Module 8: Family Engagement Standard – Case Planning · 2018. 2. 12. · The development of the...

Case Management Pre-Service Curriculum | Module 8 -TG 1

Module 8:

Family Engagement Standard – Case Planning

Florida Department of Children and Families June 2016


Module 8: Family Engagement Standard –

Case Planning Display Slide 8.0.1

Time: 6 hours Module Purpose:

The development of the Case Plan is the final step in the family engagement standards’ process. This module will allow participants to integrate the knowledge they have learned from the FFA-Ongoing process and develop a strategy for change through the Case Plan process.

Display Slide 8.0.2 (PG: 2)

Agenda:

Unit 8.1: Building a Case Plan for Change Unit 8.2: Addressing Child’s Needs in the Case Plan Unit 8.3: Concurrent Case Planning


Materials: • Trainer’s Guide (TG) • Participant’s Guide (PG) • PowerPoint slide deck • Flip chart paper and markers • Videos:

o Family Engagement Standard – Case Planning Video (On Center site) • Handouts needing printing:

o Completed Sander/Braun Case Plan References: Links:

• Florida Statute: http://centerforchildwelfare.fmhi.usf.edu/flstat/FloridaStatues.shtml

• Florida Administrative Code: http://centerforchildwelfare.fmhi.usf.edu/HorizontalTab/FloridaAdminCode.shtml#

• Operating Procedures/Practice Guidelines: http://centerforchildwelfare.fmhi.usf.edu/HorizontalTab/DeptOperatingProcedures.shtml

References: Unit 8.1 • Section 39.6011, F.S., Case Plan Development • CFOP 170-9, Chapter 5, Family Assessment and Case Planning • CFOP 170-1, Chapter 2-7, Caregiver Protective Capacities • CFOP 170-9, Chapter 5-5 Case Planning • Section 39.6012 (1)(b)1-7, F.S., Case Plan Tasks • Section 39.6012 (1)(a), F.S., Case Plan Services Unit 8.2 • Section 39.6012 (2), F.S., Information in Case Plan • CFOP 170-9, Chapter 3, Child Needs Unit 8.3 • Section 39.6221, F.S., Permanent Guardianship • Section 39.6231, F.S., Placement With a Fit and Willing Relative • Section 39.6241, F.S., Another Planned Permanent Living Arrangement • Section 39. 01(6), F.S., Adoption • Section 39.01 (65), F.S., Reunification Services • CFOP 170-9, Family Assessment and Case Planning • 65C-30.012, F.A.C., Permanency Goals • Section 39.8055, F.S., TPR Petition

http://centerforchildwelfare.fmhi.usf.edu/flstat/FloridaStatues.shtml

http://centerforchildwelfare.fmhi.usf.edu/HorizontalTab/FloridaAdminCode.shtml



http://centerforchildwelfare.fmhi.usf.edu/HorizontalTab/DeptOperatingProcedures.shtml

http://centerforchildwelfare.fmhi.usf.edu/HorizontalTab/DeptOperatingProcedures.shtml


• Section 39.806, F.S., Grounds for TPR • Section 39.01 (19), F.S., Concurrent Case Planning • 65C-30.001(30), F.A.C., Concurrent Case Planning • H.R. 867- Federal Adoption and Safe Families Act • 65C-30.006 (3), F.A.C., Case Planning • 65C-28.004 6), F.A.C., Placement Matching • 65C-28.006(2), F.A.C., Permanency Staffings • Section 39.806(1)(d)1-3, F.S., Incarcerated Parents

Activities: Unit 8.1:

Activity A: (Optional Activity) Sandler/Braun Exploration Results – TG: 7, PG: 4 Activity B: Key Points: Law and Policy – TG: 9, PG: 6 Activity C: What do Protective Capacities Look Like? – TG: 13, PG: 9 Activity D: Observation of Case Planning Stage Interview – TG: 22, PG:

14 Activity E: Creating Outcome Statements for the Sandler/Braun Family –

TG: 31, PG: 18 Activity F: Writing the Case Plan Tasks – TG: 40, PG: 24

Unit 8.2: Activity G: Creating Outcome Statements and Tasks for James Sandler –

TG: 46, PG: 26 Unit 8.3:

Activity H: Permanency Options – TG: 51, PG: 29 Activity I: Which Permanency Options Would You Choose? – TG: 54,

PG: 31 Activity J: Reunification Prognosis – TG: 59, PG: 35

Credits: Much of the material in this course was adapted from ACTION for Child

Protection training materials and articles.

Table of Contents

Module 8: Family Engagement Standard – Case Planning .......................................................... 1

Unit 8.1: Building a Case Plan for Change ...................................................................................... 5

Unit 8.2: Addressing Child’s Needs in the Case Plan ................................................................... 42

Unit 8.3: Concurrent Case Planning ............................................................................................. 48


Unit 8.1: Building a Case Plan for Change

Display Slide 8.1.1

Unit Overview:

The purpose of this unit is to teach participants basic components of Case Plans and how to integrate knowledge obtained during the FFA-Ongoing process.

References: • Section 39.6011, F.S., Case Plan Development

• CFOP 170-9, Chapter 5, Family Assessment and Case Planning • CFOP 170-1, Chapter 2-7, Caregiver Protective Capacities • CFOP 170-9, Chapter 5-5 Case Planning • Section 39.6012 (1)(b)1-7, F.S., Case Plan Tasks • Section 39.6012 (1)(a), F.S., Case Plan Services



Learning Objectives:

1. Identify statutory requirements for the Case Plan goals for children. 2. Review the purpose and outcomes associated with the Case Planning

intervention stage. 3. Describe how the FFA-Ongoing informs the Case Planning process. 4. Describe the SMART criteria for outcomes. 5. Evaluate case information to develop Case Plan outcomes. 6. Develop individualized tasks to achieve Case Plan outcomes.

Display Slide 8.1.3

Trainer Note: Participants are now ready to initiate the fourth stage of intervention “Case Planning”. It is important that the 3rd stage, Exploration was understood thoroughly if it is to be an effective launching pad into Case Planning. What did we learn about the Exploration stage?

Endorse:

Exploration is: • exploring with families how they are functioning in relationship to

the caregiver protective capacities. • understanding how danger threats or negative family conditions

have manifested. • exploring motivation for change, resistance, or ambivalence • identifying family strengths. • creating Danger Statements, and finding mutuality for continued

work. We have just completed the Exploration Stage through the FFA-Ongoing.


The purpose of Exploration was to identify and discuss with caregivers what must change with respect to diminished caregiver protective capacities associated with danger threats and to determine what caregivers are willing to work on in treatment. This module will explore the Outcomes for change that emerge from the FFA-Ongoing process and how they are the most important aspect of the Case Plan. Trainer Note: Remind participants that during the Exploration Stage we explored with the Sandler/Braun family what must change and crafted a Danger Statement. We will now do a brief activity and will answer these 7 questions.

1. What is the Danger Statement? 2. What are the parents’ identified strengths? 3. What are the parents’ existing caregiver protective capacities? 4. What are the parent’s diminished caregiver protective capacities? 5. What are the children’s Strengths and Needs? 6. What must change? 7. What is the Change Strategy?

Trainer Note: The following activity is optional. If you think your class needs to review Sandler/Braun then proceed with the activity. Activity A: Sandler/Braun Exploration Results Display Slide 8.1.4 (PG: 4)

Time: 20 minutes


Purpose: Participants will demonstrate knowledge and understanding of the

purpose of the FFA-Ongoing and the Exploration stage of intervention in preparation for the Case Plan.

Materials: • Handout: Completed Sandler/Braun FFA-Ongoing (From CM M7,

Activity I) • Flip chart paper and markers • PG: 4-5, Sandler/Braun Exploration Results worksheet

Trainer Instructions:

• Place participants into groups and provide them with the Sandler/Braun FFA-Ongoing. (Trainer can hand out a completed FFA-Ongoing and review it with the class or pull it up in FSFN).

• Assign question(s) from the Exploration Stage to each group: • What is the Danger Statement? • What are the parents’ identified strengths? • What are the parents’ existing caregiver protective

capacities? • What are the parent’s diminished caregiver protective

capacities? • What are the children’s strengths and needs? • What must change? • What is the Change Strategy?

• Ask participants to answer their assigned questions on flip chart

paper. Explain that they should use their notes and training materials from the previous module.

• Post flip charts on wall for use as we prepare our Case Plan. Activity Instructions:

1. In small groups, using flip chart paper, answer the assigned questions. 2. Use your notes and training materials from the previous module. 3. Be prepared to discuss as a group.

Activity STOP Now let’s discuss the fourth and final intervention stage - Case Planning, by conducting an activity.


Display Slide 8.1.5

Activity B: Key Points: Law and Policy Display Slide 8.1.6 (PG: 6)

Time: 30 minutes Purpose: Identify the statutory Case Planning requirements, according to Chapter 39,

Florida Statutes (F.S.) and CFOP 170-9, Chapter 5. Materials: • PG: 6, F.S. 39.6011 Overview of Case Plan development

• CFOP 170-9, Chapter 5, Family Assessment and Case Planning • PG: 6, Law and Policy worksheet


• Ask participants to read the 2 documents (F.S. 39.6011, Case Plan Development and CFOP 170-9, Family Assessment and Case Planning, Chapter 5) and highlight or underline any words that pop out to them as important, new or surprising.

