San Bernardino County Children and Family Services (CFS)

Transcription

1 San Bernardino County Children and Family Services (CFS) CFS Social Worker Training Guide TRAINEE NAME: TRAINEE START DATE: CFS Training Guide (10/11)

2 Mission Statement HS mission statement The Mission Statement for San Bernardino County Human Services is that Human Services works to build a healthy community by strengthening individuals and families, enhancing quality of life and valuing people. CFS mission statement The Mission Statement for San Bernardino County Children and Family Services (CFS) is to protect endangered children, preserve and strengthen their families, and develop alternative family settings. Services as mandated by law and regulation, will be provided in the least intrusive manner with a family centered focus. This mission is accomplished in collaboration with the family, a wide variety of public and private agencies and members of the community. CTU mission statement The Mission Statement for the Central Training Unit (CTU) is to provide foundational tools, resources, and learning opportunities to assist trainees as they develop their skills to implement best practice principles. CFS Training Guide (10/11)

3 CHILDREN AND FAMILY SERVICES TRAINING GUIDE Table of Contents Training Guide Overview... 1 SECTION I Using the CFS Training Guide... 5 Introduction... 5 Using the Training Guide Features... 6 Training Guide and Supervision... 8 SECTION II Components of the New Social Worker Training... 9 Introduction... 9 Core Curriculum Tier I Core Competencies Tier II Core Competencies O&I On the Job Training (OJT) Section III CFS Guide to Training for New CFS Social Workers Introduction Guide to Learning Tasks and Activities Individual Case Conference Elements Performance Expectations and Evaluation Section IV Documents Introduction Worker Self Assessment WPE WPE Legend Guide for Tracking OJT Training Completion CFS Training Guide (10/11) TABLE OF CONTENTS PAGE 1 OF 1

4 CHILDREN AND FAMILY SERVICES TRAINING GUIDE Training Guide Overview Purpose The purpose of the Children and Family Services (CFS) Training Guide is to direct and support the professional development of new San Bernardino County CFS Social Workers (SW) during their first year of service with Children and Family Services (CFS). The Training Guide is a reference document for SWs, as well as for Supervising Social Service Practitioners (SSSP) and managers who supervise new workers, beginning with the Central Training Unit (CTU) and continuing through the end of the SW s first 24 months of employment. State mandated training for new hires within 12 months of hire All new child welfare workers shall complete a standardized core training program consistent with Welfare and Institutions Code Section 16206, as approved by the California Department of Social Services (CDSS) and shall be completed within 12 months from the date of hire. This core training shall include, but is not limited to, the following topics which have a standard content: Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency Statewide Automated Child Welfare Information System State mandated training for new hires within 24 months of hire The State mandates that new child welfare workers will complete training in the following standardized topics within 24 months of hire. Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement Documentation for Legal reports Child Maltreatment Identification 2: Sexual Abuse Basic Interviewing Domestic Violence Substance Abuse Child Welfare Practice in a Multicultural Environment Court Procedures 1: Juvenile Court Court Procedures 2: Testimony Self-Care for New Child Welfare Workers CFS Training Guide (10/11) 1

5 Training Guide Overview, Continued Academy CORE Training within the first nine months of hire All newly hired Children and Family Services (CFS) social workers will attend Academy CORE training while he/she is in the CTU and must complete the CORE in order to pass probation. CORE addresses the State mandated training requirements for the first 12 months and some of the training required within the first 24 months of hire. The following topics covered in CORE are considered Tier 1 training with the exception of the last bullet, Self Care for New Child Welfare Workers which is the first Tier II class the social worker will take. Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Child Maltreatment Identification 2: Sexual Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency Documentation for Legal reports Basic Interviewing Domestic Violence Substance Abuse Child Welfare Practice in a Multicultural Environment Court Procedures 1: Juvenile Court Court Procedures 2: Testimony Self-Care for New Child Welfare Workers (Tier II) Statewide Automated Child Welfare Information System, Child Welfare Services Case Management System (CWS/CMS) training which includes Case Documentation, is offered in the Centralized Training Unit (CTU). Tier 2 trainings within two years of hire In addition to the first Tier II training that is offered at the end of the Core Tier I courses (Self Care), the SW is then required to complete the mandatory Tier 2 courses within the first 24 months of employment. These Tier 2 courses will be offered several times each per year by the Academy and those mandated to attend will be automatically enrolled by PERC. Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement CFS Training Guide (10/11) 2

6 Training Guide Overview, Continued Practice standard The Centralized Training Unit (CTU) provides specific topical training, experiential activities, policy and procedures, best practice social work techniques and explores the ethical and moral dimension of the work. Throughout the time in the CTU, the mentor provides on-the-job training and activities to reinforce key skills, knowledge and values. To maintain consistency in provision of both training and field experiences for new workers during their time in the CTU, in the regional unit, and to guide line supervisors in post probationary training for these workers, each new hire will be given an individual CFS Training Guide. This guide will be utilized to structure the new hire s competency development starting in the CTU, through the probationary period and increase the level of competency required up to the first 24 months of employment. The following table shows the continuum of training starting in CTU through the first 24 months and beyond. CTU Probation Post-Probation 0-4 month 4-9 months 9-24 months Begin Tier 1 training Transition to assigned Begin Tier II training Begin On-the-job unit Finish Tier II training Training (OJT) Finish Tier 1 training by 24 months Begin to evaluate Finish OJT knowledge acquisition Continue to observe After 24 months Observation of job and evaluate job skills 40 hours of training skills every two years Three basic skills The three basic skills that a new hire is introduced to at CTU and should be able to demonstrate basic proficiency in are: Interviewing Getting the information Assessment Decision making based on the information received Writing Documenting the justification for the actions taken based on the assessment The new hire will learn these basic skills in the CTU by the use of the On-the Job (OJT) Training Modules and document obtaining those skills on the Guide for Tracking OJT Training Completion. The new hire should demonstrate proficiency in these basic skills by the end of the probationary period (nine months) and mastery of these skills by the end of the first 24 months of employment. Note: Social Worker II and other Social Service Practitioners (SSP) who are in non-case carrying positions do not usually attend CTU. These SW s will receive training directly from their assigned Supervisor. The assigned regional office management will make the final determination as to who will attend CTU. CFS Training Guide (10/11) 3

7 Training Guide Overview, Continued Training guide components The CFS Training Guide consists of four components: Using the CFS Training Guide Using the Training Guide Features Training Guide and Supervision Components of New Social Worker Training Core Curriculum Tier I Core Competencies Tier II Core Competencies O & I On the Job Training (OJT) CFS Guide to Training for New SWs Guide to Learning Tasks and Activities Individual Case Conference Elements Performance Expectations and Evaluations Documents Worker Self Assessment OJT Training Modules-SSP Guide for Tracking OJT Training Completion-SSP WPE WPE Legend Note: The trainees in CTU will receive the CFS Training Guide at CTU Orientation. SW II s and other social workers not attending CTU will receive the CFS Training Guide from their assigned unit supervisor. The CFS Training Guide is available on-line under User Guides/Manuals. In this training guide This training guide contains the following topics: Section Topic See Page I Using the CFS Training Guide 5 II Components of the New Social Worker Training 9 III CFS Guide to Training for New CFS SWs 38 IV Documents 43 CFS Training Guide (10/11) 4

8 Using the CFS Training Guide Section I Introduction This section of the Training Guide describes the Training Guide features and how it is used during supervision. In this section This section contains the following topics: Topic See Page Using the Training Guide Features 6 Training Guide and Supervision 8 CFS Training Guide (10/11) 5

9 Using the Training Guide Features Introduction The Children and Family Services (CFS) Social Worker Training Guide consists of four sections. This is done for the Social Worker to find the desired information easier. The sections are as follows: Training and supervision State and County mandated training components CFS guide for training new Social Workers Documents Training guide and supervision This section discusses how the Training Guide will be used during the individual case conferences, the Centralized Training Unit (CTU) supervisor and mentor s roles, and the assigned unit supervisor s role. State and county component of training This section discusses all the various mandated training the new CFS Social Worker will receive to meet state and county requirements. CFS guide to training new Social Workers This section discusses the training modules, case conferences and how the new Social Worker is evaluated. Documents This section describes the documents that the new Social Worker will be using while being trained. These documents include the following: Worker Self-Assessment used to identify the skills and abilities that they feel confident about and those that require more training, assistance or experience to develop fully. WPE/WPE Legend - used by the supervisor to outlines the new employee's progress, strengths, weaknesses, additional training needs, and the expected transition date. OJT Training Modules used by the new hire to use as their guide for Individual Controlled Instruction. It directs the new hire towards learning experiences of reading, observing, experiencing, etc. There are two sets of Training Modules, one for Social Service Practitioners (SSP) and one for Social Worker II (SWII). OJT Tracking Guides - used by the CTU mentors to track the training tasks/activities that the Trainee completes as well as records the level of learning as observed or tested. There are two sets of Tracking Guides, one for Social Service Practitioners (SSP) and one for Social Worker II (SWII). CFS Training Guide (10/11) 6

10 Using the Training Guide Features, Continued New hire and CTU role The CTU operates under an individual control instruction philosophy where the new hire takes responsibility to coordinate his/her own training with the CTU mentor and supervisor. The CTU role in operating under this philosophy is to make the following components clear to the new hire: Desired Results Identify what is to be done by the new hire and when based on the On the Job (OJT) learning objectives Guidelines - Specify the required CFS policy, procedures and competencies that the new hire will be evaluated on, as identified on the OJT Modules listed CFS handbook chapters and WPE factors Resources Identify to the new hire forms, handbook materials and CFS staff as well as agency partners that are to be utilized to meet the learning objectives Accountability - Linking learning objectives with Work Performance Evaluations (WPE) factors and Provide post-tests to the new hire based on the OJT Training Modules Consequences - Determining the consequences of the new hire if he/she is not meeting the minimum level of competency. The consequences may include: Keeping the new hire within the CTU for extended period of time Extension of the probationary period Termination of employment The CTU Supervisor, mentor, Assigned Unit Supervisor and regional CWSM will meet to discuss whether the Trainee who is having competency issues needs to remain in the CTU longer, transfer to the assigned unit with close supervision or that the Trainee s employment is to be terminated. CFS Training Guide (10/11) 7

