Module 14: Common Case Management Procedures

/ Time:4 hours, 30 minutes
Module Purpose:This module covers laws and processes that determine how caseworkers implement the requirements and reporting conditions for Out of County Services, Interstate Compact on the Placement of Children, Missing Children, Master Trust, and Independent Living.
/ Demonstrated Skills:
  1. Evaluate an exit interview for conformity to requirements, quality and confidentiality.
  2. Conduct an exit interview that conforms to requirements, quality and confidentiality standards.
  3. Recognize the requirements needed for various funding applications.
  4. Recognize the requirements needed to evaluate and utilize a Master Trust account.
  5. Review the ICPC Process and procedure in FSFN.
  6. FSFN-Document a Missing Child in FSFN.
There are 5 units in this module.
Materials:
  • Participants Guides (participants should bring their own)
  • Flipcharts
  • Markers
  • FSFN access
  • Audiovisual equipment

Agenda:
Unit 14.1: Out of County Services
Unit 14.2: Missing Children
Unit 14.3: Exit Interviews
Unit 14.4: Revenue Maximization
Unit 14.5: Interstate Compact on the Placement of Children
Trainer Instructions and Script:
Display slide 14.0.1: Common Case Management Procedures(PG:X)

Display slide 14.0.2: Learning Objectives (PG:X)

Display slide 14.0.3: Agenda (PG:X)

Unit 14.1: Out of County Services (OCS)

/ Time:1 hour
Unit Overview:In this unit, participants determine the requirements and support needed for children who live out of the county of record.
/ Learning Objectives:
  1. Recognize the requirements needed to support children and families receiving Out-of-County Services (OCS).
  2. Identify the timeframes for establishing OCS.
  3. Identify when OCS may be initiated.

Trainer Instructions and Script:
Display slide 14.1.4: Unit 14.1 Out of County Services (OCS) (PG:X)

Display slide 14.1.5: Learning Objectives (PG:X)

Display slide 14.1.6: OCS Requirements (PG:X)

/ Activity #1: Out of County Services
Purpose: This activity allows participants to become familiar with the process and procedures around out of county services.
PG:X
Materials:Participants Guide
Trainer Instructions:
  • Say: When it becomes necessary to involve another county other than the county with jurisdiction, the relocation process must be managed in a structured manner. A child should never be relocated to another county without advanced planning for a safe transition in an approved placement and a seamless continuation of needed services or supervision.
  • Say: Child Safety is Paramount. Whenever a child under the court ordered supervision of the Department relocates to another county, that is already in a court ordered placement, once that county becomes aware of the relocation it is required that initial face to face contact be made within 5 working days of a case being received by the receiving supervisor and no later than 7 working days of being received by the lead agency and continue as long as the child remains in that county and under court ordered supervision.
  • Say: A child should never be placed in, or a family should never relocate to, another county without advance notification to the receiving county, whether or not the court has already approved the relocation. If the court has not approved the placement of a child in, or the relocation of a family to, another county, the relocation should not occur without notifying that county.
  • Say: If an emergency home study is needed all of the requirements set out in 65C 30.018 must be followed, and you must receive in writing (email will suffice), permission from the other agency’s Lead Agency Contact.
  • Say: When a parent residing in a county different from the child, has a case plan with a goal of reunification and a request is made for Out of County supervision, the parent must receive services in accordance with the case plan that fully supports the parent in meeting the permanency goal; all efforts to support the parent in meeting the case plan goals must be documented.
  • Say: Voluntary Cases Must Receive the Same Consideration as Court Ordered Cases. Whenever a family under voluntary supervision relocates to another county, supervision services must be initiated as they are for court ordered cases and will continue until there is agreement between the sending and receiving counties that supervision is not needed. Written notification of case closure should be provided when services are terminated.
  • Say: Court Orders must be followed. Regardless of the location of a child, family or parent in Florida, authorized agents of the participating Lead Agencies and community based staff must fully comply with the orders of any court of competent jurisdiction in Florida. This includes authorization to relocate or place the child.
  • Say: All requests for Out of County supervision should be in writing. If circumstances do not allow time for the sending county/unit to make a written request, a telephone/e-mail contact must be directed to the appropriate staff for a decision regarding case handling. These expedited requests must be followed by a written request within two (2) working days.
  • Introduce agency specific policies and procedures to the participants.
  • Refer participants to PG x, OCS Information.
  • Allow 30 minutes to read silently.
  • Debrief

/ Activity STOP

Unit 14.2: Missing Children

/ Time: 1 hour
Unit Overview:The purpose of this unit is to identify steps to be taken when a child in care is missing and how to document the missing child in FSFN.
/ Learning Objectives:
1. Recognize the steps required when a child in care is missing.
2. FSFN-Document a Missing Child in FSFN.
Trainer Instructions and Script:
Display slide 14.2.7: Unit 14.2 Missing Children (PG:X)

