Title IV-E Master of Social Work Child Welfare Program

STUDENT MANUAL

2017-2018

California State University, Fresno College of Health and Human Services Department of Social Work Education

5310 Campus Drive, MS/PH 102 Fresno, CA 93740-8019

(559) 278-3076

Martha Vungkhanching, Ph.D

Department of Social Work Education, Chair & Title IV-E Principal Investigator

Cheryl Whittle, Ph.D., LCSW Title IV-E Child Welfare Program Coordinator

Maxine E. Watson

Administrative Support Coordinator

Table of Contents

Table of Contents........................................................................................................................... 2

Preface .......................................................................................................................................... 3

Letter to IV-E Students ................................................................................................................... 4

Letter to Title IV-E Students ........................................................................................................... 6

Title IV-E PC Directory ................................................................................................................... 7

Title IV-E Child Welfare Program Information ............................................................................... 12

Background of the Title IV-E Program .......................................................................................... 21

California Child Welfare Curriculum Principles ............................................................................. 22

CalSWEC Mission Statement ..................................................................................................... 24

Goals of the Child Welfare Social Work .................................................................................... 24

Required Title IV-E Competencies ............................................................................................. 25

Curriculum Competencies for Public Child Welfare in California ................................................... 26

Sample Integrative Seminar Sequence ................................................................................ 28

Section III .................................................................................................................................. 29

Role of the Title IV-E Coordinator .............................................................................................. 30

Role of the Title IV-E Faculty Liaison......................................................................................... 31

Role of the Administrative Support Coordinator ........................................................................ 32

Role of the Administrative Assistant .......................................................................................... 33

Role of the Clerical Assistant ..................................................................................................... 34

Section IV ................................................................................................................................... 35

Policies Regarding Responsibilities ............................................................................................. 36

Policies Regarding Student Selection ....................................................................................... 39

Integrative Seminar Schedule ...................................................................................................... 41

FT & PT Contracts ....................................................................................................................... 42

Repayment Agreement ................................................................................................................ 68

Federal Section Code 45 235.60 - 235.63 ................................................................................... 71

Job Search Forms ........................................................................................................................ 74

Release of Information ................................................................................................................. 78

Employment Verification Form ..................................................................................................... 79

Employment Obligation Form ....................................................................................................... 80

Tax Information ........................................................................................................................... 81

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Preface

The Title IV-E Child Welfare Program Student Manual provides the mission and goals, which guides child welfare training for Title IV-E graduate students in the MSW program. In addition, it contains the background and historical development of the Title IV-E Master of Social Work Child Welfare Program, the Title IV-E Competencies guiding the Child Welfare Social Work Curriculum in California, and the Roles and Responsibilities of CalSWEC, Title IV-E Coordinator, IV-E Liaisons, Child Welfare Agencies, and the IV-E Student. Finally, it contains the Title IV-E Full-Time and Part-Time Student Agreements, and the policies guiding participation in the Title IV-E Child Welcome Program.

Section I consists of the background of the Title IV-E Master of Social Work Child Welfare Program and the historical overview of the Curriculum Process. This information will provide background on how and why this valuable child welfare program came to be, as well as the process involved in the establishment of the competencies.

Section II consists of the Goals for the Child Welfare Social Work Curriculum in California, the Statement of Principles for California's Child Welfare Curriculum, and the Child Welfare Competencies. As you begin your internship, this section will afford the content, which you will integrate not only in your learning agreement, but also in your field experiences and field instruction.

Section III consists of the Roles of the Title IV-E Coordinator, Title IV-E Liaison, and the Title IV-E Administrative Coordinator and Administrative Assistant. This information will assist you in becoming more familiar with our program and the valuable role each has within the scope of this program.

Section IV consists of Full-Time and Part-Time Student Agreements, Federal Code Section 45, Student Information Forms, and Employment Search Form. These are examples of the documents you will utilize throughout your MSW Program and as you graduate and enter or re-enter public child welfare services.

Section V consists of the policies, which guide your involvement in the Title IV-E Child Welfare Program. These policies will cover Field Internships, attendance at Title IV-E Integrative Seminars, CalSWEC Responsibilities, University Responsibilities, Agency Responsibilities, and Student Responsibilities. This section will clarify the critical role and responsibilities we all have in the provision of professional education focused on child welfare practice.

This manual is intended to be utilized by Title IV-E Students, Field Instructors, Field Agencies, DSWE Faculty, and Child Welfare Administrators. It is important to remember that the enclosed listing of competencies represent a basic model of graduate social work practice with the emphasis in child welfare and whose general purpose is to provide culturally sensitive, effective social work services for children and families in the community.

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Letter to IV-E Students

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Letter to Title IV-E Students

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Title IV-E PC Directory

NAME ADDRESS PHONE / EMAIL CONTACT

1. Armistead, Maggie BASW Project Coordinator

CSU, Fresno Title IV-E Child Welfare Program 5310 North Campus Drive Fresno, CA 93740-0001

PHONE: 559-278-6851 FAX: 559-278-6600 marmistead@csufresno.edu

2. Cornell, Chelsea Title IV-E Project Coordinator

CSU, Chico School of Social Work 400 West 1st Street, Zip 550 Chico, CA 95929-0550

PHONE: 530-898-6754 FAX: 530-898-5574 ccornell1@csuchico.edu

3. Culbertson, Susan Project Coordinator

CSU, San Bernardino School of Social Work 5500 University Parkway San Bernardino, CA 92407-2397

PHONE: 909-537-5544 FAX: 909-537-7029 sculbert@csusb.edu

4. Fischer, Gabriela Title IV-E Project Coordinator

San Francisco State University School of Social Work 1600 Holloway Avenue

San Francisco, CA 94132-4151

PHONE: 415-405-3482 FAX: gofisch@sfsu.edu

5. Goh, Siang Sin Title IV-E Project Coordinator

CSU, East Bay School of Social Work 25800 Carlos Bee Blvd. Hayward, CA 94542-3000

PHONE: 510-885-2168 FAX: 510-885-7580 siangsin.goh@csueastbay.edu

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NAME ADDRESS PHONE / EMAIL CONTACT

6. Gould, Julie Project Coordinator CSU, Northridge Department of Social Work

18111 Nordhoff Street, 208 Sierra Hall Northridge, CA 91330-8226

PHONE: 818-677-5033 FAX: 818-677-7662 julie.gould@csun.edu

7. Green, Pnina Title IV-E Project Coordinator

San José State University School of Social Work One Washington Square San Jose, CA 95192-0124

PHONE: 408-924-5833 FAX: 408-924-5892 paulette.green@sjsu.edu

8. Harris-Henderson, Lynn Project Coordinator

CSU, Dominguez Hills Department of Social Work Welch Hall 385 Carson, CA 90747-0001

PHONE: 310-243-2409 FAX: 310-516-3542 lhenderson@csudh.edu

9. Hartsell, Bruce Title IV-E Project Coordinator

CSU, Bakersfield Department of Social Work 9001 Stockdale Highway Bakersfield, CA 93311-1099

PHONE: 661-654-2106 FAX: 661-654-6928 bhartsell@csub.edu

10. Herendeen, Anne Project Coordinator

CSU, Monterey Bay Health, Human Services & Public 100 Campus Center-Beach Hall West Seaside, CA 93955-8001

PHONE: 831-582-5332 FAX: 831-582-5333 aherendeen@csumb.edu

11. Ibbetson, Lorene Project Coordinator

CSU, San Marcos College of Department of Social Work 333 S. Twin Oaks Valley Road UNIV 313 San Marcos, CA 92096-0001

PHONE: 760-750-7378

FAX: libbetson@csusm.edu

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NAME ADDRESS PHONE / EMAIL CONTACT

12. Kent, Dr. Tracy Title IV-E Project Coordinator

CSU, Sacramento Division of Social Work 6000 J Street, Mariposa Hall 4010 Sacramento, CA 95819-2605

PHONE: 916-278-4161 FAX: 916-278-6172 kentt@csus.edu

13. Klungtvet-Morano, Meka Title IV-E Project Coordinator

CSU, Chico School of Social Work 400 West First Street –BUTT 543A Chico, CA 95929-0001

PHONE: 530-898-6874 FAX: 530-898-5574 mklungtvet-morano@csuchico.edu

14. Lavina, Gerry Project Coordinator UCLA, Department of Social Work Luskin School of Public Affairs 3250 Public Affairs Bldg. Box 951656 Los Angeles, CA 90095-0001

PHONE: 310-206-1405 FAX: 310-825-3799 glavina@ucla.edu

15. Lindsey, Dr. Viola W. Asst. Professor/Project Coordinator

Loma Linda University School of Behavioral Health 1898 Business Center Drive San Bernardino, CA 92408-3457

PHONE: 909-379-7583 FAX: 909-379-7594 vlindsey@llu.edu

16. López, Omar Project Coordinator, Asst. Dir. of Field Edu, Clin. Assoc. Prof. Field USC School of Social Work 850 West Washington Blvd. 1st Floor Los Angeles, CA 90015-3359

