Assessments & Evaluations
► September 6, 2012: Missouri's Request for Information on Evaluation
Request:
1. Are any States using the 360 evaluation process for child welfare staff? Do you have any materials and/or tools that you'd be willing to share?
2. Do you have any materials and/or tools designed specifically for frontline staff to evaluate supervisors and managers?
Materials shared in response to this request:
Alabama: The Professional Development Plan Guidebook
Alaska: DRAFT Staff Development Plan
Indiana: Module V - Transfer of Learning Participant Manual
Indiana: Module V - Transfer of Learning
Field Mentor Manual
Vermont: Field Practice Manual
► November 4, 2011: Alaska’s Request for Information on Performance-Based Training
Request: We were wondering if states have any training that is performance based i.e. requires some sort of testing following training or during training that checks for comprehension and competencies. If so, we would also like to know whether they have any data about the outcomes of such a system. Thanks so much.
► April 8, 2011: Minnesota’s Request for Information on Training Evaluation Resources
Request: Tammy Richards, NRCOI Evaluator is working with Minnesota on implementing their Supervision Strategic Plan. The state is looking for resources for training evaluations. They'd like to evaluate one day training modules they have developed, using a very brief format. They are looking to assess primarily: content in regards to utility and applicability to day to day work and quality of presentation of information.
► October 10, 2010: Butler Institute's Request for Information on Trainee Evaluations
Request: Linda Metsger, Program and Training Administrator at the Butler Institute, is looking for examples of evaluations that trainers use to evaluate the trainees in their new worker training. They're looking for something that is not too labor intensive, but still provides good information.
Materials shared in response to this request:
Kentucky's Self Assessment
Kentucky's Trainer Assessment
Kentucky's Participant Feedback Tool
New York's, James Satterwhite Academy Trainee Evaluation
New York's, James Satterwhite Academy Skill Progress Assessment - Completed by Academy Trainers
New York's, James Satterwhite Academy Skills Progress Assessment - Completed by Training Unit Supervisors
New Jersey's Trainee Caseload Readiness Assessment
New Jersey's Procedural Guidelines for Trainee Caseload Readiness Assessment
Indiana's Cohort Assignment Responsibilities
Indiana's Incident Report Protocol
Indiana's Lost Time Protocol
► July, 2009: Maryland's Request for Information on Assessment Tools for Trainers
Request: Tracy Serdjenian is looking for an Assessment Tool for trainers of our DHS staff. They have located a self-assessment tools that determines if a person believes they could be a trainer, but have not found a tool for evaluating the trainers effectiveness in the classroom. Any materials/resources you could give would be appreciated.
Materials shared in response to this request:
Oregon's Peer Evaluation Trainer Reflection Sheet
Oregon's Peer Evaluation Observation Tool
Indiana's Trainer Observation Protocol and Forms
► May 13, 2009: Pennsylvania's Request for Information on Assessing a Worker's Training and/or Professional Development Needs
Request: June Cairns, Staff Development Director at the PA Department of Human Services, writes: [Does] anyone have experience doing assessment of individual worker training/professional development needs other than with the ITNA method? Maybe even how supervisors may do this as part of putting together a professional development plan for their workers as part of the annual performance review process. Thanks, we are trying to find a way to comply with our requirement to do an ITNA, but need to make it meaningful.
Materials shared in response to this request:
Iowa's DHS Learning Needs Survey and Plan
Caseload Ranking
► July 13, 2009: Rhode Island's Request for Information on Caseload Ranking
Request: Lori Herz, Training Specialist and member of the NRCOI Peer Training Network asked: The RI DCYF Director has been asked by the state legislature to assess the feasibility of implementing a caseload ranking process. I thought your peer training group might be able to help. We are interested in learning: 1. What criteria are states using to rank cases? 2. How do they use the rankings to assign cases? 3. How does the ranking process truly affect workload? Thanks for connecting us to other states in your network...it is always a big help.
Communication
► March 3, 2011: Rhode Island's Request for Information on Communication Plans
Request: Lori Herz writes “I'm working with a group of folks at Rhode Island's Department of Children, Youth and Families who are developing a strategic communication plan for the agency. I wonder if any other child welfare agencies have a communication plan that they would be willing to share? Thanks for your help!”
Materials shared in response to this request:
Sample Communication Plan
► February 23, 2011: Arizona's Request for Information on a Plenary Speaker for a CPS Conference
Request: Our colleagues in Arizona have a CPS Conference coming up in September, and are seeking a speaker. Do you have any suggestions on a wonderful and inspiring Plenary speaker for a CPS conference, geared especially toward supervisors?
Materials shared in response to this request:
Workshops by Anthony President
Foster Parent Trainings by Anthony President
► March 22, 2007: Oklahoma's Request for Information on a Critical Thinking Speaker and General Supervision Books
Request: Rebecca Bogard, OK DHS, is looking for suggestions on two topics. Here is her request... "We have a mentoring program for new Child Welfare Supervisors. In June, we are planning a two day workshop for the supervisors we have been mentoring. We 're looking for someone to talk about critical thinking with an emphasis on child welfare. Do you have any recommendations for us? Also we are also looking to provide the supervisors with books to help them in the supervision of staff. Do you have any recommendations for good books on general supervision books and supervision specific to CW. I am reading a book on generational issues that is really good. It is not specific to CW or even supervision but you can learn a lot on how to supervise the young work force."