Display slide 14.2.8: Learning Objectives (PG:X)

Display slide 14.2.9: Missing Children (PG:X)

/ Activity #1: Missing Children
Purpose: One of the most dangerous times for a child is when they are missing. If a child is missing, it is the critical job of the case manager to report, locate and recover the child as quickly and efficiently as possible. This activity allows participants to become familiar with the expectations and procedures of missing children.
PG:X
Materials:
  • Participants Guide
  • Flip charts
  • Markers
Trainer Instructions:
  • Say: One of the most dangerous times for a child is when they are missing. If a child is missing, it is the critical job of the case manager to report, locate and recover the child as quickly and efficiently as possible.
  • Ask:Why is a missing child so dangerous?
  • Solicit responses.
  • Divide class into 5 small groups.
  • Refer participants to PG x, Missing Children Guide.
  • Assign each group one of the sections of the guide to prepare to teach to their classmates.
  • Allow 30 minutes.
  • Have each group present their findings.
  • Debrief.

/ Activity STOP

/ Activity #2: ICPC – Missing Children
Purpose: This activity allows participants to become familiar with the FSFN process and procedure for Missing Children.
PG:X
Materials:
  • Participants Guide
  • FSFN access
  • Audiovisual equipment

Trainer Instructions:
Access FSFN Missing Children screen and either demonstrate the steps or walk the participants through documenting a Missing Child
/ Activity STOP

Unit 14.3: Exit Interviews

/ Time: 1 hour
Unit Overview:In this unit, participants examine the elements of an exit interview and how the process can provide useful information for present and for future placements.
/ Learning Objectives:
1. List and explain the requirements of an Exit Interview.
2. Recognize the importance of a confidential, expedient, and purposeful Exit Interviews.
3. Evaluate an exit interview for conformity to requirements, quality and confidentiality.
4. Conduct an exit interview that conforms to requirements, quality and confidentiality standards.
Trainer Instructions and Script:
Display slide 14.3.10: Unit 14.3 Exit Interviews (OCS) (PG:X)

Display slide 14.3.11: Learning Objectives (PG:X)

Display slide 14.3.12: Exit Interviews (PG:X)

/ Ask:What is an exit interview?
Solicit responses.
/ Ask:What is the point of an exit interview?
Solicit responses.
/ Activity #1: Exit Interviews
Purpose: This activity allows participants to become familiar with the Florida Administrative Code as it pertains to Exit Interviews as well as local forms policy and procedures. This activity also allows participants to practice interviewing a child to gather information for the exit interview.
PG:X
Materials:
  • Participants Guide
  • Local Exit Interview forms, policies and procedures
Trainer Instructions:
  • Refer participants to PG x, FAC 65C-28.017.
  • Say: Exit Interviews are outlined inF.A.C. 65C-28.017. Exit interviews are to be completed for any child 5 years old until their 18th birthday that leaves a licensed out-of-home care placement and resided in that placement for 30 days or more. They are completed within 5 days of child leaving placement. Florida Statute's timeframes are mainly counted in hours; therefore the countdown towards the first day would begin at the child's exit from the licensed home. The first day would begin 24 hours after the exit. For example: If a foster child exits a foster home Monday at 5:00 p.m., the exit interview should be conducted by 5:00 p.m. on Saturday.
  • Say: Per Florida Administrative Code, exit interviews are to be completed with the child in a setting outside of the home. Further, the 'observations' of the child are to be documented. While there is no language expressly prohibiting an exit interview being conducted over the telephone, a phone interview would only occur in an extremely rare and unusual circumstance.
  • Refer participants to PG x, Exit Interview Information.
  • Distribute and discuss local Exit Interview forms, policies and procedures.
  • Divide class into pairs.
  • Instruct dyads to choose who will practice their interviewing skills first.
  • Once decided, inform participants being interviewed of the specifics of their case (name, age, disabilities if any, and length of stay in home).
  • Allow 5 minutes for interview to occur.
  • Switch roles and provide new scenario information.
  • Allow 5 minutes for interview to occur.
  • Debrief by assessing as a large group the thoroughness of the interviews and the meaning of the information collected.

