agency – supervisor – employee guide to foundation training

Agency – Supervisor – Employee

Guide to Foundation Training O F F I C E O F T R A I N I N G A N D P R O F E S S I O N A L D E V E L O P M E N T

Illinois Department of Children & Family Services Erwin McEwen, Director

Agency – Supervisor – Employee Guide to Foundation Training

Child Protection Investigation Specialist Child Welfare Specialist – Intact Family Casework Child Welfare Specialist – Placement/Permanency Casework

Table of Contents Training Mandate 2 Course Overview 2 Agency Administration Role in Foundation Training 3 Agency Supervisor Role in Foundation Training 4-5 Role of the Employee in Foundation Training 5-6 Role of the DCFS Office of Training and/or Trainer 6-7 Role of Practice Application Support Specialists and DCFS Staff Development Coordinators 7 Frequently Asked Questions from Administrators, Managers, Supervisors, and the Employee 8-13

Attachments Continuous Learning Model – Flow Chart Attachment A Sample Training Calendar Attachment B Job Competencies Attachment C Employee Guide to Training Attachment D Final Employee Training Evaluation Report Attachment E

Agency-Supervisor-Employee Guide to Foundation Training

8.08 Office of Training and Professional Development 2

Training Mandate (New Direct Service Child Welfare Employees) A Foundation pre-service training course is mandated for all new DCFS and Purchase of Service (POS) agency child welfare specialists and supervisors who will be assigned to perform or supervise direct casework services to children and families, either for substitute care placement or to the intact family, including all permanency planning goals. This guide describes the role of the agency, agency supervision, employee, trainer, and agency training/casework practice support staff. The Foundation course is conducted for each job specialization. Each course meets the training requirement for Licensure as a Direct Services Child Welfare Employee (CWEL) under Administrative Rule, Part 412. This core Foundation course also meets the training requirement for certification under State Public Law (PL) 85-206, requiring the training, testing and certification of Child Welfare and Child Protection Investigation Specialists and supervisors. Course Overview Each Foundation pre-service training program runs for 9 consecutive weeks. The course blends classroom learning, on-line, and on-the-job (field) training assignments. The blend of classroom and on-the-job field training may vary in each class cycle to allow for holidays. Examples of the 9-week training calendars are included in this guide as Attachment B. The field training assignments are designed to help the new worker (under supervision) apply and transfer what they learn in the classroom and on-line to actual on-the-job casework with assigned training cases. The field training will be any combination of job shadowing and/or direct casework assignments with children and family members, or license applicants, assigned by the immediate supervisor. Within available staff resources, field training caseworkers and agency supervisors may be supported by DCFS field trainers/casework practice support staff and/or designated POS agency training staff. The casework with these training cases will be prescribed in collaboration between the employee, the agency supervisor, POS agency training staff when applicable, and the trainer and field trainer/casework practice support staff assigned from the DCFS Office of Training. For classroom and on-the-job training purposes, new CWS-Intact, CWS-Placement, and Child Protection Investigation staff will be parallel-assigned up to 4 cases in SACWIS/CYCIS during the 9-week training program. These cases will be accessed through an ID issued for training in the statewide SACWIS and/or CYCIS systems. Agency management will make parallel assignments in SACWIS/CYCIS using DCFS protocols. Private agency management will need to ensure parallel caseworker assignment using the agency’s standard practice.



Agency Administration Role in Foundation Training The role of agency administration during the pre-service training program, at or before the time of hire, includes:

1. Whenever possible, completing all background checks and clearances prior to enrolling the new employee in training: CANTS, LEADS (fingerprinting), motor vehicle (driver license) record, any mandated agency pre-employment drug testing, and background checks for student loan default and child support enforcement default. When these clearances cannot be completed prior to enrolling in training, the employee will still be enrolled in Foundation training, and every accommodation will be made to assist the agency and employee in completing the required background checks and clearances.

2. Applying via the DCFS Intranet (D-Net) for a DCFS Computer Network Account

ID and password through the DCFS Network Security Administrator of the Office of Information Technology Services. The Network ID and Password will be needed by the new employee on the first day of the Foundation course.

3. Submitting the new employee application forms to DCFS Child Welfare Employee

Licensure Unit for the Child Welfare Employee License (CWEL) under Department Administrative Rule, Part 412. The forms can be downloaded from both the Department D-Net and Internet web sites. The form with the original employee signature must be mailed (not faxed or e-mailed) to the Department CWEL Office.

4. Arranging with the new employee to request that a sealed transcript be sent directly

from the college or university from which they graduated to the DCFS CWEL Office. Pursuant to the Rule, Part 412, regarding Licensure of a direct service Child Welfare Employee (CWEL), a new child welfare supervisor or caseworker must have a minimum of a Bachelor’s Degree from an accredited college or university. The Department uses US Department of Education-approved accrediting agencies. Contact the CWEL Office if there are any questions about the accrediting body cited by the college or university from which the employee claims a degree. Many “diploma mills,” especially on-line and foreign-registered, do not meet approval of the US Department of Education, and therefore cannot be accepted as “accredited” by the Department. The Department will use the transcript to investigate both the accrediting agency and the accredited college or university. When an employee graduated from a college or university located in a foreign country, it is the employee’s responsibility to arrange the translation of their degree and transcript at the time of hire. For the names and contact information of foreign educational translation service agencies, please contact the DCFS CWEL office at 217-785-5689.



5. Registering the new direct services child welfare caseworker or supervisor for

Foundation training with the DCFS Office of Training. Agency Supervisor Role in Foundation Training The role of the employee’s direct supervisor during the pre-service training program includes:

1. Participating in a toll-free conference call with the new employee and the DCFS trainer prior to the start of the Foundation course.

2. Participating fully as an integral member of the employee’s training team. Other

training team members include the new employee, the DCFS trainer, the DCFS casework practice support staff/POS agency trainer, and other agency staff that the supervisor may designate to participate during the Foundation training period.

3. With the training team, utilizing the Core Competencies document found in

Attachment C to this guide, to track and record the new employee’s progress in achieving the level of learning for each job competency during the training period.

4. Assisting the new employee in completing enrollment in Foundation training.

5. Upon notice by the DCFS Office of Training of the activation of a SACWIS/CYCIS

ID, selecting and assigning (in CYCIS) up to 4 cases as follows:

o permanency-placement cases to the new CWS-placement employee; o intact cases to the new CWS-Intact worker; o investigations to the new child protection investigative specialist; or o day care or foster care licensing assignments.

6. Participating in a weekly toll-free conference call debriefing with the employee and

the Office of Training, to identify competencies that need further strengthening through the coming week, and to identify issues with completing either classroom, on-line, or on-the-job case assignments.

7. Participating in conferences with the DCFS Office of Training and Child Welfare

Employee Licensure in the event an employee’s performance or conduct warrants corrective disciplinary action, including unexcused absence from training and violation of other agency and training operating rules. (See Attachment D, Employee Guide to Training.)

8. Authorizing in writing to the Office of Training any excused absences of the

employee from training or a classroom, on-line or on-the-job training assignment.

9. Participating in a final debriefing with the employee’s training team to evaluate the job performance of the employee during training, to identify added learning needs for the remainder of the first year of employment, and to develop the employee’s



Professional Development Plan in the DCFS Virtual Training Center. The Professional Development Plan will include added learning courses, workshops or activities that will meet the learning needs identified in the debriefing.

10. Receiving a final written evaluation of the employee’s training performance from

the DCFS Office of Training. This evaluation shall include the learning level achieved for each job competency, and documentation of completion of examinations required for Licensure and Core Certification as a child welfare specialist. See Attachment E to this guide.

Role of the Employee in Foundation Training The role of the employee during the pre-service Foundation training program includes:

1. Learning job competencies and transferring this learning to their specific job

function. With the training team, utilizing the sample Core Competencies document found in Attachment C to this guide to track and record progress in achieving the level of learning for each job competency.

2. Completing all classroom, on-line, and on-the-job training assignments.

3. Complying with all DCFS Office of Training rules, as established in Attachment D,

Employee Guide to Training.

4. Participating fully in a toll-free conference call with the supervisor and the DCFS trainer prior to the start of the Foundation course.

5. Complying fully with attendance rules governing the Foundation training; seeking

supervisory authorization in writing for any excused absences from training or a training assignment.

6. Participating in a weekly conference call with the supervisor and training team, to

identify competencies that need further strengthening through the coming week, and to identify issues with completing either classroom, on-line, or on-the-job case assignments.

7. Meeting minimum standards for passing all training quizzes and examinations, as

required for the Foundation course.

8. Complying fully with requirements for application for Licensure under the DCFS Rule, Part 412, Child Welfare Employee Licensing (CWEL).

9. Arranging for translation of their degree and transcript, when an employee

graduated from a college or university located in a foreign country. For the names and contact information of foreign educational translation service agencies, please contact the DCFS CWEL office at 217-785-5689.



10. Complying fully with the Illinois Governmental Ethics Act and the Child Welfare Code of Ethics.

11. Participating in a final debriefing with the employee’s training team, to evaluate the

job performance of the employee during training, to identify added learning needs for the remainder of the first year of employment, and to develop the employee’s Professional Development Plan in the DCFS Virtual Training Center. The Professional Development Plan will include added learning courses or workshops that will meet the learning needs identified in the debriefing.

12. Receiving a final written evaluation of the employee’s training performance from

the DCFS Office of Training. This evaluation shall include the learning level achieved for each job competency, and documentation of completion of examinations required for Licensure and Core Certification as a child welfare specialist.

13. Completing all DCFS-mandated (in-service) training workshops through the first

year of employment, as required for Licensure and Certification.

14. Returning safely all equipment and training materials issued to the employee by the DCFS Office of Training through the end of the Foundation training period.

Role of the DCFS Office of Training and/or Trainer The role of the DCFS Office of Training/Trainer during the pre-service training program includes:

1. Notifying the employee and agency supervisor of confirmation of enrollment in the Foundation course.

2. Upon training registration and employee application, establishing a personal account

in the DCFS on-line Virtual Training Center (VTC).

3. Uploading all training course content to the “Classroom,” located in the employee’s personal VTC Account.

4. Facilitating a conference call with the supervisor and the employee prior to the start

of the Foundation course.