• Provide 15-20 minutes. When time is complete ask for volunteers to


provide any of the words they underlined and discuss. Activity Instructions:

1. Read Chapter 39.6011, F.S. and CFOP 170-9, Chapter 5. 2. Highlight or underline any words that you find important, new or

surprising. 3. Be prepared to discuss.

Trainer Note: In addition to going over the words underlined by the participants some discussion points may also include: Other Parent Home Assessment-

• The Other Parent Home Assessment (OPHA) will provide the formal assessment and documentation as to whether the child should, or should not, be released to the other non-maltreating parent since first consideration for placement must be with a non-maltreating parent. The OPHA will help determine whether there should be any concurrent Case Plan goals or outcomes and family time expectations.

Domestic Violence Cases-

• In cases involving intimate partner violence, the Case Manager will discuss with the survivor any safety precautions necessary for the Case Plan conference, including whether it should be held jointly with the perpetrator.

Activity STOP Now that we have established what the law and our policies require for Case Planning, let’s now discuss how we develop Case Plans for change. Display Slide 8.1.7 (PG: 7)

Trainer Note: You may want to provide participants with a blank Case Plan to help the visual learners in your class.


What is the reason (purpose) for the Case Plan?

Endorse: • Case Plans are needed in order for treatment services to be

implemented after child(ren) are determined to be unsafe. • Case Plans will focus in enhancing those caregiver protective capacities. • Case Plans should not be problem focused, but solution focused and

based on change strategies. Display Slides 8.1.8 and 8.1.9 (PG: 7)

Trainer Note: Remind participants that we went over these questions in Module 6. During this discussion have the participants note the activities that have been completed thus far within the FFA-Ongoing process and help them draw conclusions as to how those activities that were completed help develop the right Case Plan outcomes with the family. How do you think the FFA-Ongoing helps to inform the Case Planning process?

Endorse: • Danger Statement is crafted with family involvement making all parties

clear on what must change. • The family assessment areas which correspond with the information

domains are completed; thereby, informing how the family functions day to day and what danger threats are manifested in the home.

• The scaling of the CPC and child strengths and needs are completed. Thus, there is clarity as to the diminished CPC that need to be enhanced to meet the child’s needs.

• We now know and have documented in the FFA-O, the family’s motivation for change.


• The “Family Change Strategy” is constructed with the family which includes the family goal, ideas for change and potential barriers that were identified with the family. This is critical to the development of the Case Plan.

Now that we understand the purpose of the Case Plan and how the FFA-Ongoing process informs this final intervention stage, let’s explore how to create an outcome. Display Slide 8.1.10 (PG: 8)

The Case Plan identifies the services associated with the outcomes. It is the “roadmap” or method by which change will be addressed. It is important to know first what it is that will be built, then come up with a plan that is most likely to achieve that result. If a house is being built, then it must first be determined what the house will look like when it is finished, then a plan for how to build the house can be created.

The Case Plan that results from the FFA-Ongoing is the “blueprint” or “road map” for building their caregiver protective capacities. In fact, the more we understand what protective capacities will look like in a parent (outcomes), the more exact Case Plan services can be.

Case Plans should not be problem focused, but solution focused and based on change strategies. In the next activity we will look at Melanie and Bruce’s protective capacities.


Activity C: What Do Protective Capacities Look Like? Display Slide 8.1.11 (PG: 9)

Time: Purpose: Participants will practice describing a protective capacity. Materials: • PG: 9, What do Protective Capacities look like?

• Sandler/Braun FFA-Ongoing Scaled CPC (from Module 7, Activity F) Trainer Instructions:

• Ask participants to break into groups (tables).

• Have participants discuss and create a sentence that describes what a protective capacity for Melanie and Bruce should look like.

o Identify diminished CPC’s for Bruce and diminished CPC’s

for Melanie. o Describe how it will look when the CPC’s are no longer

diminished.

• Refer the class back to the CPC’s they scaled for Melanie and Bruce in the last module. Also participants to CFOP 170-1, Chapter 2-7 to help in crafting the sentences.


Trainer Version: X. PROTECTIVE CAPACITIES

• Ask the class to share.

• Some possible examples for the Sandler/Braun family diminished CPC:

Diminished CPC How it will look when capacity no longer diminished.

Is self-aware, controls impulses Bruce will think before he acts on his urges or desires. If Bruce does act on his urges, they will not result in a negative effect on the children or family

Recognizes threats Melanie and Bruce will recognize situations that pose a danger to the children. They will understand the impact the negative family condition has on the children.

Recognizes child’s needs Bruce will have an understanding of what the children’s needs, strengths and limitations are and will adjust his parenting to accommodate these needs, strengths and limitations.

Meets own emotional needs Melanie will recognize her own emotional needs and will not justify Bruce’s binge drinking and volatile behavior as well as James and Byron’s negative attention seeking behavior and tantrums.

Is stable Melanie will demonstrate her emotional stability when she is not crying to cope with her stress.


Activity Instructions:

1. In small groups discuss and create a sentence that describes what the diminished protective capacity for Melanie and Bruce should look like.

o Identify diminished CPC’s for Bruce and diminished CPC’s for Melanie.

o Describe how it will look when the CPC’s are no longer diminished.

2. Use CFOP 170-1, Chapter 2-7 and the CPC’s that you scaled for Melanie and Bruce.

Activity STOP

Case Plan Components Display Slide 8.1.12 (PG: 10)

The Case Plan should be a “living,” dynamic, practical document. It contains multitude of components:

Agreement - The Case Plan serves as a record of what will occur in order to effect what must change. The Case Plan documents what has been agreed upon and prioritizes the delivery of services. As a formal agreement, the Case Plan should communicate expectations and commitments regarding the approach to change intervention. Responsibility - The Case Plan lays out who is responsible for what in order to achieve outcomes. At a practice level, the plan serves to meet the requirements of accountability for the agency, providers, and families.


Outcomes - The Case Plan is intended to provide direction for the achievement of outcomes: enhancing caregiver protective capacities. Organized - A well thought-out Case Plan should provide caregivers, providers, the agency, and the court with a precise roadmap for change. Focused - The Case Plan corresponds specifically with expected results. The FFA-Ongoing intervention stages result in the identification and focus of what must change to create a safe environment. The Case Plan services and activities, providers, timeframes, etc., are directed at enhancing diminished caregiver protective capacities that are associated with safety influences. The Case Plan serves as a baseline for evaluating the suitability or effectiveness of change interventions by measuring progress toward enhancing caregiver protective capacities. The Case Plan is used as a primary basis for progress evaluation. Communication - The Case Plan helps to frame conversations with families throughout the life of the case—discussions related to the progress toward change, effectiveness for change strategies, and caregiver involvement and caregiver willingness and commitment to participate in the Case Plan and change.

Developing Case Plan Outcomes Display Slide 8.1.13 (PG: 11)


An effective Case Plan requires critical thinking about the outcomes and the timing for change interventions.

Let’s go back to the building metaphor…an effective plan for building a house does not involve doing everything at once or building the roof before all four walls are up. The same applies to effective Case Plans. They tend to follow a rational progression.

The slide above identifies several things to consider when prioritizing outcomes and the focus of treatment and services in the Case Plan.

What do both the Case Manager and parents mutually agree must change? Or, at least, what do caregivers agree to do? What outcomes related to diminished caregiver protective capacities are most likely to address child safety? What first steps can stimulate progress for change and could establish a foundation for further change? What issues, that if addressed, might have the greatest impact on enhancing caregiver protective capacities?

Co-Constructing Case Plans with Caregivers Display Slide 8.1.14 (PG: 12)


Trainer Note: Refer the participants CFOP 170-9, Chapter 5-5, Family Assessment and Case Planning. Let them know that in our next activity we will be able to observe a Case Planning stage interview between the parent and the Case Manager. To ensure that we develop smart outcomes with parents, we must co-construct the Case Plan with the caregiver. The purpose of family engagement standards for building a Case Plan with families is that parent(s) are more likely to succeed with making the changes that are vital to their child’s safety and wellbeing when they are well-engaged in the Case Planning process. It is the Case Manager’s responsibility to practice in a way that fosters family engagement. Family dynamics and history may make this a difficult task, but the ongoing efforts are still required. Some items to consider in co-constructing the Case Plan include:

• The Case Manager must make continuous efforts to engage the parent(s)/legal guardians whether the case is non-judicial or judicial.

• Children 14 years of age and older must be allowed to actively participate in their own Case Plan and transition plan, as well as any revision or addition to the plan.

• Explain the purpose of the Case Plan and benefits of working together to build the plan and that the plan will describe what the parent will do and what the other team members will do to support the parent.

• Explain that agency and parent will monitor how the plan is working and determine when it needs to be modified.