11 Training Guide and Supervision Introduction Once an individual is hired by Children and Family Services (CFS), he/she is assigned to the Centralized Training Unit (CTU). The new Social Worker or Trainee will report to the CTU mentor on a regular basis to discuss his/her progress based on the Training Guide. They will meet monthly with the CTU Supervisor. Meetings The Trainee will have monthly meetings with the CTU Supervisor and more frequent meetings with their mentor. See Individual Case Conference Elements on page 44 on what topics are discussed during the weekly and monthly meetings. Supervisor s and mentor s role The CTU Supervisor and mentor overall role in training the new hire, using the CFS Training Guide are: Checking on what training tasks the Trainee has completed Checking if Trainee s progress has been documented Updating training goals for the Trainee Looking at the Trainee s strengths and areas that need improvement See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training on the specific roles and responsibilities of the CTU Supervisor and mentors. Assigned unit supervisor s role The new hire s assigned unit Supervisor is involved starting when the Trainee begins CTU. These are some but not all of the Assigned Unit s Supervisor s role: Receive feedback from the CTU mentors on the Trainee progress or concerns Help in bonding process between the Trainee and the assigned unit Provide cases for the CTU to train the Trainee Help monitor competency of Trainee CFS Training Guide (10/11) 8

12 Section II Components of the New Social Worker Training Introduction The context for current child welfare practice in San Bernardino County has been the Child and Family Services Reviews (CFSRs). These reviews are from the federal government to help states identify strengths and areas needing improvement within their agencies and programs. Three key outcomes are identified as safety, permanence and well-being for child and family. These outcomes are supported and reinforced by the California Child Welfare Services Improvement Plan and the San Bernardino (SB) County Children and Family Services (CFS) System Improvement Plan (SIP). The four key goals for SB County CFS are: Reunification within 12 months Exits to Permanency within 24 months Placement Stability, and In Care Three Years or Longer (Emancipation at 18) CTU role To help meet the CFS key goals, Children and Family Services (CFS) have the Trainees go through a continuum of training including the Core Curriculum, Orientation and Induction (O&I), and On the Job Training (OJT) while they are in the Centralized Training Unit (CTU). There are three main skill sets that are introduced in the CTU, and that the Trainee will demonstrate with basic proficiency by the end of CTU: Engaging Families and Building Teams Assessment and Decision Making Communication and Documentation The Trainee will gain proficiency of these skills by the end of the probationary period and mastery by the end of the first 24 months of employment. In this section This section contains the following topics: Topic See Page Core Curriculum 10 Tier I Core Competencies 14 Tier II Core Competencies 27 O&I 32 On the Job Training (OJT) 34 CFS Training Guide (10/11) 9

13 Core Curriculum Introduction A statewide advisory group, the California Social Work Education Center (CalSWEC) with other state stakeholders, identify specific curriculum elements for the child welfare specialization as well as a public child welfare research base that could be translated into new, empirically based curricula with child welfare content. CalSWEC lists seven California Child Welfare Curriculum Principals: 1. The goal of child welfare is to promote the health and safety of children and their development toward a positive, productive adulthood 2. Every child has a right to a permanent home for his or her care and upbringing 3. A caring family is the best and least restrictive environment for raising children 4. A wide range of parenting practices, varying as a result of ethnic, cultural, community, and familial differences, can provide adequate care for children 5. In the circumstances of danger to a child, the state has a right to intervene in family affairs to protect the child. In such circumstances, the safety of the child takes precedence over the rights of the parents 6. Every reasonable effort should be made to preserve and strengthen a child s existing family before an alternate placement is considered 7. Services must be available, accessible, timely and effective. PCWTA The purpose of the Public Welfare Training Academy (PCWTA) is to provide standardized training based on the CalSWEC California Child Welfare Curriculum Principals for all California child welfare social workers (SW). These standardized training topics are: Framework for Child Welfare Practice in California Child and Youth Development in a CW Context Child Maltreatment Identification1: Neglect, Physical Abuse and Emotional Abuse Child Maltreatment Identification 2: Sexual Abuse Critical Thinking in Child Welfare Assessment: Safety, Risk and Protective Capacity Family Engagement in Case Planning and Case Management Placement and Permanency CFS Training Guide (10/11) 10

14 Core Curriculum, Continued Additional core training topics The Southern Region of PCWTA which provides training for San Bernardino County CFS, has these additional training topics that will be covered in the Core Curriculum training: Indian Child Welfare Mental Health MEPA/Interethnic Adoptions Provisions Ethics and Values Health Care Needs Supporting Educational Rights & Achievement Tier I and II core competencies and learning objectives The following two maps will discuss the core competencies and learning objectives for each of the Tier and Tier II topics. Currently, PCWTA CORE and PERC O&I curriculums do not include the remaining six Tier II courses mandated by the State for SW s to complete within 24 months from date of hire. These six courses shall include standard competencies and objectives and may be delivered in multiple learning and training modalities. Throughout the year, PCWTA offers advanced courses (MEPA, ICWA, Ethics/Values) that meet the competences and learning objectives of these courses. PERC will automatically enroll those who are mandated to attend the Tier II classes. Indian Child Welfare Act (ICWA) MEPA/Interethnic Adoptions Provisions Mental Health Ethics and Values Health Care Needs Supporting Educational Rights and Achievement Reference: See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training. CFS Training Guide (10/11) 11

15 Core Curriculum, Continued Using the CFS training record forms PERC has developed the e-learning Network, where CFS staff can register for mandatory and optional training classes. The e-learning Network also maintains a record of all the trainings staff completes in order to track whether staff is meeting the mandatory training hours requirement. In order for staff to get credit for outside classes such as CEU courses, the CFS 40 SOCIAL WORKER PERSONAL TRAINING RECORD has been developed. The CFS 40.1 UNIT TRAINING RECORD has been developed for staff to get credit for unit trainings. The Centralized Training Unit (CTU) mentors use the CFS 40.1 to record the training modules activities. See CFSHB Vol. 7, Ch B CFS Training Unit/Staff Training. The process for completing the forms and submitting them to PERC is as follows: Stage Responsibility Description 1 SW or Supervisor Obtains CFS 40 or CFS 40.1 from the On-line CFS Forms Catalog If reporting training from a outside class If reporting Unit/Office Training Then the SW: Completes the CFS 40 and attaches Certificate of Completion (for CEU class or other outside training), or flyer describing the class/training and Gives forms to the supervisor Then the supervisor: Completes the CFS 40.1 with unit members signing on the form Note: The training must be a minimum of 30 minutes. 2 Supervisor Forwards the CFS 40 and copies of Certificates of Completion (if applicable) and/or flyers to PERC by interoffice mail, or Forwards completed CFS 40.1 to PERC by interoffice mail Note: The CFS 40 and CFS 40.1 need to be submitted to PERC within two weeks of the training event. CFS Training Guide (10/11) 12

16 Core Curriculum, Continued Using the CFS training record forms (continued) Stage Responsibility Description 3 PERC staff Inputs training completion and hours credit based on information on the CFS 40 and/or CFS s SW and/or supervisor if hours credited differ from the hours of training submitted. Note: CFS staff can look in their transcript on the PERC e-learning Network website to check on their completed hours of training. CFS Training Guide (10/11) 13

17 Tier I Core Competencies Introduction The Trainee will start to receive training on the Tier I topics while he/she is in the Centralized Training Unit (CTU) and finish by the end of the probationary period. Each of the topics have core competencies and learning objectives. Framework for child welfare practice The core competencies for this topic are: Understanding the federal, state and county emphasis on achieving positive and measurable outcomes for families and children. Understanding how evidence-based research contributes to the improvement of public child welfare practice and outcomes. Recognizing and valuing the need for fair and equitable treatment of children, youth, and families that addresses their unique sociocultural context. Understanding and valuing the importance of engaging children, youth, families, kin networks, care providers, and community resources in a collaborative, strength-based process. The learning objectives for this topic are: Identifying the three goals of the Adoptions and Safe Families Act (ASFA) of Recognizing the related outcomes and performance indicators that are part of California s Child Welfare Outcomes and Accountability System. Describing an example of an evidence-based practice implemented in California and the rationale that supports it. Identifying the concepts of fairness and equity in child welfare, and decision points in the life of a case where such issues may arise. Identifying key concepts of strength-based practice. Describing effective strategies for engaging families and youth. CFS Training Guide (10/11) 14

18 Tier I Core Competencies, Continued Child and youth development The core competencies for this topic are: Understanding how child/adolescent development is affected by multiple factors, including socioeconomic stressors and poverty in particular, ethnocultural background, parent-child interactions, child abuse and neglect, and delays and disorders common to children in the child welfare population. Understanding children s developmental needs and how developmental level affects a child s perception of events, coping strategies, and physical and psychological responses to stress and trauma. The learning objectives for this topic are: Recognizing key concepts of three developmental theories and describe their relevance to child welfare practice. Explaining and giving examples of the processes and milestones of normal development of infants, toddlers, pre-schoolers, school-age children, and adolescents across the physical, cognitive, social, emotional, and sexual domains. Providing examples of how cultural variations, such as parenting practices, can influence the manifestation and timing of developmental skills and stages. Explaining how parent-child interactions affect early brain development, and providing examples of parenting behaviors that stimulate optimal brain development. Providing examples of how parent-child interactions affect the development of attachment and bonding. Explaining how physical and emotional trauma and neglect affect brain function and development. Recognizing the symptoms of PTSD in children and adolescents, and being able to articulate when a mental health referral is useful or necessary. Recognizing possible adverse consequences of in utero drug and alcohol abuse on infant and child development, including fetal alcohol syndrome, mental retardation and developmental delays. Identifying symptoms associated with failure to thrive and being able to articulate when a medical assessment is useful or necessary. Recognizing the principal characteristics of Attention Deficit Hyperactivity Disorder and the basic concepts underlying current methods of assessment and treatment. Identifying the social, communication, and behavioral indicators associated with autism and other pervasive developmental disorders and explaining why early intervention is important. CFS Training Guide (10/11) 15