5. Providing the employee and agency supervisor with an Employee Guide to Training, as found in Attachment D to this guide.

6. Conducting all classroom training sessions; assigning and tracking completion of

classroom, on-the-job, and on-line training assignments in the VTC.

7. Participating in a weekly conference call with the employee, supervisor and training team, to identify competencies that need further strengthening through the coming



week, and to identify any issues with completing either classroom, on-line, or on-the-job case assignments.

8. Recording and reporting on employee attendance in classroom, on-line and on-the-

job training assignments. Reporting any employee absence from classroom training (that is not authorized by agency management) directly to the employee’s agency management.

9. Facilitating a final debriefing with the employee’s training team to evaluate the job

performance of the employee during training, identify added learning needs for the remainder of the first year of employment, and develop the employee’s Professional Development Plan in the DCFS Virtual Training Center. The Professional Development Plan will include added learning courses, workshops or activities that will meet the learning needs identified in the debriefing.

10. Preparing and submitting to the agency supervisor a final written evaluation of the

employee’s training performance. This evaluation shall include the learning level achieved for each job competency, and document completion of examinations required for Licensure and Core Certification as a child welfare specialist.

Role of the DCFS/POS Agency Field Trainer and DCFS Professional Development Coordinator (PDC)

The role of the field trainer and/or DCFS Professional Development Coordinator during the pre-service training program includes:

1. Participating as a member of the training team.

2. Accompanying and providing instruction and feedback to the caseworker during on-

the-job case activities.

3. Participating in a weekly conference call with the employee, supervisor and training team to track the job performance of the employee.

4. Participating in the preparation of the final evaluation.

5. Participating in the final debriefing with the employee’s training team to evaluate the

job performance of the employee during training.

6. Participating in a post-training conference to identify competencies and areas of practice that need further strengthening.

7. Participating in formation of the Professional Development Plan.



Frequently Asked Questions A. Training Basics

1. What action should agency management and supervision take when they have questions about the Foundation training program? The Department encourages the active participation and involvement of agency management and supervision throughout the training program. If you have questions regarding the training, please share them with the trainer during the weekly debriefing teleconferences, or feel free to contact the Office of Training (217-785-5689).

2. If an employee is transferring to placement from intact or child protection, is that employee required to take this course? Yes. If the employee has not been a placement caseworker in the past, s/he will be required to take this course.

3. Can agency management or supervisor attend all or any part of this class?

Yes, management staff are welcome to attend classroom sessions. We do ask that you observe quietly and respect the trainer and participants by turning cell phones and pagers on vibrate.

4. How will lodging and travel expenses be paid for DCFS and POS employees to

attend training? For new DCFS employees, lodging will be direct-billed to the Department. DCFS employees should submit other travel expenses through the DCFS travel system. Mark the box on the travel voucher that says travel is for the purpose of Training. This ensures that it is billed appropriately and that the Department claims for federal reimbursement for the travel expenses. POS staff should consult agency management for information on policy on travel and lodging.

5. What do I do if I am not available for the Briefing Conference call on the day before training begins? You should designate a member of the staff who can represent you on the call. This may be your Advanced Practice Specialist, lead worker, or other agency manager.

6. How long will this call be?

We anticipate the calls will take approximately 30 minutes

B. Attendance

7. What if the trainee needs to attend a court hearing during the training? Remember, the new employee is in training. Any case assignments given to the employee are for training (learning) purposes only. The employee may attend a court hearing as part of their on-the-job training with a designated supervisor/performance coach/trainer, or assigned (parallel) caseworker; however, if a court hearing arises on one of the training cases during classroom training, it is recommended that the



supervisor or the co-worker (to whom the case is parallel-assigned) should cover the court hearing.

We recognize that it may not be possible to avoid all scheduling conflicts. When agency circumstances require an employee to miss a classroom session, every accommodation will be made with the employee, the agency management, and the training office to determine how time missed will be made up. If this occurs, the agency supervisor should contact the Office of Training (217-785-5689) to determine how to proceed.

8. What if the employee has a personal or family emergency while in training?

Contact the DCFS Office of Training (217-785-5689) if you need to either notify the employee of a family emergency, or notify the Office of Training that the employee will be absent because of an emergency. If the employee will not be in training because of an emergency, follow up the phone call with a written (e-mail or hard copy) note to the trainer letting the trainer know the exact reason for the absence, and the expected time of the employee’s return to training.

9. What if weather prevents the employee from traveling to training?

Please call the Office of Training (217-785-5689) to let them know of the employee’s travel emergency. For the employee to be excused from the training, you must follow up with a written (e-mail or hard copy) note to the trainer. If training has to be dismissed early, due to weather or any other reason, the Office of Training will notify the supervisor/agency of the early dismissal.

10. How will instances of weather and early dismissal be reported to agency management and supervision? If a trainer and training manager make the decision that a class should be dismissed early due to weather or for any other reason, the agency supervisor or manager will be notified of the early dismissal. Employees will be told that they should communicate with their agency management staff regarding either returning to the office for work or taking benefit time for any time away from the training work assignment.

11. How many classroom days of training, mandatory on-line, or mandatory on-the-job

training case assignments can an employee miss? An employee who misses more than 3 days of the classroom training may not receive credit for completing the course. The new employee may not miss any mandated on-line or required on-the-job training assignments. We recognize that it may not be possible to avoid all scheduling conflicts. When agency circumstances require an employee to miss a classroom session, every accommodation will be made with the employee, the agency management, and the training office to determine how time missed will be made up. If this occurs, the agency supervisor should contact the Office of Training (217-785-5689) to determine how to proceed.



What if the employee is in school? If the employee is in graduate school during Foundation training, s/he will still need to attend all classroom training. The supervisor, trainer, and employee must develop a plan for completing classroom training.

12. Can I waive any of the required on-line classes?

No, all on-line courses are required as part of Foundation training and must be completed in the required timeframes.

13. Can I waive any of the required on-the-job training assignments?

No, all required on-the-job training assignments must be completed as part of the Foundation training.

C. Classroom Management

14. How will privacy and confidentiality of trainee and client be handled in training? The trainers will develop “Rules of the Road” with classroom participants. During this time, a discussion will be held regarding confidentiality. This helps establish an open and comfortable setting for the training. Trainees will be asked to use only non-identifying information if they discuss any case-related issues.

15. How will the agency managers and supervisors communicate with the Office of

Training during the training period? Prior to the beginning of training, there will be a teleconference for participants and their supervisors. Trainers will keep supervisors informed about any concerns that arise during the course of classroom training. Casework practice support staff and/or Professional Development Coordinators will meet with supervisors on a regular basis to provide feedback.

16. How will the Office of Training handle matters that arise during classroom training that require the agency managers or supervisor to respond, e.g., a conduct problems requiring possible agency discipline or management intervention? If such a situation arises, the trainer or training manager will contact the agency supervisor or manager to discuss the situation, in accordance with the Employee Guide to Training (Attachment D of this guide).

D. On-the-Job Training

17. How many cases am I allowed to parallel assign for training purposes?

The employee may be assigned a maximum of 4 cases in SACWIS for learning purposes while in training; however, they must be assigned as a parallel worker with another caseworker or investigator on the employee’s team. This is called parallel assignment. The supervisor may also assign themselves as the primary worker, with the trainee as a parallel caseworker. The supervisor or primary caseworker will be responsible for case activities while the employee is in training. The employee may not be assigned more than 4 cases—even as a parallel—until completion of



Foundations training and after Department notification of issuance of the employee’s Child Welfare Employee License (CWEL).

18. I have an employee who is already CERAP-certified and has a CWEL. How many cases can I assign to this employee while s/he is in training? While in training, the employee should only carry a maximum of 4 cases.

19. What type of cases should I assign for training purposes?

The supervisor must take into account a number of things when determining which cases are most appropriate for the new child welfare employee. These include the trainee’s level of education and experience; the type of cases available for assignment; and the level of skill of the new employee. Ideally, the trainee will be assigned lower-risk cases (e.g. priority 2 or 3).

20. What should I do if a parallel training case disrupts while the employee is away in

training? The employee will not be able to have training interrupted to handle case disruptions. Parallel assigned cases will be covered in the employee’s absence just as they would if the employee were absent due to illness or vacation.

21. Is the new employee responsible for the Administrative Case Reviews on a parallel-assigned training case? The assigned primary caseworker/supervisor is responsible for preparing for and attending Administrative Case Reviews. The new employee may participate in the development of the service plan and attend the ACR as part of their on-the-job training. However, they may not miss classroom training to do so. If an ACR occurs on one of the parallel cases during the classroom training, it should be covered by the primary worker.

22. How should a new employee be introduced to the family on the parallel assigned training case? Since the trainee will be one of the parallel caseworkers for the family, s/he should be introduced as such. There is no need to volunteer that the caseworker is in training; however, any questions the family may ask about the caseworker’s status should be answered honestly.

23. How should the new employee be introduced to the family when they accompany

another worker to observe? In this situation, the experienced caseworker may introduce the employee as a new caseworker who is observing the experienced worker as part of his/her training.

24. If the presence of the new employee is challenged by a client or another helping

professional or person, how should the employee respond? The presence of other people should not impede the work with the family; the right of the family and children to object to the presence of other staff must be respected. Explain to the client or other helping professional that the new employee is observing the experienced caseworker. If the employee’s presence is upsetting or disruptive to



the client, the caseworker and supervisor may determine that the employee be excused.

25. Who will update changes in SACWIS and CYCIS information in cases parallel assigned to the employee? The new employee, the parallel caseworker, or the supervisor can update this information as part of the on-the-job assignment.

26. Since the new employee will not be CERAP-certified until the end of the course,

how are CERAPs to be completed on parallel-assigned cases for training purposes? CERAPs will need to be completed by the primary assigned caseworker or supervisor. New Employees who have not been certified in CERAP may not complete the Safety Assessment (CERAP).

27. Who approves the CERAP if the supervisor completes it as the parallel assigned caseworker? If the supervisor completes the CERAP, the manager will need to approve it.

E. Performance Expectations

28. What should be done when a new employee’s job performance during training does not meet expectations? Be sure that the employee has received mentoring and modeling of appropriate job functions. If the employee’s performance does not meet expectations, the trainer will discuss performance expectations with the employee to ensure that they understand the expectations. If the employee’s performance does not meet expectations after classroom training, mentoring, modeling, and regular, consistent supervision, a decision will have to be made regarding the certification of the new employee.

