ICAN Case Management Standards

ICAN Case Management Standards The purpose of the standards will be to: Provide a framework/ tool to ensure that a minimum service is delivered across all schools, irrespective of service provider. Assist schools in choosing suitable services for at risk young people based on the level of Service Delivery. Attached are the 4 rubrics which outline the Case Management standards: Case management Human resources Data management Organisational capacity Service Standard Functioning Strategic Embedded Minimum standard: Able to meet all the requirement as outlines in the ICAN guidelines for Case Management High standard: Reviews practice and systems and utilises data and learning to improve internal policies, systems and strategies Builds capacity of whole agency to respond to ICAN clients Flexible organisational structures which enable responsive services Utilises a range of specialist providers and formalised partnerships to add value and enhance local engagement opportunities Excellent standard: Participates and shares learning in local ICAN/FLO networks to contribute to the development of best practice Reviews and evaluates formalised partnerships regularly to ensure effective outcomes for clients 1 ICAN Case Management Standards

Each service delivery standard has 3 levels of service the table below provides the Service standard definition: (Note: the service standard language aligns to the language used in the DIAf reinforcing the partnership between schools and agencies, in adopting school language. The following PRE checklist may be of use for services who are considering providing case management services for ICAN/DECD or the development of services for a new region. PRE - CONSIDERATIONS Environmental scan- is the service required in the region. Community engagement of stakeholders to include ICAN, schools and local community agencies Organisational scan for capacity- human resources, expertise, embedded internal structures, financial stability, appropriate value added services Ability for organisational values and mission to align with the delivery of case management services within the ICAN context i.e. case management for living, learning and transition Pre Service Delivery Checklist Does our philosophy, values, vision and mission align with ICANs? Do we have the right infrastructure, human resources and experience? Is case management our core business? Do we have an understanding of working with young people at risk and with schools? Is there a need for the service in the region? Have you undertaken consultation with key stakeholders and potential partners? Do you have capacity to meet all elements of case management as outlined in ICAN Guidelines for case management Do you have case management for living, learning and transitions model developed? Do you have documented client assessment process and tools based on best practice principles? Do you have client policies documented? If your organisation has answered yes to all of the above please contact your local ICAN Partnerships for Learning Coordinator

CASE MANAGEMENT Secondary School Case Management for Living, Learning and Transition Maximum caseload of up to 25 students per case manager Weekly face to face case management session with a learning focus using CYPFS model Flexible service delivery e.g. home visits, in community spaces Small group engagement activities Transition plan for exiting students in place a minimum of 1 term prior to exit Referrals received term 4 - Client contact prior to the commencement of the following school year Referrals received post term 1 - client contact within 1 week Primary School/Transition to high Build relationships with families and support school (age 10 year 8) Case appropriate referrals to build parent capacity Management Align services with school based interventions (e.g: SMART=ER, Mind Matters etc.) In addition to the above Case management delivered in a school learning context wherever possible Support student transition to high school Secondary school learning A documented current timetable for all students provided to student, family and school FLTP articulates learning activities which are congruent with the Engagement Matrix and aligned to the students COMPASS levels Capacity to facilitate COMPASS Primary school learning Collaborate with school staff to identify learning needs and document in a FLTP In addition to the above Participate in school based activities e.g.: individual projects, small group work or class Regular liaison with classroom teacher and/ or relevant school staff Organisational quality assurance frameworks applied to ICAN case management services & reviewed ICAN FLO services embedded in organisational strategic plan Organisational capacity allows for responsive service delivery to meet changing client needs Formalised partnerships which enable specialised intervention e.g. grief and loss, trauma, juvenile justice, homelessness etc. Internal priority access to other services Client contact within 72 hours of receiving referral Organisational capacity &/or external partnerships to support a family-centred approach. Case Management providers work with School Leadership around developing whole of school strategies to identify & support students at risk Organisational quality assurance systems in place from ICAN processes Organisational internal systems and processes are regularly reviewed Liaise with school staff to build capacity to provide learning approaches to respond to students Quality processes evaluated and recommendations implemented Contributes expertise in specialised interventions to the broader ICAN community. Engagement activities for small groups are offered to other service providers Agency provides priority access for FLO students and families regionally. Client contacted within 48 hrs of receiving referral Sharing Family Service learning within ICAN/FLO networks to contribute to the development of best practice FLP trends and data shared with ICAN to inform regional curriculum & program development Share learning in appropriate networks to build regional capacity 3 ICAN Case Management Standards