19 Tier I Core Competencies, Continued Child maltreatment identification 1: neglect, physical abuse and emotional abuse The core competencies for this topic are: Accurately identifying factors that constitute abuse and/or neglect as defined by the Welfare & Institutions Code Section 300 (a) - (j) and recognizing parenting behaviors that promote child safety and family wellbeing outcomes. Distinguishing scenarios of child maltreatment from those that are not child maltreatment based on a constellation of factors such as physical injuries and behavioral indicators, within a cultural context. Valuing the importance of diversity as it relates to child maltreatment. The learning objectives for this topic are: Identifying indicators of physical abuse. Identifying indicators of neglect. Identifying indicators of emotional abuse. Understanding the legal basis of identifying abuse and neglect in California, and understanding the associated sections of the Welfare & Institutions Code Section 300 (a) - (j). Identifying strength-based information gathering strategies (that include exploration of family strengths, resources, and risk and safety factors) necessary for working with children, families, and others in the context of making a child maltreatment determination. Identifying physical, emotional, and behavioral characteristics of children who have been maltreated, while attending to the cultural and ethnic context of the children. Identifying three cultural practices that may be mistaken for child maltreatment. Child maltreatment identification 2: sexual abuse The core competencies for this topic are: Accurately identifying conduct that may constitute sexual abuse and exploitation, as defined by the Penal Code and referenced in the Welfare and Institutions Code. Distinguishing scenarios of sexual abuse from those that are not sexual abuse, taking into account the physical, emotional, and behavioral indicators of child sexual abuse in child victims and their families. Incorporating a sensitivity to the cultural landscape when engaged in identifying and assessing sexual abuse and exploitation. The learning objectives for this topic are: Knowing the physical, behavioral and emotional indicators and effects of child sexual abuse. Understanding that in some cases there are no identifiable physical, behavioral, and emotional indicators of child sexual abuse. CFS Training Guide (10/11) 16

20 Tier I Core Competencies, Continued Child maltreatment identification 2: sexual abuse (continued) Understanding the legal basis of identifying sexual abuse and exploitation under California law, specifically as defined by the Penal Code and as referenced in the Welfare and Institutions Code. Understanding the family dynamics vis-à-vis a child victim, a nonoffending parent, the offender, and the significance of these dynamics in identifying sexual abuse and exploitation. Recognizing effective engagement strategies that elicit family strengths and protective capacities, as well as risk and safety factors. Recognizing the difference between therapeutic/supportive interviewing techniques and legally acceptable forensic interviewing techniques. Recognizing the factors that may mitigate the short- and long-term effects of child sexual abuse. Critical thinking in child welfare assessment The core competencies for this topic are: Applying knowledge of factors associated with child maltreatment in assessing safety, risk and protective capacity. Accurately gathering and evaluating relevant information about children and families to assess safety, risk and protective capacity. Performing assessments of safety, risk and protective capacity that are informed by child welfare research and best practice, and that consider issues of personal values, fairness and equity. The learning objectives for this topic are: Describing the definition of safety as it applies to child protective services. Describing the definition of risk as it applies to child protective services. Describing the definition of protective capacity as it applies to child protective services. Recognizing factors correlated with child maltreatment, including child development, substance abuse and domestic violence Identifying the elements of an effective safety plan. Identifying the stages in CWS cases where assessments of safety, risk, and protective capacity must occur. Describing the definition of Minimum Sufficient Level of Care. Identifying the factors to consider in assessing for Minimum Sufficient Level of Care. CFS Training Guide (10/11) 17

21 Tier I Core Competencies, Continued Family engagement in case planning and case management The core competencies for this topic are: Understanding the dynamics of engaging families in a mutual family assessment, and comprehensive case planning that includes an assessment of risk/safety factors, underlying contributing factors to maltreatment, and extensive exploration of family strengths and resources. Developing with the family appropriate, time limited case goals and objectives, and formulating observable, behavioral measures of these goals and objectives, and outline all parties agreed upon roles, responsibilities, and activities within required time frames. Valuing the importance of engaging and collaborating with the family and their resources in strength-based, culturally competent ways towards developing a comprehensive, family-specific assessment and case plan. The learning objectives for this topic are: Identifying effective strategies for engaging the family in the development of the case plan. Identifying socioeconomic, cultural and ethnic differences that may impact the case planning process and the actual plan. Recognizing relevant laws and policies that need to be considered during the case plan process: a. ICWA (Federal): Indian Child Welfare Act of 1978 b. AB 408 (State): Assembly Bill 408, re: Quality of Life for Foster Children c. AB 490 (State): Education for children and youth in foster care d. AB 636 (State): Child Welfare System Improvement and Accountability Act of 2001 e. Division 31 regulations (State): CDSS Manual of Policies & Procedures, Sec. 31 f. Concurrent planning g. Reasonable efforts (reunification) Identifying the legal timeframes for case planning activities. Identifying the multiple sources of information necessary to both develop a comprehensive case plan and monitor a family s progress toward case plan goals. Recognizing that purposeful and frequent visitation is highly correlated with successful reunification. Identifying the factors necessary in proceeding with CWS case closures that promote child safety, well-being, and permanency, and also decrease recurrence of maltreatment and recidivism in CWS. CFS Training Guide (10/11) 18

22 Tier I Core Competencies, Continued Placement and permanency The core competencies for this topic are: Understanding the trainee s role and responsibilities when placing children and youth in out-of-home care, as well as the impact of placement on children, youth, and families. Understanding the benefits to children, youth, and families of forming and maintaining strength-based partnerships with caregivers and service providers. Understanding the legal intent and key elements of public policy, federal laws, California laws, and regulations specific to placement of children and youth in out-of-home care. Understanding the federally mandated priorities and rationale for permanency, and how permanency addresses the cultural, developmental, and emotional needs of children and youth. Understanding the necessity for cultural understanding and awareness in all aspects of placement planning and services to support permanency and well-being. The learning objectives for this topic are: Identifying the key elements of public policy, federal laws, California laws, and regulations specific to children and youth placed in out-of-home care: a) ASFA (Federal): Adoption and Safe Families Act of 1997 b) MEPA (Federal): Multi-Ethnic Placement Act of 1994 c) ICWA (Federal): Indian Child Welfare Act of 1978 d) Relative placement (State: CDSS) e) NREFM (CDSS): Non-Relative Extended Family Member placement f) Sibling placement (State: W&I Code) g) ICPC (State): Interstate Compact on the Placement of Children h) SIJS (Federal): Special Immigrant Juvenile Status i) AB408 (State): Assembly Bill 408, re: Quality of Life for Foster Children j) Foster Children s Bill of Rights (State: CA Code of Regulations) k) Least restrictive environment (Federal): Adoption Assistance and Child Welfare Act of 1980 l) Institutional abuse (CDSS Manual of Policies & Procedures, Sec. 31) m) AB490 (State): Education for children and youth in foster care Identifying a wide range of behaviors that relate to separation, including expressions of grief and loss, in children of different developmental stages and of different cultural backgrounds. CFS Training Guide (10/11) 19

23 Tier I Core Competencies, Continued Placement and permanency (continued) Identifying cultural factors that influence family dynamics, parenting, and behavior, as they relate to facilitating adjustment between the home of the child s family of origin and out-of-home caregivers. Identifying the principles of concurrent planning and permanency, and their impact on placement decisions for children and youth. Understanding the distinction between legal permanency and emotional permanency. Identifying the factors that affect the ability of care providers to support the well-being of children and youth in all areas of culture, health, education, visitation, and mental health needs. Understanding that purposeful and frequent visitation is highly correlated with successful reunification. CW Practice in a Multi-Cultural Environment The core competencies for this topic are: Understanding the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. Demonstrating understanding of the influence of culture on human behavior and family dynamics. Critically evaluating the relevance of intervention models to be applied with diverse ethnic and cultural populations. The learning objectives for this topic are: Understanding racism Understanding cultural norms, beliefs, values, language, customs, family structure, and community dynamics Understanding culture and child rearing Understanding ethnographic Interviewing Recognizing acculturation CFS Training Guide (10/11) 20

24 Tier I Core Competencies, Continued Investigation Skills The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds Demonstrating the ability to conduct an ethnically and culturally competent assessment of a child and family and to develop an effective intervention plan. Understanding the influence and value of traditional, culturally based childrearing practices and uses this knowledge in working with families. Practicing basic principals and techniques of interviewing children and families for purposes of assessment, intervention, and service planning. Demonstrating the ability to respectfully relate to, engage, and assess family members from a strengths-based person in environment perspective, and to develop and implement a case plan based on this assessment. Demonstrating the ability to engage and work with involuntary clients in a manner that includes the exercise of client self-determination. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. Planning, prioritizing, and effectively completing activities and tasks within required time frames. The learning objectives for this topic are: Identifying the information to be gathered in a child maltreatment or neglect investigation Listing the elements to be considered in making the decision as to whether or not abuse or neglect has occurred Designing an investigative plan in response to a child maltreatment/ neglect referral Valuing conducting culturally sensitive investigations Understanding the importance of preparing professional, balanced documentation concerning their observations made during the investigative process CFS Training Guide (10/11) 21

