FRAMING FUTURES INTRODUCTION

Education is one important part of a school-aged child’s life, that you as a CASA will be able to positively affect by understanding and utilizing the tools discussed in the first portion of this training. The second portion of this training aims to get you familiar with the other 6 well-being factors and increase awareness of social-emotional expectations of youth age 6-13. We will also discuss specific strategies to promote well being appropriate development in the population we serve.

WELLBEING FACTORS

Per Federal Interagency Forum on Child and Family Statistic’s Report: America’s Children: Key National Indicators of Well-being, 2017.

A. The 7 well-being factors identify seven major domains that influence the likelihood that a child will grow up to be a well-educated, economically secure, productive, and healthy adult.”

1. FAMILY AND SOCIAL ENVIRONMENT-

A. Children’s family lives and social settings I. Family Structure and child’s living arrangements

II. Births to unmarried women III. Child Care IV. Presence of a foreign-born parent V. Language Spoken at home and difficulty speaking English

VI. Adolescent births VII. Child Maltreatment

2. ECONOMIC CIRCUMSTANCES- A. Children’s Basic material needs

I. Income and poverty status of children’s families II. Secure employment of their parents

III. Food security or insecurity 3. HEALTH CARE

A. Children’s Access to and use of Health Services. I. Comprises of prevention, treatment and management of illnesses and

preservation of mental and physical well-being through services offered by health professionals.

II. Utilization of health care (immunizations, dental visits, preventative appts.

III. Having health coverage and a usual source of healthcare

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4. PHYSICAL ENVIRONMENT AND SAFETY A. Conditions related to children’s safety.

I. Outdoor air quality II. Secondhand smoke

III. Quality of drinking water IV. Exposure to lead V. Housing problems, victims of crimes, childhood adolecnet injury/

mortality 5. BEHAVIOR

A. Personal behaviors and their effects I. Substance use (cigarettes, alcohol, illicit drugs)

II. Sexual Activity III. Perpetration of serious violent crime

6. EDUCATION A. How children learn and progress in school

I. Family reading to young children II. Math and reading achievement

III. Advanced Course taking IV. High school completion, college enrollment, youth preparedness for

workforce/ higher education 7. HEALTH SERVICES

A. Physical, Mental, and social aspects of children’s health I. Low birth-weight, pre-term birth, and infant mortality

II. Emotional and behavioral difficulties, adolescent depression, obesity, and asthma.

III. Diets compared to Dietary Guidelines (living in a food desert)

SOCIAL-EMOTIONAL DEVELOPMENT

A. Social Emotional Development a. Social Emotional Development:

i. Includes: Self-Management Skills, Self-awareness skills, Social Awareness Skills, Responsible decision-making skills, Relationship skills.

ii. Examples include: ability to control feelings/ behaviors, get along with children, build relationships with adults.

iii. Social Emotional Skills help children develop cooperation skills, the ability to follow directions, demonstrate self-control, and pay attention.

b. Why is it important? i. Impacts how child functions at home, school, and in the community.

ii. Impacts chances for school success and ability to build healthy relationships iii. A child’s positive relationship with a trusting and caring adult is the KEY to

successful emotional and social development. c. Charts on Age-appropriate Social Emotional Development

i. 5-6 year olds

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1. Able to use words to describe feelings Self-management skill) 2. Identifies with a particular gender (Self-awareness skill)

ii. 7-8 year olds 1. Able to think of Pros and Cons of various options (Decision Making skill) 2. Able to resolve Conflicts with friends (Relationship skills)

iii. 9-10 year olds 1. Sensitive to feelings of others (Social Awareness Skill) 2. Able to stand up for themselves (Self-Management Skill)

iv. 11-13 year olds 1. Exploring personal values and morals (Self-Awareness Skill) 2. Able to problem-solve and negotiate with peers (Relationship Skill)

APPLICATIONS: WHAT WE CAN DO:

A. Ensure accommodations/ special needs are taken into consideration (recordings of books, etc.O Ensure IEP/ 504/ Functional Beh. Assessment is given to match/ determine the needs of the child.

B. Treat education as a team approach. Ensure everyone is at the table…. (Dream Team) Each person at the table has different and varying interests and expectations by the state/ school district employer. Do not place blame, work together to find the best solution. Make suggestions not demands and work to take down defensiveness.

C. Know the child you are representing and advocate for them to receive a Multi-sensory educational approach. Suggest how they learn at home, things that you know to be successful.

D. Know educational and social emotional milestones for children. Listen to them read. Find out how teacher, school measures success and check in with child to see where they are.

a. Example: Upon entering HS, ensure youth has effective reading skills, behavioral control, and is able to work in a cooperative learning environment.