Competencies
►December 7, 2011: Kansas's Request for Information on Performance-Based Competency Models
Request: We are requesting TA to help us develop a competency model that is developmental (e.g. Emerging, Proficient, Exemplary). This would be linked to Performance and to Professional Development and Transfer of Learning activities. The competency model would cover all program areas (Intake, Investigation and Assessment, Family Services, Family Preservation, Foster Care and Adoption) and would include behavioral anchors to clarify expectations for each level. We are interested in hearing from other states what competency models they currently use, how they connect these to performance and to training, and what they see as the strengths or needs of these models.
Materials shared in response to this request:
Indiana's New Worker Training Overview
Indiana's
Field Mentoring Curriculum Trainer Manual
Indiana's 2010 Year End Report
►May 22, 2007: Maryland's Request for Information on Management and Leadership Competencies
Request: A newly appointed human service manager is looking for examples of management and leadership competencies. Specifically she is looking for competencies in the following areas: administration, policy, budgeting, and project management. She would also welcome managerial job/functional descriptions or Requirements as well.
Curriculum
► January 18, 2012: Muskie School's Request for Information on Curricula Regarding US Citizens with Undocumented Parents Facing Deportation and Military Families
Request: Helen Ward writes: "I am hoping to find out if there are any training curricula for child welfare caseworkers that focus on the needs of families in which children are U.S. citizens but parents are undocumented and are at risk of detention and deportation. I have seen some manuals (one by Casey) for families on how to prepare in case they are deported and there is a training through the NASW for social workers in general working in a variety of capacities but I haven't found anything specifically for child welfare caseworkers, particularly that addresses the issues at the point of arrest and detention when CPS is called. I recently learned that Homeland Security will be doing training of ICE officers and local law enforcement about these issues but I didn't see them including child welfare caseworkers. Does anyone have information or examples on this?"
and
"Is anyone aware of training specifically for child welfare caseworkers on the effects on children and families of military deployment and the return of military personnel who have served in combat - e.g. adjustment issues, risks of child abuse, domestic violence, how to support those families should they become involved with the child welfare system, collaboration with the military's own supports for families, etc. I have found lots of materials on this (reports, Journal articles, etc.) but have not been able to find a training curriculum for caseworkers on this topic."
► January 10, 2011: Pennsylvania's Request for Information on Curriculum and Methods to Prepare Providers for Privatization
Request: June Cairns writes: "I am working within my public agency and with private provider colleagues to build the capacity of providers to move to a privatized system. What have other jurisdictions used to develop provider capacity, and what approaches have been taken to ready providers to take this role?
I am interested in curriculum and methods used to get the providers ready for privatization. If the jurisdiction has a certification process for workers and or supervisors, did they require that of their providers? Was there a process that the lead agencies had to ensure that training regulations were met? So, the infrastructure as well as topics and approaches. Thank you."
► September 28, 2010: Puerto Rico's Request for Information on a Hot Line interview Curriculum
Request: Ursula Manfredo in PR writes: "ADFAN’s/ Puerto Rico is need of information regarding a Hot line interview for CPS. Detailed information about: (1) Training curriculum & (2) Four Safety Responses are welcome. Thank you in advance."
Materials shared in response to this request:
Indiana's Hotline Training Agenda
Indiana's Hotline Intake Guidance Tool
Materials from Charmaine Brittain's (Butler Institute for Families) Intake Link Curriculum:
Curriculum
Handouts
Deal a Card Exercise
► July 30, 2010: Montana's Request for Information on a Training Curriculum for Using Data at the Unit and Worker Levels
Request: Montana is looking for curricula to train child welfare supervisors on how to use data at the unit and worker levels to monitor outcomes and to improve practice to achieve better outcomes. It would be ideal if any identified curricula also included an on-the-job or mentoring/coaching component that supports supervisors after the completion of the classroom training.
Materials shared in response to this request:
Indiana's Practice Indicators - Description
Indiana's Training on Practice Indicators
► July 22, 2010: Wyoming's Request for Information on Training Addressing Native American CPS Investigations
Request: Clint Hanes, Wyoming writes: "I'm looking for a training addressing Native American CPS investigations. In particular, how to account for reconciling tribal codes while also following state and federal protocol for investigations. Any assistance is greatly appreciated."
► July 6, 2010: Montana's Request for Information on Curricula for Training Supervisors
Request: Montana is interested in States that have really good curricula for training supervisors. Specifically, Montana is interested in the initial/pre-service training for supervisors. Montana is also interested in curricula to train supervisors in clinical supervision, as well as using data in supervision.
Materials shared in response to this request:
Georgia's Supervisory Capacity Building Program Announcement (note: WMV file)
Indiana's new supervisory series:
Agenda
Administrative Supervision Curriculum
Educational Supervision Curriculum
Supportive Supervision Curriculum
Clinical Supervision Curriculum
► May 5, 2010: Puerto Rico's Request for Information on Emergency Plans and Disaster Relief
Request: Ursula Manfredo Plicet, Puerto Rico, writes: "We are in need of curriculum or contact regarding prevention/emergency plans and disaster relief for CPS personnel and foster parents. Also if possible an operational manual specifically for tsunamis and earth quake."
Materials shared in response to this request:
Disaster Plan from Indiana
Disaster Plan from New Hampshire
► May 10, 2010: Georgia's Request for Information on a Curriculum that Promotes Matching Foster Parents with Children who Enter Foster Care
Request: Amy Mobley, Georgia, writes: "I am trying to determine if there are any curricula developed that helps staff with best practices for matching foster parents with children who enter foster care?"