25 Tier I Core Competencies, Continued Crisis intervention The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds. Demonstrating the ability to respectfully relate to, engage, and assess family members from a strengths-based person in environment perspective, and to develop and implement a case plan based on this assessment. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. Demonstrating understanding of the potential effects of poverty, bias, inequity, and other forms of social oppression on human behavior and family dynamics. Demonstrating the ability to recognize, assess, and devise case plans and referrals to address potential for violence, suicide, and complex psychological difficulties. Demonstrating understanding of the effects of trauma resulting from family conflict, divorce, and family or community violence. The learning objectives for this topic are: Identifying how to intervene with client families impacted by a life experience seemingly beyond their control Understanding and identifying how to utilize crisis intervention strategies with families at risk Valuing the effect of culture on the reaction of an individual to a situation considered a crisis and their response to intervention by outsiders to the situation Understanding the influence of the actions of the social worker in the escalation or the de-escalation of potential or actual crisis situations Basic Interviewing The core competencies for this topic are: Demonstrating respect, fairness, and cultural competence in assessing, working with, and making service decisions regarding clients of diverse backgrounds. Demonstrating self-awareness and the ability to address and overcome personal bias in assessing and working with clients of diverse backgrounds. Demonstrating the ability to conduct an ethically and culturally competent assessment of a child and family and to develop an effective intervention plan. CFS Training Guide (10/11) 22

26 Tier I Core Competencies, Continued Basic interviewing (continued) Understanding the importance of a client s primary language and supporting its use in providing child welfare assessment and intervention services. Practicing basic principals and techniques of interviewing children and families for the purposes of assessment, intervention, and service planning. Understanding the inherent power differential in working with clients and effectively managing and balancing that power. The learning objectives for this topic are: Understanding the principles of effective interviewing techniques, considering age, developmental level, and mental health status of the interviewee. Demonstrating the ability to establish rapport and obtain accurate and comprehensive information for initial and ongoing assessments. Valuing employing strength-based engagement strategies during the interview process to promote fairness and equity in assessments and case management. Court procedures: juvenile court The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations and government agencies to advocate for equitable access to culturally competent resources and services Understanding the dual responsibility of the child welfare social worker to protect children and to provide services that support families as caregivers. Understanding state and federal policy issues and child welfare legal requirements and demonstrates the capacity to fulfill these requirements in practice. Understanding child welfare legal process and the roles of social workers and other professionals in relation to the courts. Demonstrating knowledge of the philosophy, purpose, requirements, and application of federal and state child welfare policy and legislation. Understanding the requirements for effectively serving and making decisions regarding children with special needs, including the balancing of parental and child rights. Identifying agency and legislative policies and procedures that may negatively affect child well being and the success of permanency and family reunification. CFS Training Guide (10/11) 23

27 Tier I Core Competencies, Continued Court procedures: juvenile court (continued) The learning objectives for this topic are: Recognizing the respective roles of bench officers, guardians ad litem, CASAs, county counsel, mediators, and attorneys who represent parents, defacto parents, and minors Describing the child welfare worker s role in providing information to families about legal proceedings. Valuing acting in accordance with the legal concept of due process Valuing the role of the legal system in balancing the protection of children with the constitutional right to parent. Describing the following permanency options for dependent children: reunification, adoption, voluntary relinquishment, legal guardianship, permanent placement with a fit and willing relative and identified placement with a specific goal. Documentation for legal reports The core competencies for this topic are: Gathering, assess, and present pertinent information from interviews, case records, and other collateral sources required to evaluate an abuse or neglect allegation. Understanding policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice. Understanding the process of the legal system and the role of social workers and other professionals in relation to the courts. Demonstrating knowledge of the philosophy, purpose, requirements and application of federal and state child welfare policy and legislation. Demonstrating the ability to prepare written reports for court. The learning objectives for this topic are: Explaining the purpose of each legal document required for CWS Recognizing the organizational format for CWS documents used in the legal system Describing the format and pertinent documentation required for the four main types of court reports Valuing regard for accuracy, objectivity, and unbiased documentation of diverse cultures, lifestyles, and needs CFS Training Guide (10/11) 24

28 Tier I Core Competencies, Continued Court procedures: testimony The core competencies for this topic are: Understanding state and federal policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice. Understanding child welfare legal process and the roles of social workers and other professionals in relation to the courts. The learning objectives for this topic are: Identifying skills and knowledge which help workers effectively prepare for court Identifying ways in which presentation of information, in both oral and written form, can enhance the ability to convey information concerning individual family members and their situations in a fair and equitable way Demonstrating behaviors enhancing effective verbal transmission of information in legal forums Identifying strategies for coping with possible stresses related to interacting in legal settings Valuing the importance of providing accurate, unbiased information in legal forums, consisting of observations and actions based on critical thinking and evidence-based interventions Substance abuse The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services Incorporating knowledge of individual, family, and cultural dynamics, the student recognizes signs and symptoms of substance abuse in children and adults and is able to assess its impact Understanding policy issues and child welfare legal requirements and demonstrating the capacity to fulfill these requirements in practice Demonstrating the ability to assess his or her own emotional responses to clients, co-workers, and situations in which the worker s values are challenged. The learning objectives for this topic are: Describing the relationship between substance abuse and child maltreatment, and the prevalence of substance abuse problems among caregivers of children in the child welfare system Identifying common dynamics of substance abuse in families and its impact on child development and child safety Believing that families should be involved in decision making about AOD problems Valuing strength-based approaches and culturally-specific supports and interventions to address AOD problems CFS Training Guide (10/11) 25

29 Tier I Core Competencies, Continued Domestic violence The core competencies for this topic are: Demonstrating the ability to collaborate with individuals, groups, community-based organizations, and government agencies to advocate for equitable access to culturally sensitive resources and services. Being aware of forms and mechanisms of oppression and discrimination pertaining to low-income and single-parent families and using this knowledge in providing appropriate child welfare services. Understanding the dynamics of family violence, and developing appropriate, culturally sensitive case plans to address these problems. Engaging and assessing families from a strengths-based person in environment perspective and to develop and implementing a case plan based on this assessment. Understanding and utilizing the case manager s role to create and sustain a helping system for clients, a system that includes collaborative child welfare work with members of other disciplines. Demonstrating understanding of the potential effects of poverty, racism, sexism, homophobia, violence, and other forms of oppression on human behavior. Demonstrating understanding of the influence of culture on human behavior and family dynamics. Understanding client and system problems and strengths from the perspectives of all participants in a multi-disciplinary team and effectively maximizing the positive contributions of each member. Demonstrating the ability to recognize potential for violence, suicide, and other potentially harmful behaviors. Demonstrating understanding of the dynamics of trauma resulting from family conflict, divorce, and family violence. The learning objectives for this topic are: Understanding the definitions, signs, symptoms, and cultural and family dynamics of spousal/partner abuse Communicating the effects of spousal/partner abuse on children and families involved in Child Welfare Services in strength-based educational language Accurately identifying problem areas for families involved in Child Welfare Services where spousal/partner abuse is a factor Performing ongoing assessment of spousal/partner abuse and its impact on both children and parents CFS Training Guide (10/11) 26

30 Tier II Core Competencies Introduction Tier II courses are advanced mandatory courses required by the state. The Social Worker typically starts taking these courses after the probationary period and must complete these courses by the first 24 months of employment. Each of these topics has core competences and learning objectives. Indian child welfare act The core competencies for this topic are: Understanding the historical, philosophical, and legal bases for the Indian Child Welfare Act (ICWA). Understanding the origins of historic distrust/trauma and their implications for helping relationships. Understanding issues of fairness, equity, and the disparities experienced by Indian/Native American children and their respective families within the child welfare system. Understanding the fundamental concepts of culture; understanding how one s own culture affects one s perceptions, behavior, values; and knowing how cultural differences and unconscious bias can affect service delivery. The learning objectives for this topic are: Recognizing the historic relationship between Indian Children and Child Welfare policy leading to ICWA. Identifying the legal basis of ICWA as it relates to child welfare practice. Recognizing the potential impact of not identifying Indian/Native American children during the initial stages of the child welfare process. Identifying the basic provisions of ICWA. Explaining how ICWA considers the needs and rights of tribes, families, and children. Describing the potential negative consequences of noncompliance with ICWA. Explaining how tribes and/or tribal representative(s) can be used as a resource for decision-making throughout the life of a case when serving Indian/Native American children Mental health The core competencies for this topic are: Understanding mental health issues which affect families served by the child welfare system. Obtaining knowledge and skills to work effectively with families challenged by mental disorders and mental health issues within the frame of the family s cultural, environmental and family dynamics. CFS Training Guide (10/11) 27

31 Tier II Core Competencies, Continued Mental health (continued) The learning objectives for this topic are: Recognizing how commonly occurring mental disorders can affect a person s ability to parent. Recognizing the range of social functioning and intervention responses among children, adolescents, and adults who experience symptoms of mental and emotional disorders. Recognizing that biological, psychological, cultural and environmental factors influence the mental health functioning of family members. Describing the role of the child welfare worker and the roles of various health care and mental health professionals who work with parents, adolescents and children with mental health disorders. Recognizing common case plan interventions that are most often used by child welfare workers to assist children, adolescents and caregivers suffering from mental disorders. MEPA/ Interethnic adoptions provisions The core competency for this topic is: Understanding the three basic requirements of the Multiethnic Placement Act and the Interethnic Adoption Provisions, including their intent, application to practice, and consequences for non-compliance. The learning objectives for the new SW on this topic are: Recognizing key concepts of the Multiethnic Placement Act of 1994 as amended by the Interethnic Adoption Provisions (1996, P.L , Sec. 1808, Removal of Barriers to Interethnic Adoption). Recounting the three basic requirements of the Multiethnic Placement Act: a. It prohibits states, foster care and adoption agencies, and other federally assisted entities involved in child placement from delaying, denying or otherwise discriminating on the basis of race, color, or national origin in making a placement decision. b. It prohibits states and federally assisted entities from categorically denying the opportunity for any person to become an adoptive or foster parent on the basis of race, color, or national origin of the adoptive or foster parent or the child. c. It requires states to develop plans for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed. Explaining the intent of each of the three basic requirements of the Multiethnic Placement Act as represented in a, b, and c. above. Recognizing key components of the compliance review process as conducted by the Office of Civil Rights and the California State Department of Social Services. CFS Training Guide (10/11) 28