• The Case Plan must be signed by all parties, except that the signature of a child may be waived if the child is not of an age or capacity to participate in the Case Planning process.

• Discuss with the family who they would like to invite to the meeting.


Display Slide 8.1.15

Trainer Note: Trainer should be prepared to discuss whether local case management agencies employ a teaming model, and if so be able to provide more specific information as to when team meetings are held, who provides facilitation, and the agency’s expectations for team meeting use. The following information about family teams should be shared with all participants regardless. Closely linked to effective family engagement are the use of the family’s resource network and the creation of a family team. All of the persons involved with the family, the resource network and professionals, need to function as a unified team to engage the family and to collaborate in assessment, Case Planning and on-going monitoring activities. The Case Manager will explore with the parent(s) whether extended family members or others might be resources to participate in a family team meeting to develop a Case Plan. Different family teaming models are currently used in Florida. Teaming models have many commonalities, including regular meetings of the team to develop, monitor and modify safety and Case Plans. The meetings are facilitated by the Case Manager, or sometimes by a different person in the agency who serves as the facilitator. Team members include family members, older children, providers who are involved with the family, foster parents, parents, attorneys, GAL, and other persons that the parent(s)’ are willing to invite.



In addition to being a provider in a safety plan, what are some other benefits to having a working relationship with a family member?

Endorse: • They may be willing to help parent co-construct the Case Plan. • They may be able to provide insight as to what best motivates the parent to

change or what barriers may exists in engaging the parent successfully. • They will be there for the family even after agency involvement ends. • They will have good ideas as to what may help or not help parent with

change process. • They might support parent with change (transportation, child care, etc.) • They will recognize when real change is occurring or not

Each family has a unique “team” of persons who are involved and invested in helping the family achieve change. One of your first tasks in a case is to figure out who that team is, who else needs to be on the team, and how you can support and lead teamwork among all the players. Sometimes the expression is used that the “Case Manager” needs to work the case. You can try to “work the case” alone, but your work will be far more effective when you lead a team to “work the case.” Team meetings are expected to be safe places for parent(s) and other team members to share their perspectives as to family strengths, needs and progress. The team works to support the success of the family in reaching their goals for child safety and well-being.


The Case Manager is responsible for:

• Knowing and leveraging the family’s support system • Knowing when and who to ask for feedback on what is working/not

working to support families in achieving change • Communicating with the other providers involved in the family’s safety and

Case Plan, ensuring that they know assessment information learned and what interventions are expected

• Ensuring that each person involved in assisting the family, safety plan or Case Plan, knows their roles and responsibilities

• Knowing whether everyone working with the family is “on the same page” or not with family goals for change

• Knowing what is happening currently with family conditions and dynamics, and that other team members know as well in order to carry out their roles and responsibilities.

Trainer Note: It should be noted that when there is a pattern of domestic violence, team meetings only with the non-offending parent may be appropriate. Special ground rules, skilled facilitation and precautions must be taken if a perpetrator of domestic violence attends a family meeting with the survivor also present. Let’s take a look at what a Case Plan Interview looks like.


Activity D: Observation of Case Planning Stage Interview Display Slide 8.1.17 (PG: 14)

Time: 30 minutes Purpose: To give participants an opportunity to observe interviews conducted during

the Exploration stage. Note the video refers to this stage as the discovery stage.

Materials: • Family Engagement Standard- Case Planning video (located on the

Center website) • PG: 13, Observation of Case Planning Stage Interview worksheet


• Refer participants to PG: 13, Observation of Case Planning Stage Interview worksheet.

• Inform participants to jot down notes as they view the video. • After completion of the video, ask each group to answer the questions in

the PG. • Allow groups 15 minutes to complete the exercise, and then discuss

their answers. Activity Instructions:

1. Take notes as you are watching the Russell video. 2. In your small group, answer the questions on the worksheet. 3. Be prepared to discuss as a class.


1. What skills did you identify Brandy (Case Manager) utilizing during the interview.

Seek answers such as: • Reflection of information. • Challenging the mother on substance abuse. • Strengths based approach, what was going well/what is different now. • Allowed the mother to voice what she thought she could change.

2. What did the mother want to do differently?

Seek answers such as: • To be more attentive to Angel. • Make Angel her number one priority. • Get her emotions straightened out.

3. What is the mother willing to do to achieve these changes?

Seek answers such as: • Participate in counseling to meet her emotional needs (work on her sadness). • Participate in counseling to address her substance abuse. • Willing to continue to talk to Case Manager.

Activity STOP Criteria for Outcomes Let’s now move into discussing the SMART criteria for crafting Case Plan outcomes. Display Slide 8.1.18 (PG: 15)


Case Plan Outcomes are precise and clearly worded statements that form a picture of what enhanced would look like for caregivers for each case that is opened for ongoing case management. The outcomes that emerge from the FFA-Ongoing process are the most important aspect of the Case Plan. The outcomes serve as the focus or target of all treatment intervention services throughout ongoing case management. Here are the criteria for outcomes that create the bridge between diminished caregiver protective capacities and measuring progress toward enhancing those protective capacities:

• Outcomes should be developed that are specific, measurable, attainable, reasonable and timely.

• If outcomes do not meet these criteria, they are wrong. • If outcomes are wrong, everything that follows is wrong. • If outcomes are wrong, they cannot be measured in relationship to the

reason you are involved with parents/caregivers. If an outcome identifies the wrong thing to be done, you end up measuring progress based on something that is wrong. You likely measure unneeded change. It is essential that outcomes correctly identify what must change, which in a safety intervention approach is always something associated with diminished caregiver protective capacities. It is critical then when we are creating outcomes, that these outcomes focus on enhancing the diminished caregiver protective capacities that are directly related to the danger threat that made the child(ren) unsafe.

Establishing criteria based outcomes are like building a good bridge which connects discovering diminished caregiver protective capacities with measuring progress toward enhanced caregiver protective capacities. Writing criteria-based outcomes requires thought and discipline. Without question, writing such goals is absolutely dependent on how you understand a caregiver’s protective capacities. Remember that measuring progress (a federal requirement) is directly related to


and really only possible when you and the caregiver have good and correct outcomes. Let’s get more specific now about how we will word these outcomes. Outcomes focused on what must change are behavior, thinking, and emotions that do not contribute to a person being protective.

Correct outcomes guide caregivers to:

• Behave differently • Alter their thinking • Manage their feelings.

Correct outcomes are focused on specific diminished thinking, behaving, or feelings – what isn’t working well for the person – that reduces his or her ability to be protective. Outcomes must be individualized, based on the unique dynamics of the family, how the impending danger is manifested, and which caregiver protective capacities are diminished. Trainer Note: Inform participants that we will now review the SMART criteria in detail.

Specific



Outcomes must be specific enough to accurately reflect diminished caregiver protective capacities and describe what must change for each individual caregiver.

What is the desired result? (who, what, when, why, how)

Outcomes should always reflect how a caregiver’s thinking, feelings, and behaviors are interrelated with and influence caregiver performance. Outcomes should always be based on what has been identified as being diminished related to cognitive, emotional, and/or behavioral caregiver protective capacities. All outcomes must reflect specific behavioral change that must occur in order for a caregiver to have sufficient protective capacities to assure child safety and permanence. Thus, outcomes that are behaviorally stated require that documentation describe in positive terms what it would look like (or how caregivers would specifically need to behave differently) in order for them to be protective. The outcomes should logically match up with the reason the case was opened (Impending Danger) and they need to be clearly worded and understandable. Specificity increases the accountability factor…who’s accountable for what, when, and the how. In considering the what, when, how, and through providing the specific focus of the change, we can also see how it can be measured. Measurable Display Slide 8.1.20 (PG: 16)

The ability to effectively measure progress related to outcome achievement is based on the extent to which the outcome statement associated with caregiver


protective capacities clearly describes what specifically must change related to caregiver thoughts, feelings, and behaviors. When you measure your progress, you stay on track, reach your target dates, and experience the excitement of achievement that spurs you on to continued effort required to reach your goal. (Think of weight watchers and weekly weigh-ins)

How will the family know they have completed their outcome? Conceptualizing what will look different assists both the family and the Case Manager in knowing when the outcome has been achieved. When considering the measurement of the outcome, consider that the scaling of the caregiver protective capacities was intended to assist the Case Manager in developing outcomes that could be measured through providing descriptors for each rating. Which also means that we have to consider what is within the family’s ability to achieve. Attainable Display Slide 8.1.21 (PG: 16)

Attainable goals motivate people, unachievable goals demotivate. In order to ensure the goal is attainable consider:

What skills, attitudes or abilities are needed? How does the environment impact outcome achievement?


What are the family’s strengths and barriers to achieving their outcomes? Attainable and Reasonable are interrelated in regards to developing outcomes. In order ascertain if the outcome is attainable ask yourself, “Is it realistic that the caregiver can achieve the outcome through the services and supports I will provide or will arrange to be provided?” Reasonable Display Slide 8.1.22 (PG: 16)

There are a few considerations when determining the reasonability of the outcomes.

Do the outcomes align with the reason for involvement with the family? If this outcome is achieved, will child safety be achieved? Does the family member express that achieving this outcome is important to the family?