PHONE: 213-743-4394 FAX: 213-740-3301 omarl@usc.edu

17. Mroz, Carol

Project Coordinator

CSU, Los Angeles School of Social Work 5151 State University Drive Los Angeles, CA 90032-4226

PHONE: 323-343-5705 FAX: 323-343-6312 cmroz@calstatela.edu

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18. Nakamura, Ken Title IV-E Project Coordinator

San Diego State University School of Social Work 5500 Campanile Drive, HH 144 San Diego, CA 92182-4119

PHONE: 619-594-8709 FAX: 619-594-1118 knakamura@Mail.sdsu.edu

19. Paddock, Christina (Tina) Clinical Assistant Professor, Field Education

USC School of Social Work 850 W. Washington Blvd., 1st Floor

Los Angeles, CA 90015-3359

PHONE: 213-743-4394 FAX: cpaddock@usc.edu

20. Potts, Marilyn Distance Education Program Coordinator CSU, Long Beach School of Social Work 1250 Bellflower Blvd. Long Beach, CA 90840-4602

PHONE: 562-985-5183 FAX: 562-985-5514 Marilyn.Potts@csulb.edu

21. Pringle-Hornsby, Elizabeth

CalSWEC CW Project Coordinator CSU, Long Beach-School of SW 1250 Bellflower Blvd. Long Beach, CA 90840-4602

PHONE: 562-985-5652

FAX: 562-985-5514 Elizabeth.Pringle-Hornsby@csulb.edu

22. Rainer, Michelle SERVE Project Coordinator - Northern Region Humboldt State University Department of Social Work 1 Harpst Street, BSS 540 Arcata, CA 95521-8222

PHONE: 707-826-4449 FAX: 707-825-4454 michelle.rainer@humboldt.edu

23. Ralph, Catharine Project Coordinator

School of Social Welfare 120 Haviland Hall

MC 7400 Berkeley, CA 94720-7400

PHONE: 510-642-8251 FAX: 510-643-6126 cjralph@berkeley.edu

24. Sivak, Paul Project Coordinator

CSU, Stanislaus, MSW Program Central California Academy One University Circle Turlock, CA 95382-3200

PHONE: 209-661-6512 FAX: 209-667-3869

psivak@csustan.edu

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25. Smith, Ken Project Coordinator

Humboldt State University Department of Social Work 1 Harpst Street, BSS 452 Arcata, CA 95521-8299

PHONE: 707-826-4458 FAX: 707-826-4454 kes8@humboldt.edu

26. Strohauer, Tamara SERVE Coordinator, Title IV-E Stipend Program San Diego State University School of School Work 5500 Campanile Drive San Diego, CA 92182

PHONE: 619-328-8716 FAX:

tstrohauer@sdsu.edu

27. Tran, Duan Project Coordinator Mental Health

CSU, Fullerton Department of Social Work Education Classroom Bldg., Room 207 P.O.Box 6868 Fullerton, CA 92834-6868

PHONE: 657-278-2584 FAX: 657-278-2440 dutran@exchange.fullerton.edu

28. Watson, Nick BASW Project Coordinator

CSU, San Bernardino School of Social Work 5500 University Parkway San Bernardino, CA 92407-2397

PHONE: 909-537-3838 FAX: 909-537-7029 awatson@csusb.edu

29. Whittle, Cheryl Project Coordinator

CSU, Fresno Dept. of Social Work Education 5310 N. Campus Drive, M/S PH102 Fresno, CA 93740-8019

PHONE: 559-278-8687 FAX: 559-499-0123 cherylw@csufresno.edu

30. Zukovsky, Zachary Central Region SERVE Project Coordinator CSU, Fresno Department of Social Work 5310 N. Campus Dr. M/S PH102 Fresno, CA 93740-8019

PHONE: 559-278-5749 FAX: 559-278-7279 zacharyz@csufresno.edu

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Title IV-E Child Welfare Program Information

The movement to advance social work’s commitment to the poor and the provision of services was led by Dr. Harry Specht, the Dean of the School of Social Welfare at the University of California, Berkeley from 1977 to 1995. Dean Specht’s vision led to the creation of California Social Work Education Center (CalSWEC) in 1990. The state’s then-10 graduate schools of social work, the county departments of social services and mental health, the California Department of Social Services (CDSS), and the California Chapter of the National Association of Social Workers (NASW) formed this consortium to create a unique partnership dedicated to improving the education and training of social workers for all of the state’s publicly supported social services: the CalSWEC). More than 8,500 graduates have made careers in child welfare and mental health since CalSWEC’s inception over 25 years ago.

Emulated by many during its ground-breaking quarter of a century, CalSWEC today remains the largest coalition of its kind in the nation with 22 participating universities. The California Social Work Education Center (CalSWEC) is unique in the annals of both social work education and the public social services in the state and the nation. Before its founding, never before had the entire social work academic community and the public social services joined forces to improve the education and training of social workers for all the publicly supported social services. (Taken in part from CalSWEC website, http://calswec.berkeley.edu/description-history)

Mission

CalSWEC facilitates and supports statewide partnerships for the education and training of social workers to ensure culturally responsive, effective, and high-quality health and social service delivery to the people of California.

Goals

CalSWEC’s Mission is supported by the following Goals:

•Prepares a diverse group of social workers for careers in human services, with special emphasis on child welfare, integrated behavioral health, and aging fields

•Defines and operationalizes a continuum of social work education and training

•Engages in evaluation, research, and dissemination of best practices in social work

Your participation in this program affirms your commitment to the re-professionalization of child welfare services. During this collaborative process, student, university, and agencies will promote the development of competent, capable, child welfare practitioners and administrators. Toward this goal, the following responsibilities are as follows:

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Student Responsibilities: Includes internship in a public child welfare agency (a minimum of one year), attendance at required Integrative Seminars and trainings, maintaining "good standing" in the MSW Program, completion of a Thesis/Project related to child welfare practice, completion of the Advanced Child Welfare Course as an elective, completion of all requirements for the MSW Degree and securing or returning to employment after graduation, in public child welfare, California State Adoptions or Indian Reservations/ Rancheria, and rendering two years of employment in public child welfare. University Responsibilities: Provide agency internship for students, maintain formal contact with agency throughout the internship process via IV-E Faculty Liaison. Provide Full-Time Students with $18,500 annual stipend, paid each semester, for a maximum of two years of participation as a full-time student. Provide Part- Time MSW Students with full tuition, fees, books expenses and a travel allowance for a maximum of four years of participation as a part-time student. University will also assist all students with securing and monitoring employment in a California County Child Welfare Services Agency, California State Adoptions or Indian Reservation/Rancheria employment. Child Welfare Agency Responsibilities: Provides MSW field instructor responsible for students field internship experience, adequate space, one hour of formal supervision per week, and appropriate learning assignments for multi-stage development of students, leading to autonomous practice in the child welfare arena. OVERVIEW OF KEY POLICIES Policies and Procedures outlined in the MSW Field Manual apply to IV-E students as they do all MSW students. The following are additional policies that affect only IV-E supported students. What is described below is a supplement to the CALSWEC Student Agreement. STUDENT AGREEMENTS All Title IV-E students receiving stipends or educational reimbursements must sign the Student Agreement issued by the California Center for Social Work Education and abide by its requirements. Title IV-E students will also sign an Employment Obligation “Payback” Agreement Plan issued by the CSU, Fresno Foundation with an understanding that the payback plan takes effect if the student is terminated, suspended, voluntarily withdraws, or fails to meet the requirements of the program.

MAINTENANCE OF GOOD STANDING As a participant in the Title IV-E Program, students must meet requirements beyond those expected of non-IV-E students. Students are required to maintain good standing in the MSW program and the Title IV-E Program, including maintaining a 3.0 grade point average or

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better every semester. In addition, students in the IV-E Program must receive credit in the field internship in order to continue in the program and receive funding. Students in poor standing will be mailed a letter by the IV-E Program Coordinator to be informed of a probationary status or suspension of their stipend/educational reimbursement support. The student will be asked to meet with representatives of the IV-E faculty and his or her academic advisor to discuss the problem and take corrective action. A termination or suspension letter automatically activates the Employment Obligation “payback agreement”, and students are required to begin paying back the amount of money received within six (6) months of notification. If a student is disqualified from the MSW program by the Department of Social Work, he or she is terminated from the IV-E program and payback of funds received is required. ATTENDANCE Students are required to attend all classes, including meeting field internship hours, field seminars, IV-E Integrative Seminars, trainings, participate in periodic surveys necessary for the IV-E program evaluations, and other requirements as necessary. Students must attend all scheduled Title IV-E Integrative Seminars and trainings and are required to inform the IV-E liaison/faculty or program coordinator when an absence cannot be prevented. A make-up assignment of a minimum of five (5) pages will be required for an absence. Any incomplete make-up assignments beyond one month will result in suspension of stipend or reimbursements. Students who have more than two excused absences per year will be asked to discuss their inability to meet the requirements of the program and may be disqualified. INCOMPLETE AND WITHDRAWALS An Incomplete is granted by a professor primarily for family and personal emergencies, which interfere with a student's ability to meet the full requirements of a class. If a student is allowed an "Incomplete" grade at the end of the semester, the Incomplete must be changed to a regular grade before the start of the new semester in order to meet the requirements of the Title IV-E program. Students are not allowed to carry an Incomplete course into the next semester and still be considered in "good standing" in the Title IV-E Program.