/ Activity STOP

Unit 14.4: Revenue Maximization

/ Time: 1 hour
Unit Overview:This unit explains the purpose of obtaining and maintaining appropriate case documents for determining or re-determining Federal Revenue eligibility for clients and explains the purpose and components of a Master Trust Account.
/ Learning Objectives:
1. Explain the purpose of Revenue Maximization.
2. Recognize the requirements needed for various funding applications.
1. Explain a Master Trust account.
2. Recognize the requirements needed to evaluate and utilize a Master Trust account.
Trainer Instructions and Script:
Display slide 14.4.13: Unit 14.4 Revenue Maximization (PG:X)

Display slide 14.4.14: Learning Objectives (PG:X)

Display slide 14.4.15: What is Revenue Maximization? (PG:X)

Trainer Notes: Consider inviting your local revenue maximization representative to speak to the class during this session.
/ Say: Revenue Maximization is in charge of maximizing the federal revenue received by the CBC. Specialists within the department obtain and maintain appropriate case documents for determining or re­ determining eligibility of clients for Federal Funding and for maintaining compliance. They obtain these documents from the Case Manager.
Display slide 14.4.16: Case Manager Responsibilities (PG:X)

/ Ask:Why is it important for Case Managers to assist the Revenue Maximization department in completing their job?
Solicit responses.
/ Say:Approximately 65% of the funds we use to complete our work come from these streams. Statewide, we have failed approximately 20% of Federal audits. Here in ______county, we have failed ______%. When counties fail audits, their sample size the next year goes up and the allowable errors decreases. We have to stay on top of our performance to ensure proper funding. This money pays for positions, foster care board rate, adoption subsidies and other areas.
/ Say: We receive these federal funds by ensuring:
  • FSFN is correct, up to date and entries are made timely
  • All change orders are kept in place
  • All documentation is in place

/ Say: Case Managers must ensure that:
  • A Temporary Assistance for Needy Families (TANF) application is complete, correct and in the file
  • Social Security card(s) are in the file
  • FSFN is complete and accurate

/ Say:Case Managers often will find that they are needed to help their clients apply for SSI or SSA. SSI is Social Security Income (for a disability) and SSA is income from the death of a parent or if the parent is receiving SSI.
Refer participants to PG:X, Master Trust / Client Account Casework Guidelines.
Discuss with participants their responsibilities in your region for applying for these benefits.
If no local protocol is accessible, the following explains the general procedure. However, participants should be directed to their revenue maximization specialist for questions.
/ Say: Applying for SSI :
If a child is not receiving benefits at the time he/she enters licensed care, and the child may be entitled to disability benefits, the following is necessary:
  • Psychological (within a year)
  • Child's (school) l.E.P
  • Treatment Plan Review (last)
  • Any medical records
  • CBHA
  • Birth Certificate, must be original
  • Certified shelter order, cannot be a copy
Say: Applying for SSA :
If a child is not receiving death benefits at the time he/she enters licensed care, and the child may be entitled to these benefits, the following is needed:
  • Death Certificate of the deceased parent, must be original
  • Birth Certificate, must be original
  • Certified shelter order, cannot be a copy

Display slide 14.4.17: Master Trust Fund (PG:X)

/ Say:This allows the department to administer, save and invest the moneys and other assets of foster children. Any unearned income of a foster child
will become part of master trust: SSA program benefits, Veteran’s Administration benefits, monthly pension benefits, lump sum amounts from sources such as life insurance, court settlements, etc. (A youth’s own income from working should not go into master trust, unless the youth so requests.). Note that these moneys may not go passed $2000 in the account at any given time.
Complete review of the Master Trust / Client Account Casework Guidelines.

Unit 14.5: Interstate Compact on the Placement of Children (ICPC)

/ Time: 30 minutes
Unit Overview:In this unit, participants examine the requirements of the Interstate Compact on the Placement of Children, and identify the steps necessary to effectively manage the process.
/ Learning Objectives:
  1. Review ICPC eLearning.
  2. Review the ICPC Process and procedure in FSFN.

Trainer Instructions and Script:
Display slide 14.5.18: Interstate Compact on the Placement of Children (ICPC) (PG:X)

Display slide 14.5.19: Learning Objectives (PG:X)

Display slide 14.5.20: ICPC eLearning(PG:X)

/ Participants will now do the ICPC eLearning Course as a group.
Display slide 14.5.21: ICPC (PG:X)

Trainer Notes: After the participants have completed the ICPC eLearning course, this section is reserved to answer any questions they may have on the subject.
/ Ask:What is ICPC? How does it work?
What questions do you have on the ICPC purpose or procedure?
Solicit responses.
Provide answers as appropriate.

/ Activity #1: ICPC - FSFN
Purpose: This activity allows participants to become familiar with the FSFN process and procedure for ICPC cases.
PG:X
Materials:
  • Participants Guide
  • FSFN access
  • Audiovisual equipment

Trainer Instructions:
Access FSFN ICPC screen and either demonstrate the steps or walk the participants through the various screens
/ Activity STOP