Enhancing the Service Array in Child Welfare: 1 Assessing the Capacity of a JurisdictionState to Mee

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Enhancing the Service Array in Child
Welfare(1) Assessing the Capacity of a
Jurisdiction/Stateto Meet the Individualized
Needs of Children and FamiliesAND(2) Creating
and Implementing a Resource and Capacity
Development Plan

• National Child Welfare Resource Center for
  Organizational Improvement (NRCOI)
• National Resource Center for Child Welfare Data
  and Technology (NRCCWDT)
• A Service of the Childrens Bureau/Training and
  Technical Assistance Network
• Administration for Children and Families
• U. S. Department of Health and Human Services
• August 31, 2007

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Two Main Goalsof This Service Array Process

• To assess a jurisdictions service array Does
  the jurisdictions service array have the
  capacity to achieve positive outcomes for
  children and families?
• Four elements of the jurisdictions service
  array capacity are assessed
• Child welfare practice.
• Child welfare leadership and culture.
• Current services.
• Needed new services.
• 2. To create and implement a Resource and
  Capacity Development Plan to enhance the
  jurisdictions capacity to serve children and
  families through an appropriate and flexible
  child and family service array that will achieve
  positive outcomes.

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This Service Array ProcessIs DESIGNED to

• Engage the states leaders as active stakeholders
  in the development and provision of
  outcomes-based services for children and families
  in the child welfare system (state leaders
  include agency leadership, community leadership,
  funding resources, providers, multiple
  stakeholders).
• Enhance relationships across the various child-
  and family-serving systems.
• Clarify for leaders (state leadership, community
  leadership, funding sources, providers, and other
  supports for families) the importance of their
  participation in improving the child welfare
  system which will also benefit them and their
  work.
• Enhance working relationships across the various
  child- and family-serving systems.

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This Service Array Process Is DESIGNED to
(continued)

• Assist internal and external community
  stakeholders in formulating the core values and
  principles that need to guide the work of the
  child welfare system.
• Address practice at both the casework and system
  levels.
• Provide a mechanism through which a jurisdiction
  at the local level can continually assess and
  enhance its capacity to address the
  individualized needs of children, youth, and
  families.
• Build the states/tribes/stakeholders capacity
  at the system level to assess and enhance the
  service array on an on-going basis.
• Incorporate information from already existing
  needs assessments previously conducted and build
  on existing planning processes.

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The REQUIREMENTS for this Service Array Process
are

• Built on the fact that jurisdictions must meet
  the individualized needs of children, youth, and
  families in the child welfare system.
• Predicated on the establishment of a child
  welfare practice model that is based on the
  practice principles of the Child and Family
  Services Review (CFSR) family-centered,
  community-based, individualized services, and
  enhanced parental capacity.

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The REQUIREMENTS for this Service Array Process
are (continued)

• Data driven so that jurisdictions and states can
  assess and improve performance utilizing outcome
  measurements in the CFSR.
• Collaborative in nature and necessitates the
  building, strengthening, and maintaining of a
  Stakeholder Collaborative in the jurisdiction as
  well as community partnerships in the delivery of
  services.
• Built on the recognition that state, tribal, and
  community stakeholders, along with the state
  and/or local child welfare program, hold
  ownership of the outcomes for children and
  families and consequently share responsibility
  for ensuring that services and resources are
  available for families when they are needed.

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Engaging in This Process Requires the PUBLIC
CHILD WELARE AGENCY to Consider

• Pursuing additional funding from various sources
  if needed, including general revenues and grants.
• Reapportioning/redirecting existing funding.
• Changing contracts for services to provide vendor
  flexibility needed to individualize services and
  streamline procedures used by caseworkers to
  secure contracts and expedite individualized
  services.
• More fully engaging private service providers not
  only in service provision but in the assessment
  of child and family needs and the joint
  development of service plans.
• Changing elements of the current service array to
  improve access to and the quality of the services.