Withdrawal from a class constitutes a decision by the student to interrupt or delay their MSW program. A plan to delay or change the completion date of graduation will affect the student's status with the IV-E program. IV-E students are required to inform the University and the IV-E Program Coordinator in writing about any planned changes in their program.

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Any decision to withdraw from a class or from the program entirely must be submitted in writing to request a "hardship exemption" that defers repayment for no more than one year, or repay the stipend according to repayment procedures. The student will be in jeopardy for termination or suspension from IV-E support if these conditions are not met and the Employment Obligation “Payback” agreement will take effect. (See section of Request for Delay of Employment Obligation “Payback”.) It is in the interest of the student that they discuss difficulties in the program early with the IV-E Program Coordinator or any other IV-E faculty member to prevent the need for withdrawals. GRIEVANCE PROCEDURES All MSW students must follow Grievance Procedures as outlined in the MSW Field Manual. If a IV-E student has a grievance with the Title IV-E Program and its requirements; the student must submit this grievance in writing to the Title IV-E MSW Program Coordinator, Cheryl Whittle, Ph.D., LCSW, Department of Social Work Education. The student will be asked to meet with the Program Coordinator, the Program Director and Department Chair, Dr. Martha Vungkhanching and/or designated IV-E faculty members to discuss the grievance and find an agreeable solution to the problem, a copy of the student's grievance may also be sent to the CalSWEC office. IV-E FIELD REQUIREMENTS Title IV-E students fulfill field requirements as described in the MSW Graduate Field Manual. Any questions or concerns about their field placements should follow appropriate field procedures. Students should discuss problems with their field instructor, faculty field liaison, IV-E Coordinator and finally, if unresolved, with the Department of Social Work Field Coordinator and the chair, in that order. Title IV-E students in both years of field have hours every month for Child Welfare Integrative Seminars which will not be counted as field internship hours per field policy. FISCAL RESPONSIBILITIES The CSUF Foundation is the fiscal agent for the Title IV-E Program and all check disbursements will be issued out via the Title IV-E Program on designated dates. The Foundation will not respond to students who make requests to them directly without prior approval from the IV-E Program Coordinator or Director. Stipend checks will be available on a scheduled set by the Title IV-E Office. Reimbursement checks for Part-Time students are mailed approximately 2-3 weeks after claims are submitted. Students should not rely on stipend checks as their sole source of income because of the possibilities of abrupt termination or suspension. All students must plan ahead for emergencies. FOR ALL IV-E STUDENTS

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Tuition payments are made directly by the IV-E program office through a Fee Authorization Process if the student is in "good standing" before the end of the current semester and has a current repayment and student agreement signed.

FOR PART-TIME PROGRAM EDUCATIONAL REIMBURSEMENTS Students must submit a IV-E claim form for timely reimbursements. At the beginning of each semester, claims must be submitted with proper receipts in original receipts attached for texts, research software field fees, graduation fees, textbooks and parking reimbursements. Mileage is claimed on a monthly basis at a rate established by Foundation based on the number of miles driven to class and/or internship from work or home. You must submit a Map Quest each month with your travel form. Your mileage will not be processed if it does not have a map attached to it. Also reimbursement on any. Reimbursement forms are available in the Title IV-E office and are required to be submitted no later than the fifth of each month. COMMUNICATION IN WRITING IV-E students are required to inform the IV-E Program office in writing of any changes in personal data including name, address and phone number, etc. for the duration of the program and for five years after graduation. In addition, any plans to change their program must be put in writing. Any policy clarifications, “special request, delays in employment obligation “payback or forgiveness in meeting obligations must also be in writing. The IV-E Program office is required to respond to any requests in writing, as well. There are some policy questions and requests that must be sent to CalSWEC for clarifications and final decisions. EMPLOYMENT OBLIGATION IV-E students entering their last year are responsible for applying for jobs in a California county or state department of social services. They should notify the IV-E Program office of their plan/interest to apply for a County Public Child Welfare or Tribal Social Service position. For most county employment, application forms should be filled out during the Winter Break. An informational meeting will be included during a Job Readiness Seminar which will include having county personnel representatives meet with students to provide application forms and agency information. The employment obligation “payback” requirement calls for satisfactory employment for two years. Because the Title IV-E Program is also essentially an MSW employment program, if at any time in their graduate program a IV-E student decides they cannot fulfill their work requirement, they need to inform the IV-E Program Coordinator immediately. Revisions to this policy may be made in times of a hiring freeze. You will be notified in writing if this occurs. Since we are no longer in a hiring freeze period, non-profit employment will not be accepted as meeting employment obligation.

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PROFESSIONAL ATTITUDE AND BEHAVIOR The Title IV-E support is not considered a right, but an opportunity for those who agree to its mission, goals and requirements. This is a professional development program with the expectation that students who agree to participate will understand and know where they are going in their public child welfare MSW career and how they will achieve it. Attitudes and behaviors which communicate the respect of the policies and procedures of both the Department of Social Work Education and the IV-E Program are expected. Integrity with oneself and others is highly valued and expected. The IV-E students have a greater responsibility to fulfill and a broad responsibility to children and families in the community. It is hoped that a positive attitude and a cooperative spirit will guide the IV-E student towards successful completion of their program and ultimately, the enhancement of services to the community. We look forward to productive collaboration and the development of qualified competent child welfare practitioners dedicated to the children, families and communities they serve. We hope that this Title IV-E Manual will facilitate our collaborative effort by providing you essential information about our program. Should you desire further information or have questions, please feel free to contact any of the IV-E faculty and staff. We wish you a successful year in collaboration with the Title IV-E Child Welfare Program!

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Section I

• Background of the Title IV-E Master of Social Work

• California Child Welfare Curriculum Principles

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Background of the Title IV-E Program

In 1989, the California Welfare Directors Association (CWDA) joined with the deans and directors of the then, ten graduate Schools of Social Work in California to form the California Social Work Education Center (Cal SWEC). The mission of Cal SWEC was and still is to re-professionalize public services by (1) providing financial support to MSW students enrolled in an MSW program designed for public child welfare practice competence, and (2) facilitating efforts that encourage the retention of professionals in public social service agencies.

In January 1993, the California Department of Social Services entered into a contract with CalSWEC (D.C. Regents) to provide Federal Title IV-E money for stipends for full-time child welfare MSW students and for staff to implement the program. Sixteen half-year stipends of $6,250 were available in each of the ten graduate schools of Social Work. However, in the academic year beginning September 1993, provision was made for twenty additional two-year stipends of $12,500 per year at each school.

To recruit more CWS employees into this program, in Fall 1994, the amount of the stipend for full-time students was increased to $15,000, and a part-time option for county employees of departments of social services was added. In the Fall of 2000, the amount of the stipend for full-time students was increased to $18,500. Further, the contract was expanded to include employees of the California Department of Social Services. Priority for these slots is given to CWS employees who are qualified for admission and to applicants who reflect the diverse client populations currently served by public child welfare in California.

The contracting and funding agencies, the California Department of Social Services, and the Federal Region IX Office of Health and Human Services, have firm project expectations. They anticipate that (1) the students will be selected according to the priorities agreed upon, (2) the educational competencies will be delivered, and (3) project money will be accounted for as it would be for any public social services program.

Collaborative efforts between the deans of schools of Social Work and the California Welfare Directors Association culminated in the development of the Title IV-E Goals and Competencies for Public Child Welfare. The Goals and Competencies guide the Title IV-E Integrative Field Seminars and Field Internship experiences.

These competencies were revised in 1995 and 2000 and recently in 2011. California State University, Fresno begun implementing the new competencies in 2012. All Title IV-E students are expected to integrate the competencies in both years of their field internship. The Competencies are currently undergoing a new revision and will be released soon.

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California Child Welfare Curriculum Principles

Every child has the right to a permanent home for his or her care and upbringing. Explanation: Recent child welfare policies reflect societal judgments that the system of temporary foster homes and institutions is not generally a desirable environment for raising children. Furthermore, research has indicated that children are harmed emotionally by a lack of permanency in their lives.

A caring family is the best and least restrictive environment for raising children. Explanation: NASW defines the family as "two or more people who consider themselves "family" and who assume obligations, functions and responsibilities generally essential to healthy family life.