James Roth, DSS Manager (rothjam@cps-k12.org) 363-0273 Lori Rosen Malott, DSS Manager (rosenlo@cps-k12.org) 363-0312Amber Bronson, Sr. Support Specialist 363-0294 Amber Bronson, Sr. Support Specialist 363-0253Ethel M. Taylor Academy (PreK-6) A2S/A2E

Rising Stars Academy at Vine, Ezzard Charles, Carthage, AikenChildrens' Hospital College Hill/Main Campus/ShrinersLearning Center at North NorwoodSt Joseph Orphanage (Altercrest & Villa Campuses)Juvenile Detention Center (20/20)

Tyler Idoine, DSS Manager (idoinet@cps-k12.org) 363-0290 Lisa Voss, DSS Manager (vosslis@cps-k12.org) 363-0295Janis Barnett, Sr. Support Specialist 363-0284 Debbie Brinkmeyer, Sr. Support Specialist 363-0393

Michael Workman, DSS Manager (workman@cps-k12.org) 363-0318 Adrienne Randall, DSS Manger (randala@cps-k12.org) 363-0281Yvette Simpson, Sr. Support Specialist 363-0293 Thomas Connolly, Sr. Support Specialist 363-0357

Lisa Froehlich, DSS Manager (froelil@cps-k12org) 363-0361 Kristin Hall, DSS Manager (hallkri@cps-k12.org) 363-0291Janis Barnett, Sr. Support Specialist 363-0284 Yvette Simpson, Sr. Support Specialist 363-0293

Department of Student Services2019/2020 ADMINISTRATIVE ASSIGNMENTS

Dr. Margaret Hall - Director (hallmar@cps-k12.org)Monika Hines, Administrative Secretary - 363-0300

Chrissy Reeves - Assistant Director (reevech@cps-k12.org)Renee Thompson, Lead Secretary - 363-0298

Evanston Academy (PreK-6) Western Hills University HS (7-12)Gamble Montessori High School (7-12)

Rothenberg Preparatory Academy (PreK-6)Taft Information Technology HS (7-12)

Dater HS (7-12)

SUPERVISE AND MANAGE

Frederick Douglass School (PreK-6)

*Children's Home of Cincinnati Upper/Lower PH *ESY

Hayes Porter School (PreK-6)

Pleasant Hill Academy (PreK-6)

Westwood School (PreK-6)Lighthouse

Taft Elementary School (PreK-6)

Parker Woods Montessori ((PreK-6)

Silverton Paideia Academy (PreK-6)

Shroder HS (7-12)

SUPERVISE AND MANAGE *Autism Support Team *Autism Classrooms *TKOC Demo Classroom *Autism Behavioral Consult

*Post secondary transition *Margaret B. Rost-Hamilton Cty DDS

SUPERVISE AND MANAGE

CANS (PreK-2)

Oyler School (PreK-12)

Walnut Hills HS (7-12)

Clark Montessori HS (7-12)

Withrow University HS (7-12)

SUPERVISE AND MANAGE

*Preschool Disabilities *CPS Placed out of Ham. Cty *Talbert House Passages *Vision Impaired *Warren County ESC

Hughes STEM HS(7-12)Covedale School (K-6)

Roselawn Condon School (PreK-8)

SUPERVISE AND MANAGE*ViaQuest *Stepping Stones *Bobby B. Fairfax-Hamilton Cty DDS

*STRIDES K-12 *IHPH Camelot *Behavior Consult Team *Resource Consult *OT/PT *ESP Curriculum Counsel

SUPERVISE AND MANAGE

Academy of World Languages (AWL) (PreK-8)

Woodford Paideia Academy (K-6) Rockdale Academy (PreK-6)

Hyde Park School (PreK-6) (Gifted Academy - Grade 6)

School for Creative and Performing Arts (SCPA) (K-12)

*Project Search/ICAN *Project Life

Cheviot School (PreK-6)

SUPERVISE AND MANAGER

Riverview (preK-12)

Woodward Career & Tech HS (7-12)

Aiken New Tech (7-12)

*OTES *Parent Mentors *Resource Consult

SUPERVISE AND MANAGER

North Avondale Montessori (PreK-6) Gamble Elementary Montessori (PreK-6)

Pleasant Ridge Montessori (PreK-6)

Jane Renkiewicz, DSS Manager (renkiej@cps-k12.org) 363-0287 Terri Koehne, DSS Manager (koehnet@cps-k12.org) 363-0271Barb Banfill, Sr. Support Specialist 363-0289 Brittany Brunner, Sr. Support Specialist 363-0292