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Engaging in This Process Requires the STATE AND
COMMUNITY STAKEHOLDERS to Consider

• Changing service models so that services are
  adapted to fit the unique needs of children and
  families, rather than maintaining a one size
  fits all service array for children and their
  families.
• Re-thinking resource allocations to give some
  level of priority to goods and services that can
  meet individualized child welfare service plans,
  strengthen the likelihood of positive outcomes,
  and increase the likelihood that family members
  will be more productive members of the community.
• Building on/incorporating already existing
  community needs assessments and service
  development processes.
• Enhancing provider participation in the family
  needs assessment and the child and family service
  plan development process.
• ----------------

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HISTORY of the Service Array Process at NRCOI

• NRCOI T/TA on service array initiated about the
  same time as the first round of the CFSRs.
• Structured process developed and utilized to
  varying degrees in Arkansas, Maryland,
  Mississippi, Nebraska, Utah, Virginia, and
  Wisconsin.
• Each state/jurisdiction modified the process to
  meet its own needs, no two jurisdictions did the
  process the same way.
• Focus was on catalog of services.

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HISTORY of the Service Array Process (continued)

• Purposes of the process in the past
• Prepare for the CFSR, the Statewide Assessment,
  and/or in developing a PIP around the Service
  Array.
• Create a Service Directory.
• Meet the CAPTA grant requirement to conduct an
  annual inventory of services.
• Define the array of services needed in creating a
  System of Care when a specific population has
  been targeted.
• Assist in designing or implementing an agency
  strategic plan.

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HISTORY of the Service Array Process (continued)

• Purposes of the process in the past (continued)
• Improve the service array in a state, tribe,
  region, county, city, etc.
• Initiate better collaboration in a jurisdiction
  to better serve children and families.

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Current Status of the Service Array Process

• The service array process has been revised, given
  lessons learned.
• One objective is to ensure that the process
  complements and builds on the Child and Family
  Services Review (CFSR).
• One aspect in the revisions is a greater
  utilization of data.
• --------------------------

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The CFSR and the Service Array

• Item 35 The State has in place an array of
  services that assess the strengths and needs of
  children and families and determine other service
  needs, address the needs of families in addition
  to individual children in order to create a safe
  home environment, enable children to remain safe
  with their parents when reasonable, and help
  children in foster and adoptive placement achieve
  permanency.
• Item 36 The services in item 35 are accessible
  to families and children in all political
  jurisdictions covered in the States Child and
  Family Services Plan.
• Item 37 The services in item 35 can be
  individualized to meet the unique needs of
  children and families served by the agency.

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A Seven-Step Process

• Creation of the State Service Array Steering
  Committee.
• Creation of the Community Service Array Steering
  Committee AND the Community Stakeholder
  Collaborative.
• The Assessment Process (Four Assessments) and
  Writing the Consolidated Assessment Report.
• Creation of the Resource and Capacity Development
  Plan.
• Consolidation of the Resource and Capacity
  Development Plan.
• Adoption of the Resource and Capacity Development
  Plan.
• Implementation of the Plan and Monitoring
  Progress.

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Step 1 Creation of the State Service Array
Steering Committee

• Selection of a Point Person/Coordinator.
• Initial Membership
• Child Welfare Leadership Team
• Child Welfare Program Staff
• Contract Management Staff
• Financial Staff
• Data and Technology Staff
• QA/CQI Staff

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Step 1 Creation of the State Steering Committee
(continued)

• Develop a work plan and timeline to implement the
  service array process in the state, including
• The selection/recruitment of a pilot jurisdiction
  to begin the process.
• Technical assistance for pilot jurisdiction.
• Train the trainer for rest of the state.
• Study existing needs assessments or other
  documents relevant to child and family welfare.
• Create a Child and Family Snapshot template for
  utilization by jurisdictions with assistance from
  NRCCWDT.

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Step 1 Creation of the State Steering Committee
(continued)

• Expand Steering Committee to incorporate key
  leaders from the courts, the tribes, child abuse
  prevention, family support and early childhood
  services, as well as the juvenile justice,
  education, domestic violence, health, mental
  health, and substance abuse systems at the state
  level, representatives of the business, faith,
  and labor communities and, importantly, birth
  parents, family caregivers, and youth.
• Reach consensus on state-wide philosophy, values,
  and principles of child welfare system through
  facilitation and training provided by NRCOI (see
  next slide).