► March 9, 2010: New Jersey's Request for Information on Curriculum Materials for the Institutional Abuse Investigation Unit
Request: Peter Forest writes: The State of New Jersey is in the process of developing and formalizing curriculum and training modules for its Institutional Abuse Investigation Unit (IAIU). One of the goals of this program is to ensure consistency of practice across the State in the following:
- Planning and conducting effective investigations in various settings (schools, foster homes, residential centers, etc.)
- Using observation skills (individuals, interactions, environment)
- Coordinating with law enforcement and other stakeholders
- Using effective interviewing (and listening) skills for site professionals and children
- Note taking and recall of the interview
► March 9, 2010: Arizona's Request for Information on a Critical Thinking Curriculum
Request: Kylah Ross, KylahRoss@azdes.gov, Arizona, writes: "We are in need of curriculum regarding critical thinking and how to help supervisors coach and guide their workers."
► February 25, 2008: Idaho's Request for Information on a Suicide Prevention Curriculum
Request: Idaho has one of the highest suicide rates in the country, especially for youth and Native Americans. Oscar Morgan, Human Services Project Manager, Planning, Evaluation, and Training, Family and Community Services at the Idaho Department of Health and Welfare, is looking for information on what other states/counties are doing in terms of suicide prevention training for child welfare (children's mental health and other areas). Oscar is especially interested in learning about curriculums using Elearning or any web based training.
► June 4, 2009: North Carolina's Request for Information on a Cultural Competency Curriculum
Request: Dan Comer writes: North Carolina is looking for an existing, excellent cultural competency curriculum for child welfare workers. Our hope is that there is one out there that is state of the art and focuses on knowledge, attitudes and skills. Can anyone help?
Materials shared in response to this request:
Training for Racial Equity and Inclusion: A Guide to Selected Programs
Primer for building a System of Care Curriculum
FPS Self Awareness Trainer Guide
Diversity Curriculum Handouts - MA
Diversity Curriculum 101 - MA
Cultural Competency Training Courses - Titles and Descriptions - LA
Cultural Competency - What it is and why it matters
► August 23, 2009: Alabama's Request for Information on Curriculum Regarding Preventing Removal and Services to Support Reunification
Request: Sue Ash writes: We are trying to develop a training curriculum as part of our PIP to help support practice around Safety Outcome 2. Our need is around identifying appropriate services to protect children in home to prevent removal and services to support reunification.
Materials shared in response to this request:
Materials received from the Butler Institute for Families at the University of Denver;
Separation, Placement, and Reunification in Child Welfare Services Training
Core 4 Handouts
Core 4 Curriculum
Core 2 Handouts
Core 2 Curriculum
► February 11, 2010: Oklahoma's Request for Information on Training Curricula for Formulating Behaviorally Based Service Plans with Families
Request: Mark Carson writes: To support our training of new and experienced child welfare workers, we would like to see if any of the states have developed (or have access to) any training curricula on formulating behaviorally based service plans with families. Any information is appreciated; thanks very much in advance!
Materials shared in response to this request:
Foster Care Service Planning & Structured Decision Making PowerPoint - MI
SDM Overview – CPA Lesson Plan - MI
SDM Overview – DHS Lesson Plan - MI
Goal Writing for the ISP and USP Exercise - MI
Parent-Agency Treatment Plan and Service Agreement – DHS Lesson Plan - MI
Report Writing Lesson Plan – Foster Care Workers - MI
Case Planning Curriculum and Handouts - One section of a module of the Butler Institute's Training
Evidence-based Practice
► October 11, 2007: Iowa's Request for Information on Bringing Evidence-Based Practice to Front Line Staff
Request: The NRCOI received a request to gather strategies for bringing evidence-based practice or best practices to front line staff in a way that is easy for them to access and digest and that provides them with practical tools or strategies that they can incorporate into their practice.
Juvenile Justice
► April 23, 2010: Wisconsin Request for Information on CPS Cases with a Juvenile Justice Component / Training of Child Abuse Prevention Staff and Child Welfare Staff Together
Request: Ellen Smith, ecsmith4@wisc.edu, Wisconsin, writes: "I am looking for information on how states are addressing CPS cases which have a juvenile justice flavor or component to them. Situations in which the child's behavior brought them to the attention of CPS rather than the behavior of the parent. I am specifically looking for practice models and/or training in this area..
I have a second question as well. Are any states working collaboratively to train child abuse prevention staff and child welfare staff together?. If they are, how do they do it and, are there curricula that meet the needs of both sets of staff
Click here for access to the Course Description shared by North Carolina!
► July 19, 2007: Rhode Island Request for Information on Addressing the Needs of Girls in the Juvenile Justice System
Request: Lindagay M Palazzo, Child Welfare Institute Rhode Island College, is looking for a training piece for staff at a juvenile corrections facility specifically geared towards Gender Specific services (addressing needs of girls in prevention, detention and probation programs)
Manager Training
► May 20, 2008: Arizona's Request for Information on Training for Managers
Request: ...we really need to do some training at the above-supervisor level -- Assistant program managers, program managers, even on-boarding upper management folks who may not know all the initiatives, history, etc. Do you know how I might find out what, if anything, other states have on training for:
1. Upper Management
2. Those who manage the line supervisors (in our state those are assistant program managers)
Mentoring
► March 24, 2008: Oregon's Request for Information on Mentorship Programs
Request: Katharine Cahn, Child Welfare Partnership, Portland State University, School of Social Work, asked the NRCOI Peer Training Network... Does anyone have a mentorship program in place as part of your child welfare supervision training program? To be clear, we are looking for models of mentors FOR new or 'newish' child welfare supervisors. Would love to get names and emails of contact people, or any brief information from other states or counties to inspire us here in Oregon.