To be reasonable, an outcome must represent an objective which the family and the agency are willing and able to work on.

An outcome is probably reasonable if the family truly believes that it can be accomplished.

In considering the reasonability of the outcome, we also must consider if the outcome is reasonable in relation to the time we have to achieve change.


Timely Display Slide 8.1.23 (PG: 17)

An outcome should be grounded within a timeframe. Outcomes within the Case Plan should be responsive to a sense of urgency to achieve lasting safety and permanence for the child(ren). The outcomes should also be achievable within the timeframes that are afforded by federal and Florida law. With no timeframe tied to it, there’s no sense of urgency and less likelihood of success (think back to weight watchers--if you didn’t have a time frame to lose weight, how likely is it that it would happen if you just said “someday I’d like to lose 10 pounds”?)

What is a reasonable time frame for completing change?

For some families this time frame will be short in nature and in other’s we know that change is a process that oftentimes takes longer. However, consider what aspects of the outcomes can begin the process of change--knowing that further outcomes may change as progress is achieved. For example, how many of you have tried to lose weight, or save money? We often layer such outcomes, such as by stating, “September 1st I will have lost 10 pounds and I will keep the weight off indefinitely.”

• We layered our outcomes—lose weight by and keep it off indefinitely.


• As opposed to focusing on the first aspect--lose 10 pounds by September 1. When I achieve that outcome, then look to the next logical outcome--will keep 10 pounds off for 3 months. When we place multiple layered outcomes with indefinite or not attainable time frames on families, we have to consider how that will affect their ability to achieve and sustain change. Remember for Judicial cases, Federal law requires children achieve permanency within 12 months. We must be able to expedite the achievement of outcomes with families and families and must be acutely aware of this strict timeframe.

Now it’s time to practice.

Case Plan Outcomes

Trainer Note: Prior to beginning the next activity, review the following Case Plan outcome examples with participants. PG: 17 1. Angela is able to set her own needs aside in favor of meeting Angel’s needs and

demonstrate that she is able to control herself, her impulses, and her personal habits. This includes avoiding substances when she is in the presence of Angel or has responsibility for the care and protection of Angel and avoiding exposing Angel to inappropriate activities in the home or allowing the presence of people who cause Angel to be fearful of her home environment.

Yes, this outcome meets criteria. It is specific to the behaviors in regards to her avoiding substances when caring for her child. It is reasonable in the sense that Angela can accomplish the goal. It is measurable by her actions and reactions of Angel. And it is timely in the sense that it does not require a long period of time to accomplish or have unrealistic timeframes.

2. The Case Manager will work with Ms. Kelly on developing short-term strategies

for managing her household and providing for the basic needs of her children. Additionally, referral will be made to Home Again to assist Ms. Kelly in securing adequate and stable housing for her and her children.


No, this does not meet criteria. Referrals in outcomes are not indicative of change for parents, but rather actions by the Case Manager. The securing of housing for her children could be a part of an outcome, however because it is not associated with any behaviors or specific, it does not meet criteria.

Trainer Note: Next, (before beginning the next activity), refer participants to PG: 19, “Developing SMART Outcomes Worksheet” and review the worksheet. Activity E: Creating Outcome Statements for the Sandler/Braun Family Display Slide 8.1.24 (PG: 18)

Time: 1 hour Purpose: Participants will practice writing outcome statements. Materials: • Handout: Completed Sandler/Braun FFA-Ongoing (From CM M7,

Activity I) • PG: 18-20, Developing SMART Outcomes Worksheet


• Break participants into groups.

• Instruct participants to identify the diminished CPC’s that must change from the Sandler/Braun FFA-Ongoing and create one outcome statement for Bruce and one outcome statement for Melanie.

• Explain to participants that they should use the Evaluation Criteria to assist in developing the outcomes.

• Encourage participants in developing case outcomes and reconciling


the outcome to the caregiver protective capacity.

• Reconvene as a large group.

• Solicit groups to share the outcomes that they developed.

• Identify the areas of the outcomes shared that meet the SMART outcome criteria.


1. Identify the diminished CPC’s that must change from the Sandler/Braun FFA-Ongoing and create one outcome statement for Bruce and one outcome statement for Melanie.

Developing SMART Outcomes Worksheet

INSTRUCTIONS Identify the diminished CPC’s that must change from the Sandler/Braun FFA-Ongoing and create one outcome statement for Bruce and one outcome statement for Melanie. Outcome for Bruce: Go through the criteria to ensure SMART:

Evaluate with the 5 criteria Specific • What is the desired result? (who,

what, when, why, how)

Measurable • How will you know the degree to

which the outcome is achieved? • Can you quantify (numerically or

descriptively) completion? • How will you measure progress?

Attainable • What skills are needed? • What resources are necessary to

support outcome achievement? • How does the environment

impact outcome achievement? • Does the outcome require the

right amount of effort given the caregiver’s/child’s readiness to make this change in behavior or condition?

• Bottom line, is it likely the participant will achieve the


outcome in the time allotted? Reasonable • Is the outcome in alignment with

the selected outcome? • If this outcome is achieved, will

the overall purpose of your work be at least partially achieved?

• Given the resources available, is it likely this outcome can be achieved in the short term?

• Would the outcome be more realistic if other outcomes were achieved first?

Timely • What is the deadline? • Is the deadline realistic? • Is it likely the outcome can be

achieved by or before 90 days?

Outcome for Melanie: Go through the criteria to ensure SMART:

Evaluate with the 5 criteria Specific • What is the desired result? (who,

what, when, why, how)

Measurable • How will you know the degree to

which the outcome is achieved? • Can you quantify (numerically or

descriptively) completion? • How will you measure progress?

Attainable • What skills are needed? • What resources are necessary to

support outcome achievement? • How does the environment

impact outcome achievement? • Does the outcome require the

right amount of effort given the caregiver’s/child’s readiness to make this change in behavior or condition?

• Bottom line, is it likely the participant will achieve the outcome in the time allotted?


Reasonable • Is the outcome in alignment with

the selected outcome? • If this outcome is achieved, will

the overall purpose of your work be at least partially achieved?

• Given the resources available, is it likely this outcome can be achieved in the short term?

• Would the outcome be more realistic if other outcomes were achieved first?

Timely • What is the deadline? • Is the deadline realistic? • Is it likely the outcome can be

achieved by or before 90 days?

Trainer suggested examples: Bruce Braun: Bruce will recognize how his alcohol use and aggressiveness negatively impact his family. Bruce will control these urges and seek healthy means to cope with his frustrations. Bruce will demonstrate knowledge of the children’s individual needs. Bruce will recognize his role in meeting these needs by engaging with the children in supportive and protective ways. Melanie Braun: Melanie will demonstrate recognition of when Bruce’s alcohol use and aggressive behavior negatively impacts their children she will take immediate action to protect the children when needed. Melanie will recognize and meet her own emotional needs by gaining confidence in her interactions with family members as evidenced by holding others accountable for their behavior.

Activity STOP Now that we have established SMART outcomes, let’s explore the tasks that will


facilitate the achievement of these SMART outcomes. Display Slide 8.1.25 (PG: 21)

What is a task?

Endorse: • Tasks are the steps that will be taken to achieve the outcome. • Tasks detail who does what, where, and when. • After the strengths, problems, needs, possible causes, permanency goal,

and desired outcomes are identified, you will work with the family to decide the tasks for achieving each outcome of the Case Plan.

• For each outcome, there is a measure statement within the tasks, and includes the person responsible for each task, and the date to complete each task.



A task can be an INDIVIDUAL ACTION, such as:

“The mother will make an appointment to meet the school counselor by 3 p.m. Tuesday.”

“The Case Manager will arrange for the child to be transported to

counseling on Thursday afternoons.” Tasks can be a SERIES OF RELATED ACTIONS that lead to success in meeting an outcome. Display slide 8.1.27 (PG: 21)

Refer class to s. 39.6012(1)(a): The services described in the Case Plan must be designed to:

• improve the conditions in the home • aid in maintaining the child in the home • facilitate the child’s safe return to the home • ensure proper care of the child • facilitate the child’s permanent placement

The services offered must be the LEAST INTRUSIVE POSSIBLE into the life of the parent and the child and must:

• focus on clearly defined outcomes • provide the most efficient path to quick reunification or permanent

placement given the circumstances of the case and the child’s needs for safe and proper care.


A service or a program is an organized, long-term approach to help solve complex problems, such as addictions or mental illness. Judicial In-Home Services is considered an agency service to help solve the problems associated with child maltreatment. Relevance of the Service What is meant by the relevance of a service? What harm is the service supposed to alleviate? Availability of the Service How can you make services more available? Include the identification of ways to enhance availability, such as:

• providing transportation • scheduling appointments around parents’ work hours • substituting a service which is available for one that is not (for example, if

formal parenting classes are not available, can individualized or group utilization of homemaker services be provided?)