A wide range of parenting practices, varying as a result of ethnic cultural, community and familial differences, can provide adequate care for children. Explanation: The ideal of the least restrictive environment, includes respecting families' choices in parenting style, so along as children's basic needs are met. The value of respecting diversity includes a recognition that a diverse society can enrich all of us and should enhance, rather than restrict, individual's freedom of choice.

The goal of child welfare is to promote the health and safety of children and their development toward a positive, productive adulthood. Explanation: While priority is given to the protection of children in imminent danger, child welfare services should also promote the development of healthy families and communities and work to prevent family dysfunction.

In the circumstance of danger to a child, the state has a right to intervene in family affairs to protect the child. In such a circumstance, the safety of the child takes precedence over the rights of the parents. Explanation: Under existing law in California, the state may intervene to protect children in circumstances when they are in eminent danger of abuse or neglect. The state of California vests the power to intervene on behalf of the child in county departments of social services. Parents and children are entitled to legal due process with regard to the removal of children.

Every reasonable effort should be made to preserve and strengthen a child's existing family before an alternative placement is considered. Explanation: County departments of child welfare are required to make reasonable efforts to preserve or reunify existing families, unless a court determines that a child's health or safety would be in jeopardy.

Services must be available, accessible, timely, and effective. Explanation: Services must be accessible and timely, avoiding line waits and other barriers that would restrict clients' access to service. Services must undergo regular evaluation and modification with the goal of making the most efficient and effective use of agency resources. Program development efforts should be sensitive to community and ethno-cultural factors in relation to effectiveness and accessibility.

The child welfare worker should advocate for his or her clients' service needs, especially when appropriate services are not available in the community.

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Section II

• CalSWEC's Mission Statement

• Goals of the Child Welfare Social Work Curriculum in California

• Statement of Principles for California's Child Welfare Curriculum

• Competencies for Child Welfare Practice

• Required Field Competencies

• Title IV-E Integrative Seminar Sequence

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CalSWEC Mission Statement

The California Social Work Education Center (CalSWEC) facilitates and supports statewide partnerships for the education and training of social workers to ensure culturally responsive, effective, and high-quality health and social service delivery to the people of California.

Goals of the Child Welfare Social Work

CalSWEC’s Mission is supported by the following goals:

1. Preparing a diverse group of social workers for careers in human services, with special emphasis on child welfare, mental health, and aging fields.

2. Defining and operationalizing a continuum of social work education and training.

3. Engaging in evaluation, research, and dissemination of best practices in social work.

CALSWEC OBJECTIVES

1. The administration of a stipend program for students linked with employment requirements in public child welfare services.

2. The development, by educators and agency personnel, of a competency-based curriculum directed 3.

toward child welfare practice in publicly supported social services. Statewide implementation of the curriculum competencies.

4. The facilitation of collaborative agency-school evaluation of social services programs.

5. Joint agency-school efforts to encourage the retention of professionals in public agencies.

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Required Title IV-E Competencies Participation in the Title IV-E Master of Social Work Training Program is Child Welfare Services requires integration of the competencies identified as the California Social Work Education Center Competencies for Public Child Welfare. Title IV-E Competencies are organized according to the EPAS. Title IV-E students will receive directions for the IV-E Addendum at the Fall Integrative Seminar. This listing of Title IV-E Competencies are required competencies Title IV-E students must incorporate into the learning agreement thereby assuring integration into their field experience. As a critical component of participation in the Title IV-E Program you are required to be enrolled in a minimum of one year in a public child welfare agency. This year will be identified as your Public Child Welfare (PCW) or Advanced Agency Internship Year for the purpose of integrating IV-E competencies into your Learning Agreement. You may also have an additional year of internship in a non-profit setting, which involves the Title IV-E population as consumers depending on the educational assessment completed during your Title IV-E student selection process. This internship will be identified as your Non-County Year or Foundation Internship year for purposes of integrating IV-E Competencies. In addition to your Learning Agreement, you will be asked to complete an additional Title IV-E Addendum of required competencies. These will be attached to your MSW Learning Agreement and monitored throughout your field internship by your IV-E liaison. This addendum will be reviewed during agency visits with your IV-E Liaison. Your IV-E liaison will assist you in completing your learning agreements as well as monitoring your field internship. Title IV-E Targeted Candidates: There are certain “at risk” children, who are reasonably viewed as candidates for Title IV-E foster care maintenance payments, for whom counties may receive Title IV-E reimbursement for allowable administrative costs. This means that the caseload assignments include the following;

1) a decision was made that the next step for the child is placement in foster care unless preventative services are provided; or

2) there is active pursuit of removal of the child from the home through the court process. As you review the competencies that follow it will become clearer as to how and why they are assigned to either your public child welfare or non-profit year of internship. For example, competencies related to child welfare and institution code, ICWA, or juvenile court reports would naturally fit better in your public child welfare setting verses a mental health or community based setting.

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Curriculum Competencies for Public Child Welfare in California

CalSWEC Curriculum Competencies for Public Child Welfare were created for use by California's schools of social work to prepare their child welfare students for work in the field. These competencies, revised periodically to reflect current practice, serve as a model for collaborative curriculum development across the nation. CalSWEC is currently under a revision process to reflect the 2015 Council on Social Work Education (CSWE) Educational Policy and Acceditation Standards (EPAS).

The current version of CalSWEC's competencies reflects the 2008 Core Competencies adopted by the CSWE, CalSWEC's foundation competencies were integrated across the Child Welfare, Mental Health, and Aging initiatives.

Each concentration then completed revised advanced competencies, which were adopted by CalSWEC's Board of Directors in 2011. The Child Welfare competencies at the foundation and advanced levels reflect the common priorities of schools and agencies, yet allow each suitable autonomy. Additionally, BASW competencies were developed for the six BASW Title IV-E Program sites.

• MSW Curriculum Competencies for Public Child Welfare in California (2011) • BASW Curriculum Competencies for Public Child Welfare in California (2013)

A copy of MSW Curriculum Competencies is included in Section V.

INTEGRATIVE SEMINAR & TRAINING PROCESS AND SEQUENCE

In addition to the elective course in Child Welfare Practice (mandatory for MSW Title IV-E Students), and the practice courses that accompany the field internship, students will participate in scheduled seminar and training sessions that will focus on content specific to Child Welfare practice. Part of our philosophy is that learning should be stimulating, challenging, and fun. Our hope is that this will allow for more in-depth discussion, training, and sharing of information among the Title IV-E student population and others who wish to join. The Title IV-E Field Liaisons will facilitate the guided exercises to be provided to students, field instructors, field liaisons, and county directors during seminars. Content may be provided by a combination of delivery strategies, i.e., presenters, films, panel discussions, role plays, student reports, and assigned tasks.

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Participation in the scheduled integrative seminars and trainings is mandatory for all MSW Title IV-E students. These seminars are open to non IV-E students and field instructors who wish to participate. If a seminar is missed by a Title IV-E student, a 4 to 6 page paper is due in lieu of the absence to cover the assignment for that week. This paper is due within a two-week time frame from the missed absence. Failure to make-up the missed integrative seminars could result in not passing field and/or a delay of your stipend or support award until all work is completed. Title IV-E student seminar hours do not count toward field and may be used only at the discretion of the Field Instructor, Field Liaison and IV-E Coordinator for purpose of make-up due to compelling reasons. Students are not authorized to use these hours in lieu of mandated internship hours set forth by the Field Coordinator’s office at CSUF within the assigned agency, nor can these hours be used to complete field internship early. Please refer to the Seminar Schedule in Section V. Child Welfare Services/Case Management Systems CWS/CMS Training This particular training will provide students who expect to work in the California Public Child Welfare System with a theoretical and experiential introduction to the use of computer-linked database that was first implemented throughout California in 1997. Automation of client data is a growing phenomenon within the Public Social Service field. This is accompanied by new ethical dilemmas, social justice issues, and practice based challenges for practitioners in child welfare. These specialized training courses are offered through the Central California Training Academy at CSUF in two formats, (1) basic or foundational knowledge base for new users, and (2) advanced knowledge. (See Appendix A). Title IV-E MSW students will begin with the basic training in the computer system in the Fall 2017 semester. The Advanced module will be offered in the Spring 2018 semester. The Basic training module consists of usually four (4) sessions, six (6) hours each. The Advanced training module consists of typically three (3) sessions with five (5) hours each session. The primary trainer is Terry Luna or one of her staff. Both sessions are mandatory for Title IV-E MSW students. Certificates of Completion will be provided.