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Step 1 Creation of the State Steering Committee
(continued)

• Tailored training selection of training needed
  from this list of mini-modules
• (i) What is child welfare.
• (ii) What is the CFSR.
• (iii) Strengths/needs-based child welfare
  practice principles and values that are drawn
  from the experiences of systems of care.
• (iv) The CFSR practice principles.
• (v) Evidence-based practice and its purposes.
• (vi) Child welfare practice models.
• (vii) Definitions/examples of practices versus
  services.
• (viii) Prevention in child welfare.
• (ix) Systems of care in child welfare.
• (x) Lessons learned about the service array from
  the first 52 CFSRs.

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Step 2 CREATION OF THE COMMUNITY STEERING
COMMITTEE and the Community Stakeholder
Collaborative

• Creation of Community-Level Steering Committee in
  the pilot jurisdiction
• Multidisciplinary Membership.
• Appointment of Point Person/Coordinator.
• Completion of a Work Plan in conjunction with the
  State-Level Steering Committee that will lead the
  jurisdiction through the service array process.

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Step 2 CREATION OF THE COMMUNITY STEERING
COMMITTEE and the Community Stakeholder
Collaborative (continued)

• Work Plan Entails
• Reviewing state-wide philosophy, values, and
  principles of the child welfare system
• Tailored training selection of training needed
  from this list of mini-modules
• (i) What is child welfare.
• (ii) What is the CFSR.
• (iii) Strengths/needs-based child welfare
  practice principles and values that are drawn
  from the experiences of systems of care.

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Step 2 CREATION OF THE COMMUNITY STEERING
COMMITTEE and the Community Stakeholder
Collaborative (continued)

• Tailored training selection of training needed
  from this list of mini-modules (continued)
• (iv) The CFSR practice principles.
• (v) Evidence-based practice and its purposes.
• (vi) Child welfare practice models.
• (vii) Definitions/examples of practices versus
  services.
• (viii) Prevention in child welfare.
• (ix) Systems of care in child welfare.
• (x) Lessons learned about the service array from
  the first 52 CFSRs.

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Step 2 CREATION OF THE COMMUNITY STEERING
COMMITTEE and the Community Stakeholder
Collaborative (continued)

• Work Plan Entails
• Reviewing existing needs assessments conducted in
  the jurisdiction.
• Preparing and reviewing the Child and Family
  Snapshot.
• Recruiting and retaining a wide range of
  traditional and non-traditional stakeholders for
  the Community Stakeholder Collaborative.
• Planning on how to involve birth parents, family
  caregivers, and youth.

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Rationale for the Community Stakeholder
  Collaborative
• No one individual knows all the services and
  supports in a jurisdiction collective pooling of
  knowledge.
• No one agency by itself can ensure child safety,
  permanency, and well-being.
• Creating a constituency for child welfare.
• Creating more effective community partnerships so
  services can be coordinated and integrated.

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Forming/Convening the Community Stakeholders
  Collaborative
• An existing group or creating a new one. ALWAYS
  build on existing groups if possible.
• Size of the group.
• Ideally, the collaborative has some authority and
  legitimization to change or influence the service
  array in the jurisdiction.
• Participants need to understand the time and work
  commitment involved.
• Good old fashion community organizing is needed
  to recruit and retain the members.

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Types of stakeholders needed
• Public and private sector providers of child
  welfare services.
• Birth parents, family caregivers (resource,
  foster, kinship care, and adoptive families), and
  youth, who have experience with the child welfare
  system.
• Court, legal, and law enforcement officials,
  including staff of the Administrative Office of
  the Court (AOC) and the Court Improvement Program
  (CIP), and CASA volunteers.

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Types of stakeholders needed (continued)
• Tribal representatives.
• Mental health, substance abuse, and domestic
  violence services providers.
• Educators, health care providers, home visiting
  program staff.
• Child abuse prevention advocates and staff.
• Other key providers (e.g., housing, food
  resources, transportation, recreation.).

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Types of stakeholders needed (continued)
• Elected officials and administrators, including
  legislators and legislative staff.
• Representatives of the business, faith, labor,
  and media communities.
• Other public sector employees, community-based
  organizations, and representatives of entities
  such as the United Way and local foundations.