How can you assist in making a service more acceptable to the family? This must be demonstrated by a case note detailing the Case Manager’s discussion with the family and their acceptance of the Case Plan. The family strengths (personal resources such as supportive friends and family) are included when deciding the appropriateness of specific tasks. Investigate the resources in the local community such as schools, libraries, religious organizations, clubs, park programs, etc. from which to draw. It is important to know the specifics of all area service providers including agency and/or contract provider sponsored, private, and nonprofit groups. From this pool of information, you and the family will select the specific “how-to’s” of reaching each outcome and measure.


Trainer Note: Review with participants the tasks that were included in the Sandler/Braun case. Solicit examples of how these Case Plan tasks are specific.

Endorse: • Tasks are very specific in nature; they detail: who, what, when, and how. • They relate to the corresponding outcome.

Display Slide 8.1.28 (PG: 22-23)

Trainer Note: Remind participants of the building metaphor previously discussed in this unit: An effective plan for building a house does not involve doing everything at once or building the roof before all four walls are up.

Prioritizing Outcomes and Tasks

Stagger Outcomes and Tasks. • Families become overwhelmed if given too many “assignments.” • Success is much more likely when things are kept manageable for the family.

Prioritize Outcomes and Tasks. • Each family is unique; therefore, • There are no firm rules for how to prioritize for all families.

Suggestions for Prioritizing Outcomes and Tasks: Top priority is child safety.

• Request a court injunction to keep the perpetrator away from the child. • Arrange for treatment or exams (i.e., psychological tests for child, parents, or

caregivers). • Ensure that the safety plan is in effect and that it is understood. • Follow court orders.

Keep the order logical.


• Some desired outcomes or tasks must be completed before other related outcomes.

• Example: learning to complete an application must occur before one can find a job.

Select a task that might result in immediate success to be performed early. • If a behavior or situation can be changed without too much difficulty, select

this task early and at the same time another more difficult task has begun. • Then, the family will feel a sense of control and accomplishment prior to

beginning the difficult task. Prioritize your own tasks as you work with families: Meet time frames established by legislation and court action.

• Several of the deadlines in Florida legislation are based on federal legislation: Title IV-B and Title IV-E assurances.

Put the most complex cases first. • This criterion is useful when the caseload is heavy. • As families become more self-sufficient, they will not need as much

guidance. • Families with complex or numerous issues may need help more often,

especially when the involvement first begins. Some tasks require on-going work.

• Some tasks may be started by another PI or CM and then continued by you. • Examples: updating of health and educational information for each child,

diligent searches for a missing parent, or searches for and home studies of family members who could become temporary or permanent caregivers for the child.

Listen carefully to the family. • Everyone may want the same results but may be expressing the outcomes

differently or with varying degrees of emphasis. • Compromise when possible.

Focus on the child, and be aware of the child’s sense of time. • Stress the urgency of resolving the child’s temporary and uncertain status,

and give high priority to those outcomes that are crucial for permanent status.

• Those working with the family can influence court-ordered tasks because they understand the conditions, factors, and traits that led to intervention.

Work intensely with the family prior to filing the plan with the court.


• If the CPI and/or you work intensely with the family prior to filing the plan with the court, the family’s willingness to work on tasks in the Case Plan is increased.

• Consider what to do when your priorities for the family and the family’s own priorities don’t match.

Trainer Note: Revisit the tasks Ms. Russell stated she was willing to do in the Case Planning video we previously viewed and discuss how you might sequence them to prioritize appropriately. Let’s reflect on the video: What task(s) is Ms. Russell willing to complete and how might you sequence them? Seek the following response:

• Counseling to work on her sadness • Substance abuse counseling • Also willing to continue talking with Case Manager

Next, we will begin by practicing how to write tasks for the outcomes we have created for the Sandler/Braun family. It is most important that you understand at this point the way in which the Case Plan must be written to demonstrate change for the purpose of child safety. Activity F: Writing the Case Plan Tasks Display Slide 8.1.29 (PG: 24)

Time: 30 minutes Purpose: To practice developing Case Plan tasks.


Materials: • PG: 24, Writing the Case Plan Tasks Trainer Instructions:

• Divide the created outcomes among the class and have each group prepare the Case Plan tasks associated with that outcome. You may use the outcomes the participants developed in Activity E or use the trainer examples from Activity E

• Process results and answer questions.

• Use trainer examples as needed from Completed Sander/Braun Case Plan.

• Ensure that tasks are individualized to your local service array.


1. Prepare the Case Plan tasks associated with the outcome your group was assigned.

2. Be prepared to discuss.

Activity STOP This concludes this unit on creating outcomes. In the next unit we will discuss addressing child’s needs in the Case Plan.


Ask participants if they have any questions.

Unit 8.2: Addressing Child’s Needs

in the Case Plan

Display Slide 8.2.1

Unit Overview:

The purpose of this unit is to teach how to address child’s needs in the Case Plan.

References: • Section 39.6221, F.S., Permanent Guardianship

• Section 39.6231, F.S., Placement With a Fit and Willing Relative • Section 39.6241, F.S., Another Planned Permanent Living Arrangement • Section 39. 01(6), F.S., Adoption • Section 39.01 (65), F.S., Reunification Services • CFOP 170-9, Family Assessment and Case Planning • 65C-30.012, F.A.C., Permanency Goals • Section 39.8055, F.S., TPR Petition • Section 39.806, F.S., Grounds for TPR • Section 39.01 (19), F.S., Concurrent Case Planning • 65C-30.001(30), F.A.C., Concurrent Case Planning • H.R. 867- Federal Adoption and Safe Families Act • 65C-30.006 (3), F.A.C., Case Planning • 65C-28.004 6), F.A.C., Placement Matching • 65C-28.006(2), F.A.C., Permanency Staffings • Section 39.806(1)(d)1-3, F.S., Incarcerated Parents




1. Identify how to integrate the child’s needs into the Case Plan.

Display Side 8.2.3 (PG: 25)

When the Department is involved with families whose children are unsafe, the Case Manager is responsible for assuring that the child’s physical, mental health, developmental and educational needs are addressed by their parents, as well as other caregivers when children are in an out of home setting.

Trainer Note: Prior to showing the next slide, it may be helpful, particularly for visual learners to look at a Case Plan in order to identify areas of the Case Plan that pertain to the child. You may even have participants highlight all of the areas they think would pertain to the child and then go over them as a group using the slide below.



Chapter 39.6012(2), F.S. The Case Plan must include all available information that is relevant to the child’s care including, at a minimum: • A description of the identified needs of the child while in care. • A description of the plan for ensuring that the child receives safe and proper

care and that services are provided to the child in order to address the child’s needs. To the extent available and accessible, the following health, mental health, and education information and records of the child must be attached to the Case Plan and updated throughout the Judicial Review process:

1. The names and addresses of the child’s health, mental health, and

educational providers; 2. The child’s grade level performance; 3. The child’s school record; 4. Assurances that the child’s placement takes into account proximity to

the school in which the child is enrolled at the time of placement; 5. A record of the child’s immunizations; 6. The child’s known medical history, including any known problems; 7. The child’s medications, if any; and 8. Any other relevant health, mental health, and education information

concerning the child.



Trainer Note: Remind participants that we covered the importance of assessing Child Strengths and Needs in Module 7. Why do you think it is important that the child’s needs are addressed in the Case Plan?

Endorse: The Case Manager is responsible for assuring that the child’s needs are addressed by their parents, as well as other caregivers when children are in an out of home setting.

An “A”, “B”, “C”, or “D” rating scale is utilized in this assessment. The assessment of these indicators should be used to identify critical child needs that should be the focus of thoughtful Case Plan interventions. As noted in CFOP 170-9, Chapter 3, a child strength or need rating of “C” or “D” must be addressed in the Case Plan, or justified when not addressed, when the child is a dependent child. When the parents retain physical custody, the Case Manager must determine whether the parent is adequately addressing the need. The Case Manager will provide their assessment of child strengths and needs in the “child functioning” family assessment area of the FFA-Ongoing or Progress Update. All children over the age of 13 in out-of-home care must have Case Plan Outcomes that relate to the development of any life skills that have been identified as a need.


Activity G: Creating Outcome Statements and Tasks for James Sandler Display Slide 8.2.6 (PG: 26)

Time: 30 minutes Purpose: Participants will practice writing outcome statements and tasks to address

James’ needs. Materials: • Handout: Completed Sandler/Braun FFA-Ongoing (from M7, Activity I)

• PG: 26, Developing SMART Outcomes Worksheet Trainer Instructions:

• With your table group, identify one of the child needs that should be addressed from the Sandler/Braun FFA-Ongoing and create an outcome statement.

• Once an outcome statement is developed, have participants create a tasks or tasks (based on local service array) to achieve the outcome.

• Reconvene as a large group. • Solicit groups to share the outcomes that they developed.

• Identify the areas of the outcomes shared that meet the SMART

outcome criteria. Activity Instructions:

1. Identify one of the child needs that should be addressed from the Sandler/Braun FFA-Ongoing and create an outcome statement.

2. Once an outcome is developed, create a task or tasks (based on local service array) to achieve the outcome.


Trainer Note: While our guidelines do not require the inclusion of Case Plan tasks to address child’s need for in-home safety plans, it is best practice to always ensure that child needs are being met.