29. What should be done when an employee’s conduct during training violates work rules or policy? When an employee violates an agency work rule, procedure or policy during the training period, the supervisor should discuss the possibility of discipline with the agency Human Resources or Labor Relations staff.

30. Under what circumstances would a new employee be terminated from the training program? If an employee violates DCFS policy in regards to behavior or classroom conduct, the employee will be dismissed from the training program. Any concerns the trainer has about an employee’s behavior will be addressed with the agency supervisor and the employee by the trainer and/or a training manager. For a list of training conduct and behavior rules, see Attachment D, Employee Guide to Training.

31. What level of performance should I expect from the new employee upon completion

of training? Expect the employee to perform according to the level of learning specified for each job competency listed in Attachment C of this guide. The new employee is not



expected to perform master level job skills within the first 90 days of employment. Training is only one factor contributing to the new employee’s job performance – the ability to demonstrate a basic understanding of child welfare services, and the ability to perform entry-level casework services under close guidance and supervision.

32. When is a new employee officially licensed as a Child Welfare Employee? The employee is licensed upon completion of all licensing requirements, including: o a criminal and child abuse background check; o completion of a Child Welfare Employee License application; o required training; o verification that the employee has a minimum of a bachelor’s degree from an

accredited college or university; o taking and passing a licensing exam; and o signing and dating a written statement that the applicant is not in default of an

educational loan or child support payment.

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Foundation Pre-Service Training Process – New

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Thursday, October 09, 2008

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PLE Foundation for Child Protection Investigation Specialist A

ttachment B

S

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Illinois Departm

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Monday

Tuesday

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JT The F

ormal

Investigation Interview

ing the Reporter

Preparing for the C

hild Interview

Forensic Interview

of the C

hild

Child Safety

Protocols -H

ome Safety

Checklist

-Paramour

-DA

SA

-DV

Travel

AM

Travel

Scene Investigation

Final Finding (C

ont’d) W

eek Six (U

nit 5 - Initiating &

C

onducting the Form

al Investigation; Safety A

ssessment)

PM

Indicators of CA

/N

(MPEEC

piece)

Indicators (C

ont’d)

Assessing for

Risk (Exercise)

Reaching a Final

Finding (C

ritical Thinking – Inculpatory, Exculpatory, Irrelevant)

Travel

SAM


ttachment B

S

ample Training C


Illinois Departm


ily Services O


ent 09/08 3

Monday

Tuesday

Wednesday

Thursday

Friday A

M

W

eek Seven (Field Practice)

PM

D

ebriefing - W

ebinar D

ebriefing - W

ebinar D

ebriefing - W

ebinar

AM

Job R

eadiness A

ssessment

(Com

pletion of Plan)

Week E

ight (Field Practice)

PM

D

ebriefing - W

ebinar D

ebriefing - W

ebinar D

ebriefing - W

ebinar

AM

Travel

Preparing Case

& Fam

ily for C

ourt

Special Types of R

eports -D

eath -Facility

CER

AP R

eview

& Q

uiz C

PIS Licensure &

CE

RA

P E

xam

Week N

ine (C

ase Hand-off,

Interim

Probation E

valuation; T

raining Plan)

PM

Debriefing O

JT Protective C

ustody

Court Process

(Levels of Evidence)

Handoff

Course R

eview

Probation Evaluation -Professional D

evelopment

Plan

Travel

SA

MP

LE Foundation for C

hild Welfare Specialist – Intact Fam

ily Casew

ork Attachm

ent B S

ample Training C


Illinois Departm


ily Services O


ent 1

Week 1: O

n-the-Job Training

Unit I – Introduction to C

hild Welfare

Week 2

Monday

Tuesday

Wednesday

Thursday

Friday A

M

Using Y

our Com

puter during This Training

History of C

hild W

elfare

Cultural C

ompetence

AM

Travel

Office A

utomation

-Laws, R

ules, Procedures, C

onsent D

ecrees R

andom M

oments

Professional Conduct

Introduce SAC

WIS

PM

-Welcom

e & Introduction

to Child W

elfare

Outlook

Role A

s Public Servants

Employee and

Workplace Safety

PM

Introduction to DC

FS C

omputer System

D

CFS M

ission &

Mandate

Confidentiality

Travel

U

nit II: Intact and Case O

pening W

eek 3 M

onday T

uesday W

ednesday T

hursday Friday

AM

Transitioning from

Investigations to Intact

Bias &

Engagement

B

ackground & C

learance U

sing Leads and Prior HX

A

M

Travel

Hand off &

Initial A

ssessment

-Full Disclosure

Docum

entation in SA

CW

IS

Developm

ental Milestones &

R

eview 7 D

eadly Sins PM

-O

verview of Intake

Child W

elfare Investigation

Case

Opening/A

ssignment

Introduce Dean Fam

ily Transitional V

isit

Purposeful C

onversations &

Interviewing

Diligent Search

Older C

aregivers Travel

SA

MP

LE Foundation for C


ily Casew

ork Attachm

ent B S

ample Training C


Illinois Departm


ily Services O


ent 2

Week 4: O

n-the-Job Training

Week 5: O

n-the-Job Training

Unit III: A

ssessment C

ontinued (Underlying C

onditions); Unit IV-Traum

a W

eek 6 M

onday T

uesday W

ednesday T

hursday Friday

AM

-M

ISA O

IG

(Activity)

-Parental Readiness

for Reunification

AM

Travel -A

OD

A

-Parental Dev.

Disabilities

-Diligent Search

-LEAD

S -Param

our

-Older C

aregivers

PM

-DD

Continued

PM

-Referrals

-Dom

estic V

iolence

-Mental Illness

-Info from

Providers Activity

-Writing the IA

Travel

U

nit V: Service Planning; Unit VI: C

ase Managem

ent & Intervention; U

nit VII: Evaluating Progress W

eek 7 M

onday T

uesday W

ednesday T

hursday Friday

AM

-Effects of Placem

ent -C

AY

IT A

M

Travel -W

riting the Service Plan

-55 Day H

earing

-Introduction to PRID

E

PM

-Service Planning O

verview

-Service Plan (continued) -The Trial (A

djudicatory Hr)

-Working w

ith Foster C

aregivers

Travel

SA

MP

LE Foundation for C


ily Casew

ork Attachm

ent B S

ample Training C


Illinois Departm


ily Services O


ent 3

U

nit VIII– Evaluating Progress; Unit IX– Planning for C

ase Closure; U

nit X – Supervision and Professional Developm

ent W

eek 8 M

onday T

uesday W

ednesday T

hursday Friday

AM

-U

se of Supervision -C

ritical Decisions

AM

Travel -A

CR

Process -R

eunification

-Professional D

evelopment

CE

RA

P Exam

C

WE

L Exam

PM

-Evaluating Progress (A

ctivity) -C

ase Transfer -D

ispositional Hearing

-Permanency

Hearing

Review

Travel

W

eek 9: On-the-Job Training

SA

MP

LE Foundation for C

hild Welfare Specialist – Placem

ent/Permanency C

asework A

ttachment B

Sam

ple Training Calendar

(not intended as a class specific schedule)

Illinois Departm


ily Services

Office of Training and Professional D

evelopment

1

W

eek 1: On-the-Job Training

U

nit I – Intake & E

ligibility; Unit II – C

ase Assignm

ent W

eek 2 M

onday T

uesday W

ednesday T

hursday Friday

AM

-C

ase Assignm

ent -SA

CW

IS Desktop

-Reunification

Services Checklist

AM

Travel

-Full Disclosure

-Perm. Planning

Practice Guide

-Motivating C

hange -C

onfidentiality Special C

ircumstances

-Social Security A

dministration R

eferral Process

-Interviewing

PM

-Case O

pening &

Assignm

ent PM

-Welcom

e & Intro

-DC

FS Mission &

Mandate

-DC

P Overview

/ PC

-First Family M

eeting. -C

riteria for Services -Preparing for C

ourt -Juvenile C

ourt Hearings

-Transitional Visit

-Birth Parent

Presentation

-Working w

/ Diverse

Populations Interview

ing Travel

U

nit III - Assessm

ent (IA)

10/14 W

eek 3 M

onday T

uesday W

ednesday T

hursday Friday

AM

-N

ine Dom

ains of a C

hild’s Well-being

-Education

AM

Travel

-Effect of Placement

-Diligent Search

-Safety Assessm

ent

-Trauma

-CA

NS (C

ontinued)

PM

- Docum

entation in SAC

WIS

- Begin using SA

CW

IS to docum

ent work com

pleted on behalf of fam

ily

-Developm

ental M

ilestones -Safety A

ssessment

(Continued)

Travel

SA

MP

LE Foundation for C


ent/Permanency C

asework A

ttachment B

Sam



Illinois Departm


ily Services


evelopment

2

Week 5: O

n-the-Job Training U

nit III - Assessm

ent Continued (U

nderlying Conditions)

Week 6

Monday

Tuesday

Wednesday

Thursday

Friday A

M

-MISA

OIG

(A

ctivity) -Parental R

eadiness for R

eunification A

M

Travel -A

OD

A

-Parental Dev.