Teresa Conley, DSS Manager (conleyt@cps-k12.org) 363-0283 Leslie Touassi, DSS Manager (touassl@cps-k12.org) 363-0178Jenna Inskeep, Sr. Support Specialist 363-0253 Charlotte Williams, Sr. Support Specialist 363-0339

Hartwell School (PreK-8)

Maria Link, DSS Manager (LinkMar@cps-k12.org) 363-0297 Kathy Said, DSS Manager (Saidkat@cps-k12.org) 363-0303Debbie Brinkmeyer, Sr. Support Specialist 363-0393 Brittany Brunner, Sr. Support Specialist 363-0292

Tony Simonson, Systems Analyst (simonsa@cps-k12.org) 363-0305 Bridget McComas, DSS Manager (mccomab@cps-k12.org) 363-0308Charlotte Williams, Sr. Support Specialist 363-0339 Barb Banfill, Sr. Support Specialist 363-0289Business Systems

*Non-Standard para/LPN list *EdPlan Management *Supplemental Consult

Academy of Multilingual Immersion Studies (AMIS) (PreK-8)

Department of Student Services2019/2020 ADMINISTRATIVE ASSIGNMENTS

Spencer Center for Gifted & Exceptional Students (3-10)Bond Hill Academy (PreK-6)

Mt. Airy School (PreK-6)

Roberts Academy (PreK-8)

Gifted Program

SUPERVISE AND MANAGE

*Surrogate Parents *GIS Itinerant Staffing *Gifted Program Consultation K-12

SUPERVISE AND MANAGE SUPERVISE AND MANAGE

SUPERVISE AND MANAGE

St. Aloysius Orphanage

SUPVERVISE AND MANAGE*High School Lottery *MD Classroom Oversight *Scholarships SUPERVISE AND MANAGE

*EdPlan Management *Supplemental Consult

Carson School (PreK-6)

Language Enrichment & Academic Proficiency (LEAP) (PreK-5)

Midway School (PreK-6)

SUPERVISE AND MANAGE

Kilgour School (K-6)

Dater Montessori (PreK-6)

*CPS Staff in Non Public Schools *Child Find Team *Speech Language Pathologists *Hearing Impaired *MSP

SUPERVISE AND MANAGE Winton Hills Academy (PreK-6)College Hill Fundamental Academy (PreK-6)

*Autism Scholarships *Jon Peterson Scholarships *Hillcrest

Mt. Washington School (PreK-6) Fairview Clifton German Language School (PreK-6) Sands Montessori (PreK-8) John P. Parker School (PreK-6) South Avondale School (PreK-6) Roll Hill School (PreK-6)

Sayler Park School (PreK-8)Jon Peterson Scholarships (limited) Virtual HS (9-12) - Digital Academy (K-12)

Rees E. Price Academy (Pre-K-6)

Chase School (PreK-6)

Marie Kobayashi, ESL/ELL Manager (kobayam@cps-k12.org) 363-0198 Patty Fong, ESL/ELL Manager (fongpat@cps-k12.org) 363-3250Leyla Peña, Communications Specialist 363-3251 Leyla Peña, Communications Specialist 363-3251

Rev. 8/23/19

*ESL Curriculum *SLIFE Consultation *ESL 7-12 (staffing, compliance and instruction)

*School Psychologist *District wide translation services *ESL K-6 (staffing, compliance and instruction)

SUPERVISE AND MANAGE

*DSS Website *Ed Plan Management

SUPERVISE AND MANAGE

*Curriculum *AA & Standards *IS Curriculum Council

CHILD PROTECTION BEST PRACTICES BULLETINInnovative Strategies to Achieve Safety, Permanence, and Well-Being

BEST PRACTICE BULLETINS

• ADVANCE CALENDARING

• CONNECTING CHILDREN WITH INCARCERATED PARENTS

• EDUCATION ADVOCACY

• FAMILY ENGAGEMENT

• FOSTER PARENT INVOLVEMENT

• MAXIMIZING THE INVOLVEMENT OF YOUNG PEOPLE

• OPEN ADOPTION AND MEDIATED CONTACT AGREEMENTS

• PACING PERMANENCY

• PARENT-CHILD VISITATION

• PRESERVING CULTURAL CONNECTIONS

• SPECIAL CALENDARING

• TRANSITION PLANNING

• TRANSITION HOME PLANS

• WELL-BEING CHECKLISTS

• WORKING WITH UNDOCUMENTED & MIXED STATUS CHILDREN AND FAMILIES

Find all the best practices at:

www.nmcourts.gov1

Well-Being ChecklistWhat are Well-Being Checklists?Of the three outcomes pursued in the realm of child welfare, safety, permanency, and well-being, well-being is probably the least concrete and certainly the hardest to measure. For safety and permanency, there is a body of law and policy and a number of concrete performance in-dicators, while well-being exists in the domain of values and is much less well-defined. Engag-ing in the pursuit of well-being means that first we must articulate and create consensus about the meaning of well-being. Second, we must create tools to assist all participants in the child welfare system to engage in the pursuit of well-being for children and families.