32 Tier II Core Competencies, Continued Ethics and values The core competencies for this topic are: Understanding the social work and child welfare standards, values and ethics which guide public child welfare practice. Understanding the professional expectations set forth by the National Association of Social Workers and the California Standards and Values for Public Child Welfare Practice. Understanding the ethical issues related to child welfare practice. Understanding how one s own cultural background affects one s values, behavior, identity, and perception of others. The learning objectives for this topic are: Explaining how professional values and ethics influence the decision making process in public child welfare. Recognizing that the NASW Code of Ethics guides practice in CWS. Identifying two types of ethical issues that are related to child welfare practice. Recognizing how one s values may influence one s decision making process in public child welfare. Health care needs The core competencies for this topic are: Understanding the complexities of health care issues and concerns for children and youth in the child welfare system, which include preventative healthcare, common health care problems, and timely referrals. Understanding the statewide health care resources and how to access them for children and youth in the child welfare system. CFS Training Guide (10/11) 29

33 Tier II Core Competencies, Continued Health care needs (continued) The learning objectives for this topic are: Recognizing the need for and their role in preventive health care, including periodicity of medical and dental exams, immunization schedules, and early intervention programs. Identifying common health care issues of children and youth involved in the child welfare system. Identifying resources available to promote health and wellness for children and youth involved in the child welfare system. Explaining the role of care providers and foster care public health nurses in the prevention, care, treatment, advocacy, and follow-up of health care needs for children and youth in their care. Verbalizing an understanding of the purpose and duties involved in developing and maintaining the Health Passport. Exploring a holistic approach to health care and understanding the connection between mind, body, and spirit, and the ways this approach can promote children s well-being. Recognizing racial and ethnic disparities in health and access to health care, and how such disparities parallel fairness and equity issues in the child welfare system. Supporting educational rights and achievement The core competencies for this topic are: Understanding that children and adolescents served by CWS have educational rights that must be observed and supported by child welfare workers. Understanding his/her role in promoting the educational achievement of dependent children through collaboration with other professionals and support networks. The learning objectives for this topic are: Recognizing the range of responsibilities of child welfare workers that support educational achievement for children in care. Identifying children s basic educational rights. Recognizing the role and responsibilities of the child welfare worker in relation to California Assembly Bill 490, a law enacted to protect the educational interests of children in foster care. Recognizing the key concepts of California Assembly Bill 3632, a law that requires state agencies to coordinate services for children with disabilities. Explaining the terms educational surrogate and individualized educational program as they relate to child welfare practice. CFS Training Guide (10/11) 30

34 Tier II Core Competencies, Continued Self-care for new child welfare workers The core competencies for this topic are: Being aware of organizational risk management issues and appropriately resolving potentially harmful situations. Planning, prioritize, and effectively monitor completion of activities and tasks within required time frames. Being aware of potential work-related stress factors and developing selfcare and other strategies to render these harmless. Demonstrating the ability to recognize potential for violence, suicide, and other potentially harmful behaviors. Demonstrating knowledge of how organizational structures and culture affect service delivery, worker productivity, and morale. The learning objectives for this topic are: Learning techniques to work effectively and safely in stressful and potentially dangerous situations. Utilizing techniques and strategies to maximize workplace performance and personal performance. Appreciating how work experiences and stress may affect one s professional performance and well-being. Utilizing techniques to support workplace and/or personal safety. Understanding how work experiences and stress may affect one s professional performance and well-being. CFS Training Guide (10/11) 31

35 O & I Introduction A newly hired social worker (SW) will go through the Orientation and Induction (O&I) training. O&I are training that introduces the new SW to San Bernardino County Children and Family Services (CFS) policy and procedures. The Trainee will attend ten O&I classes that are held once a week. PERC The Performance Education and Resource Center (PERC) provides training and development services to Children and Family Services (CFS). PERC provides training for the CFS O&I. Reference: See CFSHB Vol. 7, Ch B CFT Training Unit/Staff Training on the other training services PERC provides to CFS. O&I topics The O & I classes will present the following topics: Welcome Human Resources Department of Behavioral Health (DBH) Programs Contact Notes and Investigation Narrative Training Employee Management and Compensation System (EMACS) Child Welfare Services/Case Management System (CWS/CMS) Safe Measures and Comprehensive Assessment Tools (CAT) Intake and Carrier Roles, Risk Assessment Child and Adult Abuse Hotline (CAAHL) Overview and Shadowing Foster Home Abuse (including trends, concerns, risks and response) Welfare and Institution Code (WIC), Detention, Apprehension Warrants, Allegations and Findings and Orders (F&O) WIC Packets Indian Child Welfare Act (ICWA) Absent parent search, noticing, personal service, Inter County Transfer (ICT) Family Advocacy Resource Services Loma Linda University Medical Center (LLUMC) Multi-Disciplinary Meeting/Law Enforcement/Victim Witness West Valley Detention Center Tour California Law Enforcement Telecommunications System (CLETS) Team Decision Making/Family to Family (F2F) Children s Assessment Center (CAC) Forensic Examination CAC Interview Training Group homes, Therapeutic Placements, Placement Training CFS Training Guide (10/11) 32

36 O & I, Continued O&I topics (continued) Independent Living Program (ILP) Education Liaisons Time and Case Management Relinquishment Adoptions Court Appointed Special Advocates (CASA) Car Seat Training Public Health Nurse Civil Rights CFS Training Guide (10/11) 33

37 On the Job Training (OJT) Introduction While the newly hired Social Worker (SW) is completing the required training courses through the Tier I Core Curriculum and O&I, the SW will begin to receive on the job (OJT) training through the Centralized Training Unit (CTU). OJT complements the Core Curriculum and are the San Bernardino County specific tasks that are taught to the Trainee to provide the necessary hands on opportunities for transfer of knowledge and learning basic skills. The OJT training continues throughout the Trainee s probationary period. OJT components The CTU clarifies how the SWs daily tasks lead to best child welfare practice in working with the families and children they serve. OJT for the CFS SW is made of the following skill sets: 1. Engaging Families and Building Teams 2. Assessment and Decision Making 3. Documentation and Communication Skills 4. Accountability/CFS Missions/Values 5. Case Plan and Services 6. Case Closure and Aftercare The OJT skill sets serve as the framework for formal and on-the-job training and field activities during the new SW s probationary period. The activities/tasks that will measure the Trainee s competency level are listed in the CFS 2 SSP OJT TRAINING MODULES-SSP. The Trainee completes the CFS 1 SSP GUIDE FOR TRACKING OJT TRAINING COMPLETION- SSP to track the completion of the activities/tasks. CFS Training Guide (10/11) 34

38 On the Job Training (OJT), Continued OJT components The following table describes the On the Job Training (OJT) components for Social Service Practitioners (SSP). Engaging Families and Building Teams Engagement Skills o Interviewing o Rapport Building o Working with Involuntary Clients Engagement Techniques New Initiatives F2F- Practice Paradigm CPYP o Family Finding o Permanent Connections Teaming Strategies o WRAP o TDM o FGDM o MDT Law Enforcement Misc. Partners o Public Health Nurse o Kinship Centers o Education Liaisons o EWCA o DAAS o DBH o DPH o CCRT o IRC o Children s Network o RTSRF Assessment and Decision Making Exigency/Warrants Safety/Risk Assessments o CAT o Protective Capacity o MSLC Case Assessment Processes o CAC o RAM o DARE o CAF o CPR Placement o MEPA/F&E o RAU/CPU o Licensing o ICT o IPC o ICPC o Bates Bill o Prudent Parent o Voluntary o Home Studies Placement Types o Relative/ Extended Family Communication and Documentation Referral/Closing Narrative Field Documents VFM/FM Cases FR Cases PP Cases Group Home Cases Documenting Contact Notes Contact Requirements/ Exceptions Court Procedures for FM Cases Noticing Court Reports SAR Time Limits Closing an FM Case Court Procedures for FR Cases Noticing Detention/Petition Search/Detention Warrant Searches o Search Unit o Ongoing Searches Paternity Accountability/ CFS Mission & Values HSS & CFS Mission Statements Regulations o Division 31 o WIC o ACIN & ACL Selfevaluation/SIP/PIP Tools o CWS/CMS o Safe Measures o CAT o C-IV o JNET o Meds o Outcome Measures Berkeley Website Program Changes o Timely Promotion from Referral to Case o Time Frames (Legal) Case Management o Organization Skills o Field Books o Time Management Case Plan and Services ILP o o o o o Associated Services TILP ILP Workshops THPP THP+/ Aftercare Inclusion in Court Reports Visitation o Planned & Purposeful o Progressive Visitation o Child/Parent o o Child/Sibling(s) Child/Extended Family Reasonable Services o FM/FR o Incarcerated Parents Financial Programs o EA o SCR o RBC o Children s Fund o Vouchers Case Closure and Aftercare Closing o Timely Closing of ER o Timely Closing of VFM o Timely Closing of Case o Relationships- Celebrating FR Emancipation checklist Transition Conferences AAP Kin Gap PRUCOL Closure CFS Training Guide (10/11) 35