Disabilities

-Diligent Search

-LEAD

S -Param

our

-Older C

aregivers

PM

-DD

Continued

PM

-Referrals

-Dom

estic Violence

-Mental Illness

-Info from Providers

Activity

-Writing the IA

in SA

CW

IS Travel

Unit IV

- Service Planning; Unit V

Case M

anagement &

Intervention W

eek 7 M

onday T

uesday W

ednesday T

hursday Friday

AM

-Effects of Placem

ent -C

AY

IT A

M

Travel -W

riting the Service Plan in SA

CW

IS -55 D

ay Hearing

-Introduction to PRID

E

PM

-Service Planning O

verview

PM

-Second Family

Meeting

-Service Plan (continued) -The Trial (A

djudicatory Hr)

-Working w

ith Foster C

aregivers

Travel

Week 4: O

n-the-Job Training

SA

MP

LE Foundation for C


ent/Permanency C

asework A

ttachment B

Sam



Illinois Departm


ily Services


evelopment

3

Unit V

I Evaluating Progress - U

nit VII Planning for C

ase Closure; U

nit VIII Supervision &

Professional Developm

ent W

eek 8 M

onday T

uesday W

ednesday T

hursday Friday

-Use of Supervision

-Critical D

ecisions A

M

Travel

-Reunification

-Professional D

evelopment

SAC

WIS O

verview

C

WE

L Exam

C

ER

AP E

xam

PM

-Evaluating Progress (A

ctivity) -C

ase Transfer

-AC

R Process

-Permanency H

earing – Juvenile C

ourt Testim

ony

Forms

- U

IRs

- 906

- 1425/L

- 1410

- 418J

SAC

WIS O

verview

Review

WEEK

9: On-the-Job Training/Evaluations w

ith participants/supervisors

Attachm

ent C

09.08 1

Training Com

petencies for the Child Protection Investigative Specialist

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency

after one year on the job

Rule and

Procedure C

OA

O

IG

1. ETHIC

S, PRO

FESSION

ALISM

and CU

LTUR

AL C

OM

PETENC

E-OR

IENTA

TION

1. Engage in ethical child w

elfare practice as outlined in the Illinois C

hild Welfare C

ode of Ethics.

a. R

ecognize and avoid conflicts of interests in practice.

b. D

emonstrate the appropriate use of

delegated authority in the fiduciary relationship and the appropriate use of pow

er in the work environm

ent. A

void misuse of pow

er. c.

Abide by confidentiality

requirements, including but not

limited to H

IPPA

Covered in

orientation at Level 2; enhance and/or em

bed in this curriculum

.

Level 3 R

ule 437

#942749 #051323

2. M

ake ethical decisions regarding my

professional relationship with clients, co-

workers, supervisors, and other allied

helping professionals

Covered in



.

Level 3

3. R

ecognize the effect of the following

personal and professional characteristics on job perform

ance: a.

Personal and professional strengths; b.

Needs;

c. M

otivations; d.

Values, beliefs and assum

ptions;

Covered in



.

Level 3

Attachm

ent C

09.08 2

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

e. B

iases. 4.

Recognize the role cultural com

petence plays in providing quality services to the diverse populations involved in child w

elfare.

Level 2 Level 3

5. R

ecognize limitations in your know

ledge and understanding of w

orking with diverse

populations, and address biases as they occur.

Level 2 Level 3

6. R

ecognize the strengths inherent in the cultures of client fam

ilies. Level 2

Level 3

7. M

aintain objectivity and professionalism

when client bias is directed tow

ard the w

orker.

Level 2 Level 3

8. R

ecognize multiple form

s of multi-cultural

issues, and avenues to address them.

Level 2 Level 3

2. INTA

KE A

ND

CR

ITERIA

OF A

CH

ILD A

BU

SE/NEG

LECT R

EPOR

T

1. U

nderstand how reports of suspected C

hild A

buse and/or Neglect (C

A/N

) are received at State C

entral Registry (SC

R), including:

a. C

riteria for a CA

/N R

eport; b.

Allegation system

; c.

Assessm

ent and documentation of

safety factors; d.

Information that does not constitute

a report.

Level 2 Level 3

2. U

nderstand the types of Mandated R

eporter, and their roles and responsibilities.

Level 3 Level 4

3. U

nderstand the consequences of interfering w

ith a Report.

Level 3 Level 4

Attachm

ent C

09.08 3

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

4. U

nderstand the consequences of failure to m

ake a Report.

Level 3 Level 4

5. R

ecognize the types of CA

/N R

eports

Initial Oral R

eport (IOR

)

Subsequent Oral R

eport (SOR

)

Related Inform

ation Report (R

I)

Level 3 Level 4

6. R

ecognize the Report response categories:

Em

ergency

Summ

ary Information R

esponse o

Norm

al Response

o C

hild 5 Years of A

ge or Less o

Child C

urrently A

lone/Unsupervised

o Im

mediate M

edical Attention

Needed

o C

hild Dead

o Facility R

eport o

Child at H

ospital With

Perpetrator Present o

Child H

eld by Police/Physician o

Other – R

equires special handling but does not fit em

ergency responses

Level 3 Level 4

7. R

eview and process R

eports taken at local D

CFS offices.

Level 3 Level 4

8. U

nderstand how C

hild Welfare Services

(CW

S) Referrals are received at SC

R and/or

local DC

FS Offices.

a. R

equests from fam

ily mem

bers; b.

Requests from

other persons; c.

Response to requests for C

hild W

elfare Services.

Attachm

ent C

09.08 4

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

9. C

onduct Law Enforcem

ent Agency

Database System

(LEAD

S) check for purposes of an investigation/C

WS referral.

Level 4 Level 4

3. INVESTIG

ATIO

N C

ASE PLA

NN

ING

; SAFETY A

SSESSMEN

T

1. R

eceive the report of suspected child abuse and neglect.

Level 3 Level 4

2. Ensure dem

ographics are included/obtained via contact w

ith SCR

as needed. Level 3

Level 4

3. Ensure reporter contact inform

ation. Level 3

Level 4

4. C

onduct LEAD

S check. Level 3

Level 4

5. C

onduct CA

/N check.

Level 3 Level 4

6.

Conduct a records check of the D

epartment

of Public Aid and Secretary of State,

Division of M

otor Vehicles (if a license

number is know

n).

Level 3 Level 4

7. A

ssess the need for Law Enforcem

ent protection for the w

orker. Level 3

Level 4

8. A

sses the need for Law Enforcem

ent protection for the alleged child victim

. Level 3

Level 4

9. A

ssess the need for Law Enforcem

ent involvem

ent regarding a Drug-Endangered

Child (D

EC).

Level 4 Level 4

10. Assess the need for a State’s A

ttorney referral.

Level 4 Level 4

11. Obtain necessary form

s included but not lim

ited to:

CFS1441/C

FS1453

CA

NTS 8

Parent’s R

ights and Responsibilities

C

AN

TS 17A

Attachm

ent C

09.08 5

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

Screen for alcohol and other drug abuse (A

OD

A; 440-5; 440-8)

C

FS2025/CFS2026/C

FS 2027

CFS1000-1

C

FS600-3 4. IN

ITIATIN

G &

CO

ND

UC

TING

THE IN

ITIAL IN

VESTIGA

TION

; SAFETY A

SSESSMEN

T 1)

Understand the purpose of the initial

investigation: to determine if a thorough

investigation is needed.

Level 3 Level 4

Proc. 300.50 R

ules 300, Sections 300.70, 300.80 and 300.100)

2) U

nderstand the process of a thorough investigation:

Level 2 Level 4

Proc. 300.50

a) R

eview contact and evidence requirem

ents for current allegations.

Level 2 Level 4

Proc. 300.50

b) D

evelop investigation plan with supervisor,

and law enforcem

ent if appropriate, to ensure required contacts are com

pleted and evidence gathered.

Level 2 Level 4

Proc. 300.50

c) Identify m

ultiple explanations for alleged incident of m

altreatment. D

o not assume the

report information provides an accurate

explanation for the occurrence of the injury (i.e., w

ho, what, w

here, when and w

hy).

Level 2 Level 4

Proc. 300.50

d) C

ontinue the investigation, even after “credible evidence” is established, until you identify and docum

ent all relevant inform

ation.

Level 2 Level 4

Proc. 300.50

e) D

evelop interview questions specific to the

subject being interviewed, prior to the

interview, to assure that evidence required by

Level 2 Level 4

Proc. 300.50

Attachm

ent C

09.08 6

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

the specific allegation is developed. f)

Determ

ine when it is safe to knock on

alleged perpetrator’s door.

g) Successfully gain entry into alleged perpetrator’s hom

e.

h) A

ssess personal safety and maintain safety

while in the com

munity.

i) Effectively com

municate the purpose of

contact with alleged perpetrator, victim

, and other persons involved in the investigation.

j) U

se Child A

dvocacy Centers, w

hen appropriate, for victim

-sensitive interviews.

Level 2 Level 4

Proc. 300.50

k) A

ssess credibility and motivation of

witnesses.

Level 2 Level 4

Proc. 300.50

l) C

orroborate statements through other w

itness interview

s. Level 2

Level 4 Proc. 300.50

m) Identify and docum

ent physical and medical

evidence as required by the allegation. Level 2


n) A

ssess “Factors to Be C

onsidered” for specific allegation.

Level 2 Level 4

Proc. 300.50

o) C

omplete all required assessm

ents (e.g., Child

Endangerment R

isk Assessm

ent). Level 2


p) C

omplete required background checks (e.g.,

Law Enforcem

ent Agencies D

ata System).

Level 2 Level 4

Proc. 300.50

q) Thoroughly docum

ent all investigative activities.

Level 2 Level 4

Proc. 300.50

r) Evaluate w

itness statements, m

edical evidence, physical evidence and background data to determ

ine investigative finding.

Level 2 Level 4

Proc. 300.50

3) Initiate the report/investigation.

Procedures 300, Section 300.50)

Attachm

ent C

09.08 7

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

4) U

nderstand procedures regarding the following:

a) Pre-em

pted investigation b)

Delegated initial investigation

c) In-person contact w

ith alleged child victim(s)

d) O

bservation of the child i)

External marks/injuries

ii) Internal injuries iii) Sexual abuse

e) C

ontact with parents, caretakers and alleged

perpetrators f)

Initiation of the Child Endangerm

ent Risk

Assessm

ent g)

Good faith attem

pt to initiate an investigation.

Procedures 300, Section 300.50)

5) Identify and consult child collaterals.

6) A

ccurately assess safety: a)

Identify the injury b)

Identify specific threat to safety c)

Identify evidence of the threat to safety d)

Identify and document inculpatory evidence

e) Identify and docum

ent exculpatory evidence f)

Identify safety action i)

In home safety plan

ii) Out of hom

e safety plan iii) Protective C

ustody iv) N

o Action

7) C

omm

unicate effectively with subjects of the

report, including with lim

ited/non-English speaking persons or persons w

ith audio/visual im

pairments.

Procedures 300, Section 300.50

8) K

now how

and when to obtain an interpreter to

comm

unicate with lim

ited/non-English speaking persons.


Attachm

ent C

09.08 8

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

9) N

otify appropriate agency (Illinois State Police, State’s A

ttorney, Office of the Inspector G

eneral) of reports of D

eath, Physical Abuse and Sexual

Abuse H

arms.