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Sample Integrative Seminar Sequence Family Wellness Model Content

SEMESTER 1

Colloquium Overview of public child welfare, W & I Codes, Assessment, Safety Organized Practice & Self Care. Differential Response in Child Welfare Service/California Cultural Competence in Child Welfare Alcohol & Drug -- Identification & Symptomology Immigration Issues in Child Welfare Portfolio/Evaluation Seminar SEMESTER 2

Thesis/Project workshop Transitioning Youth/Resiliency -- Interventions with foster youths Legal Aspects of Child Welfare -- Understanding the court system, writing effective court reports, and your role as a child welfare social worker Harry Specht Memorial Annual Child Welfare Symposium Legal Aspects of the Indian Child Welfare Act in Child Welfare Services Portfolio/ Evaluation Seminar SEMESTER 3

Alcohol & Drug -- Treatment & Services for Children and Families Medical Social Work Child Welfare Supervision and Administration Portfolio/Evaluation Seminar SEMESTER 4

Job Readiness LGBT – Practice Implications Supervision/Administration in Child Welfare Portfolio Interviews Harry Specht Annual Child Welfare Symposium – Katie A Positive Re-entry into Child Welfare Services Portfolio/Evaluation Seminar

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Section III

• Role of the Title IV-E Coordinator

• Role of the Title IV-E Faculty Liaisons

• Role of the Title IV-E Administrative Coordinator

• Role of the Title IV-E Administrative Assistant

• Role of Clerical Assistant

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Role of the Title IV-E Coordinator

The general description of the Title IV-E Coordinator Duties and Responsibilities include the following:

1. General policy implementation of the IV-E Program with the School. • Student recruitment, screening and selection, and tracking • Awards and Stipends Committee • Job placements and retention support • Over-sight of Title IV-E MSW & BSW Program • Manage Student Employment Obligation “Payback”

2. Develops policies and procedure integrating the IV-E Program with the School's program. • Curriculum Development • Student Support and Advisement • Development of Integrative Field Seminars related to practice in public child welfare • Development of IV-E Thesis Library • Development of Child Welfare Resource Library

3. Oversees fiscal and programmatic accountability of IV-E Stipend program. • Curriculum Evaluation • Fiscal Accountability • Budget Development • Match Documentation • Subvention Reports

4. Works with field liaisons and/or agency representatives to develop and oversee appropriate field placements and experiences for IV -E stipend students. • School and local community involvement • Administrative Review with field agencies administrators • Participation in Curriculum Committee • Participation in Admissions Committee • Participation in California Welfare Directors Regional Meetings

5. Represents the School at statewide CalSWEC meetings for Project Coordinators, as we as regional committee meetings. • Responsibilities to CalSWEC • Attendance at quarterly statewide project coordinator meetings • Monitor timely completion of student tracking information and curriculum evaluation reports • Student tracking through graduate school and employment obligation “payback” • Reports to Chair of the Department of Social Work Education and The Dean of College of Health

and Human Services

• Participation in Child Welfare Partnership Committee • Participation in CalSWEC Curriculum and Child Welfare Committee • Participation in Regional CWDA Committee • Attendance at Foster Care Oversight Committee

6. Coordinates Community Partnership • Southeast Asian • Immigration Community Partnership • Tribal Community Partnership • IFoster Child Welfare Partnership

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Role of the Title IV-E Faculty Liaison The general description of the Title IV-E faculty Field Instructor/Liaison duties and responsibilities include the following:

1. Assists in implementation of the IV-E Program with the School. Assists in the recruitment of culturally diverse students for the Title IV-E Program.

• Provides field and/or classroom instruction to graduate students participating in the Title IV-E Program. • Works with Project Coordinator and Field Coordinator in the integration of the Title IV-E Competencies

in the field internships. • Assists in Development of IV-E Thesis Library & IV-E Resource Library

2. Contributes to policy and procedure development regarding the integration of the

IV-E Program with the School's Program. • Provides feedback to PC on Curriculum Development • Student Support and Advisement • Assists in Development of Integrative Field Seminars • Assists in Development of IV-E Thesis Library & IV-E Resource Library

3. Provides feed back into fiscal and programmatic realm of IV-E Stipend Program.

• Curriculum Evaluation • Feedback into Fiscal Accountability • Feedback into Budget Development

4. Monitors IV-E field placements and experiences for IV-E stipend students.

• Provides a minimum of two formal agency visits per semester with assigned MSW field instructor • Provides training for IV-E Field Liaison around competencies • Reviews all final field evaluations and submits to Field Coordinator • Assists IV-E students and MSW field instructors in the integration of IV-E Competencies into learning

contract and field experiences • Confers with Project Coordinator and Field Coordinator on progress of IV-E students in placement • Assists in the development of Thesis/Projects related to Child Welfare and may be selected as Reader in

Thesis/Projects • Assists in development and implementation of IV-E Integrative Seminars • Monitors attendance of assigned IV-E students at all required Integrative Seminars and develops a

"make-up" plan when deemed appropriate • Coordinates monthly integrative sessions at public child welfare sites • Assists in the development of In-Agency Proposals

5. Provides feedback to IV-E Coordinator as it relates to CalSWEC initiatives and activities.

In addition to the roles of IV-E Field Liaison, the IV-E Field Instructor/Liaison encompasses a broader scope of involvement. This role includes recruitment at assigned public child welfare agency and leadership in the child welfare symposium.

6. Participate and/or provide leadership to the community partnerships.

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Role of the Administrative Support Coordinator The general description of the Administrative Support Coordinator Duties and Responsibilities include the following:

1. General Administrative functions related to implementation of the IV-E Program with the School and supervision of Administrative staff and student assistant.

• Coordinates and makes arrangements for student screening, selection, and tracking. • Makes arrangements for Awards and Stipend Committee. • Assists students in providing materials for job placement. • Prepares and submits Student Data Base to UC Berkeley. • Provides Supervision to Admin. and Student Assistants.

2. Prepares materials for service delivery of IV-E Program.

• Receiving and screening mail, personal visitors, and telephone calls. • Coordinates arrangements for IV-E seminars, meetings, Conferences and business trips. • Attends and prepares for IV-E faculty meetings. • Prepares all correspondence, and documents from rough draft to final form. • Oversees reimbursements to part-time students and disbursement of stipend checks to full-time

students. • Requisitions materials, supplies, and equipment.

3. Assists and provides input into documents relating to fiscal and programmatic materials.

• Assists in providing input into the Match, Budget, Re-budget and Curriculum Snapshot • Reviews budget on a quarterly basis. • Maintains Employment Obligation “Payback” files

4. Provides clerical assistance to IV-E faculty relating to field placements.

• Provides clerical support with field agency reports, final evaluation, and journals. • Assists IV-E students in delivery of field materials to assigned IV-E Liaison.

5. Provides administrative assistance to Title IV-E Coordinator in preparation of materials, communication, and

travel arrangements to statewide CalSWEC meetings. • Makes travel arrangements for PC meetings for Coordinator, Director and designated

IV-E Liaisons. • Consults with Title IV-E Coordinator and prepares Student Data Base updates. • Assists Title IV-E Coordinator in student tracking of graduate school. • Tracking of Title IV-E Students in Employment Obligation “Payback”. • Coordinates with our Fiscal and Foundation Office • Maintains timely written documentation of student files

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Role of the Administrative Assistant

The general description of the Administrative Assistant's duties and responsibilities include assisting the Administrative Support Coordinator in the following:

1. General clerical and office functions related to implementation of the IV-E Program with the school. • Prepares materials for IV -E faculty classes • Assists students in providing materials for job placement. • Assists IV-E students in delivery of field materials to assigned IV-E Liaison. (I.e. final evaluations and

journals)

2. Prepares materials for service delivery of IV-E Program. • Receiving and screening mail, personal visitors, and telephone calls. • Makes arrangements for IV-E seminars and meetings. • Attends and takes minutes of IV-E faculty meetings. • Prepares correspondence, and documents from rough draft to final form. • Requisitions materials, supplies, and equipment. • Coordinates all materials in IV-E Library. • Maintains upkeep of general office and conference room. • Provides clerical support with field agency reports, final evaluation, and journals.

3. Makes arrangements for IV-E Integrative Seminars.

• Make room reservations and equipment requests • Prepare flyers and distribute to faculty • Coordinates set up for IV-E Seminars with Administrative Support Coordinator • Maintains attendance records and evaluations relating to IV-E seminars

4. Provides clerical assistance to Title IV-E Administrative Support Coordinator and IV-E Coordinator in preparation of materials, communication, and travel arrangements to statewide CalSWEC meetings for the Title IV-E Coordinator.

5. Assists Title IV-E Program Coordinator and Administrative Coordinator in student tracking of integrative

seminars, job readiness and graduate school. • Provides clerical support to student assistant. • Assist with payback files

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Role of the Clerical Assistant The general description of the Student Assistant’s duties and responsibilities include assisting the Administrative Coordinator in the following:

1. General clerical and office function related to the implementation of the IV-E Program with the school. • Prepares materials for IV-E faculty • Assists students with employment updates • Assist IV-E students in delivery of field materials assigned to IV-E Liaison

2. Prepare materials for service delivery of the IV-E Program • Receiving and screening mail, personal visitors and telephone calls • Prepares correspondence and documentation from rough draft to final form • Maintains upkeep of general office and conference room.

