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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 Policy Training!
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