10) Accurately conduct joint investigation w

ith law

enforcement agencies:

a) Local and state police departm

ents b)

Local State’s Attorney’s O

ffices c)

Office of Inspector G

eneral

11) Consult the follow

ing as needed during the investigation: a)

Death R

eview Team

s b)

Multidisciplinary Pediatric Evaluation &

Education C

onsortium (M

PEEC)

c) D

CFS M

edical Doctor

d) C

hild Protection Investigation (CPI) Team


12) Determ

ining whether the alleged perpetrator is

employed or otherw

ise engaged in activity involving frequent contact w

ith children outside the hom

e;


13) Using C

YC

IS and SAC

WIS to com

plete a data check and Soundex of m

embers of the fam

ily; and a LEA

DS check;

P300.30(f) and A

P #6, Subsection 6.5(b)

14) Making in-person or telephone contact w

ith: a)

the reporter and any person listed as other source, if the reporter's identity is know

n; b)

law enforcem

ent in accordance with the

requirements of the allegation;

c) all alleged child victim

s (or in-person exam

ination of the environment for

inadequate shelter and environment neglect

reports);


Attachm

ent C

09.08 9

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

d) m

others of infants hospitalized due to the presence of a controlled substance in their system

, in the environment in w

hich the m

other will live w

ith the infant; e)

all children in the home environm

ent if the allegation is one of abuse and if the application of pertinent risk factors so indicates.

15) Assess case inform

ation, seeking corroboration of the statem

ents of persons in the household w

hen required.


16) Evaluate intent, frequency of occurrence, and w

illingness to get treatment appropriately along

with other factors in m

aking the finding.


17) Docum

ent the initial investigation, including: a)

CA

/N Investigation Interview

Note

i) Identify allegations

ii) Identify facts of investigation iii) Identify inculpatory evidence iv) Identify exculpatory evidence

b) SA

CW

IS Investigation System

c) Suspected A

buse Injury Notesheet

(SAC

WIS/C

AN

TS 2A or 2B

) d)

Medical R

eports


18) Know

how to exam

ine the scene of an alleged incident to obtain inform

ation and/or evidence.


19) Know

the timefram

e for the initial investigation.


20) Know

the factors for a Good Faith Indication of

Potential Abuse or N

eglect.


Attachm

ent C

09.08 10

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

21) Verbally notify the parent/caretaker and the

alleged perpetrator when a report is unfounded

at the initial investigation.


22) Know

the procedure for notifying collaterals w

hen an investigation of a foster home or

approved relative home is unfounded at the initial

investigation.


23) Determ

ine the finding of the investigation based on alleged perp’s disclosure a)

Injury not likely to have occurred b)

Injury likely to have occurred c)

Injury more likely to have occurred.

5. INITIA

TING

& C

ON

DU

CTIN

G TH

E FOR

MA

L INVESTIG

ATIO

N; SA

FETY ASSESSM

ENT

1) U

nderstand the purpose of the Formal

Investigation; know w

hat “good faith” means

Level 3 Level 4

Proc. 300.60

2) C

omplete the investigation w

ithin the required tim

e frames.

Level 3 Level 4

Proc. 300.60

3) U

nderstand what to do if alleged perpetrator is

DC

FS or POS staff and/or if alleged perpetrator

is a licensed child welfare staff.

Level 2 Level 3

Proc. 300.60

4) U

nderstand what to do if there are

comm

unication barriers with a m

ember of the

family.

Level 2 Level 3

Proc. 300.60

5) D

emonstrate the ability to m

ake proper notifications during the form

al investigation. a)

SAC

WIS/C

AN

TS 8 b)

Supervisors of alleged perpetrators

Level 2 Level 3

Proc. 300.60

6) Locate required investigative contacts for each allegation a)

Adult m

embers of household

b) A

lleged perpetrator

Level 3 Level 4

Proc. 300.60

Attachm

ent C

09.08 11

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

c) A

ll children in the household 7)

Understand w

hen and where M

iranda Warnings

are needed and who gives M

iranda Warnings.

Level 3 Level 4

Proc. 300.60

8) C

onduct purposeful interviews.

Level 2 Level 3

Proc. 300.60

9)

Assess safety and risk; accurately docum

ent the assessm

ent of risk and safety. Level 3


10) Accurately docum

ent relevant information,

including inculpatory and exculpatory inform

ation. a)

CA

/N Interview

Note (SA

CW

IS Case N

ote) b)

SAC

WIS/C

AN

TS 8

Level 3 Level 4

Proc. 300.60

11) Know

when and how

to request a waiver of

Requirem

ent to Contact Subjects.

a) Subject refuses to cooperate

b) Subject is inaccessible

c) U

nable to locate subject

Level 2 Level 3

Proc. 300.60

12) Understand other required investigative

contacts. Level 2


13) Interview collateral contacts.

Level 3 Level 4

Proc. 300.60

14) U

se Adm

inistrative Subpoenas correctly. Level 2


15) Understand C

hild Protection’s use of Photographs, X

-rays, Video and A

udio Tapes. Level 3


16) Understand good cause for a 30-day extension

request. Level 2


17) Know

what factors affect the credibility of

evidence obtained from:

a) A

ll sources b)

Professional sources c)

Non-professional adult sources

d) N

on-professional child sources

Level 3 Level 4

Proc. 300.60

18) Understand factors that m

ay never be used as Level 3


Attachm

ent C

09.08 12

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

the sole basis for unfounding or indicating a report. a)

Intent to harm the child

b) O

ne-time incident

c) A

greement to accept services

d) Econom

ic status or neighborhood e)

Attitude tow

ard the worker

f) The fam

ily’s need for services g)

Failure to accept services 19) A

ssess safety using the following:

a) Injury

b) Specific threat

c) Evidence of threat

d)

Inculpatory evidence e)

Exculpatory evidence f)

Action

20) Use evidence to com

e to an investigative finding using the follow

ing: a)

Allegations

b)

Facts/Information

c)

Evidence: Inculpatory/Exculpatory

d) Findings/C

onclusions

21) Make an accurate Final D

etermination

Level 3 Level 4

Proc. 300.60

22) N

otify mandated reporter of finding.

Level 3 Level 4

Proc. 300.60

6, 7 &

8. FIELD TEA

CH

ING

CO

MPO

NEN

TS 1). A

ssess child safety, taking into account the child’s age, developm

ental status, and exposure to adverse childhood experiences (A

CES), as w

ell as the protective capacities of the parents.

a) Identify m

itigating factors

Level 3 Level 4

PA

-CPS 5.05;

PA-K

C-1.02

Training for M

itigation and D

evelopmen

t of Safety

Attachm

ent C

09.08 13

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

b) D

evelop, implem

ent and monitor safety

plans (OIG

) Plans- p. 13

2). Dem

onstrate engagement skills w

ith clients in a helping relationship.

3). Dem

onstrate the necessary skills to engage involuntary clients.

4). Dem

onstrate essential interviewing skills,

including: active listening; interpretation of non-verbal m

essages; de-escalation of threatening situations.

Level 3 Level 4

5). Fully disclose appropriate information, in

compliance w

ith limits of confidentiality, to:

a. Parents and fam

ily b.

Children

c. C

aregivers

302.388 PA

-FC 8.01,

8.02, 8.04

6). Explain the client’s rights and responsibilities including the right to appeal and confidentiality of records (in particular, confidentiality of m

edical and m

ental health information-O

IG)

7). Use Procedure 300 to identify signs and

symptom

s of each allegation of child abuse/neglect (O

IG- failure to thrive, etc.).

Level 3 Level 4

Pr. 300 PA

-CPS 1

#011174 #973956

8). Make a m

andated report of Child A

buse/ N

eglect. Level 3

Level 4 Pr.300-M

andated R

eporter, court orientation

PA-C

PS 1

#973956

9). Utilize SA

CW

IS to document child safety on

the Child Safety A

ssessment.

Level 3 Level 4

PA

-CPS 5.06

10). Utilize SA

CW

IS to develop and document the

Safety Plan Level 3

Level 4

PA-C

PS-5.06

Training for M

itigation and

Attachm

ent C

09.08 14

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

Developm

ent of Safety Plans- p. 13

11). Review

and understand why the allegation is

indicated or unfounded. Level 2

Level 3

PA-C

PS-4.04

12). Participate and cooperate in Investigative A

ppeals/Fair Hearing according to D

CFS policy.

13). Practice strength-based and family-centered

model for applying the D

CFS dual m

andate of protecting children and strengthening fam

ilies.

Level 3 Level 4

PA

-CPS-8.02

PA-FC

-18.02, 18.03

14). Determ

ine the need and eligibility for DC

FS C

hild Welfare Services including D

ASA

services. Level 3

Level 4

15). File a Petition for Abuse/N

eglect/Dependency

with the Juvenile C

ourt Level 2

Level 3

16). Attend and participate in the Juvenile C

ourt Shelter C

are Hearing

Level 3 Level 4

17). Implem

ent the Juvenile Court O

rder(s). Level 2

Level 3

18). Use the D

iligent Search Service Center on the

D-N

et to locate parents/relatives. Level 3

Level 4

19). Conduct background clearance on parents,

paramours and /or eligible household m

embers and

caretakers.

Level 3 Level 4

#030040 #060285

20). Docum

ent the investigation in SAC

WIS.

Level 2 Level 2

21). Participate in a supervisor-approved shadow

ing process to ensure the worker

understands roles and responsibilities (for new

employees).

Level 3 Level 4

PA

-FC-18.07

#973956

9. CER

AP EXA

M &

CER

TIFICA

TION

/LICEN

SUR

E EXAM

.

Attachm

ent C

09.08 15

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

10 & 11. C

ASE H

AN

D-O

FF 1). Participate in H

andoff from C

hild Protection Investigator to w

orker.

Level 3 Level 4

2). Participate in Transition Meeting from

Child

Protection Investigator to worker

3). Arrange and facilitate the First Fam

ily Meeting.

Level 3

Level 4 4). Explain the client’s rights and responsibilities including the right to appeal and confidentiality of records (in particular, confidentiality of m

edical and m

ental health information-O

IG).

5). Fully explain to the family the D

CFS

Confidentiality Protocol and obtain consent w

hen m

aking referrals to service providers.