3. Assist the Administrative Assistant with arrangements for IV-E Integrative Seminars • Make room reservation and equipment requests • Prepare flyers for posting and distribute to faculty • Maintains attendance records and evaluations relating to IV-E Seminars

4. Provides Clerical assistance to the IV-E Coordinator, faculty and Administrative staff

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Section IV

• Policies and Procedures Regarding the Title IV-E Program

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Policies Regarding Responsibilities CALSWEC, UNIVERSITY, AGENCY AND STUDENTS Policies Regarding the Responsibilities of CalSWEC

1. CalSWEC will serve as a primary contractor, responsible for education oversight and coordination of this project with the participating graduate social work program in California.

2. CalSWEC will provide assistance to the schools in development of appropriate curriculum and field work. 3. CalSWEC will provide IV-E money to the subcontracting schools as soon as the money is available. 4. CalSWEC will provide California Department of Social Services (CDSS) with information on curriculum

competencies. 5. CalSWEC will provide CDSS annual statistical reports on the stipend students. 6. CalSWEC will provide CDSS with an annual program report.

Policies Regarding the Responsibilities of the University

1. The participating graduate social work program will seek to admit master's applicants in line with the federal policies and priorities of this project.

2. Each participating graduate school will develop and awards committee consisting of local county public Child Welfare Services agencies toward the stipends to admitted students.

3. Each school will develop a curriculum directed at the outcomes defined by the California Competency- based Child Welfare Curriculum.

4. Each school will provide an $18,500 annual stipend to each full-time student. 5. Each school will provide Part-Time students with reimbursements for tuition, text, and mileage. 6. Each school will work with counties to ensure that (1) one year of field placement will be in a county

public child welfare agency working with IV-E children and families; and(2) one year of field placement will be in a county or non-profit agency serving IV-E clients.

7. Each school will assist its students in satisfying the requirements that they secure employment in a county public CWS or in CDSS/CWD within six months of graduation.

8. Each campus will develop, according to CalSWEC guidelines, appropriate mechanisms to monitor student compliance with stipend requirements and Employment Obligation “Payback” demands pursuant to 45 Code of Federal Regulations Section 235.63.

Policies Regarding the Responsibilities of Participating County Agencies

1. Participating county agencies will apprise employees of this project and develop educational leave policies permitting current non-MSW staff to participate.

2. Participating county agencies will agree to re-employ trainees at the appropriate CWS staff level, as long as positions are available.

3. Participating county agencies must provide appropriate fieldwork experience with MSW

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supervision or assigned IV-E supervision. Students will work with IV-E eligible clients during their internships. Agency field instructors will be provided release time from other duties to instruct students and to participate in program-required training activities. When school and agencies have negotiated a fieldwork plan for a student, the agency will not alter the assignment without permission from the school. 4. Participating county agencies will seek to give hiring preference to graduates of this program, will advise CalSWEC and local school of staff openings, and will seek to schedule civil service exams and hiring procedures to permit graduates to obtain employment within six months of completion of the program. Policies Regarding the Responsibilities of Student

1. Students who are admitted to the program agree to complete their educational requirements within the normative time limits specified by their school of attendance and to comply with stipend requirements as specified in the Title IV-E Master of Social Work Agreement. This agreement meets and exceeds the general requirements of 45 Code of Federal Regulations 235.63.

2. Title IV-E Students will attend and participate in all required Title IV-E Integrative Seminars. Should

absences occur due to compelling reasons, IV-E students will immediately initiate arrangements with their assigned Title IV-E Liaison to “make-up” missed seminar. Make up assignments will be a minimum of five pages in length and must be approved by assigned IV-E liaison. Stipends and reimbursements will be held if absences occur until make-up assignments are submitted to Title IV-E Office. All make-up assignments must be completed prior to the next scheduled IV –E Seminar. Hours for attendance at IV-E seminars may not be counted in field.

3. Attendance at IV-E Seminars should reflect professionalism; therefore tardiness or leaving early will result

in incomplete attendance and a written make-up assignment. Keep in mind that IV-E faculty and guest speakers have invested considerable time and commitment in the preparation of each seminar and punctuality, attentiveness and professionalism is expected.

4. Title IV-E Students will submit Learning Agreements, Field Journals and Final Evaluations on a timely

basis. Failure to submit required field documents on a timely basis will result in stipend or reimbursements being held until required documents are submitted.

5. All second year IV-E students are required to enroll in SW 278, Advanced Child Welfare, as an elective.

This course will afford a comprehensive overview of child welfare practice and is directly interrelated with IV-E Competencies.

6. Title IV-E Students may compete for their PPSC (Pupil Personnel Services Credential) during their second

year of placement only if they have successfully completed their public child welfare internship during their first year of internship or if they have been approved by the IV-E Coordinator to complete their second year internship in a child welfare school based services unit. To be eligible for a child welfare school based services unit you must have successfully completed one year of public child welfare and an additional 100 hours. This option is currently under review and my be revoked at any time based on recommendation of Chair, IV-E Coordinator or CalSWEC.

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7. Title IV-E/PPSC DUAL ENROLLMENT: The Title IV-E Program supports early prevention and intervention in the public schools system, however, we currently have put a moratorium on dual enrollment.

8. The Title IV-E Overload Status The Title IV-E students are not recommended to carry “overload status” due to any additional courses required for the Pupil Counseling authorization in the PPSC credential. The exception to this policy is during the Fall semester of the student’s second year of internship when he/she is required to enroll in Advance Child Welfare Practice and School Social Work. Additional overload jeopardizes student’s success in completing their Thesis/Project.

9. Thesis/Projects Title IV-E Students will submit a Thesis/Project proposal during the fall semester of their second year for approval of subject matter related to the child welfare practice. All Title IV-E students will complete a Thesis/Project related to the child welfare arena. The topic selected will need to meet approval of your Title IV-E Liaison and Coordinator. Title IV-E students will submit one soft bound copy of their completed Thesis/Project to the IV-E office.

10. TITLE IV-E INTEGRATIVE SEMINARS The Title IV-E students are required to attend total of 16 Integrative seminars scheduled monthly during the first and second year of field internship. These hours are scheduled on field days but are not counted towards field hours unless approved by the field instructor for make-up purpose in the case of extra ordinary illness or events. The Council of Social Work Education requires a total of 1,000 hours (400 during the first year and 600 during the second year). Part-time students are not required to attend three years of seminars; rather they attend a total of 16 seminars designated in the Title IV-E Integrative Seminar Sequence. 11. TITLE IV-E MAXIMUM BENEFITS OF $37,000

Title IV-E students may not exceed the cap of $37,000 within the duration of their program with CSU, Fresno. CalSWEC places a total cap of $37,000 for both full time and part time Title IV-E students, thus, if a part-time student enrolls for a period of three or four years, the cap of $37,000 will be monitored and maintained. The amount utilized by each part-time student will be documented and can be requested from the Title IV-E Office at any time. This is to insure the equity and integrity of the grant. 12. California Child Welfare Competencies

In 2010-2011 CalSWEC reviewed and refined the existing Title IV-E Competencies to better integrate with Council of Education EPAS. This set of new competencies were distributed in early August of 2011. Fall 2014, the CalSWEC Field Inventory was merged into the IVE Addendum. Students will continue to utilize the Title IV-E Competency Addendums in field supervision. The Title IV-E Addendums will be reviewed during the early Title IV-E Integrative Seminars and during agency visits.

We are currently revising our curriculum to integrate the public child welfare common core curriculum and new EPAS(2015) standards.

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Policies Regarding Student Selection OF TITLE IV-E CANDIDATES References: Title IV-E Master of Social Work Training Program Agreement, Title IV-E Subcontract between Regents of the University of California and Participating Campuses. The CalSWEC program seeks to increase the number and diversity of well-trained and highly committed MSWs in California county child welfare services. Recruitment is targeted at (in order of priority):

• Current staff members of county public social service agencies and employees of the California Department of Social Services who are qualified for admission to an MSW program.

• Applicants who reflects the diverse client population currently served by public child welfare in California.

• Other qualified individuals with demonstrated commitment to careers providing high quality, culturally competent practice in public child welfare services.

Support for participation in part-time educational programs is limited to current staff members of county public social services agencies and employees of the California Department of Social Services (CDSS).

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Section V • Seminar Schedule

• Full-Time Student Agreement

• Part-Time Student Agreement

• Federal Code Section 45

• Employment Job Search Forms

• Release of Information Form

• Employment/Non-Profit Verification Form

• Employment Completion Form

• Notice of Taxation Form

• Title IV-E Foundation Addendum

• Title IV-E Advance Addendum

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Integrative Seminar Schedule

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FT & PT Contracts

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Repayment Agreement

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Federal Section Code 45 235.60 - 235.63 Federal financial participation (FFP) for State and local training. Sections 235.61 through 235.66 contain (a) State plan requirements for training programs and (b) conditions for Federal financial participation (FFP) for training costs under the State plans. These sections apply to the State plans for the financial assistance programs in all jurisdictions under Title I, IV-A, X, XIV, or XVI (AABD) of the Social Security Act.

