA Standards.
CCFA-WA
   All provider agencies will provide, show and maintain proof of general
    commercial liability of $100,000 minimum insurance for their employees and
    their actions.
   It is required that counselors/assessors have a minimum of a Master's level
    of education in Social Work, Counseling, or Psychology with an LCSW, LMFT,
    or LPC granted by the State of Georgia’s Composite Board of Professional
    Counselors, Social Workers and Marriage and Family Therapists and be in
    good standing with that authority. Counselors/assessors with a minimum
    Masters level education in social work or counseling who are not licensed by
    the Composite Board may complete assessments as long as they are under
    the clinical supervision of an LCSW, LMFT, or LPC.
   NOTE: Bachelor’s level individuals may only facilitate the medical
    component of the assessment and/or accompany a child to the
    psychological appointment. A bachelor’s level individual is qualified
    to provide services under In-Home Case management. Non-degreed
    individuals may transport a child to and from a psychological
    appointment and provide par-professional services under In-Home
    Case Management, In-Home Intensive Treatment, and Crisis
    Intervention.
CCFA-WA
   All services must be offered without discrimination on the basis of
    political affiliation, religion, race, color, sex, mental or physical
    handicap, national origin, age or financial ability to pay.
   A record of services must be maintained on each child served for a
    minimum of three years. The record must contain a complete
    account of services rendered for each child. The provider’s record,
    once completed, is the property of the Department, is confidential,
    and must be safeguarded.
   In assessing families, the provider must incorporate the Georgia
    Division Of Family and Children Service’s policy, which prohibits
    corporal punishment or emotional, physical, sexual or verbal abuse.
   The agency and/or provider shall adhere to the professional code of
    ethics regarding responsibility to clients, integrity, confidentiality,
    responsibility to colleagues, assessment instruments, research,
    advertising, and professional representation.
CCFA-WA
   Providers must submit designated information to the Georgia State
    Office of Child Protection for evaluation purposes. The information
    needed will be updated with each CCFA standards update.
   All providers must be prepared to undergo annual audits and
    reviews by the Georgia DFCS State Office of Child Protection or its
    designated representative in order to maintain provider status.
    These reviews may include, but not limited to, audits of staff
    qualification (Copy of Master’s Degree or License), random
    selections of reports of ensure regulations of time and content are
    met, and record keeping accuracy.
   CCFA supervisory staff needs extensive knowledge of social work,
    counseling and mental health concepts. Supervisory staff must have
    a minimum of a Master's level of education in Social Work,
    Counseling, or Psychology with a LCSW, LMFT, or LPC granted by
    the State of GA Composite Board of Professional Counselors, Social
    Workers and Marriage and Family Therapists and be in
CCFA-WA
   Comprehensive Child and Family
    Assessment (CCFA) bachelor level staff are
    limited to certain specific activities * and
    are required to have a minimum of a
    bachelor's level education in social work,
    counseling or psychology or a related field.
   Comprehensive Child and Family
    Assessment (CCFA) non-degree staff is
    limited to certain specific activities and they
    are required to have experience and
    knowledge in social services.
CCFA
   Please visit the DFSC CCFA website to
    review all CCFA-WA requirements:
       Component Service Standards
       Enrollment and Re-Enrollment
        Requirements
       Forms
       Billing and Invoicing Information
CCFA
   Approved Provider List
          DFCS State Office must approve all CCFA-WA
           providers and initiate an executed contract.
               County Office may not issue CCFA-WA contracts.
          DFSC State Office will post an approved
           provider list on the CCFA website.
Thank you for attending
Back to Basics CCFA/WA
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