39 On the Job Training (OJT), Continued OJT components (continued) Engaging Families and Building Teams Assessment and Decision Making o Non-Relative Extended Family o Adoptive Placement o County Licensed Homes o Specialized Placements o FFA o Group Home o Whole FFH Placement Clearances Required o Live-Scan o CLETS o CII/CACI o FBI o CWS/CMS Adoption o Concurrent Planning o Matching Meetings o Disruption Meetings o Relinquishments / Safely Surrendered Communication and Documentation Family Information Questionnaire ICWA Timeframes for children under 3 Transportation to Court Court Reports o J/D o (e), (f) Misc. Court Hearings/Reports o o 387/388 o 342 o o Pre-settlement Conference o Packets Visitation Requirements o Child/Parent o Child/Sibling o Child/ Extended Family o Monitored Visits o Liberalizing Visits Accountability CFS Missions/Values o Prioritization of Work o Monthly Case Consultation Mtgs Confidentiality o PII o Consent Case Plan and Services o Imprest Funds o Respite Care o SCIAP o CAP Referrals o Victims of Crime Prog. Substance Abuse o Drug Court o Drug Testing o Treatment Options HEP Health Services o Role of PHN o Psychotropic Meds o IEHP o Managed Care o Healthy Homes o SART o CHDP Education Services o AB490 o Foster Youth Services o Holder of Education Rights o IEP/504 Plans Case Closure and Aftercare CFS Training Guide (10/11) 36

40 On the Job Training (OJT), Continued OJT components (continued) Engaging Families and Building Teams Assessment and Decision Making ER Protocol o Reporting Laws o Response Determination o Cross Reporting o DOJ Grievance Hearing Out of Home Abuse Domestic Violence Protocol o Day/Night Duty o Safely Surrendered o DEC o Law Enforcement o Reasonable Efforts VFM/FM FR o No-FR o Termination of FR PP Committee Communication and Documentation Recommending Return Home (FM) Court Procedures Permanency Planning o Noticing o Searches o PPR s o Accountability CFS Missions/Values Case Plan and Services Writing & Updating Case Plans o Concurrent Plans o MSLC o VFM/Court FM o FR o PP Psych Evaluations Cultural Considerations o ICWA o Mexican Consulate o Minor Parent Services o MEPA Case Closure and Aftercare CFS Training Guide (10/11) 37

41 Section III CFS Guide to Training for New CFS Social Workers Introduction This section describes the Centralized Training Unit expectations, guide to learning tasks and activities, individual case conference elements, and performance expectations and evaluations. In this section This section contains the following topics: Topic See Page Guide to Learning Tasks and Activities 39 Individual Case Conference Elements 41 Performance Expectations and Evaluation 42 CFS Training Guide (10/11) 38

42 Guide to Learning Tasks and Activities Introduction The main emphasis of training for the Trainee in the Centralized Training Unit (CTU) is the On the Job Training (OJT). The Trainee is evaluated for his/her readiness to be transitioned to his/her assigned unit based on their performance doing OJT. The modules give direction for the Trainees to reach their Learning Objectives. The Training Tracking tool is used to record that progress by recording dates when tasks are done, scores on knowledge based tests, on handbook material and mentor evaluations of WPE skills. Training module sample A sample of the CFS 2 SSP OJT TRAINING MODULES-SSP is shown below. All of the OJT Training modules are available in the CFS Forms Catalog. MODULE: Communication and Documentation Topic: Court Procedures Task Type (See legend) D Preparatory Tasks Activity Filed Training Tasks: R=read/review D=discuss/consult S=shadow/observe Talk with your mentor or supervisor about how the SB County Juvenile Court is structured. Ask about court procedures and guidelines. Record questions and answers that highlight key concepts. R D Read the handbook materials, then review examples of well-prepared court reports/petitions & locate the corresponding writing guide in the Program Development Division (PDD) On-line Handbook noting time frames for submission of each. Petition Jurisdiction/Disposition trial.21 (e), (f) trial Make notes about sections, words or phrases that are unfamiliar to you and ask the mentor or supervisor about them. Record questions and answers that highlight key concepts. Relevant Materials AT 10 Court Forms Desk Guide CFS Desk Guide CT B, C, E 6-1 Corresponding WPE Factor(s) DS 2,7,8 DS 2,7,8 CFS Training Guide (10/11) 39

43 Guide to Learning Tasks and Activities, Continued Training module sample (continued) Application Tasks With the guidance of a mentor, write and submit a (300 a-j, 342, 387, 388) petition (including the interview or detention warrant if needed), notice the proper persons & participants to the hearing, participate in the hearing and debrief with the mentor afterward. CS 4, 9; AS 7 DS 1,2,7,8 During the training unit experience, the trainee will be able to demonstrate satisfactory levels of competency regarding Documentation and Communication Skills. The Trainee will: Become comfortably familiar with the reports, and writing guides. Demonstrate the ability to correctly prioritize, schedule & complete contacts, narratives and court reports in a timely matter. How to use the training module The tasks listed under Preparatory Tasks are largely individual controlled tasks where the Trainee will acquire knowledge. In the Application section of the training modules, the Trainee is given tasks to perform that are observed and evaluated by the mentor. Mentor role The CTU mentor will monitor the Trainee s progress and completion of the tasks listed in the CFS 2 SSP by reviewing with the Trainee, his/her completion of the CFS 1 SSP GUIDE FOR TRACKING OJT TRAINING COMPLETION SSP. This document is used by the Trainee s to track their completion of the tasks and how they were completed. Assigned unit supervisor The assigned unit Supervisor may monitor and track the SW II Trainee s progress and completion of the tasks listed in the CFS 2 SW II OJT TRAINING MODULE-SW II by using the CFS 1 SW II GUIDE FOR TRACKING OJT TRAINING COMPLETION SW II. This document is used to track the Trainee s completion of the tasks and how they were completed. Trainee role The trainee will be responsible in completing the CFS 1 SSP. This document is used to track the Trainee s completion of the activities/tasks listed on the CFS 2 SSP and how they were completed. CFS Training Guide (10/11) 40

44 Individual Case Conference Elements Introduction The Trainee receives close supervision during the time he/she is in the Centralized Training Unit (CTU). The individual case conference is where the Trainee, the mentor, and CTU supervisor meet on a monthly basis to discuss the Trainee progress. Topics addressed in the case conference In the individual case conference, the following tasks are done: Reviewing the CFS 1 SSP GUIDE FOR TRACKING OJT TRAINING COMPLETION SSP This will be done more frequently on an as accomplished basis Discussing the Trainee s strengths and performance challenges Discussing the next set of training goals Discussing Trainee s readiness to be transition to his/her assigned unit Discussing the Trainee s progress in competency development Obtaining the Trainee s view of training (is it satisfactory) Discussing the Trainee s engagement skills Discussing the Trainee s performance with children, parents and coworkers Discussing the Trainee s relationships with other professionals Discussing the Trainee s assessment skills Discussing the Trainee s documentation skills The case conference is held at least monthly while the Trainee will meet with the CTU mentor on a regular basis. Monthly case consultation report During the monthly case consultation, the CTU supervisor and mentor will use the discussion of the following topics for each of the Trainee s cases: Safety Risk Initial safety and risk factors On-going risk and safety factors Case Plan Progress Has parent increased protective capacity? CAT Tool Completed SW Contacts Child/Family Visits SIP Outcomes Measures FR with parents within 12 months 24 months in Permanency In care three years or longer Placement Stability Next Court Report Due/Type of Hearing CFS Training Guide (10/11) 41

45 Performance Expectations and Evaluation Introduction The new hire is evaluated while in the Training Unit to determine whether he/she is ready to be transition to his/her assigned unit and whether the new hire will remain employed with Children and Family Services (CFS). The CTU staff will use various means to do so. Evaluation tools The following tools are used to evaluate the Trainee: Work Performance Evaluation (WPE) which is comprised of: Customer Service (Service First) Decision Making Skills Communication Skills Assessment Skills Documentation Skills CFS Mission and Values Accountability Case Ending and Aftercare Training Goals Guide for Tracking OJT Training Completion - This tracks all the training tasks/activities the Trainee has completed. Evaluation on tasks and activities The CTU mentor and supervisor evaluate the Trainee s actual knowledge and skill development on the required tasks and activities. CFS Training Guide (10/11) 42

46 Section IV Documents Introduction This section describes the Social Worker Self Assessment Questionnaire, the Work Performance Evaluation (WPE) and the Guide for Tracking OJT Training Completion. In this section This section contains the following topics: Topic See Page Worker Self Assessment 44 WPE 52 WPE Legend 59 Guide for Tracking OJT Training Completion 62 CFS Training Guide (10/11) 43

47 Worker Self Assessment Introduction This section of the SW Training Guide provides Children and Family Services (CFS) Social Workers (SW) Trainee with an opportunity to identify the skills and abilities that they feel confident about and those that require more training, assistance or experience to develop fully. The Trainee will complete Self Assessment and submit to the Centralized Training Unit (CTU) mentor. This will provide information on the SW s. The Trainee will refer to this Self Assessment several times during the first year as a SW. The Trainee will be asked to individually complete the initial assessment at the start of the CTU experience and then again at the completion of the CTU. It is suggested that the SW review the assessment together with the CTU mentor, after it has been completed. The Trainee is to complete the assessment: The first week in the CTU Prior to transitioning out of CTU Prior to the end of probation with the assigned unit SSSP Reviewing the assessment with the CTU mentor will give the Trainee an opportunity to gain valuable feedback. In addition it will provide the Trainee and the CTU mentor the opportunity to discuss the areas where the Trainee is progressing and the areas where the Trainee still need additional time or help to further develop skills. Note: The assigned Supervisor of a SW II or other social workers who are not attending CTU has the option of having these workers complete this assessment. CFS Training Guide (10/11) 44

48 Worker Self Assessment, Continued Survey This survey is distributed on the first week of the Centralized Training Unit (CTU). The information gathered will help assess the Social Worker s (SW) training needs and make the Training Unit a productive experience. Please complete the assessment as fully as possible. Some items require the SW to fill in the blank; others to enter a check mark or circle a number. Your Name: Today s Date: 1. What is the highest level of your education? a. College Degree b. Some Graduate School c. Master s Degree d. Other (please specify) 2. What was your undergraduate major? a. Social Work b. Sociology c. Psychology d. Child Development e. Other (please specify) 3. What graduate degree(s) do you hold? a. None b. MSW c. MFCC d. Other (please specify) 4. Are you licensed? a. No b. Yes (If yes, please specify type) CFS Training Guide (10/11) 45

