CFSR Report

1
CFSR Report

• The final report of the federal Child and Family
  Service Review, January, 2004, states the
  following
• Wisconsin is not in substantial conformity with
  the systemic factor of Training. Information
  obtained during the CFSR indicates that the
  collaborative approach to training between the
  State, counties, training partnerships, tribes
  and universities does not ensure that newly hired
  caseworkers in all county child welfare offices
  receive the initial training necessary to provide
  services that support the goals and objectives of
  the child and Family Services Plan (CFSP)..
  (Executive Summary, CFSR Report, p. 9, January,
  2004)

2
The task of developing recommendations for
training was given to the AdHoc Committee on
Pre-Service, Foundation, Advanced and Supervisory
Staff Development.

• Membership includes staff from
• The 5 child welfare training partnerships
• BMCW
• DCFS
• The 5 DHFS regions (director, supervisor, worker
  from each)
• 2 DHFS regional offices
• WiSACWIS
• University BSW/MSW stipend programs

3
Steps in Developing Modules

• Content identified
• Content organized into modules
• Each module assigned to a curriculum writer
• Once written, each module assigned to a workgroup
  who reviewed for
• Whether or not info is sufficient
• Whether or not info is essential
• Accuracy

4
Steps in Developing Modules

• Module up-dated and prepared with narrative
• Sent to DoIT
• Once module completed by DoIT, sent to workgroup
  to
• Identify supervisors training needs
• Identify resources needed to support module
• PreService on-line July 1, 2006

5
Preservice

• The boundary for designing how far to go in
  preservice is safetysafety for the client,
  worker and agency. It needs to be sufficient
  enough so that a new worker, with good
  supervision, can work with clients prior to
  completing worker CORE.
• Content, written at the knowledge and awareness
  level, is covered in concise, tightly designed
  web-based modules.
• New workers are able to do work while working on
  preservice, although they will not be able to be
  the primary worker per WiSACWIS.

6
Preservice

• The modules are planfully interspersed with
  shadowing, mentoring and actual work assignments.
  
• Pre-service modules replace much of what a
  supervisor is currently doing to orient new
  staff. All staff are able to access preservice at
  anytime.
• There are reference materials easily accessed
  through preservice.

7
What Weve Learned from the Workgroups

• Workgroup participants have added their own
  ideas about how preservice can be used.
• Having experienced workers do preservice helps
  get everyone on the same page. Participants
  talked about having their experienced staff take
  the next 6 months (once preservice is completed )
  to complete it.
• Having experienced workers do preservice updates
  them. Preservice is based on newest versions of
  legislation and standards.

8
What Weve Learned

• Having non-supervisory staff be mentor for a
  specific module is a good way to move that person
  toward supervision. Its a way to encourage
  experienced staff to develop expertise in a
  specific area and to feel good about doing that.
• Preservice is a rich resource for all staff as it
  will be a quick access to resources. Standing
  behind preservice is a depth of web-based
  resource material well organized and easily
  accessed by any staff.

9
What Weve Learned

• Completing preservice helps staff move to being
  independent more quickly, especially because they
  can go back to preservice for some of the answers
  when they have questions.

10
PreserviceLikely Requirements

• Agencies will create a plan that outlines the
  length and components of their pre-service.
• Pre-service will be, at a minimum, full-time for
  1 week.
• Agencies must document actual costs for each new
  staff person (complete match form)