Organizational Structure
►Request: Robin Leake, from the Butler Institute for Families at the University of Denver, writes:
I am searching for any examples of visual representations or diagrams of the organizational structure/functions of statewide training programs that show how all partners in a training system relate to one another. Every system is structured differently, of course, but we are looking for examples of different visual training system models (especially for state administered county driven systems).
The following materials were provided in response to this request (note: there were no narrative responses):
Organizational Chart from Indiana
Organizational Chart from Arizona's Child Welfare Training Institute
Organizational Chart from Lori Herz, Rhode Island providing "a systems view of a mature training system," from her co-authored publication, Building Effective Training Systems for Child Welfare Agencies. See "Training Resources" for access to this full publication.
Quality Assurance
► September 15, 2010: Request for Information on QA Tools
Request: "I’m writing to ask for QA tools that people might be willing to share. We are at the beginning stages of implementing a quality assurance process for one of our standardized child welfare trainings (Child Maltreatment Identification, Part 1: Neglect, Emotional Abuse and Physical Abuse in FY 10-11) in California. We plan on developing a standardized tool (most likely a synthesis of other tools) for use across our five training regions. The goal is to evaluate the curriculum as it is delivered in order to assess fidelity to the written curriculum AND to determine what revisions may be needed in the next iteration of a given curriculum. Note: We are NOT interested in evaluating trainers’ platform skills.
My questions are:
- Is anyone else doing a similar QA process with their child welfare training evaluations?
- If you are doing a similar QA process, what tools do you use to collect information about fidelity and specific recommendations for curriculum revisions?
- Would you be willing to share these tools? (If you are, please send them to me. And, with permission from individual contributors, I think it's an additional resource I could post on CalShare!)"
Materials shared in response to this request:
Tools from the NCWWI:
Curriculum Review
Training Observation
Tools from Indiana:
Training Evaluation Form
SACWIS Transition Planning
► March 6, 2007: Oregon's Request for Information on SACWIS Transition Planning
Request: I am working on the project team for the SACWIS roll out in Oregon and am looking for information on proven training plans. Second, do you have any information around developing minimum skills assessments for end users to assure they have the skills they need to allow them to effectively use the new system.
What we are doing right now is trying to educate ourselves on how we can go about assisting the field in transitioning to the new system with the least pain and suffering possible. I came from the field to work on this project as I have always wanted to be a part of a project that could make caseworkers jobs easier. As a caseworker the one thing that I wished for the most was less time doing paperwork and more time to get to know my families. Any help the group could offer in change management, training or effectively measuring and dealing with resistance to change would be greatly appreciated.
Safety Plans Used in Training
► June, 2009: Oklahoma's Request for Information on Safety Plans Used in Training
Request: Mark Carson, Programs Field Representative in OK, writes: We in Oklahoma were wondering if any states might have some good examples of safety plans utilized in training. Any would be great, but we would specifically like to see examples done with families during the initial stages (attempting to prevent removal), at reunification, with placement providers, etc. Also any materials to help differentiate safety plans with service plans. Thanks in advance!
Materials shared by New York in response to this request:
Initial Child Safety Conference Summary (Blank)
Initial Child Safety Conference Summary (Example 1)
Initial Child Safety Conference Summary (Example 2)
Initial Child Safety Conference Report (Blank)
Initial Child Safety Conference Brochure
Child Safety Conference Brochure
Staff Training
► April 9, 2011: Colorado’s Request for Information on Field Training for New Child Welfare Staff
Request: Colleen Gibley - Reed in Larimer County, CO writes: "I am seeking information about field training (practice coaching or process coaching) for new child welfare staff. I am the Child Welfare Trainer in Larimer County in Fort Collins, CO and we are shifting my role to balance classroom training to out in the field training once our workers have completed our Child Welfare Training Academy and are being assigned cases. Where I would provide in the moment, hands on training in the field. Any help or suggestions would be very much appreciated!"
Materials shared in response to this request:
Indiana's Field Mentor
Protocol
Indiana's Manual for Field Mentors
Central California's Field-Based
Trainer Handbook
New Jersey's Procedural Guidelines for Caseload Readiness Tool
New Jersey's Caseload Readiness Tool
► December 28, 2010: Maine's Request for Information on an Online ICWA and MEPA Training
Request: Becky Harvey writes: "Maine is seeking to connect with trainers/programs that offer training on the topics of the Indian Child Welfare Act (ICWA) and the Multi-Ethnic Placement Act (MEPA). We are seeking to refresh training content and develop on-line training for state child welfare staff. While we are working with our tribal partners on complementary sessions of ICWA training (that focus on Native American history, stories and experiences of the Maine tribes, history and experiences of the State/tribal partnership, and examples of good collaborative practice) we want to ensure that child welfare staff are informed about their statutory responsibilities to comply with ICWA (and MEPA), and supported in their efforts with timely, accessible resources.