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Step 2 Creation of the Community Steering
Committee and THE COMMUNITY STAKEHOLDER
COLLABORATIVE (continued)

• Work Plan includes
• Scheduling Meetings of the Community Stakeholder
  Collaborative
• 1st MeetingFull Day
• Engagement, training, and beginning
• 2nd Meeting1/2 Day
• Reporting out strength and weaknesses in
  capacities
• 3rd MeetingFull Day
• Finalization of Capacity and Resource Development
  Plan
• Quarterly Meetings After 3rd Meeting
• Monitoring Implementation

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Step 3 The Assessment Process

• 1st Meeting of the Stakeholder CollaborativeAgend
  a
• Welcome all participants and facilitate
  introductions.
• Overview of service array process and where it
  fits into the larger picture of child welfare in
  the jurisdiction.
• Review and discussion of the Child and Family
  Snapshot.
• Interactive exercise with group.
• Tailored training selection of training needed
  from this list of mini-modules (i) What is child
  welfare (ii) What is the CFSR (iii)
  Strengths/needs-based child welfare practice
  principles and values that are drawn from the
  experiences of systems of care (iv) The CFSR
  practice principles (v) Evidence-based practice
  and its purposes (vi) Child welfare practice
  models (vii) Definitions/examples of practices
  versus services (viii) Prevention in child
  welfare (ix) Systems of care in child welfare
  (x) Lessons learned about the service array from
  the first 52 CFSRs.

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Step 3 The Assessment Process (continued)

• Agenda at 1st Meeting (continued) The Community
  Steering Committee will present
• The role and responsibilities of the Community
  Steering Committee and the Community Stakeholder
  Collaborative, including time and work
  commitments.
• The communitys philosophy, values, and
  principles of child welfare.
• The synthesized information on past needs
  assessments and reports on child welfare and the
  plan to incorporate this information into the
  service array process in order to prevent
  duplicative efforts.
• The outcome measurements, data indicators, and
  performance goals of the community.
• The work plan to the stakeholders, including full
  disclosure of the time and effort that will be
  needed.
• The capacities the jurisdiction needs to flexibly
  meet the needs of children, youth and families in
  the jurisdictions child welfare system, drawn
  from the CFSR.
• A review of assessment process (with an example
  in the large group) before splitting into five
  (5) work groups.

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Step 3 The Assessment Process (continued)

• Agenda at 1st Meeting (continued)
• Establish Work Groups
• Work Group 1 Assess the capacity of the
  jurisdiction on Safety Outcomes 1 and 2.
• Work Group 2 Assess the capacity of the
  jurisdiction on Permanency Outcome 1.
• Work Group 3 Assess the capacity of the
  jurisdiction on Permanency Outcome 2.
• Work Group 4 Assess the capacity of the
  jurisdiction on Well-Being Outcome 1.
• Work Group 5 Assess the capacity of the
  jurisdiction on Well-Being Outcomes 2 and 3.

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Step 3 The Assessment ProcessCapacities/Outcome
s

• Work Group 1
• Does this jurisdiction currently have the
  capacity to flexibly meet the needs of children
  and families by individualizing services to
• Make certain that children are, first and
  foremost, protected from abuse and neglect?
  (Safety Outcome 1)
• Provide that children are safely maintained in
  their homes whenever possible and appropriate?
  (Safety Outcome 2)

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Step 3 The Assessment ProcessCapacities/Outcome
s (continued)

• Work Group 2
• Does this jurisdiction currently have the
  capacity to flexibly meet the needs of children
  and families by individualizing services to
• Make sure that children have permanency and
  stability in their living situations? (Permanency
  Outcome 1)

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Step 3 The Assessment ProcessCapacities/Outcome
s (continued)

• Work Group 3
• Does this jurisdiction currently have the
  capacity to flexibly meet the needs of children
  and families by individualizing services to
• Provide that continuity of family relationships
  and connections is preserved for children?
  (Permanency Outcome 2)

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Step 3 The Assessment ProcessCapacities/Outcome
s (continued)

• Work Group 4
• Does this jurisdiction currently have the
  capacity to flexibly meet the needs of children
  and families by individualizing services to
• Make sure that families have enhanced capacity to
  provide for their childrens needs? (Well-Being
  Outcome 1)

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Step 3 The Assessment ProcessCapacities/Outcome
s (continued)

• Work Group 5
• Does this jurisdiction currently have the
  capacity to flexibly meet the needs of children
  and families by individualizing services to
• Provide that children receive appropriate
  services to meet their educational needs?
  (Well-Being Outcome 2)
• Make sure that children receive adequate services
  to meet their physical and mental health needs?
  (Well-Being Outcome 3)