For purposes of creating definition and consensus, well-being in the child welfare system can be understood to require:• Preserving connections and the continuity of family and other relationships for children

• Increasing the capacity of families to provide for their children’s needs

• Ensuring that children receive quality services to meet their physical health needs, includ-ing dental and eye care

• Ensuring that children receive quality services to meet their mental health needs

• Ensuring that children receive appropriate services to meet their educational and devel-opmental needs

Well-Being Checklists, as proposed here, are tools that list questions related to each of these parameters. The Checklists serve to focus attention on key activities and events, and should be used by virtually everyone who works with children and families.

What is Current Practice?Currently, there is no standardized statewide practice for guiding and reviewing efforts to achieve child and family well-being. There are Quality Assurance Reviews within the Chil-dren, Youth, and Families Department that monitor the three well-being outcomes required of the Child and Family Services Review (CFSR). Federal CFSR well-being outcomes are:

(1) Families have enhanced capacity to provide for their children’s needs;

(2) Children receive appropriate services to meet their educational needs; and

(3) Children receive adequate services to meet their physical and mental health needs.

These three outcomes are included in the Well-Being Checklists. Court Appointed Special Advocates (CASA), Citizen Review Boards (CRB), Guardians ad Litem (GAL) and Youth Attorneys (YA) diligently look after the best interests of children, including their well-being. These efforts, however, are not coordinated at this time; and there is no uniform definition or approach in terms of what constitutes well-being.

CHILD PROTECTION BEST PRACTICES BULLETIN

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Well-Being Checklist cont...

What is My Role?• As a JUDGE, you would use the Well-Being Checklists to inquire at permanency hearings, judicial reviews, and other

events about the well-being issues that concern you. You would direct your questions to caseworkers, advocates, youth, parents, and foster parents.

• As a CASEWORKER, you would use the Well-Being Checklists as a guide for assessments, planning activities and vari-ous interactions with parents, foster parents, and the child or youth, and in preparing reports for the Court.

• As a CHILDREN’S COURT ATTORNEY, you would use the Well-Being Checklists to inform your discussions with caseworkers and to present the findings and recommendations from caseworkers about the child’s well-being in an informed manner.

• As a RESPONDENT ATTORNEY or YOUTH ATTORNEY, you would use the Well-Being Checklists to ask the appropriate questions and advocate for the services and supports necessary to meet the needs and ensure the well-being of your client.

• As a GUARDIAN AD LITEM, you would use the Well-Being Checklists to guide your work on behalf of the best interests of the child, ensuring that the well-being of the child is adequately addressed in the service plan, informing the court about the needs of the child and monitoring efforts to meet those needs.

• As a CASA VOLUNTEER, you would use the use the Well-Being Checklists to guide your advocacy work, to identify gaps and to help link children and youth to the services and supports needed to ensure their well-being. You would use the information gathered in making your recommendations to the court.

• As a CRB MEMBER, you would use the Well-Being Checklists to guide those components of your review specifically concerning the well-being of the child and family. You would record your observations in your report to the court.

• As a PARENT, you would inform your caseworker or your attorney of your needs and those of your child. You would comply with your service plan and cooperate with the efforts of others to help you and your family. You would provide your worker with your child’s medical and education records and other information required to ensure the well-being of your child.

What is Best Practice?Best practice means extending the responsibility for achieving well-being outcomes to the larger community of individuals and agencies involved in the child welfare system. Best practice involves judges, attorneys, social workers, service providers, child advocates, foster parents and others who work with children and families, focusing on and diligently tracking the efforts being made to pursue well-being. Best practice means using the Well-Being Checklists to guide our work and to direct our review and oversight in a manner which is coordinated and consistent.

Recent changes in federal law also require more of a focus on relevant well-being requirements such as preserving connec-tions and continuity of family and other relationships, ensuring that children receive quality services to meet their physical and mental health needs and continuity of education.