While historically Maine has offered both of these topics in regionally-based, face-to-face trainings, we believe that the statutory/resource elements of ICWA, and the core requirements of MEPA, can be delivered on-line.
I would appreciate hearing from anyone who offers face-to-face or on-line training - and/or knows of available curricula - on these topics. (We have been in touch with the National Indian Child Welfare Association - NICWA - and are familiar with their on-line ICWA course, and will be contacting the National Resource Center for Tribes.) Thanks!"
Materials shared in response to this request:
Michigan's ICWA 101 Training for New Workers
Michigan's ICWA 101 Training for Supervisors
Michigan's MEPA Training
► October 27, 2010: Wisconsin's Request for Information on an Ethics Training Regarding Social Networking and Electronic Communication
Request: Tammy Snortum, University of Wisconsin, writes: "We are in the process of developing a child welfare specific training on social work ethics and boundaries as they relate to social networking sites. As you can imagine, we’ve engaged in quite interesting discussions about how child protection and juvenile justice workers are utilizing sites such as Face book to gather information about the families they work with, the utilization of text messaging to communicate with clients, the legality verses ethicality of electronic communication/social networking, etc. There is very little information or literature that addresses this subject from a child welfare perspective (although the medical community has developed interesting guidelines). I’m wondering if other states (preferably those with county based child welfare systems) have developed ethics and boundaries training and/or policies to address social networking sites.
Any information that you or others on the listserv have would be much appreciated. We are developing this training for the 2011-2013 round of Ethics and Boundaries."
Materials shared in response to this request:
Louisiana’s Memo on use of Social Networking Sites
► October 5, 2010: Oregon's Request for Information on How to Engage Children and Youth in Case Planning
Request: Karyn Schimmels in Oregon writes: "We are in need of developing some tools and potentially training for how to address how one would engage a young child in case planning or how to engage a child in case planning if the plan is something else other than APPLA. I think we need something stand alone that addresses ways workers can engage children and youth in any case plan.
When one of my co-workers did the New Hampshire CFSR workers used stickers to indicate on the case plan when they achieved something and drawings to help younger children talk about case planning. We think using some of those kinds of ideas for workers would be helpful. I am interested in what other states have done to address this in their work. Any insight and resources would be greatly appreciated.”
Materials shared by Indiana in response to this request:
Coloring Book
► July 15, 2010: New Hampshire's Request for Information on Screening for Developmental Disabilities
Request: Christine Tappan, New Hampshire writes: “Do any of your states conduct a screening during child protective intakes for developmental disabilities, and if so, how do you train your workers on how to do the screenings?”
Materials shared by New York in response to this request:
Administrative Letter from Indiana
► June 28, 2010: Puerto Rico's Request for Information on Pre Service Training
Request: Ursula Manfredo, Puerto Rico writes: Puerto Rico is looking for information "regarding the experiences from other States about policy for new CPS workers (Pre service training)."
► April 23, 2010: Wisconsin Request for Information on CPS Cases with a Juvenile Justice Component / Training of Child Abuse Prevention Staff and Child Welfare Staff Together
Request: Ellen Smith, ecsmith4@wisc.edu, Wisconsin, writes: "I am looking for information on how states are addressing CPS cases which have a juvenile justice flavor or component to them. Situations in which the child's behavior brought them to the attention of CPS rather than the behavior of the parent. I am specifically looking for practice models and/or training in this area. I have a second question as well. Are any states working collaboratively to train child abuse prevention staff and child welfare staff together?. If they are, how do they do it and, are there curricula that meet the needs of both sets of staff"
Click here for access to the Course Description shared by North Carolina
► May 18, 2009: Oklahoma's Request for Information on Customer Service Training
Request:
Lissa Vernon writes: Oklahoma DHS has received a Diligent Recruitment grant from the Children's Bureau and I am the Project Manager for the grant. Part of our work plan involves providing staff training related to customer service-with the goal of moving more potential resource families into approval status with us after they initiate the process and with the goal of improving our culture in terms of how resource families are treated by the agency. Are you aware of other states that have done similar training? Do you have any suggestions for us in terms of locating potential trainers-or in terms of sharpening our focus around this training request?
► April, 2009: Request for Information on Training for Hotline/Screener Staff
Request: Charmaine Brittain, from the Butler Institute for Families at the University of Denver, writes: Specially, here in Colorado we are seeking information to the following questions: How are states providing training for hotline /screener staff? How many hours of training are offered? What topics are covered? In what format (e.g., classroom, distance)? For formal training, is there formal curricula? Would they share this curricula? For states not providing formal training, how do they prepare their hotline/screener staff?Any information other states could provide would be most helpful, even if that information is that they do not provide any training.
Materials shared by New York in response to this request:
Screening Workshop Description - OH
Crisis Intervention Protocol - OH
Competencies - OH
Child or Adult Abuse Protocol - OH
Agenda - OH
Pre-service Agenda - FL
Hotline/Screener Training - MO
► February 17, 2010: Request for Information on Agency Requirements for Staff Training Regarding First Aid/CPR
Request: Carolyn Jones, Washington, writes: “Do you folks know what most agencies do regarding staff training for First Aid/CPR? We require our foster parents, private agency providers, their volunteers and our contracted visitation providers to have it. We don’t require our direct line staff, volunteers and students to have it. They, too, transport children, unaccompanied to visits, etc. It would be helpful to know what the standard is for child welfare agencies.”