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Step 3 The Assessment ProcessWork Group Roles

• Roles in the Work Groups
• Chair/Co-Chair of Work Groups
• Facilitating the meetings
• - Recorders in Work Groups
• Provide notes of Work Group Meetings
• Assist in producing typed documents

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Step 3 The Assessment ProcessFour Assessments

• Four Assessments
• First Assessment Assessment of Current Practices
  in the Jurisdiction as They Relate to the
  Capacity Being Assessed.
• Second Assessment Assessment of Current
  Leadership and Systemic Culture in the
  Jurisdiction as They Relate to the Capacity Being
  Assessed .
• Third Assessment Assessment of Current Services
  in the Jurisdiction as They Relate to the
  Capacity Being Assessed.
• Fourth Assessment Assessment of Any Needed
  Non-Existing Services in the Jurisdictions as
  They Relate to the Capacity Being Assessed.

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Step 3 The Assessment ProcessAssessment 1

• Assessment of Practice.
• 2 Key Questions
• Does the jurisdiction have an explicit child
  welfare practice model? If so, how does this
  practice model help or hinder the jurisdictions
  ability to meet the capacity being assessed? If
  there is no explicit practice model, how does
  this hinder the jurisdictions ability to meet
  this capacity?

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Step 3 The Assessment ProcessAssessment 1
(continued)

• Assessment of Practice
• What are the current practices utilized to
  achieve this capacity? Practices that may be
  identified include ones such as family group
  conferencing, wrap-around services, case
  management, concurrent planning, flexible funds,
  multi-disciplinary teams, and alternative
  response systems, etc.

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Step 3 The Assessment ProcessAssessment 1
(continued)

• Each practice will be assessed considering the
  following for the respective capacity
• Does it promote individualized service planning?
• Does it promote provider participation in needs
  assessment and individualized service planning?
• Does it promote caseworker flexibility to do
  whatever it takes?
• Does it allow for ample communication and
  coordination between agencies?
• Does it involve case supervision using specific
  unit/worker data to supervise to achieve better
  results/outcomes?

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Step 3 The Assessment ProcessAssessment 1
(continued)

• Each practice will be assessed considered the
  following (continued)
• Do workers receive proper training and ongoing
  supervision to hone skills on the practice?
• Does the current caseload support effective
  utilization of the practice?
• Does it include after-hours professional
  response?
• Does it empower families to make better decisions
  and enhance parental capacity?
• Do contract practices with third-party vendors
  ensure flexibility to meet the needs of children?

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Step 3 The Assessment PracticeAssessment 1
(continued)

• Drawing Conclusions on Practice
• Preparation of a report that summarizes what was
  learned about practice in the jurisdiction in
  relation to the capacity assessed
• Practice strengths.
• Practice challenges.

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Step 3 The Assessment ProcessAssessment 2

• Assessment of Leadership and Culture.
• The following will be assessed by the work groups
  in regards to the respective capacities
• The commitment of leadership in the community to
  a systems of care mentality to providing
  services.
• The ability of the jurisdiction to collaborate
  across agencies to provide effective and
  efficient services resulting in successful
  outcomes.

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Step 3 The Assessment ProcessAssessment 2
(continued)

• Assessment of Leadership and Culture
• The following will be assessed (continued)
• Assess the ability of the child- and
  family-serving agencies in the jurisdiction to
  function as learning organizations.
• The empowerment of private providers to do
  whatever it takes to achieve positive outcomes.
• The current accountability structures in which
  the community holds agencies and agency leaders
  accountable for performance outcomes.
• The empowerment of front-line service workers to
  establish multidisciplinary treatment teams to
  address multi-need children, youth, and families.

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Step 3 The Assessment ProcessAssessment 2
(continued)

• Drawing Conclusions on Leadership and Culture
• Preparation of a report that summarizes what was
  learned about leadership and culture in the
  jurisdiction in relation to the capacity
  assessed
• Leadership and culture strengths.
• Leadership and culture challenges.

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Step 3 The Assessment ProcessAssessment 3

• Assessment of Current Services
• The work groups discuss and decide what services
  that currently exist which can be used to achieve
  the respective capacity.
• Utilize the Child and Family Services, Supports,
  and Practices Tool Kit.