Level 3 Level 4

431

#972850

6). Fully disclose appropriate information, in

compliance w

ith limits of confidentiality, to:

a. Parents and family

b. Children

302.388 PA

-FC 8.01,

8.02, 8.04

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

12. INTER

IM PR

OB

ATIO

N EVA

LUA

TION

; TRA

ININ

G PLA

N

1). With your supervisor, address how

your personal bias affects your w

ork with fam

ilies.

Level 3 Level 4

2). Identify and address transference and counter-transference issues, both in your relationship w

ith your supervisor and in other relationships,

Level 2

Level 3

Attachm

ent C

09.08 16

Job Com

petency Level of C

ompetency

by end of course

Level of C

ompetency


Rule and

Procedure C

OA

O

IG

including families, co-w

orkers, other professionals, etc. 3). Identify and address any parallel processes w

ithin client-worker relationships and w

orker-supervisor relationships.

Level 3 Preceptor

Level 3

4). Obtain help and guidance w

ith specific case m

anagement problem

s.

PA-FC

-18.06

Level 3 Level 3

5). Understand your role in seeking out and

accepting supervision.

Level 2 Level 3

6). Obtain approval, and docum

ent Critical

Decisions as defined in D

CFS Policy.

Level 3

Level 3

7). Work w

ith your supervisor/OO

T to identify your needs for in-service training.

Level 3

Level 4

8). Develop a Professional D

evelopment Plan w

ith your supervisor/O

OT.

Level 3

Level 4

9). Participate in the local Peer Review

process.

Level 3 Level 4

10). Participate in local office quality im

provement/assurance processes.

Level 3

Level 4

11). Utilize the D

CFS Training w

eb site to identify and select training opportunities and track professional developm

ent.

Level 3

Level 4

Attachm

ent C

09.08 1

Training Com

petencies for the Child W

elfare Specialist – Permanency/Placem

ent/Intact Casew

orker Statem

ents of job competencies for child w

elfare specialists and case managers w

ith placement cases.

Job C

ompetency

Fed. Child

& Fam

ily Serv. R

ev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com

petency after one year on the job?

ETHIC

S, PRO

FESSION

ALISM

and CU

LTUR

AL C

OM

PETENC

E 1.

Engage in ethical child welfare practice as

outlined in the Illinois Child W

elfare Code

of Ethics. (Cross reference R

ule 437 and O

IG)

1. R

ecognize and avoid conflicts of interests in practice (R

ule 437 and O

IG)

2. D

emonstrate the appropriate use of

delegated authority in the fiduciary relationship and the appropriate use of pow

er in the work environm

ent. (A

void misuse of pow

er; OIG

) 3.

Abide by confidentiality requirem

ents including but not lim

ited to HIPPA

Covered in

orientation at Level 2; enhance and/or in-bed in this curriculum

.

Level 4 (Preceptor)

2. M

ake ethical decisions related to my

professional relationship with clients, co-

workers, supervisor, and other allied

helping professionals

Covered in

orientation at Level 3; enhance and/or in-bed in this curriculum

.

Level 4

3. B

e aware of im

pact of the following

personal and professional characteristics on job perform

ance: a.

Personal and professional strengths;

Covered in

orientation at Level 3; enhance and/or in-bed in this

Level 4

Attachm

ent C

09.08 2

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


b. N

eeds; c.

Motivations;

d. V

alues, Beliefs and A

ssumptions

e. B

iases

curriculum.

4. R

ecognize the role cultural competence

plays in providing quality services to the diverse populations involved in child w

elfare.

Level 3 Level 4

5. R

ecognize limitations in your know

ledge and understanding of w

orking with diverse

populations and address biases as they occur.

Level 3 Level 4

6. R

ecognize the strengths inherent in the cultures of your client fam

ilies.

Level 3

Level 4

7. M

aintain objectivity and professionalism

when client bias is directed tow

ard the w

orker.

Level 3 Level 4

8. R

ecognize awareness of avenues to

address multi-cultural issues.

Level 3 Level 4

INTA

KE and D

etermination of Eligibility

1. R

eceive Reports of Suspected C

hild A

buse and Neglect

Level 2 Level 2

2. R

eceive requests for Child W

elfare Services

Level 2 or 3 Level 3

3. R

espond to calls from Law

Enforcement

agencies regarding a Drug-Endangered

Child (D

EC).

Level 3 Level 3

4. D

emonstrate engagem

ent skills with

clients in a helping relationship

Level 3

Level 4

5. D

emonstrate the necessary skills to engage

Level 3 Level 4

Attachm

ent C

09.08 3

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


involuntary clients 6.

Dem

onstrate essential interviewing skills,

including: active listening; interpretation of non-verbal m

essages; de-escalation of threatening situations.

7. Fully disclose appropriate inform

ation, in compliance w

ith limits of confidentiality to:

a. C

aregivers

Level 3

Level 4 (Preceptor) b.

Parents and Family

Level 3 Level 4 (Preceptor)

c. C

hildren (see 302.388)

Level 3

Level 4 (Preceptor) 8.

Explain the client’s rights and responsibilities including the right to appeal and confidentiality of records (in particular, confidentiality of m

edical and m

ental health information- O

IG).

Level 3 Level 4 (Preceptor)

9. A

ssess child safety taking into account the child’s age and developm

ental status, exposure to adverse childhood experiences (A

CES), and the protective capacities of

the parents: a.

Identify mitigating factors (O

IG)

b. D

evelop, implem

ent and monitor

safety plans (OIG

)

Level 3 Level 4

10. Screen for alcohol and other drug abuse (A

OD

A; 440-5; 440-8) and dom

estic violence.

Level 3 Level 4

11. Screen for Dom

estic Violence

12. Utilize the D

-Net to find and use the

DC

FS on-line Rules and Procedures

Level 3

Level 4

13. Use Procedure 300 to identify signs and

symptom

s of each allegation of child abuse/neglect (O

IG- failure to thrive, etc.)

Level 3 Level 4

14. Make a m

andated report of Child

Level 2 Level 4

Attachm

ent C

09.08 4

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


Abuse/N

eglect (OIG

#973956-Procedure 300-M

andated Reporter, court orientation)

15. Utilize SA

CW

IS to document child safety

on the Child Endangerm

ent Risk

Assessm

ent Protocol (CER

AP)

Level 3

Level 4

16. Utilize SA

CW

IS to develop and document

the Safety Plan (OIG

- Training for M

itigation and Developm

ent of Safety Plans- p. 13)

Level 3 Level 4

17. Review

and understand why the allegation

is indicated or unfounded.

Level 2

Level 2

18. Participate and cooperate in Investigative A

ppeals/Fair Hearing according to D

CFS

policy.

Level 3

Level

19. Understand the pathw

ays to Permanency:

a. Fam

ily Preservation b.

Reunification

c. Early R

eunification d.

Concurrent Planning

e. Expedited Term

ination

Level 2 Level 3

20. Practice strength-based and family-

centered model for applying the D

CFS

dual mandate of protecting children and

strengthening families.

Level 3 Level 4

21. Determ

ine the need and eligibility for D

CFS C

hild Welfare Services including

DA

SA services.

22. Identify how personal bias affects the

determination of eligibility for D

epartment

services

Level 3 Level 4

23. Com

plete and forward the

Registration/C

ase Opening Form

- a 1410

Level 3

Level 4

Attachm

ent C

09.08 5

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


24. In SAC

WIS, create a case screen; update

person managem

ent screen.

Level 3

Level 4

25. Explain to the family the exact reasons

why services are needed

Level 3 Level 4

26. Discuss w

ith the family the roles and

responsibilities of the family m

embers,

DC

FS, & the PO

S agency (if applicable).

Level 3 Level 4

27. Explain to the family the purpose and

process of: a.

The Integrated Assessm

ent b.

Health Screening w

/in 72 hrs. c.

Child Educational Screening

d. C

hild Adolescent N

eeds and Strengths (C

AN

S) e.

Safety Planning f.

Service Planning g.

Child and Fam

ily Team M

eetings

Level 3 Level 4

28. Apply the requirem

ents of the following

laws to the em

ployees job responsibilities: Federal L

aws

• Federal C

hild Welfare and A

doption A

ssistance Act of 1980

• Social Security A

ct (Iv-B and IV

-E) •

Adoption and Safe Fam

ilies Act

• Indian C

hild Welfare A

ct •

Inter Ethnic Placement A

greement

• Interstate C

ompact on Placem

ent of C

hildren State L

aws

• A

bused and Neglected C

hild R

eporting Act

• Juvenile C

ourt Act

Level 3 Preceptor

Level 4

Attachm

ent C

09.08 6

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


• Perm

anency Initiative •

Child C

are Act

• D

irect Services Child W

elfare Em

ployee •

Licensing Act (C

WEL)

• Foster Parent Law

•

Illinois Mental H

ealth Code

• M

ental Health and D

evelopmental

Disabilities C

onfidentiality Act

Consent D

ecrees •

DuPuy

• B

urgos •

Aristotle-M

cDonald

• B

ates-McD

onald •

Hill-Erickson

• Lee-W

esley •

Norm

an-Sutter •

Katie-K

imbrough

• B

H

29. Explain Permanency Planning process to

families.

30. Involve the family in m

aking the recom

mendations for the perm

anency goal.

CA

SE ASSIG

NM

ENT

a) U

nderstand Intake Coordination, C

ase R

egistration, Case O

pening

Level 2

Level 3

b) Participate in C

ase Handoff w

ith CPI.

Level 3 Level 4

c) Participate in Transitional V

isit from

Level 3 Level 4

Attachm

ent C

09.08 7

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


Child Protection casew

orker to follow-up

caseworker.

d) C

onduct background clearance on parents, param

ours and /or adult household m

embers.

Level 3 Level 4

e) A

s necessary, assist clients in clearing up outstanding arrest w

arrants.

Level 2

Level 3

f) R

efer client to DA

SA provider for A

OD

A

assessment using the D

ASA

/DC

FS protocol (Procedures 302 A

ppendix A)

Level 2 Level 3

g) U

tilize the Diligent Search Service C

enter on the D

-Net to locate parents/relatives.