Supervisor Training
►October 24, 2011: National Welfare Workforce Institute's Request for Information on Cultural Humility Training
Request: The NRCOI received a request to gather information on how to assess the training and mentoring needs of new supervisors. The Oklahoma Child Welfare Training Center is creating an assessment for new supervisors to help evaluate what their specific training and mentoring needs are. The Child Welfare Training Center is interested in learning if any states are already doing this and have existing testing instruments to share The Leadership Academy for Supervisors (LAS) (a program of the National Child Welfare Workforce Institute) is developing an on-line training module on the topic of Cultural Humility (including Cultural Responsive and Leveraging Diversity). In the module we would like to feature specific examples from child welfare agencies on current diversity initiatives particularly on the following strategies to foster a culture of inclusion:
- Incorporating cultural humility into the organizational culture and climate
- Including a statement in the organizational mission
- Getting facts and data about diversity in the local client population
- Cross training with community partners
- Using concepts related to diversity in recruitment, selection and promotion of staff
We appreciate your help and hope to have the module on-line by January 2012.
► June, 2009: Indiana's Request for Information on Leadership Training Resources
Request: MB Lippold in Indiana writes: "In addition to participating in the leadership training for supervisors and middle managers sponsored by National Child Welfare Workforce Institute, the Indiana Department of Child Services in partnership with the Indiana University School of Social Work hopes to develop its own child welfare leadership academy. This academy would provide intense, focused development opportunities for potential leaders and prepare identified supervisors and mid-level managers for promotional opportunities within the Indiana State Department of Child Services. Has your state or agency developed leadership training opportunities for child welfare mid-managers and supervisors?"
Materials shared in response to this request:
Workbook 6: Selecting the Right Staff
Workbook 5: The First Six Months
Workbook 4: Communication Skills
Workbook 3: Working with Differences
Workbook 2: Retention Focused Supervision
Workbook 1: Role of Leaders
NCWLI 101
Program and Workload Management Trainer's Guide - GA
Personnel Management Trainer's Guide - GA
Leadership Trainer's Guide - GA
► October, 2008: NRCOI's Request for Information on On-going Supervisor Training and Job Descriptions (Part 1 of 3)
Request: The National Resource Center for Family-Centered Practice and Permanency Planning and the National Child Welfare Resource Center for Organizational Improvement are developing a framework to support effective supervision in child welfare. We're attempting to define the components of child welfare supervision and identify the systemic and organizational supports required to empower supervisors to function effectively as leaders and change agents.
As we gather data through a literature review and interviews, we wanted to collect some information about the on-going training that child welfare supervisors are receiving. Are you providing on-going training to the supervisors in your agency? If so, will you share some information about it? We're interested in learning about the content, frequency, delivery methods, evaluation process and any other information you think would help us understand your training. If you have a website that describes your training I'd welcome receiving that resource also.
Also, do the child welfare supervisors in your state have job descriptions? If so, are they current? Can you share them?
Additional Information Requests:
NRCOI's Request for Information on On-going Supervisor Training and Job Descriptions (Part 2 of 3)
NRCOI's Request for Information on On-going Supervisor Training and Job Descriptions (Part 3 of 3)
► November 13, 2007: Oklahoma's Request for Information on Assessing the Training Needs of New Supervisors
Request: The NRCOI received a request to gather information on how to assess the training and mentoring needs of new supervisors. The Oklahoma Child Welfare Training Center is creating an assessment for new supervisors to help evaluate what their specific training and mentoring needs are. The Child Welfare Training Center is interested in learning if any states are already doing this and have existing testing instruments to share.
Technology
► June 19, 2013: Alabama's Request for Information on Automating Child Welfare Training
Request: Our colleagues in Alabama are currently looking at options for automating some of their child welfare training and are interested in learning what other states are doing in this area.
If your state is currently implementing a blended learning approach, encompassing different types of technology-assisted training, such as distance learning, computer-based training (CBT), or web-based training (WBT), they are requesting information from you regarding its methodology and effectiveness.
Materials shared in response to this request:
2013 West Coast Child Welfare Trainer's Conference Brochure
► November 14, 2011: Butler Institute for Families in Colorado's Request for Information on Classroom Alternatives
Request: "We are interested in moving more of our new worker training academy to classroom alternatives. Things like webinars or other forms of electronic training. I was hoping my peers could give me some ideas of what they do. Thanks."
Materials shared in response to this request:
NRCOI Supervision Project Notes on Using Technology to Train
►October 14, 2011: Oregon's Request for Information on Core Training by Distance
Request: Marty Lowrey writes: Our state is doing an analysis of the advantages and disadvantages of providing Core training by distance. We are interested in knowing how Core training is provided across the country. What is the length of Core Training? How much and what type is delivered in the classroom and how much and what type is provided by distance? Thanks for your help!
► October 27, 2010: Wisconsin's Request for Information on an Ethics Training Regarding Social Networking and Electronic Communication
Request: Tammy Snortum, University of Wisconsin, writes: "We are in the process of developing a child welfare specific training on social work ethics and boundaries as they relate to social networking sites. As you can imagine, we’ve engaged in quite interesting discussions about how child protection and juvenile justice workers are utilizing sites such as Face book to gather information about the families they work with, the utilization of text messaging to communicate with clients, the legality verses ethicality of electronic communication/social networking, etc. There is very little information or literature that addresses this subject from a child welfare perspective (although the medical community has developed interesting guidelines). I’m wondering if other states (preferably those with county based child welfare systems) have developed ethics and boundaries training and/or policies to address social networking sites.