CHILD PROTECTION BEST PRACTICES BULLETIN

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• As a FOSTER PARENT, you would refer to the Well-Being Checklists to inform your caseworker and the court of your needs and those of your child. You would help to ensure that the child receives those services he or she needs.

• As a CHILD OR YOUTH, you would inform your caseworker or your attorney/GAL of your needs. You would com-ply with your service plan and cooperate with the efforts of others to help you and your family.

Well-Being Checklists

PRESERVING CONNECTIONS

• Is the child placed in the least restrictive, most family-like setting, appropriate to his/her needs? Is the child placed with relatives?

• Is the child living near his/her parents? Is the child living with his/her siblings? Is the child living near his/her school?

• Does the child visit regularly with his/her parents and siblings?

• What efforts are being made to preserve connections in terms of friends, religious communities, and cultural connec-tions?

• Does the foster care provider have the information needed to help preserve connections?

• If the child is Native American, is he/she placed in accordance with ICWA (Indian Child Welfare Act) placement preferences?

ENHANCING FAMILY CAPACITY TO PROVIDE FOR THE CHILDREN

• Were the parents’ and child’s needs and strengths thoroughly assessed?

• Did the parents have an opportunity to participate in treatment planning?

• Did the child have an opportunity to participate in treatment planning?

• Was the family’s cultural background considered in treatment planning?

• Are the parents receiving help to improve their parenting skills?

• Have services been identified to achieve case goals? Are they being provided?

• Are there any co-occurring problems (e.g., substance abuse, domestic violence, mental health problems)?

• Are they addressed in the service plan?

• Are there indications that case goals are being met?

• Is the caseworker periodically visiting with the child?

• Is the caseworker periodically visiting with the parent(s)?

• If the child is nearing permanency, is there a plan to continue needed services for the child (and parents, if appropriate) after custody is dismissed?

Well-Being Checklist cont...

CHILD PROTECTION BEST PRACTICES BULLETIN

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SERVICES TO MEET PHYSICAL HEALTH NEEDS

• Did the child receive an initial screening (EPSDT)?

• Are the child’s immunizations up to date?

• Has the child received a hearing and vision screening?

• Has the child been screened for communicable diseases?

• Has the child received regular health assessments?

• Has the child received medical treatment, if needed?

• Has the child received regular dental care?

• Are the child’s health records current and in the case record?

• Do the foster parents have the child’s current health information?

• Does the child have a primary care physician or health center to go to for “well-child” care and medical treatment?

SERVICES TO MEET MENTAL HEALTH NEEDS

• Has the child had a mental health screening and assessment?

• Does the child’s service plan include mental health recommendations/referrals?

• Has the child received mental health treatment, if needed?

• Are the child’s mental health records current and in the case record? Do the foster parents have current information?

• If the child is taking psychotropic medications, does everyone know the correct dosage, and possible drug interac-tions, or other side effects?

SERVICES TO MEET EDUCATIONAL AND DEVELOPMENTAL NEEDS

• Did the child receive a developmental and educational assessment upon entering foster care?

• Has an educational decision-maker been designated?

• Is the child enrolled in an early childhood program, if applicable?

• Is the child eligible for an Individualized Education Program (IEP)? Is the child participating? Are the parents, foster parents, and case worker participating? Is the child receiving special education services?

• Are IEP goals being addressed? Is the IEP coordinated with the service plan?

• Are other education supports (tutoring, after-school programs, speech therapy, occupational therapy, etc.) being pro-vided to the child, if needed?

• Are the child’s education records current and in the case record, including the Individualized Education Program and the Next Step Plan, if applicable?

Well-Being Checklists cont....Well-Being Checklist cont...

CHILD PROTECTION BEST PRACTICES BULLETIN

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OLDER YOUTH AND TRANSITION

• Is there a Transitional Plan (TP)? Is the young person involved in transition planning?

• Does the Transitional Plan address education (obtaining a diploma, vocational training, post-secondary education), career exploration, employment, and safe and stable housing?

• Does the Transitional Plan address possible mentors and other avenues to create a social support network?

• If the youth will be transitioning to adult protective services or other adult services are needed, is that addressed in the Transitional Plan?

• Is the Transitional Plan coordinated with the youth’s IEP, if applicable? Is the Transitional Plan coordinated with the youth’s Next Step Plan?

• Are independent living services being provided to the youth? Is training being provided in daily living skills; budgeting and financial management skills; substance abuse prevention, and preventive health activities such as smoking avoid-ance, nutrition education and pregnancy prevention?

This bulletin is jointly published by:

New Mexico citizeNs Review BoaRd

new mexico childrens’s court improvement commision