235.60 Definition of terms For Purposes of 235.60-235.66: "Act" means the Social Security Act, as amended. "A grant to an educational institution" means payments to an educational institution for services rendered under a time limited agreement between the State agency and the eligible educational institution which provides for the training of State or local agency employees or persons preparing for employment with the State or local agency. "A training program" is the method through which the State agency carries out a plan of educational and training activities to improve the operation of its programs. "Initial in-service training" means a period of intensive task oriented training to prepare new employees to assume job responsibilities. "Continuing training" means an on-going program of training planned to enable employees to: (1) Reinforce their basic knowledge and develop the required skills for the performance of specific functions, and (2) acquire additional knowledge and skills to meet changes such as enactment of new legislation, development of new policies, or shifts in program emphasis. "Full-time training" means training that requires employees to be relieved of all responsibility for performance of current work to participate in a training program. "Part-time training" means training that allows employees to continue full-time in their jobs or requires only partial reduction of work activities to participate in a training program outside of the State or local agency. . "Long-term training" means training for eight consecutive workweeks or longer. "Short-term training" means training for less than eight consecutive workweeks. "FFP or Federal financial participation" means the Federal government's share of expenditures made by a State or local agency under a training program. "Fringe benefits" means the employer's share of premiums for industrial compensation, employee's retirement, unemployment, compensation, health insurance, and similar expenses. "Persons preparing for employment" means individuals who are not yet employed by the State or local agency, but who have received financial assistance from the State agency for training, and have made a legally binding commitment with the State or local agency for future employment under the conditions of these regulations. "Stipend" means the basic living allowance paid to a student.

235.61 State plan requirements for training programs A state plan under Title I, IV-A, X, XIV, or XVI (AABD) of the Act must provide for a training program for agency personnel. The training program must:

(a) Include initial in-service training for newly appointed staff, and continuing agency training opportunities to improve the operation of the program. The training program may also include short-term and long-term training at educational institutions through grants to institutions or by direct financial assistance to

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students enrolled in institutions who are agency employees or persons preparing for employment with the State or local agency.

(b) Be related to job duties performed or to be performed by the persons trained and be consistent with the program objectives of the agency.

(c) Be described in an annual training plan prepared prior to the beginning of the fiscal year. Copies of the training plan shall be made available upon request to the Regional Office of Family Assistance for review by the Federal staff.

235.62 Conditions for FFP

(a) Who may be trained. FFP is available only for training provided personnel employed in all classes of

positions, volunteers, and persons preparing for employment by the State or local agency administrating the program.

(b) When FFP is available. FFP is available for personnel employed and persons preparing for employment by the state or local agency provided the following conditions are met and with the following limitations:

(1) Employees in full-time, long-term training make a commitment to work in the agency for a period of time equal to the period for which financial assistance is granted. A state agency may exempt an employee from fulfilling this commitment only if failure to continue in employment is due to death, disability, employment in a financial assistance program in a public assistance agency in another state, or other emergent circumstances determined by the single State agency head to be valid for exemption;

(2) An employee retains his or her rights and benefits in the agency while on full-time, long-term training leave;

(3) Persons preparing for employment are selected by the State agency and accepted by the school;

(4) Persons preparing for employment are pursuing educational programs approved by the State agency; (5) Persons preparing for employment are committed to work for State or local agency for a period of

time at least equal to the period for which financial assistance is granted if employment is offered within two months after training is completed;

(6) The State of local agency offers the individual preparing for employment a job upon completion of training unless precluded by merit system requirements, legislative budget cuts, positions freezes, or other circumstances beyond the agency's control; and if unable to offer employment, releases the individual from his or her commitment;

(7) The State agency keeps a record of the employment of persons trained. If the persons are not employed by the State or local agency, the record specifies the reason for nonemployment;

(8) The State agency evaluates the training programs; and (9) Any recoupment of funds by the State from trainees failing to fulfill their commitment under this

section shall be treated as a refund and deducted from total training costs for the purpose of determining net costs for FFP.

Grants to educational institutions. FFP is available in payments for services rendered under grants to educational institutions provided all of the following conditions are met: (1 ) Grants are made for the purpose of developing, expanding or improving training for personnel employed by the State or local agency or preparing for employment by the State or local agency administering the program. Grants are made for an educational program (curriculum development, classroom instruction, field instruction, or any combination of these) that is directly related to the agency's program. Grants are made for not more than three years, but may be renewed, subject to the conditions of this section;

(2) Grants are made to educational institutions and programs that are accredited by the appropriate institutional accrediting body recognized by the U.S. Commissioner of Education. When a specialized program within the institution for which there is a specialized accrediting body is used, that program must be accredited

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by or have pre-accreditation status from that body. (Part 149 of this title explains the requirements and procedures for obtaining recognition as an accrediting agency or association. Lists of currently recognized accrediting bodies are published in the Federal Register periodically. See also Nationally Recognized Accrediting Agencies and Associations published by the Office of Education);

(3) The State agency has written policies establishing conditions and procedures for such grants;

(4) Each grant describes objectives in terms of how the educational program is related to the financial assistance programs and how it is designed to meet the State or local agency's manpower needs; and

(5) An evaluation of the educational program funded by each grant is made no later than the close of the second year of the grant. The evaluation shall be conducted by representatives from the educational institution and the State agency to determine whether conditions and objectives described in the grant are being met. If the educational program does not meet these conditions and objectives, payment shall be terminated no later than the close of the second year of the grant.

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Job Search Forms

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Release of Information

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Employment Verification Form

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Employment Obligation Form

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Tax Information NOTICE TO STUDENTS ON TAXATION OF SCHOLARSHIPS, FELLOWSHIPS, AND STIPENDS

(Reprinted with permission from the San Diego State University, Title IV-E Program)

The Tax Reform Act effective January 1, 1987, included some new provisions that impact students. The changes in brief are:

• Fellowship, scholarship or stipend payments from any sources in excess of an amount equal to tuition, fees,

books and course-related expenses are considered taxable income. (Room and board are now considered taxable income.

• Any stipend, fellowship, scholarship, fee or payment received in return for any expectation of work on the

part of the student is now regarded as taxable income. For example, Research Assistants, regardless of the nature of their research and its relation to their degree requirements, will have their stipends subject to taxation. The same is true for Teaching Assistants, Readers, Tutors, Interns, and other similar positions. The exemption formerly allowing exclusion from taxes of stipends earned for teaching or research in support of a degree requirement was repealed as of January 1, 1987.

• Any scholarship, grant, or fellowship awarded before August 16, 1986, my not be considered taxable under

some circumstances. Thus, if you received an offer of a fellowship or scholarship before August 16, 1986, it may not be taxable even for the portion of the award you will receive after December 31, 1986.

The student recipient is responsible for determining whether the payment, in whole or in part, should be included in his/her expenses incurred on or after January 1, 1987, are in aggregate, in excess of tuition, fees, books, supplies and equipment required for enrollment or attendance at CSU, Fresno.

If you have any questions about your personal tax liability, we recommend you consult with your own tax professional.

I hereby certify that I have been notified of the potential tax liability for any amount in excess of tuition, fees, books, supplies and equipment for courses of instruction.

Student's Signature Date

CSU, Fresno Date

CSU, Fresno Department of Social Work Education Date

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INFORMATION TO STUDENTS ON TAXATION OF SCHOLARSHIPS, FELLOWSHIPS, AND STIPENDS

Each school should consult with their foundation or grants management office to ascertain how this issue should be treated on your institution.

Per 45 CFR 235.61, stipends means the basic living allowance paid to a student.

At UC Berkeley, stipends are not 1099—reportable payments. This is, the recipient will not receive a 1099— Misc form at the end of the year. Recipients should consult their tax advisors regarding the taxation of Scholarship, Fellowship, and Stipends.

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CALSWEC INTEGRATED FOUNDATION COMPETENCIES EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

2.1.1 identify as a professional social worker and conduct oneself accordingly

Advocate for client access to the services of social work

Demonstrate beginning capacity to advocate for client services by utilizing a policy practice framework and negotiating for community based and culturally sensitive programs and services

Able to articulate the roles of a professional child welfare social worker and consistently demonstrate effective self - management, interpersonal interaction, service advocacy, and continuing professional development within those roles.

Practice personal reflection and self-correction to assure continual professional development

Attend to professional roles and boundaries

Demonstrate self-awareness of personal knowledge limitations and biases, and practice self- correction and reflection in action while pursuing ongoing professional development.