Level 3 Level 4

h) U

tilize SAC

WIS and C

YC

IS to retrieve and review

case records

Level 3

Level 4

i) U

tilize SAC

WIS to docum

ent the follow

ing information:

• School inform

ation •

Health and im

munization records

• D

evelopmental and disability

needs •

Language and comm

unication needs

• Fam

ily relationships

Level 3 Level 4

j) U

tilize CY

CIS to record and retrieve the

following inform

ation: •

Child and adult disability codes

• Legal inform

ation

Level 3 Level 4

ASSESSM

ENT

k) For the Integrated A

ssessment, gather

and analyze information related to each

Level 2-3 Level 3

Attachm

ent C

09.08 8

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


of the following (see C

OA

, OIG

and P302.388): •

safety, imm

inent danger or risk of future harm

•

individual and family strengths and

resources •

parenting skills •

parent-child relationship •

protective factors (parent and child)

• child and adolescent needs and strengths (using the C

AN

S) •

family’s past or current use of

services from this or other

organizations •

family violence, abuse, neglect or

exploitation •

developmental status

• dom

ains of child and family w

ell-being •

safety •

physical •

family/attachm

ent •

social •

cultural/spiritual •

mental/em

otional •

health, including asthma (O

IG)

• educational/vocational

• legal

• traum

a (both child and adult) •

alcohol, other drug use and SEI follow

ing 302 Appendix A

(OIG

) •

financial status, including financial

Attachm

ent C

09.08 9

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


assistance and insurance coverage •

housing status, history and description of living conditions using the H

ome Safety C

hecklist •

paramour involvem

ent •

extended family relationships and

formal and inform

al support system

s •

diagnostic information from

other providers (e.g. psychological evaluations, parenting assessm

ents, etc.- O

IG)

• other inform

ation necessary to provide service

l) Identify M

embers of the C

hild and Fam

ily Team

Level 3 Level 4

m)

Docum

ent the Integrated Assessm

ent in SA

CW

IS

Level 3

Level 4

n) Explain to the fam

ily the specific impact

of the following on casew

ork decisions about safety, risk and service needs: •

Each child’s growth and

developmental level

• The effect of potential placem

ent on the child

• Substance abuse

• D

omestic violence

• Sexual abuse

• Fam

ily health issues including but not lim

ited to asthma (O

IG)

• Fam

ily mental health issues

• A

dditional findings of the IA,

Level 3 Level 4

Attachm

ent C

09.08 10

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


including findings from other

providers. (OIG

) •

Other (specify)

o) Explain to the parent the specific parenting ability, safety, and risk conditions or behavior that needs to be im

proved or changed.

Level 3 Level 4

PERM

AN

ENC

Y PLAN

NIN

G TH

RO

UG

H C

ASE/SER

VICE PLA

NN

ING

AN

D SER

VICE R

EFERR

AL

p) Explain to fam

ilies the role of service planning and interventions in achieving Perm

anency and possible consequences for failing to follow

service recom

mendations.

Level 3 Level 4

q) U

se Findings from the Integrated

Assessm

ent to develop the client service plan: •

Determ

ine appropriateness for ongoing service intervention and level of intervention.

• Involve the fam

ily in making the

recomm

endations for the perm

anency goal. •

Engage the family in the service

planning and service delivery process.

• G

uide the service planning and delivery process (In C

ook County

Only, the Parent A

ssessment Team

R

eport will assist in this.)

• Identify specific service needs,

PA

-C

PS 9.02 – 9.06

Level 3 Level 3-4

Attachm

ent C

09.08 11

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


including those that are culturally responsive to the fam

ily’s needs. r)

Engage the child and family team

in concurrent planning.

Level 3

Level 4

s) D

ocument the C

lient Service Plan/C

oncurrent Plan in SAC

WIS.

Level 3 Level 4

t) Subm

it Client Service Plan for

supervisory approval.

Level 3

Level 4

u) Ensure identified service needs are docum

ented in the case record and service plan.

Level 3 Level 4

v) Participate and cooperate in Service A

ppeals/Fair Hearing according to

DC

FS policy.

Level 3

Level

w)

Fully explain to the family the D

CFS

Confidentiality Protocol and obtain

consent when m

aking referrals to service providers.

Level 3 Level 4

x) M

ake referrals for services identified in the service plan.

Level 3 Level 4

y) Facilitate the fam

ily's initial contact with

service providers (e.g., attend the first m

eeting).

Level 3 Level 4

z) A

dvocate and facilitate child placem

ents in residential or group home

care, when needed.

Level 2 Level 3

aa) A


ents in a mental health or drug

treatment facility, w

hen needed.

Level 2 Level 3

bb) A


ents in protective daycare or early childhood education program

s,

Level 2 Level 3

Attachm

ent C

09.08 12

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


when needed.

Utilize the D

-Net to F

ind and Use the follow

ing resources: cc)

A Local A

lcohol & O

ther Drug A

buse Service.

Level 3 Level 4

dd) The D

CFS C

hild Educational Planning W

eb Site.

Level 3

Level 4

ee) A

Local Dom

estic Violence Service

Provider.

Level 3

Level 4

ff) A

Local Mental H

ealth Service Provider.

Level 3

Level 4 gg)

The Local DH

S Office for TA

NF, Food

Stamp and M

edicaid Service Referral.

Level 3 Level 4

hh) Local public housing resources.

Level 3 Level 4

ii) D

HS D

evelopmental D

isabilities Web

Resources

Level 3 Level 4

PERM

AN

ENC

Y PLAN

NIN

G TH

RO

UG

H C

ASE M

AN

AG

EMEN

T AN

D IN

TERVEN

TION

jj)

Observe, assess and docum

ent home

visits to identify the following:

• child safety and risk

• child w

ell being •

parent-child interactions •

parent and child protective factors •

parenting skills •

minim

um parenting standards and

capacities

Level 3 Preceptor

Level 4

kk) Em

ploy coaching techniques to improve

parenting skills during home visits.

ll) Encourage the developm

ent and use of life books to: •

Promote healthy parent-child

Level 2 Level 3

Attachm

ent C

09.08 13

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


interactions •

Insure a child’s positive sense of identity and history regardless of Perm

anency outcome.

mm

) Participate in regular face-to-face casew

ork meetings w

ith children in the fam

ily home or at school (as

appropriate), out of the parents’ presence w

ith the parents’ consent.

Level 3 Level 4

nn) Participate in face-to-face casew

ork m

eetings with the child’s parent(s) in

their home w

ith frequency required (at a m

inimum

) by policy.

Level 4 Level 4

oo) H

ave casework contact by telephone

with fam

ily mem

bers.

Level 4

Level 4

pp) M

ake and document voluntary child care

plans.

Level 3

Level 4

qq) A

OD

A cases: C

onvene an interagency staffing w

ith the AO

DA

provider within

two (2) w

eeks after the client enters A

OD

A treatm

ent to coordinate service planning and prepare for the first C

hild and Fam

ily Team M

eeting.

rr) Schedule the first C

hild and Family

Team M

eeting (CFTM

) within 45 days

of case opening.

Level 2 Level 4

ss) Schedule and arrange fam

ily and service providers’ attendance at the C

FTM.

Level 2 Level 4

tt) Facilitate C

hild and Family Team

M

eeting

Level 3

Level 4

uu) C

onduct follow-up case contacts w

ith fam

ily mem

bers who deny and oppose

Level 3 (Preceptor)

Level 4

Attachm

ent C

09.08 14

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


DC

FS/POS agency involvem

ent. vv)

Conduct quarterly C

FTM.

ww

) C

onduct quarterly interagency staffing if not fulfilled by C

FTM.

xx) A

pply the special DC

FS Protocol for D

rug-Endangered Children (D

EC).

Level 3 Level 4

yy) Implem

ent the DC

FS protocol for accessing Probate C

ourt

Level 2

Level 3 (Possible in-service w

orkshop) PER

MA

NEN

CY PLA

NN

ING

THR

OU

GH

CA

SE REVIEW

and EVALU

ATIO

N of PR

OG

RESS

zz) H

ave follow-up contact w

ith the family

to review progress tow

ard the service plan goal.

Level 3

Level 4

aaa) U

pdate/revise service plans to match

current child and family needs.

Level 3 Level 4

bbb) M

ake follow-up contacts w

ith service providers to evaluate service progress.

Level 3 Level 4

ccc) A

ssess the progress of parents with

AO

DA

involvement utilizing the C

FS 440-10.

Level 2 Level 3

ddd) Involve the fam

ily in making the

recomm

endation for the permanency

goal.

Level 3

Level 4

eee) Subm

it permanency decision

recomm

endations for supervisory approval.

Level 3 Level 4

fff) U

se the Reunification R

eadiness Protocol to evaluate fam

ily progress for reunification. (W

ill this be revised for Intact?)

Level 3

Level 3

ggg) Prepare and subm

it reports for

Level 3

Level 3

Attachm

ent C

09.08 15

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


Quarterly and R

egular Case R

eviews.

hhh) Participate in Q

uarterly Regular case

review.

Level 3

Level 4

iii) Involve the C


in the review

of progress and the update of the service plan.

Level 3 Level 4

jjj) C

omply w

ith AO

DA

guidelines regarding continuing care (aftercare), recovery and relapse prevention.

kkk) Participate in the local Peer R

eview

process.

Level 2

Level 3

lll) Participate in local office quality im

provement/assurance processes.

Level 2 Level 3

CA

SE CLO

SING

m

mm

) Determ

ine family’s readiness for case

closure.

Level 3

Level 3

nnn) C

omply w

ith AO

DA

guidelines regarding case closing.

ooo) C

omplete an A

ftercare Plan with the

Family that provides contact inform

ation and referral sources (Provide fam

ily w

ith a copy.)

Level 3 Level 4

ppp) C

omplete a safety assessm

ent im

mediately prior to obtaining

supervisory consent on the Critical

Decision to close the case.

qqq) C

omplete docum

entation for case closure.

Level 3 Level 4

rrr) O

btain supervisor’s approval on Critical

Level 3 Level 4

Attachm

ent C

09.08 16

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


Decision to close case.