DATA, COMMUNICATION & REPORTING Data Management Organisational data collection systems are sufficient to meet ICAN and/or DECD requirements: COMPASS SKILLS acquisition Engagement Matrix Communication reports Quarterly reporting through the Student Support System (SSS) All term & semester reports & timetables are collated, kept on student file and provided to school and student (& parent & guardian where appropriate) FLO Communication Reports (attendance and participation) Fortnightly reports to school and ICAN to include: Attendance Student activities Case management comments Reports act as an alert to review individual student plans Quarterly Reports through SSS Completed in partnership with school within ICAN timeframes Data management systems inform and improve service delivery Internal organisational process to ensure timely quality reports Internal process in place to ensure alerts are acted on Review of systems & processes to ensure that appropriate interventions occur in a timely manner Trends in data are used to inform practice. Data informs the organisational review and evaluation Internal organisational process to ensure quality reports Data analysis is provided to ICAN to inform regional program policy development and coordination School Reports Case Manager to forward term/semester reports to school within ICAN timeframes Data received from quarterly reports to be used by both schools and agencies for improvement through SSS Internal Organisational process to ensure all reports & timetables are shared with ICAN schools and families 4 ICAN CASE MANAGEMENT STANDARDS

HUMAN RESOURCES Skill sets & experience Minimum Certificate IV Youth work (or to be completed within 12 months of recruitment) Case Managers to be employed by a youth community provider as per condition in ICAN guidelines (Adult reentry sites may discuss variations in negotiations with their Local ICAN Regional Manager) Abilities to deliver case management for learning, living and transitions to young people at risk within an educational context (in line with ICAN Case Management Guidelines (see Appendix A) Applied knowledge of abuse, trauma and neglect interventions Applied knowledge of educational options and earning/learning pathways for young people at risk Applied knowledge of interventions to support numeracy and literacy Applied knowledge of the educational supports and processes for priority groups at risk e.g.: GOM, JJ Induction & professional Provides induction into organisational ICAN system development (PD) & processes Staff attend ICAN PD addressing:- ICAN induction FLTP PLP (SACE stage I) COMPASS Engagement Matrix CYPFS Priority groups including GOM, ATSI Internal DECD support services & structures Support & supervision Access to regular line management support, and practice supervision to achieve learning outcomes for students at risk Practice supervision minimum 1 X 4 weeks Supervision staff have skills and experience in supporting learning outcomes Peer case conferencing system in place to problem solve and share best practice Additional Skills and Qualifications which support learning and earning outcome: e.g. Career Development, Training & Assessment, LLN Minimum 2 years working with young people at risk within an educational context Organisational strategies to support numeracy and literacy interventions (e.g. Mentors & Tutors) Organisational strategies to strengthen support for priority groups, e.g. partnerships with learning/ earning pathway providers Organisation demonstrates responsiveness to DECD policy and procedure changes Ensure Case Manager PD needs are communicated to ICAN to be considered for inclusion in ICAN Professional Development Supervision strategy is reviewed and improvements identified and addressed Multidisciplinary teams to support learning and earning outcomes Over 50% staff have 3 or more years experience working with young people at risk within an educational setting Staff with specialist skills provide PD for ICAN sector to address population profile of the region, and emerging trends Providing professional development in practice supervision to other providers in the region 5 ICAN Case Management Standards

ORGANISATIONAL CAPACITY Organisational Capacity Organisational systems ensure delivery 52 weeks of the year Contingency plan for all planned and unplanned leave implemented (e.g. floater staff / group case management to address case manager absences for sick or annual leave) Flexible service hours to meet student and family needs Capacity to support flexible delivery, e.g.: on and off school-site, in the community or home visits Internal/external links with services or programs which can add value to services for students and families Service agreements implemented with each school Policies and procedures implemented to address: Critical incidents Chronic non attendance Information Sharing Mechanisms for seeking regular feedback from young people, their families/carers and from schools on case management strategies and performance Regular reviews of internal/external links with services or programs to improve service delivery to students and families Organisation makes changes in practice based on consumer feedback Regular reviews of policies and procedures to address: Critical incidents Chronic non attendance Information Sharing Staffing partnerships to enable continuity of service for students Organisation engages innovative partnership approaches to enhance a seamless service model across the region and ICAN sector Organisation contributes learning to the sector Annual evaluation of case management services in collaboration with key stakeholders The ICAN Case Management Standards have been developed in collaboration between ICAN and the Northern and Western Metro Adelaide ICAN Case Management Community Providers:- Anchors for Life, Anglicare, Baptist Care, Boystown, Centacare, Connected Self, Mission Australia, Service to Youth Council, Whitelion, Workskil & Uniting Care Wesley. The DIAf framework was chosen as an appropriate tool as schools are familiar with this framework. Carol Smith, PARC Northern Adelaide Region, provided the community providers with a comprehensive understanding of the framework, which provided the basis for the development of the standards. 6 ICAN CASE MANAGEMENT STANDARDS