Any information that you or others on the listserv have would be much appreciated. We are developing this training for the 2011-2013 round of Ethics and Boundaries."
Materials shared in response to this request:
Louisiana’s Memo on use of Social Networking Sites
► October 13, 2010: DC's Request for Information on a Training Tracking System
Request: DC’s Child and Family Services Agency, Training Unit, would like to know of any states that believe they have an excellent tracking system to record staff participation in child welfare training. The Training Unit would like to be able to talk to some states with really good systems.
► June 3, 2010: Wyoming's Request for Information on Social Networking and Advanced Degrees Incentive
Request: I’m looking for some information for the State of Wyoming. They are wondering if any state welfare agencies have a pay or benefit increase for staff that receive advanced degrees during employment (e.g., receipt of MSW while employed with state child welfare agency). They would appreciate any example of a state's rules or policy on this topic. Also, have other states/child welfare agencies used social networking to communicate with workers (for example, Facebook, Twitter, blog sites, etc.)?
► May 26, 2010: Oregon's Request for Information on SACWIS Applications and Electronic Case Files
Request: Spencer, Oregon's Project Manager - CAF Continuous Improvement Unit, writes: "We are currently building a business case to design and develop an electronic client case file with the ability to redact and disclose information. What I am wondering is if there are any other SACWIS applications that are moving towards this or any other Child Welfare agencies working on moving their paper files to electronic format currently. Thanks for any help you can offer!"
► August 19, 2009: Idaho's Request for Information on Website Security for Training Materials
Request:
We are planning to place our Academy curriculum online so that department supervisors and others can view the information their staff are being trained. There is some concern that with our website (the Idaho Child Welfare Partnership or www.icwrtc.org) is accessible by everyone! We are concerned if someone takes material we have paid for, copyrighted materials, legal issues, etc. I believe we can get a special login code to our external website so that 'others' would not have access. I am sure other states have dealt with this issue. Any ideas or suggestions would be appreciated! Thanks!
► March 20, 2009: NRCOI's Request for Information on the Impact of Chat Rooms and New Technologies
Request: I'm beginning to hear about many ways that new technologies/chat rooms are impacting child welfare practice. Specifically, I've heard about case workers using chat rooms to ask for advice on how to engage families, workers texting supervisors, managers checking e-mails during meetings, foster families posting family (including foster kids) photos on-line and case notes written in 'texting' short hand. It seems that we're in a fast moving, new world, doesn't it?
Are you experiencing these or similar situations? If so, please share what you're seeing and how your agency is responding. Are you setting new policies? Revamping training? Providing special coaching? Trying to find appropriate use of these new technologies?
Susan Kanak, NRCOI
Training Materials
► January 22, 2013: Missouri's Request for Information on Training Resources Addressing Medical and Psychological Needs of Children
Request: In Missouri, we have some broad efforts underway to enhance our overall system around resource family/foster parent professional development. We use the PRIDE training model for our resource/foster families (we refer to the training as STARS in Missouri). We are looking for additional training resources that could be used with foster families and/ or with our agency workers/ field staff.
Some of the things we are working on have to do with addressing the medical and psychological needs of our children. I wanted to reach out to see if any other states have curriculum or materials that can be shared on any of these topics:
Promoting Health, social and emotional development
Mental issues for Children and Youth
Mental Issues of Parents
Substance abuse of parents
Psychological evaluations
Psychotropic meds
Preparing for medical appointments
Preparing for Psychiatric appointments
► March 26, 2012: Butler Institute for Families' Request for Information on Updated Training Videos
Request: Linda Metsger writes: We are looking to update our training videos for our new worker training academy. We are especially hoping to find a video depicting emotional maltreatment (using popular media resources is a problem for us due to copyright issues), visitation, a video that helps workers look at the impact of abuse/neglect on children, a video of a family that could be used to assess safety and risk (we still use the Gordon/Williams family). Any recommendations that people have of good training videos to use in child welfare training would be great.
► February 28, 2012: Wisconsin's Request for Information on Achieving Behavioral Change
Request: Wisconsin writes: A county in WI is looking for training in knowing how to write court conditions and plans that are more behaviorally focused. They currently utilize a checklist of given court conditions that deal more with attendance at a series of assigned activities than about sustainable changes in behavior. This county recently finished their Child Welfare Quality Services Review and one area of need identified was being able to identify behaviors that need to change, strategies that can be used to achieve behavior change, and methods to measure whether change has taken place. I am hoping there is someone out there who can help with this identified need.
► June, 2009: Oregon's Request for Information on Adoption Curriculum, Lesson Plans, and/or Videos in Spanish
Request: Karyn Schimmels in Oregon writes: In Oregon, we are currently faced with a training need for several families who reside in Mexico and are waiting for their relative children to be placed in their home. As you may be aware, Oregon has had some sensitive cases and we are working hard to be in compliance with Hague and placement requirements for children in other countries. I am wondering if you are aware of other states that may have adoption curriculum/lesson plans/videos in Spanish versions? These families are in remote areas of Mexico and we are trying to assess the best way to get valuable training to them on adoption issues, but it needs to be in Spanish. Any insight you could provide would be greatly appreciated.