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Identified Child Need: Family Relationships for James Trainer Suggested Example: James will establish and maintain a healthy relationship with his mother, Melanie, and step-father Bruce evidenced by daily interactions that are relaxed, calm, and unreserved. When conflicts do occur a resolution will be reached without physical violence or excessive verbal aggression. Activity STOP Trainer Note: After Activity, provide copy of Completed Sandler/Braun Case Plan and review as needed. This concludes this unit on creating outcomes for child’s needs. In the next unit we will discuss concurrent Case Plan.


Unit 8.3: Concurrent Case Planning

Display Slide 8.3.1

Unit Overview: The purpose of this unit is to discuss permanency for children and the

need to develop concurrent Case Plans to ensure timely permanency is achieved.



1. Explain the permanency options for Florida’s children. 2. Define concurrent Case Planning.

References: • Section 39.6221, F.S., Permanent Guardianship

• Section 39.6231, F.S., Placement With a Fit and Willing Relative • Section 39.6241, F.S., Another Planned Permanent Living

Arrangement • Section 39. 01(6), F.S., Adoption • Section 39.01 (65), F.S., Reunification Services


• CFOP 170-9, Family Assessment and Case Planning • 65C-30.012, F.A.C., Permanency Goals • Section 39.8055, F.S., TPR Petition • Section 39.806, F.S., Grounds for TPR • Section 39.01 (19), F.S., Concurrent Case Planning • 65C-30.001(30), F.A.C., Concurrent Case Planning • H.R. 867- Federal Adoption and Safe Families Act • 65C-30.006 (3), F.A.C., Case Planning • 65C-28.004 6), F.A.C., Placement Matching • 65C-28.006(2), F.A.C., Permanency Staffings • Section 39.806(1)(d)1-3, F.S., Incarcerated Parents


Who remembers what we mean when we say the word permanency?

Endorse: Permanency is both a process and a result that includes a permanent connection with at least one committed adult who provides:

• A safe, stable and secure parenting relationship • Love • Unconditional commitment • Lifelong support in the context of reunification, a legal adoption, or

guardianship, where possible, and in which the youth has the opportunity to maintain contacts with important persons including brothers and sisters.

• A broad array of individualized permanency options exist; reunification and adoption are an important two among many that may be appropriate.


Trainer Note: Since you have encouraged participants to respond to what they think of when they hear the word permanency and write responses on flipchart, ask if what they wrote differed from what they read and discuss. So now that we know what permanency is, what are the permanency options available to the children we serve? Display Slide 8.3.4 (PG: 28)

The Permanency Goals available under this chapter, listed in order of preference, are:

• Reunification; • Adoption, if a petition for termination of parental rights has been or will be

filed; • Permanent guardianship of a dependent child under s. 39.6221, F.S.; • Permanent placement with a fit and willing relative under s. 39.6231, F.S.;

or • Placement in another planned permanent living arrangement under s.

39.6241, F.S. Trainer Note: Before posing the next question, ensure participants have Chapter 39 readily available as they will need it to answer the question below. Can someone look up the definition of adoption?

It will be in the definition section of Chapter 39, F.S. When found ask the person to read it.

Can someone look up the definition of reunification services?

Ask them to read it.


Trainer Note: s. 39.01, F.S. (6) “Adoption” means the act of creating the legal relationship between parent and child where it did not exist, thereby declaring the child to be legally the child of the adoptive parents and their heir at law, and entitled to all the rights and privileges and subject to all the obligations of a child born to the adoptive parents in lawful wedlock. (65) “Reunification services” means social services and other supportive and rehabilitative services provided to the parent of the child, to the child, and, where appropriate, to the relative placement, nonrelative placement, or foster parents of the child, for the purpose of enabling a child who has been placed in out-of-home care to safely return to his or her parent at the earliest possible time. The health and safety of the child shall be the paramount goal of social services and other supportive and rehabilitative services. The services shall promote the child’s need for physical, mental, and emotional health and a safe, stable living environment, shall promote family autonomy, and shall strengthen family life, whenever possible. It seems clear from this definition exactly what these permanency options are. Does anybody have any questions about them? The next 3 permanency options are not that simple to understand, we are now going to do an activity to help us gain clarity. Activity H: Permanency Options Display Slide 8.3.5 (PG: 29)

Time: 30 minutes Purpose: Groups will learn through teaching the specifics of the permanency options. Materials: • PG: 29, Permanency Options worksheet


• Access to Florida Statutes. • Optional: Flip chart paper and markers


• Divide participants into 3 groups.

• Assign one permanency option to each group 1. Permanent guardianship of a dependent child under s. 39.6221; 2. Permanent placement with a fit and willing relative under s.

39.6231; or 3. Placement in another planned permanent living arrangement

under s. 39.6241.

• Ask participants to create a teach-back of the permanency options.

• In other words it’s their turn to teach the class. • Provide 15 minutes to prepare and 5 minutes to present.


1. Create a teach-back of the permanency option assigned to your group. • Permanent guardianship of a dependent child under s. 39.6221; • Permanent placement with a fit and willing relative under s. 39.6231;

or • Placement in another planned permanent living arrangement under

s. 39.6241. 2. Be prepared to present your findings.

Activity STOP Display Slide 8.3.6 (PG: 30)


CFOP 170-9, Family Assessment and Case Planning It is important to assess the following factors when determining the best permanency goal for a child in out-of-home care: (F.A.C. 65C-30.012)

(a) Whether interventions provided will alleviate the causes of removal; (b) Current family relationships and other significant relationships that provide the child stability and a sense of connection and provide possible permanent living options. This includes connections with family members from the child’s home of removal; (c) Physical, Medical, Emotional, Psychological, Developmental and Educational Needs. The Child Welfare Professional shall give consideration to matching the child with caregivers able to provide for the child’s needs on a long-term basis. The Child Welfare Professional shall ensure that the caregivers are provided the education, training and support necessary to enable them to meet the child’s needs; (d) Placement options that provide the most family-like and least restrictive settings. The Child Welfare Professional shall explore the current caregiver’s ability and willingness to provide a permanent home for the child; (e) Child’s Preferences. The Child Welfare Professional shall provide youth of sufficient age, maturity, and understanding with information and education regarding permanency goal options to assist the child in making an informed decision as to his or her preference in achieving permanency.

In addition to the assessment they make on the items noted above, Chapter 39 outlines the factors/conditions needed to be met that make each of these permanency options relevant for the child when reunification or adoption is not the best option.



Documentation plays a vital part in achieving permanence for children in a timely manner. Activity I: Which Permanency Option Would You Choose? Display Slide 8.3.8 (PG: 31)

Time: Purpose: Participants will apply what they have learned regarding permanency

options. Materials: • PG: 31, Which Permanency Option Would You Choose worksheet Trainer Instructions:

• Individually read the 4 scenarios and choose which permanency option you think is the best.

• Discuss with your table group and see if you agree.



1. Individually read the 4 scenarios and choose which permanency option you think is the best.

2. Discuss with your table group and see if you agree.

Activity Scenarios Permanency Decisions ~ Answer Key

Scenario 1 Mr. and Mrs. Smith, 60-years-old, have been foster parents of 2 1/2-year-old Jerome since he was 12-months-old. The conditions resulting in placement continue to exist. The Smiths have foster-parented a number of children throughout the past 25 years. Approximately 15 years ago, they adopted three of their foster children. These children are now in their late teens/early twenties; two of them graduated from high school. The other child quit school when she became pregnant. These children had a stormy adolescence due in part to the rigidity of their parents. Jerome is healthy, but receives little to no stimulation in this home. It is only after reminders that the Smiths take Jerome to the doctor for his checkups and immunizations. He is often left to play alone with the TV on. Mr. Smith is on disability. Mrs. Smith spends much of her time sitting in the living room. Her health is ok. The Smith children are not a resource for Jerome. Jerome seems to have a warm affectionate relationship with both Mr. and Mrs. Smith.

Adoption is the preferred decision for the first scenario. Adoption doesn’t mean that this family is the most suitable to adopt but that the goal should be adoption. Give reasons why. Even though participants might have thought out their decision with little information, they need to be given information on the preferred decision and why it is preferred. Remind them that they are part of a check and balance system (other agency personnel and the court) which assists with the decision-making process.

Scenario 2 Frank, age 14, has lived with his present caregivers, family friends, for two years. Prior to that, he lived in four foster homes after entering the child welfare system when he was eight years old. All of his homes have been in the same city area in which he grew up. His mother is a drug addict. After three in-patient attempts at rehabilitation, she has entered a halfway house where she is reportedly doing well. She recently resumed visitations with Frank every other week. Frank's father is a very passive individual who rents a room in a boarding house and sees Frank about every other month. Parental rights were terminated two years ago. Frank's caregivers do not want to adopt him, but have indicated an interest in caring for him until he is 18 if they can receive financial assistance. An adoptive home in the county has been identified for him, but Frank is adamant that he does not want to be adopted. He wants to remain with his family.