49 Worker Self Assessment, Continued Survey (continued) 5. Before you were employed by CFS, how many years of paid and voluntary experience did you have in social services? Paid Voluntary None 1 Year 2 Years 3 Years 4 Years 5 or more Years 6. Before you were employed by CFS, how many years of paid and voluntary experience did you have working with children in a social services agency? Paid Voluntary None 1 Year 2 Years 3 Years 4 Years 5 or more Years 7. Were you a CFS student intern? a. No b. Yes 8. Were you ever employed by CFS previously? a. No b. Yes CFS Training Guide (10/11) 46

50 Worker Self Assessment, Continued Survey (continued) Using the scale provided, please indicate the extent to which your previous coursework and/or training experiences have addresses the following content areas: Topic No Content Included but not primary focus of course or training program Primary focus of course or training program The child welfare system Child development Adolescent development Family systems Child abuse (physical) Child abuse (sexual) Domestic violence Substance abuse Assessing children Assessing adults Assessing families Interviewing children Interviewing adults Interviewing families Multi-cultural casework Juvenile court procedures Adoption and legal guardianship procedures The foster care system Working with involuntary clients Working with high-risk children CFS Training Guide (10/11) 47

51 Worker Self Assessment, Continued Survey (continued) Using the key provided, please provide a self-assessment on where you currently see yourself in the following social worker practice areas. Completing this survey will be a helpful tool in tailoring your learning needs over the next nine months: E: Exceptional Demonstration of Skill. This skill is part of my stance and style. I exhibit independence, creativity and flexibility in the use of this skill. C: Consistent Demonstration of High Level of Skill. I understand the concept and demonstrate this skill with consistency. S: Significant Demonstration of Skill. I show increasing understanding of this concept and demonstrate this skill with greater consistency. I still need time and practice. P: Progressing in Demonstration. I understand the concept and demonstrate this skill but my performance is uneven. I need time and practice to be more consistent. B: Beginning Skill Development. I have some understanding of the concept and am beginning to recognize how I might apply this in practice situations. NA: I have not had an opportunity to develop a concept or understand this skill. Core Practice Model I am able to establish trusting, helping relationships I am able to demonstrate genuine interest in and respect and empathy for all children and families I am an active listener who is able to clarify, reframe, question, reflect and summarize I have knowledge of an respect for cultural differences among individuals, families and communities I am able to partner with and appreciate individuals and families in the context of their cultures, including ethnicity, religion and nationality I am willing to meet families in their homes or other community-based environments that are safe and inviting I am experienced in assembling and leading a group, designing agendas and facilitating meetings to help identify priorities I can coordinate services and supports to prevent duplicating or conflicting services to avoid overwhelming children and families Training Unit Start 3 months 6 months CFS Training Guide (10/11) 48

52 Worker Self Assessment, Continued Survey (continued) Core Practice Model I am able to bring together a circle of helpers I have respect for nonprofessional and non-traditional helpers I am knowledgeable about domestic violence, substance abuse, mental health, child development and family systems I know how to assess safety issues and minimize risk of harm to children I can identify strengths and underlying needs in individuals, families and communities I can develop individualized plans that build motivation for change and are based on strengths and needs of families I am aware of and can access community resources I can actively involve families in setting clear, behaviorally specific, measurable goals for change I am willing to seek help from supervisors and colleagues I am able to use solution-focused skills I have expertise in balancing child safety with the need for family attachments I can engage a family s helping/support network I am able to identify individual and family strengths and build upon them I am able to use a circle of helpers to analyze what is and what is not working and why I am able to plan and support successful transitions and sustainable independence upon reunification or case termination I am able to evaluate results of the plan and make appropriate modifications when necessary Training Unit Start 3 months 6 months CFS Training Guide (10/11) 49

53 Worker Self Assessment, Continued Survey (continued) Work Products and Services I am able to investigate, evaluate and assess allegations of neglect, abuse and/or exploitation of children I am able to determine appropriate service needs of the child and family, including placement decisions I am able to identify and evaluate the suitability of potential caregivers I am able to assist with case plan implementation I am skilled at visiting children, families and caregivers to monitor safety and well-being I am able to perform court related activities (notices, court reports, and other legal documents) I am able to document all case/referral related communications I can identify and establish a separate path of legal permanence through concurrent planning I can manage the adoption planning process Work Behaviors I can prioritize work responsibilities I can use computer applications such as Microsoft Word and Outlook I can develop creative solutions to problems My writing is clear and organized with appropriate grammar, punctuation and spelling I am able to display courtesy and respect for customers in all interactions I am able to listen carefully to customers concerns and problems I am able to demonstrate a thoughtful and caring attitude in my interactions with customers I demonstrate knowledge of and compliance with the Department s policies regarding confidentiality I make appropriate use of work time I acknowledge my mistakes Training Unit Start 3 months 6 months CFS Training Guide (10/11) 50

54 Worker Self Assessment, Continued Survey (continued) Work Products and Services I take responsibility for my performance and conduct I am able to follow and consistently implement my supervisor s instructions Training Unit Start 3 months 6 months STOP. THIS IS THE END OF THE QUESTIONNAIRE CFS Training Guide (10/11) 51

55 WPE Introduction The Children and Family Services (CFS) CFS-WPE 100 WORK PERFORMANCE EVALUATION (WPE) is a tool used by the supervisor to outline the new employee's progress, strengths, weaknesses, additional training needs, and the expected transition date. The CFS-WPE 100 is available in the CFS Forms Catalog. WPE components The WPE is comprised of the following: Customer Service (Service First) Decision Making Skills Communication Skills Assessment Skills Documentation Skills CFS Mission and Values Accountability Case Ending and Aftercare Narrative Summary Training Goals Note: These components are tied to the Training Modules. Customer service component The SW is evaluated under this section as described in this table. Unsatisfactory Frequently discourteous, unfriendly and abrupt. Often rude and uncaring. Frequently ignores customers and shows no interest in providing services to them. Below Standards Occasionally discourteous and/or plays favorites with customers. Shows a pattern of failing to acknowledge all customers. Occasionally loses interest in customer needs. Meets Standards Provides courteous treatment and appropriate levels of friendly service to all customers. Immediately acknowledges all customers and maintains professional interest in a manner appropriate to the service situation. Exceeds Standards Evaluates customer demeanor and provides appropriate and positive service level. Follows up with customer situations to ensure all needs are addressed. CFS Training Guide (10/11) 52

56 WPE, Continued Customer service component (continued) Unsatisfactory Frequently disregards needs of either internal or external customers. Frequently unempathetic and non-service-oriented. Treats customers as if doing them a favor. Does not know/care about mission, vision and values of organization. Frequently ignores overall customer service strategy. Tends to ignore commitments. Below Standards Focuses on either internal or external customers to the exclusion of the other group. Occasionally leaves customers uninformed about procedures, options or work status. Knows vision, mission and values of organization, but sometimes fails to provide service consistent with the overall organizational customer service strategy. Meets Standards Understands the importance of both internal and external customers and acts properly. Shows sound followthrough. Provides customers with full information including process, timing and current status. Assists customers in identifying alternatives to meet needs. Exhibits a firm understanding of, and commitment to, customer service in light of the organizational mission, vision and values. Keeps word, meets commitments. Exceeds Standards Treats both internal and external customers as highly valued and as if the organization exists to serve them alone. Knows areas where work unit receives requests that cannot be accommodated and makes specific referrals to other operations where needs will be met. Provides insights and recommendations that emphasize and support the organization s mission, vision and values as well as the customer service strategies. Decision making skills The SW is evaluated for this skill by the following factors: Determines the appropriate CFS involvement at intake regarding initiating ongoing services. Determines appropriate decisions emphasizing the child s safety, well being, and best interests while clearly communicating with the family regarding decisions, options, and consequences. Develops a safety plan with the child/family that effectively addresses major risk issues. Determines the child s custody status, including voluntary, court ordered maintenance, or reunification. Develops a visitation plan that is safe, clear, reasonable and that best accommodates the child, family, and resource family. CFS Training Guide (10/11) 53

57 WPE, Continued Decision making skills (continued) Consults with child, family, resource family, and service providers when deciding on a supportive case plan agreement that includes realistic goals with clear time lines. Shows willingness and adequately explores with the family, resource family, and service providers the individualized child and family case plan agreement. Promotes strength-based, developmentally sound, and family centered interventions. Determines permanency by deciding if the child will live at home or in least restrictive placement. Actively promotes the principles of fairness and equity throughout all decision-making processes. Communication skills The SW is evaluated for this skill by the following factors: In a timely manner, explains the responsibilities and procedures of DCS in language that the child, the family, the resource families, and the service providers can clearly and simply understand. Uses a calm, rational and professionally empathetic communication style that is both resourceful and supportive when communicating with families, the court, the agency, and community contacts. Communicates frequently with the child, the family, the resource family, and the service providers. Consults, works cooperatively with, and follows the direction of the supervisor/mentor, appropriate court staff, and County Counsel regarding legal issues, questions, and procedures. Consults with qualified mental health professionals, service providers for the family, and substance abuse treatment providers when indicated. Consults with Public Health nurse, medical professionals, and agency Specialized Health Care Needs or other specialized agency staff when indicated. Consults with the child s family, resource families, service providers, and placement professionals regarding the child s individualized placement needs and court ordered service plan. Models and encourages a family centered and strength-based approach during case management contacts, actively welcoming and partnering with the family in the case management process. Provides agency supervisor, family members, caretakers, the court and community partners with critical information in a timely manner. Observes the confidentiality guidelines and provisions of Children and Family Services. CFS Training Guide (10/11) 54