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Step 3 The Assessment ProcessAssessment 3
(continued)

• Once the existing services are identified, then
  the services are assessed on the following
  dimensions
• Availability/Accessibility of the Service.
• Quality of the Service.
• Community-based, family-centered, individualized
  services, and enhanced parental capacity?
• Cultural Responsiveness of the Service.
• Effectiveness of the Service.
• Quantity of the Service.
• Importance of the Service.

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Step 3 The Assessment ProcessAssessment 3
(continued)

• Drawing Conclusions on Current Services
• Preparation of a report that records the ratings
  of current existing services in the jurisdiction
  in relation to the capacity assessed.
• The report should include any qualitative
  comments relating to the current services.

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Step 3 The Assessment ProcessAssessment 3
(continued)
Classify existing services into categories

• Staff / Volunteer Issues
• Funding Issues
• Better Coordination / Collaboration with Other
  Stakeholders
• Quality Improvement Needed
• More Diversified Services
• Law / Policy Change
• Other _______

• Strong Services
• Needed Community Ed.
• Not Meeting Enough Need
• Advocacy / Service Barriers
• Service Duplication / Shifting Resources
• Non-Existing Services

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Step 3 The Assessment ProcessAssessment 4

• The work groups identify any currently
  unavailable services that would enhance the
  capacity of the jurisdiction to address the
  individualized needs of children and families
  (utilize the Child and Family Services, Supports,
  and Practices Tool Kit).
• The work group must then identify why these
  services would be beneficial to enhancing the
  capacity being assessed.

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Step 3 The Assessment ProcessAssessment 4
(continued)

• Drawing Conclusions about Needed Services
• Preparation of a report that summarizes what was
  learned about needed new services in the
  jurisdiction.
• Important information to include
• Why the service is able to address a specific
  need to improve the capacity?
• How and why would new service improve outcomes?
• Would the new service be compatible with the CFSR
  practice principles?

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Step 3 The Assessment ProcessProducing Reports
on Assessments, Consolidation into One Assessment
Report

• The work groups will produce four (4) reports for
  each capacity being assessed for the Stakeholder
  Collaborative and the Community Steering
  Committee
• Assessment of Practice.
• Assessment of Leadership and Culture.
• Assessment of Current Services.
• Assessment of Needed New Services.
• Four reports are consolidated into one Assessment
  Report.
• See Tool Kit for suggested formats/templates.

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Step 3 The Assessment ProcessBetween the 1st
and 2nd Meetings

• Five (5) work groups will meet and complete the
  four (4) assessments and the written reports.
• Technical assistance if necessary.
• Five (5) work groups will prepare to present
  findings at the 2nd Meeting.

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Step 4 Creation of the Resource and Capacity
Development Plan

• 2nd Meeting held 2 months after 1st Meeting (1/2
  day meeting).
• Work groups present assessment of respective
  capacities
• Discussion, feedback, and recommendations.
• Opportunity for entire Stakeholder Collaborative
  to provide input to the work groups.

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Step 4 Creation of the Resource and Capacity
Development Plan (continued)

• Work groups then charged with creating a Resource
  and Capacity Development Plan for their
  respective capacities.
• The development of strategies/initiatives to
  enhance the capacity of the community to meet the
  individualized needs of children and families.

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Step 4 Creation of the Resource and Capacity
Development Plan (continued)

• The composite Resource and Capacity Development
  Plan entails
• Reforming current practices to enhance the
  capacities.
• Improving systemic culture to enhance the
  capacities.
• Enhancing current services that are important to
  building the jurisdictions capacities.
• Establishing utilization estimates for new
  services that have been identified as needed to
  enhance the capacities.
• Incorporating a continuous quality improvement
  process which evaluates the effects of changes on
  outcomes for children and families.

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Step 4 Creation of the Resource and Capacity
Development Plan Between 2nd and 3rd Meetings

• Five (5) work groups meet to complete the
  development of their strategies for the Resource
  and Capacity Development Plan
• Strategies, organization/person responsible,
  benchmarks, timeline, etc.
• Technical assistance if necessary.
• Prepare to present strategies to the Stakeholder
  Collaborative at the 3rd Meeting.