SUPER

VISION

AN

D PR

OFESSIO

NA

L DEVELO

PMEN

T sss)

Participate in weekly supervision to

address employee perform

ance in w

orking with fam

ilies including, but not lim

ited to: •

Engaging •

Interviewing

• A

ssessing •

Mediating

• A

dvocating •

Empow

ering •

Confronting

• M

anaging conflict •

Reinforcing

Level 3 Level 4

ttt) W

ith your supervisor, address how your

personal bias affects your work w

ith fam

ilies.

Level 3 Level 4

uuu) Identify and address transference and counter-transference issues in your relationship w

ith both your supervisor, and other relationships, including fam

ilies, co-workers, other

professionals, etc.

Level 2 Level 3

vvv) Identify and address any parallel processes w

ithin client-worker

relationships, and worker-supervisor

relationships.

Level 3 Preceptor

Level 3

ww

w) O

btain help/guidance with specific case

managem

ent problems.

Level 3 Level 3

Attachm

ent C

09.08 17

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


xxx) R

ecomm

end and document C

ritical C

asework D

ecisions, as defined in D

CFS Policy.

Level 3 Preceptor

Level 4

yyy) A

pprove Critical C

asework D

ecisions, as defined in D

CFS Policy, w

hen serving in “D

esignee” status

Level 2

zzz) W

ork with your supervisor/O

OT to

identify your needs for in-service training.

Level 3 Level 4

aaaa) Develop a Professional D

evelopment

Plan with your supervisor/O

OT.

Level 3 Level 4

bbbb) Utilize the D

CFS Training W

eb-site to identify and select training opportunities and track professional developm

ent.

CO

UR

T AN

D LEG

AL PR

EPAR

ATIO

N A

ND

PAR

TICIPA

TION

(when the court is involved)

cccc) Prepare and submit m

andated documents

to the juvenile court. (Service Plan, court reports etc.).

Level 3 Level

dddd) Prepare for testimony in juvenile court

hearings.

Level 3

Level

eeee) Give testim

ony in juvenile court hearings.

Level 3 (Field Trip)

Level

ffff) R

eview court order, encourage

compliance, fully disclose consequences

of non-compliance and report non-

compliance.

Level 3

Level

gggg) When applicable, w

ork with D

CFS

Legal/State’s Attorney regarding

screening for custody or protective

Level 3 Level

Attachm

ent C

09.08 18

Job Com

petency Fed. C

hild &

Family

Serv. Rev.

CO

A

OIG

R

ule and Procedure

Levels of C

ompetency by

end of course

Level of Com


order. hhhh) R

ecomm

end the Permanency G

oal to the Juvenile C

ourt.

Level 3

Level

iiii) Prepare and subm

it documents that

support recomm

endations (when

appropriate.)

Level 3

Level

jjjj) If case closure is not recom

mended,

advise the Court of concurrent or

alternative permanency plan options.

Level 3

Level

kkkk) Implem

ent the Court-approved

permanency decision beginning w

ith a C


Meeting (as

applicable).

Level 3

Level

Attachment D

1

Employee Guide to Training

Introduction This attachment includes expectations for all employees (of the Department, private Purchase of Service child welfare agencies and institutions, and other allied agencies) to follow when attending a Department-sponsored/mandated training event, to which they have been assigned. The procedural expectations apply to all training events, regardless of the venue in which the training event occurs (online, classroom, video conference, professional training institutes/conferences in hotels/conference facilities, etc.). These expectations will assist the employee and their management to know and understand what is expected and required when attending training, in order to accomplish an orderly, efficient, and effective learning experience for all employees. For employees attending a Department-sponsored training event, the Administrative Procedures on Training (AP #7) will be revised to both reinforce and reflect the applicable content of this Procedural Guide. The Administrative Procedure # 7 on Training is the official Department procedures that both Department and Purchase of Service (POS) agency employees are expected to follow. Attendance Expectations The trainer is expected to inform employees attending training of the following policies regarding affirmative attendance:

• That employee attendance at training is equal to employee attendance at work and that we are expected to enforce attendance at training as if the employee were at their agency work headquarters, unless the employee is excused or dismissed with written agency management authority.

• That it is the trainer’s role to account for, and complete a written report on

attendance for all employees at a training event. The trainer will record and report employee attendance, as a routine daily duty. The method for recording and reporting employee attendance shall be the daily training sign-in form prescribed by the Office of Training.

• That it is the employees’ responsibility to report for training as if they were

reporting to work, including the starting and ending times for the training class, training work breaks, and lunch.

• That any attendance problem such as illness, tardiness, unexcused absences or

leaving training without written/verbal management authority, is required to be reported for management action and follow-up.

Attachment D

2

• That the trainer is required to report to his or her direct program supervisor, by telephone, any employee attendance problem. Employee attendance problems include but are not limited to:

o Tardiness without the authority of the employee’s management, defined

as either arrival more than 15 minutes after the scheduled start of the training class, or returning more than 15 minutes late from break or lunch time;

o Illness of the employee, requiring authority of the employee’s management, for either early dismissal, or leave for medical treatment and care;

o Illness of a family member of the employee, requiring authority of the employee’s management to dismiss early;

o Absence or failure to report for training within one hour of the start of a training event, without agency management authority and approval;

o Any other affirmative attendance issue that may arise with an employee requiring agency management authority and approval.

Classroom Conduct Expectations The trainer is delegated management authority to conduct and maintain order and social control of the training event. The trainer is expected to inform employees attending training that the trainer is required to report instances of employee conduct and behavior, or illness requiring the summons of emergency medical service that disrupts, or otherwise prevents the orderly operation of the training event. Reports of employee conduct, behavior or the summoning of emergency medical services, that requires agency management authority and action must be made directly by telephone to the employee’s agency management by the Administrator, Office of Training, or their designee, within 1 hour of the occurrence of the incident.

The report will include the date, time, place, and names of the individuals present and involved in the incident, and the facts of the employee conduct or behavior, or summoning of emergency medical services. Instances of employee conduct or behavior that must be reported include, but are not limited to, the following:

• An act or the threat of an act of physical or verbal abuse or violence, as defined by Department policy on workplace safety, by an employee toward another employee or the trainer;

• An act of sexual harassment, as defined by the Department Sexual Harassment

policy, by an employee toward another employee or the trainer;

• A statement or act by an employee attending training that can be considered a violation of Department and/or State Employee ethics code of practice;

Attachment D

3

• An instance in which the Trainer/Department training management determined it necessary to summon emergency medical services due to a health or medical emergency of that employee; and

• In the instance in which an employee refuses emergency medical services care

and treatment, and the Trainer/Department training management determines a medical emergency continues to exist.

In that instance, the employee shall be dismissed from training; their agency management shall be immediately informed. The employee and their agency shall be responsible for providing a written statement from a physician to the Administrator of the Department’s Office of Training that the employee is fit to return to training prior to being readmitted to the training course or workshop.

In the event an employee misses any part of the training course due to an instance in which they were dismissed from training due to refusal to accept emergency medical services/transport to emergency medical care, the Office of Training will consider the length and amount of time the employee was dismissed in determining if the employee must re-take all or part of a course or workshop. The Department training office will make that determination in writing to the employee and their agency management, without prejudice to future attendance at training.

Use of Training Laptops and Training Information Systems and Programs Employees may use a Department laptop computer while attending training. It is the employee’s responsibility to utilize Department computer training equipment in a professional and responsible manner, as they would if it were their own. The employee is expected to report and arrange repair of any operating problem with the Laptop to the trainer as it may occur, to ensure a smooth and efficient learning experience. When accessing and using Department computer equipment and network programs for purposes of training, the employee is expected to comply fully with Department Administrative Rule #20. Failure to follow Department rules on use of information systems and programs may result in immediate dismissal from training.

ATTA

CH

ME

NT E

Illinois Departm


ily Services O


ent

1

C

hild Welfare Specialist – Em

ployee Training Evaluation

T

rainee’s Nam

e:___________________________________ Supervisor’s Nam

e:_________________________________ A

gency, Agency A

ddress: ______________________________________________________________________________ T

rainer’s Nam

e(s):____________________________________________________________________________________ D

ates of Training:_____________________ D

ate of Evaluation:_______________________

Directions: Please rate the T

rainee’s level of performance in the follow

ing areas:

• 1 =

little or no competence

• 2 =

emerging com

petence, but below level required for trainee

• 3 =

competence at required level for trainee

• 4 =

competence exceeds level required for trainee

Please document in narrative form

any ratings of “1”. N

ote to Supervisor/Manager: The follow

ing objectives reflect the competencies for the C

hild Welfare Specialist F

oundation course. Please refer to this docum

ent as feedback from the O

ffice of Training regarding each Trainee’s performance during training.

I. Assessm

ent

R

ating: 1

2 3

4

1. Gather and analyze inform

ation related to safety, imm

inent danger and risk of future harm

1

2 3

4 2.

Gather and analyze inform

ation related to individual family strengths

and resources

1 2

3 4

3, Gather and analyze inform

ation related to parenting skills, parent-child relationship and protective factors

1

2 3

4

ATTA

CH

ME

NT E

Illinois Departm


ily Services O


ent

2

4.


ation using the CA

NS (C

hild and Adolescent

Needs and Strengths

1

2 3

4 5. G

ather and analyze information regarding the fam

ily’s past or current use of Services from

DC

FS or other organizations

1 2

3 4

6, Gather and analyze inform

ation regarding family violence, abuse, neglect or

Exploitation

1

2 3

4 7.


ation regarding developmental status, including

developmental delays, pregnant and parenting teens

1 2

3 4

8. G

ather and analyze information regarding the dom

ains of child and family

well-being (including safety, physical, fam

ily/attachment, social, cultural/spiritual

mental/em

otional, health, trauma, substance use, financial status, living conductions

using the Hom

e Safety Checklist, param

our involvement, diagnostic inform

ation from

other providers, and other information necessary to provide services

1

2 3

4

9. Find and use the CA

NS w

eb site on the D-N

et.

1 2

3 4

10. D

ocument the Integrated A

ssessment in SA

CW

IS

1

2 3

4

11. Use the Integrated A

ssessment findings to identify service needs and program

s

for the family

1

2 3

4

12. Use the Parent R

eadiness for Reunification to evaluate fam

ily progress for

reunification

1

2 3

4

ATTA

CH

ME

NT E

Illinois Departm


ily Services O


ent

3

TR

AIN

ER

CO

MM

EN

TS:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

agency – supervisor – employee guide to foundation training

Documents