58 WPE, Continued Assessment skill The SW is evaluated for this skill by the following factors: Accurately assesses and conveys important interview findings, including strengths, weaknesses, needs, and risks. Consults and approaches emotionally reactive clients in crisis situations, determining and implementing the best proactive and reactive therapeutic response (both for one s own caseload and also in urgent situations to assist other workers.) Researches a family s prior child protection issues by examining computerized records, hard copy case records, and legal documents. Gathers sufficient and accurate information in a timely manner in order to conduct initial and continual assessments of children s welfare, safety, and maltreatment. Assesses the appropriateness of different placement options for the child with family, resource families, appropriate community members, residential care staff, and agency service providers. Actively and regularly involves children and families by helping them to assess their needs, priorities and case plans. Develops and accurately communicates to the family and the court appropriate child and family diagnostic assessments, court documents, court testimony, case plans, program expectations, and agency agreements based on verifiable case file facts. Makes accurate assessments by using open-ended questions to elicit truthful response from others. Regularly visits and contacts the child and the family and attends court hearings in order to monitor and discuss progress towards case transition or closure. Accurately assesses the child s needs and abilities to create a working Transitional Independent Living Plan. (TILP) Documentation skills The SW is evaluated for this skill by the following factors: Requests the written approval of the supervisor for necessary case management and court decisions. Accurately produces wide ranging and timely documentation regarding the child and family concerns, leading directly to conclusions and recommendations that are entirely drawn from facts. Makes appropriate written requests to the Regional Budget Committee and/or supervisor for the purchase of services for the child, family, caretaker and service provider. Ensures that parents/family receive appropriately delivered written notices of hearings in a timely manner. CFS Training Guide (10/11) 55

59 WPE, Continued Documentation skills (continued) Notifies the court and assigned attorneys in a timely manner when a child s status changes and when emergencies exist. Meets court deadlines by supplying copies of written reports to the court, assigned attorneys, caretakers, parents, and child within the time frame requirements. Develops written case documentation and reports that are organized, clearly stated, and accurate. Develops written case documentation and court reports while conforming to an approval process that meets Department and Juvenile court policies within time limits indicated by statute. Documents negotiations between parties (e.g. birth family, caregiver, adoptive family, and service providers) involved in issues such as visitation, routine care needs, and information exchange. Documents appropriate eligibility matters and placement paperwork in a timely manner, i.e. placement log, etc. CFS mission and values The SW is evaluated for this skill by the following factors: Consistently makes choices that emphasize and support CFS mission, values, and objectives. Maintains the integrity of the family by keeping the child safely in the home whenever possible. Actively and positively engages the family when implementing CFS policy and procedures. Fosters family empowerment and independence in the service planning and delivery process. Participates as a strength-based team member with child, family, resource family, community, and peers. Demonstrates responsiveness to others and offers resources and support. Interactions reflect a knowledge of and sensitivity to cultural and ethnic diversity. Provides quality non-punitive and non-judgmental services. Communicates a belief that all children have the right to have their basic and safety needs met. Provides competent services that are consistent with community standards of care. CFS Training Guide (10/11) 56

60 WPE, Continued Accountability The SW is evaluated for this skill by the following factors: Uses least restrictive placements, assuring both child and family safety and preservation. Case plans are reflective of parent/child/caretakers strengths and functional capabilities. Meets monthly with the child, family, resource family, and service agencies in updating service plans. Directly observes, monitors and evaluates progress on the current case plan in a timely manner. Uses only conclusions and recommendations that are entirely drawn from facts when making case decisions. Actively researches, integrates and coordinates the use of supportive community resources that the family can independently utilize. Actively participates as a team with the family and with others, building trust by following up on tasks as assigned. Partners with interagency multidisciplinary teams, taking care to appropriately represent the agency s mission and values. Creates and communicates scheduling priorities based on the needs of the family, the agency and the courts. Uses best practice interventions that could ultimately reduce or eliminate recidivism and the occurrence of re-abuse. CFS Training Guide (10/11) 57

61 WPE, Continued Case closure and aftercare The SW is evaluated for this skill by the following factors: Recognizes and responds appropriately when abuse risk indicators of protection issue no longer exist. Monitors family responsiveness, family awareness of their own needs, and family awareness of their own strengths on an ongoing basis. Understands the protective factors needed for optional family functioning. Assures that clients demonstrated both measurable behavioral changes and a working understanding of their own needs and strengths. Looks for and documents evidence that the family can set and achieve safe and reasonable expectations. Looks for and documents evidence that the child and the family can tolerate difficult situations without excessive emotional reactivity or emotional denial. Refers and coaches the family to successfully use natural resources in their community that can prevent future abusive incidents. Makes all possible efforts to assure the best interests of the child will be maintained after leaving he or she leaves the agency s care. Offers independent living plans and supportive contacts and services to teens who are emancipating or aging out. Offers aftercare support by referring children and family s for services following termination at court. CFS Training Guide (10/11) 58

62 WPE Legend Introduction When the Trainee is evaluated on the CFS-WPE 100 WORK PERFORMANCE EVALUATION, he/she is evaluated on the different skills through a standardized performance scale as listed on the CFS-WPE 100 LEGEND. The scale consists of the following numerical levels: 1. Very Poor Performance 2. Poor Performance 3. Meets Standards 4. Meets Standards Strong 5. Very Strong Performance In addition, the numerical performance scale is used with the following rating categories: Declarative and Procedural Knowledge Motivation Overall Performance Need for Supervision Rules and Regulations Training Note: The CFS-WPE 100 LEGEND is available in the CFS Forms Catalog. Declarative and procedural knowledge The numerical scale is used based on the following descriptions: 1. Very Poor Performance - This person consistently does not have the knowledge and ability needed to complete this task. 2. Poor Performance -This person occasionally does not demonstrate the minimum knowledge and ability to complete this task. 3. Meets Standards This person consistently demonstrates the knowledge and ability needed to complete this task. 4. Meets Standards Strong This person occasionally demonstrates complete mastery of the knowledge and ability needed to complete this task. 5. Very Strong Performance -This person consistently demonstrates critical and thoughtful application of the knowledge and ability needed to complete this task. Motivation 1. Very Poor Performance This person consistently does not demonstrate the personal initiate and sustained personal effort needed to complete this task. 2. Poor Performance This person occasionally does not demonstrate minimal personal initiative and effort needed to complete this task. 3. Meets Standards This person consistently demonstrates the required personal initiative and personal effort needed to complete this task. 4. Meets Standards Strong This person demonstrates sustained personal initiative and effort needed to complete the task including and on-going follow-up or review. CFS Training Guide (10/11) 59

63 WPE Legend, Continued Motivation (continued) 5. Very Strong Performance -This person consistently demonstrates a level of personal initiative, personal effort, and on-going follow-up needed to complete the task which motivates and challenges others in the work place. Overall performance The numerical scale is used based on the following descriptions: 1. Very Poor Performance -This person consistently makes frequent or critical mistakes and does not learn from these mistakes or repeats these mistakes. 2. Poor Performance -This person makes mistakes and must rely on help from others to correct these mistakes. 3. Meets Standards This person consistently demonstrates few mistakes. This person learns from these mistakes and corrects them. 4. Meets Standards Strong This person rarely makes errors and never makes critical errors. Quickly recognizes errors and corrects mistakes when completing the task. 5. Very Strong Performance -This person rarely or never makes mistakes when completing this task. Is capable of identifying and correcting errors or mistakes of others. Need for supervision The numerical scale is used based on the following descriptions: 1. Very Poor Performance -This person requires continuous supervision to complete this task or has not responded to corrections. 2. Poor Performance This person occasionally requires additional supervision to complete this task. 3. Meets Standards This person consistently completes this task with little supervision. This person requires the standard level of supervision. 4. Meets Standards Strong This person utilizes the supervisor as a resource to verify work is being completed in relation to the task. Generally able to work independently. 5. Very Strong Performance This person is consistently relied upon, by the supervisor, to supervise others completing this task. CFS Training Guide (10/11) 60

64 WPE Legend, Continued Rules and regulations The numerical scale is used based on the following descriptions: 1. Very Poor Performance This person consistently violates, ignores, or is unaware of the Department policy, procedures, rules, and state/federal statutes that apply to completing this task. 2. Poor Performance -This person occasionally is unaware of Department policy, procedures, rules, and state/federal statutes that apply to completing this task. 3. Meets Standards This person consistently knows and applies the required Department policy, procedures, rules, and state/federal statutes that apply to completing this task. 4. Meets Standards Strong - This person fully comprehends and applies Department policy, procedures, rules, and state/federal statutes that apply to completing this task. 5. Very Strong Performance - This person fully comprehends and applies Department policy, procedures, rules, and state/federal statutes that apply to completing this task. This person can be relied upon to educate others. Training The numerical scale is used based on the following descriptions: 1. Very poor Performance The deficiencies demonstrated by this person cannot be corrected by training or has not responded to the training provided. 2. Poor Performance The deficiencies demonstrated by this person on this task can be corrected by training. 3. Meets Standards This person may benefit from some follow-up or advanced training on this task. 4. Meets Standards Strong - This person requires no additional training on this task. 5. Very Strong Performance -This person is capable of training others on this task. CFS Training Guide (10/11) 61

65 Guide for Tracking OJT Training Completion Introduction The CFS 1 SSP GUIDE FOR TRACKING OJT TRAINING COMPLETION- SSP is used by the Trainees to track the training tasks/activities listed on the CFS 2 SSP OJT TRAINING MODULES-SSP that he/she completes. The forms are available in the CFS Forms Catalog. The document The document covers each of the OJT components that are listed on pages The Trainee completes the document as he/she completes each OJT task/activity. The Trainee fills out each of these sections of the document per OJT activity: Read/Review and/or Discuss Shadow or Observe Mock Activity Applied to Assigned Referral/Case Handbook/Forms Knowledge Test Scores Competency Development Evaluation Scale (based on WPE Factors) This document will help the CTU SSSP and assigned unit SSSP clarify what progress the Trainee made in his/her training and what areas may still require training. Note: It is not required that the Trainee has completed every OJT task/activity listed on the document in order to be ready to be transition to the assigned unit which will occur at 120 days. CFS Training Guide (10/11) 62