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Step 5 Consolidation of the Resource and
Capacity Development Plan

• 3rd Meeting held approximately 2 months after 2nd
  Meeting.
• Each work group presents strategies for enhancing
  the groups respective capacities.
• Discrepancies are resolved and needed
  integrations are finalized in the Resource and
  Capacity Development Plan.

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Step 6 Adoption of the Resource and Capacity
Development Plan

• The Resource and Capacity Development Plan is
  reviewed by the State Steering Committee and the
  Community Steering Committee.
• An implementation plan of selected priorities is
  created and agreed to by the two steering
  committees.

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Step 6 Adoption of the Resource and Capacity
Development Plan (continued)

• For recommendations and priorities regarding
  services, changes required to implement the plan
  (for example, utilization estimates, costs,
  financing strategies, contracting methodologies,
  policies, procedures, etc.) are identified and
  pursued.
• At the first quarterly implementation meeting
  (within 3 months of 3rd Meeting) the priorities
  and implementation plans are presented and the
  support and participation of the Community
  Stakeholder Members are enlisted.

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Step 7 Implementation of the Plan and Monitoring
Progress

• Continual monitoring and evaluation of the
  priorities and the implementation plan and its
  effects on child welfare outcomes.
• Continual evaluation of funding strategies to
  support the priorities and implementation plan.
• Implementation work groups can be used to assist
  in prioritized initiatives.
• Barriers are addressed and successes are
  celebrated.

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Typical Timeline for the Full Process

• State contacts CB Regional Office, NRC, forms
  State Steering Committee, recruits Local Steering
  Committee, completes work plan.
• Creation of the Local Steering Committee AND
  creation of the Community Stakeholder
  Collaborative in the pilot jurisdiction, Steering
  Committee develops work plan.
• First meeting of the Community Stakeholder
  Collaborative.
• Second Meeting of the Community Stakeholder
  Collaborative.

• Months 1 and 2.
• Months 2 and 3.
• Beginning of Month 4.
• Beginning of Month 6.

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Typical Timeline for the Full Process (continued)

• Third Meeting of the Community Stakeholder
  Collaborative.
• First Quarterly Meeting of the Collaborative.
• Second Quarterly Meeting of the Collaborative.
• Third Quarterly Meeting of the Collaborative.
• Fourth Quarterly Meeting of the Collaborative.

• Beginning of Month 8.
• Beginning of Month 11.
• Beginning of Month 14.
• Beginning of Month 17.
• Beginning of Month 20.

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Creating Regional and State Assessments and
Resource and Capacity Development Plans from
County/Jurisdictional Assessments and Plans

• Some States are beginning to experiment in
  developing regional and state assessments and
  plans after completion of county/jurisdictional
  assessments and plans.
• For example, in Maryland, the Eastern Shore
  counties have all completed the assessments and
  plans and are now looking at region-wide trends
  and needs, with the goal of working with the
  regions legislators (local and state) to
  increase resources.
• Maryland is also planning on the completion of
  the process in all 24 jurisdictions and then
  looking at state-wide trends and needs.

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Adaptation of the Process

• There may be jurisdictions that do not want or
  need to assess all the child welfare capacities
  listed in the accompanying document.
• For example, a jurisdiction that has undergone
  the CFSR can decide to adapt this service array
  process as part of its Program Improvement Plan
  (PIP) to assess only those non-conforming
  outcomes/capacities and to create and implement a
  Resource and Capacity Development Plan to improve
  capacities in those areas.
• For example, a jurisdiction that has identified
  the need to build capacities to support its
  efforts to impact portions of its system, such as
  reducing children in residential care, can choose
  to assess select capacities.

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What Does the Process Cost?

• No exact dollar figure can be provided.
• Varies according to scope and scale of the
  process chosen by the jurisdiction and the state.
• Requires extensive staff time on the part of
  jurisdictional and state child welfare agency to
  coordinate the implementation.
• Possible specific costs
• Facilitators, technical assistance, food for
  day-long meetings, copying of written reports,
  staff time.

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Discussion Time

• Questions?
• Discussion?
• Decisions?

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Contact Information

• Steven Preister, Associate Director, National
  Child Welfare Resource Center for Organizational
  Improvement
• DC Office
• 6824 Fifth Street, NW
• Washington, DC 20012-1906, telephone/voice
  202.723.0320
• fax (same, call first).
• spreister_at_usm.maine.edu