In intervention planning, demonstrate consistently the understanding and recognition of how personal beliefs, values, norms, and world view can influence case dynamics and outcomes

Demonstrate professional demeanor in behavior, appearance, and communication

Present self in a manner consistent with respectful professional conduct, and adapt methods of communication, including written client materials, to consumer, colleague, and community language and cultural needs.

Engage in career-long learning

Support the purpose and values of the profession through consistent pursuit of learning, and recognize the relationship between career long learning and contributing to practice effectiveness.

Use supervision and consultation

Utilize supervision/consultation effectively, including the need to augment knowledge, or to

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CALSWEC INTEGRATED FOUNDATION COMPETENCIES EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

mediate conflict arising from personal values and emotions related to practice and professional contexts.

2.1.2. Apply social work ethical principles to guide professional practice

Recognize and manage personal values in a way that allows professional values to guide practice

Demonstrate capacity to perceive the diverse viewpoints of clients, community members, and others in cases of value conflict and the ability to resolve such conflicts by applying professional practice principles.

Make ethical decisions by applying standards of the NASW Code of Ethics and other applicable codes of ethics.

Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions

Demonstrate knowledge of ethical decision making methods and the capacity to apply these in practice, policy, advocacy and research.

2.1.3 Apply critical thinking to inform and communicate professional judgments

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom

Demonstrate the ability critically to appraise, integrate and apply evidence-based knowledge and practice principles, as well as client and other knowledge, in conducting and communicating ethnically competent assessments and interventions.

Apply critical thinking skills using logic, scientific inquiry, and reasoned discernment to synthesize information, to practice effectively in child welfare and to communicate professional judgments.

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CALSWEC INTEGRATED FOUNDATION COMPETENCIES EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

Analyze models of assessment, prevention, intervention and evaluation.

Demonstrate the capacity to monitor and analyze the gathering, assessment and evaluation of information to inform practice model design and use, including assessment, intervention and evaluation.

Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities & colleagues

Understand and apply the principle that all oral and written communication must conform to audience needs and adhere to professional standards.

2.1.4 Engage diversity and difference in practice

Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate or create or enhance privilege and power

Demonstrate knowledge of historical, legal, socioeconomic, and psychological forms of oppression and the ability to develop culturally sensitive interventions within that understanding.

Recognize how institutional racism and power dynamics affect workplace culture and climate in practice.

In providing effective child welfare practice, consistently demonstrate and articulate both accurate awareness of self and knowledge of societal variables contributing to power imbalances and interpersonal and intercultural conflict among individuals, families, groups, organizations and communities.

Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Demonstrate self-awareness of bias, including knowledge of and capacity to manage power differences, when assessing and working with diverse populations

Recognize and communicate

Student demonstrates ability to understand and communicate

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CALSWEC INTEGRATED FOUNDATION COMPETENCIES EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

their understanding of the importance of difference in shaping life experiences

the effects of individual variation in the human developmental process and its importance to the shaping of life experiences within diverse groups.

View themselves as learners and engage those with whom they work as informants

Student demonstrates capacity to learn from and consult/collaborate with others and to engage constituents/consumers within the helping process.

2.1.5 Advance human rights and social and economic justice

Understand the forms and mechanisms of oppression and discrimination

Demonstrate, through assessment, intervention and evaluation practices, a working understanding of the role and function of historical, social, political, and economic factors as the underlying causes and mechanisms of oppression and discrimination

Utilize knowledge of human behavior, variables that contribute to injustice, and advocacy theory to provide leadership in applying social work skills to promote social and economic justice at the micro, mezzo and macro levels in child welfare.

Advocate for human rights and social and economic justice

Student demonstrates a functional knowledge of advocacy theory, skills, and techniques and consistently engages in activities/tasks designed to promote social and economic justice in working with all client populations.

Engage in practices that advance social and economic justice

Student develops case planning strategies to address discrimination, barriers, gaps, and fragmentation that impede client access, functioning, and optimum use of resources and opportunities

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EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

2.1.6 Use practice Demonstrate a beginning Regularly assess and use Engage in experience to capacity and skills to gather and research to guide child research inform scientific synthesize practice evaluation welfare practice, to evaluate informed inquiry findings, including client child welfare practice, and to practice and feedback, to support and disseminate findings to practice increase the professional improve child welfare practice informed knowledge base. research.

Use research evidence to inform practice

Demonstrate knowledge of how to consult and utilize research evidence to inform ongoing practice and policy at all levels

2.1.7 Apply knowledge of human behavior to the social environment

Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

Demonstrate beginning ability to apply conceptual behavioral frameworks to social environments involved in assessment, intervention and evaluation.

Integrates knowledge and theory of human behavior and the social environment from diverse perspectives to conduct reliable and valid assessments, comprehensive service plans, effective interventions, and meaningful evaluations in child welfare.

Critique and apply knowledge to understand person and environment

Demonstrate beginning ability to gather and interpret behavioral knowledge in perceiving person and environment

2.1.8 Engage in policy practice to advance social & economic well - being and to deliver effective social services

Analyze, formulate, and advocate for policies that advance social well being

Begin systematically to collect and analyze knowledge and experiences to identify, formulate, and advocate for policies that advance social and economic well-being

Articulates knowledge of current agency, state, and federal child welfare policies and engages in effective development and implementation of ethical and effective child welfare practices and policies.

Collaborate with colleagues and clients for effective policy action

Demonstrate ability to identify and to engage stakeholders to collaborate for effective policy formulation and action

2.1.9 Continuously discover,

Demonstrate beginning capacity to apprehend changing

Identify trends among micro, mezzo, and macro variables

CALSWEC INTEGRATED FOUNDATION COMPETENCIES

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EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

Respond to contexts that shape practice

appraise and attend to changing locales, populations, scientific and technological advancements, and emerging societal trends to provide relevant services

local and social contexts and scientific advances that affect practice, with an emerging ability to identify and provide relevant services

that affect child welfare practice and provide leadership to respond to those trends in effective and culturally competent ways.

Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Demonstrate a beginning capacity to discern and promote sustainable practice and service delivery change to improve service quality

2.1.10(a) Engagement

Substantively and affectively prepare for action with individuals, families, groups, organizations and communities.

Demonstrate the knowledge base and affective readiness to intervene constructively with individuals and groups

Demonstrate the ability to develop relationships and manage power differentials in routine and challenging client and partner situations, in a manner that reflects core social work values in child

Use empathy and other interpersonal skills

Demonstrate the capacity to exercise empathy and use of self in engagement and service delivery

Develop a mutually agreed on focus of work and desired outcomes

Demonstrate the ability to work with individuals, families and groups to identify and work towards accomplishment of shared goals

2.1.10 (b) Assessment

Collect, organize and interpret client data

Demonstrate ability to effectively engage with diverse individuals to gather, analyze,

Consistently gather qualitative and quantitative data from a variety of sources, form

CALSWEC INTEGRATED FOUNDATION COMPETENCIES

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EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

and interpret consumer/client information in a coherent, objective manner

coherent meaning from the data, and use the resulting information to make recommendations and to plan interventions that meet standards for child welfare social work practice.

Assess client strengths and limitations

Demonstrate capacity to conduct a comprehensive, collaborative, unbiased assessment that follows legal and ethical guidelines and identifies strengths and needs

Develop mutually agreed- on intervention goals and objectives

Demonstrate ability to involve individuals, family members, and community service providers to develop coordinated intervention plans.

Select appropriate intervention strategies

Demonstrate ability to critically determine the most appropriate intervention strategies to implement a plan

2.1.10 (c) Intervention

Initiate actions to achieve organizational goals

Demonstrate beginning ability to initiate efforts consistent with service and organizational goals

Comfortably move among the roles of a social worker in child welfare and intervene effectively in those roles, including enhancing client strengths, acting as a client advocate, and skillfully handling transitions and terminations.

Implement prevention interventions that enhance client capacities

Demonstrate capacity to identify and utilize prevention measures that enhance individual clients’ strengths and protective factors.

Help clients resolve problems

Demonstrate capacity to identify and prioritize challenges and to foster

share your experiences with your cohort.

CALSWEC INTEGRATED FOUNDATION COMPETENCIES

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EPAS Core

Competencies (10 + a,b,c,d)

EPAS Practice Behaviors

CalSWEC Integrated Foundation Competencies

CalSWEC Advanced Competencies, ONE

Advanced Competency statement for each of 10 numbered Core comps

solutions that call on clients’/consumers’ existing strengths

Negotiate, mediate, and advocate for clients

Demonstrate capacity and skills to undertake the role of client advocate in negotiating for needed policies, resources and services

Facilitate transitions and endings

Recognize the importance of understanding the transition & termination processes and demonstrate the capacity to sensitively terminate work.

2.1.10 (d) Evaluation

Social workers critically analyze, monitor and evaluate interventions

Demonstrate a beginning ability to systemically monitor, analyze and evaluate interventions, applying a knowledge- for- action approach to determine future action

Consistently employ reliable and valid methods for monitoring and evaluating practice interventions and use the results to improve child welfare policy and practice.

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