Another Planned Permanent Living Arrangement is the preferred goal. Guardianship is less appropriate: (Guardianship is the choice when the child and the adult are not likely to need supervision or services.) Frank is 14 and could benefit from independent living services to prepare him for independence at age 18, and the caregivers have expressed a need for financial assistance.

Scenario 3 Two children, ages 2 1/2 and 18-months, were placed in foster care fifteen months ago due to the mother's homelessness which is continually caused by poor relationship choices. Medical neglect of the baby has also been documented. Family preservation services were offered prior to entering care. Since placement, reunification services were offered. Mother has visited sporadically. Chyanne, 18-months old and Robert, age 2 1/2, have had three unsuccessful foster home placements.

Adoption F.S. 39.8055 - Filing a petition for TPR is required for this case under ASFA. Remind learners of the “12 out of 22 month” rule. F.S. 39.806 - There are grounds for TPR as the failure of the parent to substantially comply with the Case Plan for a period of 9 months after an adjudication of the child constitutes evidence of continuing maltreatment. Also the mother, while able, has failed to maintain frequent and regular contact with the children through visitation. F.S. 39.806(1)(e)3

This could also be an aggravated circumstance due to the 6 month abandonment.

Scenario 4 Krista, age 10 years, was placed in foster care when her father killed her mother in a violent rage. She loves her father and visits him regularly in prison. She also has regular visits with an older half-sibling (mother's child by another relationship). Both paternal and maternal grandmothers have said that Krista could come to live with them, but they do not wish to adopt her. Also, Krista is opposed to adoption.

Permanent Placement with a fit and willing relative is considered to be appropriate for this case. Permanency decisions are made based on documentation/ongoing assessments and the circumstances of the case. Understanding the child’s wishes as well as the caregivers’ is vital when choosing the best permanency option.

Activity STOP


Ensuring that the best possible option is chosen at the beginning can ensure that permanency is achieved in a timely manner. Display Slide 8.3.9 (PG: 33)

Trainer Note: Remind participants that reasonable efforts to achieve the permanency goal shall be made during the first 12 months following the date the child was removed from his or her home. Brainstorm with the group what they can do from the beginning of a case to assure the most appropriate permanency option is chosen.

Endorse:

• Ensure that they assess the child’s needs and wishes ( if age appropriate) for permanency as well as have a clear understanding of the impact the permanency option will have for the parents and/or caregivers.

• Review each permanency option carefully to ensure the family meets the criteria needed for each option.

Do you think there are times when it may seem evident that reunification may not be successful?

Have you heard about children being in foster care for long lengths of time with no permanency or lifelong family? There is a way that we can bring children permanency in a timelier manner and that is by concurrent Case Planning.

To make no decision is to make a decision to keep a child in limbo. How would you define concurrent Case Planning?


Display Slide 8.3.10 & 8.3.11 (PG: 33)

The federal Adoption and Safe Families Act (ASFA) of 1997 (Public Law 105-89) recognized each child’s need for stability and permanency by requiring timely decisions about permanency. An approach to improve permanency outcomes is Concurrent Permanency Planning. Now that we know more about what Concurrent Case Planning is all about, let’s look at Florida Administrative Code and see what is required of Case Managers. Refer participants to PG: 34 and ask a volunteer to read out loud. F.A.C. 65C-30.006(3) Every case involving a child in an out-of-home placement shall be evaluated to determine if concurrent Case Planning is appropriate.

F.A.C. 65 C-28.004(6) When a concurrent Case Plan is in effect, the child shall be placed in a setting where the caregivers are willing to both assist the biological family in successfully completing required tasks, which shall allow for the safe return of the child to his or her home, and be willing to provide a long-term, permanent and stable living arrangement in the event that reunification is not achieved. In the event that reunification is not an option, all efforts shall be made to find an adoptive placement for the child as expeditiously as possible if adoption is the goal of the Case Plan.

F.A.C. 65C-28.006 (2) When there are concurrent goals, an early decision making evaluation shall be part of each permanency staffing.


Activity J: Reunification Prognosis Display Slide 8.3.12 (PG: 35)

Time: 30-45 minutes Purpose: Participants will assess scenarios for reunification based on information

reviewed so far. Materials: • PG: 34-36, Reunification Prognosis worksheet

• PG: 37-41, Reunification Prognosis Assessment for Concurrent Planning


• Instruct class to read PG: 37, Reunification Prognosis Assessment for Concurrent Planning

• Tell groups to reflect upon the information and class discussion of key points so far to decide if concurrent Case Planning is appropriate for any of the 3 scenarios.

• Do not give the answers until groups review and use the PG: 33-37, Reunification Prognosis Tool.


1. Read the scenarios. 2. Read, “Reunification Prognosis Assessment for Concurrent Planning” 3. In small groups, reflect upon the information and decide if concurrent

Case Planning is appropriate for the 3 scenarios. 4. Be prepared to discuss as a class.


Directions: Read each of the scenarios and decide if concurrent Case Planning is appropriate. Scenario 1: Tanya and Derrick Toddler Left with Neighbors Derrick was 20-months-old when his mother left him with a neighbor while she “went to work to pick up her check.” Three days later, the neighbor called the Hotline and Derrick was placed in emergency shelter care while PI searched for the mother. The mother finally returned in five days. Two weeks later a maternal aunt was located who agreed to care for Derrick temporarily. The following information was gathered for the intake: According to the closed case file

• Derrick was born addicted to crack-cocaine and was reported to be difficult to calm and soothe in the first three months of his life, when the maternal aunt often cared for him.

• Following Derrick’s birth, services, which included substance abuse treatment were court ordered and successfully completed in 18 months.

• Tanya, 28-years-old, has been abusing crack-cocaine for three years. • Tanya participated unsuccessfully in a substance abuse program when she was pregnant

with Derrick. • She has one older son who lives with his paternal grandmother who was asked by Tanya

to provide care when Tanya didn’t have food or shelter. • Tanya is separated from Derrick’s father, Derrick Sr. He is not the father of the oldest

child, and abuses alcohol and does not maintain sobriety despite support from his mother and his sister.

According to an interview with the maternal aunt • Since the termination of court ordered services, Tanya often disappeared for several

days, and sometimes up to a week’s time; the maternal aunt finally became too frustrated by Tanya’s erratic behavior and refused to take Derrick just prior to his being left with the neighbor.

• The maternal aunt is open to consideration of long term relative placement if necessary. According to Tanya

• At the time of the intake, Tanya admitted that she ran into old friends and relapsed. • Derrick, Sr. does not work, and lives on and off with his mother and his sister who has

recently said he could not stay with her any longer. • Tanya told the PI that she loves Derrick and wants him to be returned to her. Concurrent Planning is appropriate in this scenario. In reviewing the Reunification Prognosis Assessment for Concurrent Planning you can see that the parents have met some of the poor prognosis indicators such as Dangerous lifestyle (2 met in this category making the condition “Extreme”-“Parent is addicted to debilitating illegal drugs or to alcohol and Mother abused drugs/alcohol during pregnancy, disregarding medical advice to the contrary.”) There is also previous significant CPS history. A staffing with CLS for concurrent planning is warranted.

Scenario 2: Jordan Rogers PI responded to an intake alleging that Cindy Rogers had been using cocaine and marijuana,


sometimes in the presence of her six-year-old son, Jordan. When PI arrived at the apartment of Ms. Rogers, she admitted that she had a drug problem and desperately needed help. Jordan also spoke to PI and said that his mom smokes funny cigarettes and does drugs with her friends. The apartment had very little furniture and no food. Cindy told PI that she had sold the furniture to buy drugs. Cindy has a sister, named Mary who lives in the area. Mary agreed to help support Cindy and agreed to take custody of Jordan provided she had a court order that gave her temporary custody. Jordan was placed with his Aunt Mary at a shelter hearing held the following day. At the time of the Case Plan conference, Cindy was already enrolled in a residential drug treatment program. She has been having and attending at least one supervised visit a week with Jordan. She calls him regularly on the telephone.

Concurrent Planning is NOT appropriate in this scenario. In reviewing the Reunification Prognosis Assessment for this scenario, there are numerous Good Prognosis indicators such as “Parent accepts some responsibility for the problems that brought the child into care or to the attention of the authorities.”

Scenario 3: Ricky Fernandez An intake called in to the Abuse Hotline indicated that the local fire rescue squad was called to the home of Alex Fernandez. They were met by Mr. Fernandez, who was holding a limp nine-month-old boy, his son, Ricky. There were scratch marks on the left side of the chest and bruising on both sides of the neck. After administering emergency treatment, Ricky was transported to the hospital. He was diagnosed with a severe bleed in his cranium. Mr. Fernandez stated that he had put Ricky down for a nap and had gone outside for ten minutes. When he returned, he found the side of the crib lowered, and said that the baby had rolled onto the tile floor. He said he must have forgotten to raise the other side of the crib after he put the baby down for his nap. Mr. Fernandez is the primary caregiver for Ricky since his wife, Maria died in a car accident six months ago. He is not employed at the present time, and his income is from a life insurance policy he had on Maria. The child protection team was consulted, and the physician determined that the injuries to Ricky were a subdural hematoma and acute retinal hemorrhaging, consistent with “Abusive Head Trauma.” X-rays revealed that Ricky had two fractured ribs, plus evidence of two older fractured ribs. There was also a partially healed spiral fracture of the long bone of the baby’s right leg. The father denies causing any of the injuries to the baby. When asked about the fractured ribs and leg, he says he has no idea how that could have happened.