► May 12, 2009: Request for Information on Videos of Interviewing
Request:
Thomas McRoberts, Family & Youth Services Training Academy, writes: I am looking for videos of CPS workers interviewing children at the investigation stage but also to assess functioning. Also, videos of workers interviewing regarding permanency issues would be helpful. Also, I would be interested in talking to other trainers who are developing curriculum to train ACTION's safety assessment process, especially trainings on ACTION's "protective capacities." Thanks for your help!
Training Policy and Procedures
► August 6, 2013: Colorado's Request for Information on Training Content as Part of Cost Allocation Methodology
Request: Is anyone using a Topicality (training content) as part of their cost allocation methodology to compute the federal share? Typically we use the penetration rate (Number of IV-E Eligible kids in the Out of Home pool) and don't do an additional discount for content.
► July 10, 2012: Washington State's Request for Information on Training Content Advisory Committees and Groups
Request: Washington State would like to know what other child welfare training systems around the country have in place as your training content advisory committee/group. What is their charge and how do they operate? It would be useful to have a description of your committee/group, charter or other materials that created your committee/ group.
Materials shared in response to this request:
Ohio Child Welfare Training Program Content Outline Checklist
Ohio: The Guidelines for Assessing Trainer Content Expertise
► January 9, 2012: National Resource Center for Permanency and Family Connections' Request for Information on Training Provisions of Fostering Connections
Request: Our colleagues at the National Resource Center for Permanency and Family Connections (NRCPFC) are developing a section of their website dedicated to the Fostering Connections Act that highlights resources, information, and State and Tribe examples. The page related to the training provisions of Fostering Connections can be found here:
http://www.nrcpfc.org/fostering_connections/training.html.
Do you have any information or examples from within your State or Tribe related to the training provisions of Fostering Connections? If so, we'd love to hear about it and share the information with the NRCPFC to potentially post on their website.
Materials shared in response to this request:
Iowa MOU with Supreme Court
► August 31, 2010: Georgia's Request for Information on Partnering with Schools of Social Work
Request: "I am trying to find out about partnerships between schools of social work and department of family and children services to help the agency employees who have their MSWs obtain clinical hours for their LCSW. I am looking for information on how the agency pays for the clinical hours, are the agency employees required to commit to working for the agency for a certain number of years, once the employee obtains their LCSW are they compensated or utilized differently in the agency?"
► June 3, 2010: Wyoming's Request for Information on Social Networking and Advanced Degrees Incentive
Request: I’m looking for some information for the State of Wyoming. They are wondering if any state welfare agencies have a pay or benefit increase for staff that receive advanced degrees during employment (e.g., receipt of MSW while employed with state child welfare agency). They would appreciate any example of a state's rules or policy on this topic. Also, have other states/child welfare agencies used social networking to communicate with workers (for example, Facebook, Twitter, blog sites, etc.)?
► May, 2009: Information Request on Stipend Programs
Request: Darlene Duncan, Social Services Program Specialist in Nevada, writes: My question is regarding the federally supported Social Work Education Stipend Program and how other states’ are handling their employment requirements for students who received the Stipend. Do you require employment be accepted statewide, regionally, by county, or some other method? We are revising our training policies and would appreciate any feedback.
Materials shared in response to this request:
IV-E Education
► January 8, 2009: Arizona's Request for Information on Setting Criteria for Case-Planning and Sex Abuse Cases
Request: The question we have for you or other child welfare agencies, is in regards to parents that sexually abuse their children, i.e. incest cases. In case-planning, how do other agencies go about setting criteria that must be met in order for such a perpetrator to no longer pose as a risk or safety to a child? What behaviors changes are recommended for adult sexual perpetrators that would indicate to CPS and to the court, that they are no longer or still are a risk to a child? Does research indicate it is more or less traumatizing for a child to maintain contact and have visits with the perpetrator or not? Do agencies have policies in place that spell out and govern visitation with sexual perpetrators?
We are speaking here of sex abuse cases that may not have been prosecuted by law enforcement -- those a much more straightforward. But many cases, especially with small children whose testimony may not be sufficient to make a criminal case, are NOT prosecuted, yet we must protect the child.
Regarding reunification efforts/reasonable efforts -- Sexual abuse is considered a poor prognosis "indicator" for reunification but our policy doesn't provide us any guidelines for when that prognosis should be determined and what criteria would determine it. Historically, we've gone ahead and offered services to perpetrators during the first 9 months despite the fact that the chances of getting a psychologist to recommend reunification are slim to none.
Additionally, we are recommending that the case worker obtain significant input from a professional in the area, obtain a psycho-sexual evaluation, etc. in making any decisions about behavioral case planning, and visitation, much less reunification…ANY information or current research in this area, would be greatly appreciated!!
Transfer of Learning
► August 18, 2010: Request for Information on "Transfer of Learning"
Request: Katharine Cahn and Cynthia Wells write: "What strategies are people currently implementing to support transfer of learning from training room to practice? We are thinking: field follow up, mentors, coaches, etc. WE'd like to know what you're doing and how your staff are funding it. Thank you"
Materials shared in response to this request:
South West Ohio Regional Training Centers Form
Pennsylvania's 10 Step Process
Idaho's Optional Field Manual
Indiana's Field Mentor Program:
Field Mentor Protocol
Trainer's Manual
Participant Manual
Review of Field Mentor by Supervisor of Trainee
Review of Field Mentor by Trainee
California State University at Fresno, Field-based Training Handbook:
Final Handbook
Appendix
Section IX - Tools