Concurrent Planning is NOT appropriate in this scenario. Grounds for TPR have been met as “egregious conduct or failure to prevent egregious conduct” and “aggravated child abuse, sexual battery, sexual abuse, or chronic abuse” criteria was met.


PG: 38-42 Reunification Prognosis Assessment for

Concurrent Planning Based on “Foster Care Drift: A Risk Assessment Matrix,” Child Welfare by Linda Katz and Chris Robinson Section A: Grounds for TPR

− child was voluntary surrendered by parent − child was abandoned (60 day diligent search cannot identify/locate parent) − severe or continuing maltreatment (continued involvement threatens the child

regardless of services provided) − incarcerated parent, under certain circumstances F.S. 39.806(1)(d)1-3 − parents have materially breached the Case Plan; “materially breached” means:

− The parent(s) failed to substantially comply for 9 months after the child’s adjudication or placement into shelter care, whichever occurs first.

− Parent(s) are unlikely or unable to substantially comply with the Case Plan before the time for compliance expires.

− The parents are able, but fail to maintain frequent and regular contact with the child through frequent and regular visitation or communication.

− egregious conduct or failure to prevent egregious conduct − aggravated child abuse, sexual battery, sexual abuse, or chronic abuse − parent committed the murder, manslaughter, aiding or abetting the murder, or

conspiracy or solicitation to murder the other parent or another child, or a felony battery that resulted in serious bodily injury to the child or to another child

− involuntary TPR of the child’s sibling − Parent(s) have a history of extensive, abusive, and chronic use of alcohol or a controlled

substance and have failed to complete available treatment during the 3 year period before the TPR petition was filed.

− The child’s blood, urine, or meconium contained alcohol, controlled substance or metabolites of the substances that was not the result of medical treatment for the mother or infant. And, the child’s mother has at least one other child adjudicated dependent due to exposure to a controlled substance or alcohol after she had the opportunity to participate in substance abuse treatment.

− On 3 or more occasions the child, or another child of the parent(s), was placed in out-of- home care due to conditions caused by the parent(s).

− The court determines by clear and convincing evidence that the child was conceived as a result of an act of sexual battery made unlawful pursuant to s. 794.011, or pursuant to a similar law of another state, territory, possession, or Native American tribe where the offense occurred. It is presumed that termination of parental rights is in the best interest of the child if the child was conceived as a result of the unlawful sexual battery. A petition for termination of parental rights under this paragraph may be filed at any time. The court must accept a guilty plea or conviction of unlawful sexual battery pursuant to s. 794.011 as conclusive proof that the child was conceived by a violation of

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=0700-0799/0794/Sections/0794.011.html



criminal law as set forth in this subsection. − The parent is convicted of an offense that requires the parent to register as a sexual

predator under s. 775.21. Expedited TPR TPR can be expedited (sped up) when any conditions in F.S. 39.806(1)(e)-(m) have occurred.

− You are not required to offer reasonable efforts to preserve and reunify the family. − If expedited:

− TPR petition is filed - not dependency petition. − Case Plan goal is Adoption, so that services continue until the court issues an

order. − You do not have to offer a Case Plan with a goal of reunification to the

parent(s).

Section B: Good Prognosis Indicators Parent-Child Relationship

• Parent shows empathy for the child. • Parent responds appropriately to the child’s verbal and non-verbal signals. • Parent has an ability to put the child’s needs ahead of his/her own. • When they are together, the child shows comfort in the parent’s presence. • The parent has raised the child for a significant period of time. • In the past, the parent has met the child’s basic physical and emotional needs. • Parent accepts some responsibility for the problems that brought the child into care or

to the attention of the authorities. Parental Support System

• The parent has positive, significant relationships with other adults who seem free of overt pathology (spouse, parents, friends, relatives).

• The parent has a meaningful support system that can help him/her now (church, job, counselor).

• Extended family is nearby and capable of providing support. Past Support System

• Extended family history shows family members able to help appropriately when one member is not functioning well.

• Relatives came forward to offer help when the child needed placement. • Relatives have followed through on commitments in the past. • There are significant other adults, not blood relatives, who have helped in the past. • Significant other adults have followed through on commitments in the past.

Family History • The family’s ethnic, cultural, or religious heritage includes emphasis on mutual

caretaking and shared parenting in times of crisis. • The parent’s own history shows consistency of parental caretaker.



• The parent’s history shows evidence of his/her childhood needs being met adequately. Parent’s Self-Care and Maturity

• Parent’s general health is good. • Parent uses medical care for self appropriately. • Parent’s hygiene and grooming are consistently adequate. • Parent has a history of stability in housing. • Parent has a solid employment history. • Parent has graduated from high school or possesses a GED. • Parent has employable skills.

Child’s Development • Child shows age-appropriate cognitive abilities. • Child is able to attend to tasks at an age-appropriate level. • Child shows evidence of conscience development. • Child has appropriate social skills. • Major behavioral problems are absent.

Section C: Poor Prognosis Indicators

• Child experienced physical or sexual abuse in infancy. • Treatment of offending parent may be so difficult and lengthy that child would spend

years in foster care. Dangerous Lifestyle

• **Parent’s only visible support system and only visible means of financial support is found in illegal drugs, prostitution and street life.

• Parent is addicted to debilitating illegal drugs or to alcohol. • Pattern of documented domestic violence between the spouses of one year or longer

and they refuse to separate. • Parent has a recent history of serious criminal activity and jail. • Mother abused drugs/alcohol during pregnancy, disregarding medical advice to the

contrary. Significant CPS History

• The agency and or law enforcement has intervened regarding three or more serious separate incidents, indicating chronic pattern of maltreatment.

• In addition to emotional trauma, the child has suffered more than one form of maltreatment.

• Parent’s other child(ren) have been placed in foster care or with relatives for periods of time over six months duration or have had repeated placements with agency intervention.

• This child has been abandoned with friends, relatives, hospital, or in foster care, or once the child is placed in subsequent care, the parent does not visit of his or her own accord.

• Agency preventive or family preservation measures have failed to keep the child with parent. (Intensive Crisis Intervention, Family Builders, homemakers, therapeutic child care)

• Parent is under the age of 16 with no parenting support system, and placement of the


child and parent together has failed due to parent’s behavior. • Parent has asked to relinquish or place the child on more than one occasion following

initial intervention. (Child may suffer repeated voluntary placements) Inherent Deficits

• **Parent diagnosed with severe mental illness (psychosis, schizophrenia, borderline personality disorder, sociopathy), which has not responded to previously delivered mental health services. Parent’s symptoms continue, rendering parent unable to protect and nurture child.

• Parent has a diagnosis of chronic and debilitating mental illness; psychosis, schizophrenia, borderline personality disorder, sociopathy or other illness that responds slowly or not at all to current treatment modalities.

• Parent is intellectually impaired, has shown significant self-care deficits, and has no support system of relatives able to share parenting.

• Parent grew up in foster care or group care, or in a family of intergenerational abuse. (Unfamiliarity with normal family life can severely limit parent’s ability to overcome other problems in life)

• Lack of prenatal care for other than financial reasons. (May indicate parent is unlikely to bond with child)

Instructions Use of Section A If any one of the grounds for expedited TPR grounds 6-9, a reunification Case Plan is not required. In rare instances, if good prognosis indicators offset one of the grounds (e.g., item 9) the ground may then become a poor prognosis indicator and trigger a concurrent plan. Consult with legal staff immediately if any of the grounds are present to determine whether a TPR petition is the appropriate course of action. Use of Section B Good prognosis indicators are used as strengths on which to build, in a traditional or concurrent Case Plan in which reunification is the goal or the primary goal. Use of Section C Asterisked items are EXTREME conditions that make reunification a very low probability. Only one indicator is necessary to classify the prognosis as poor. Non-asterisked items are SERIOUS conditions that make reunification a low probability. Two or more SERIOUS conditions have the same weight as one EXTREME condition. Two SERIOUS conditions are necessary to classify the prognosis as poor. The more SERIOUS conditions that are present, the less likely it is that safe reunification will occur. A determination that a particular EXTREME or SERIOUS condition is present must be based on accurate verified information that, if challenged, can be proven in court. Attach verification to the Reunification Prognosis Assessment and consult immediately with legal staff to discuss a concurrent plan.


Recommended Course of Action: • Expedited TPR Petition • Engage family in a traditional Case Plan • Engage family in a concurrent Case Plan

Permanency Goals • Reunification • Adoption • Permanent guardianship • Permanent placement with a fit and willing relative • Placement in another planned permanent living arrangement

Activity STOP Ask participants if they have any questions. This concludes this module on Case Planning. In the last module we will discuss evaluating family progress towards change.

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