Title IV-E Master of Social Work
Child Welfare Program
STUDENT MANUAL
2012-2013
CALIFIORNIA STATE UNIVERSITY, FRESNO
Department of Social Work Education
College of Health and Human Services
5310 Campus Drive, MS/PH 102
Fresno, CA 93740-8019
(559) 278-3076
Corinne L. Florez, MSW, PPSC
Title IV-E Child Welfare Coordinator
Maxine Watson
Administrative Support Coordinator
Dr. Virginia Ronders Hernandez, Ph.D, LCSW, Chair
Dr. Andrea Carlin, Field Coordinator
Dr. Donna Hardina, MSW Coordinator
Dr. Andrew Hoff, Dean
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Table of Contents
PREFACE ....................................................................................................................................... 4
Title IV-E Program Information ..................................................................................................... 8
Title IV-E Program Faculty & Staff ............................................................................................. 13
IV-E BASW Program Faculty & Staff ......................................................................................... 14
Section I ........................................................................................................................................ 15
BACKGROUND OF THE TITLE IV-E PROGRAM.................................................................. 16
HISTORICAL REVIEW .............................................................................................................. 17
THE CURRICULUM DEVELOPMENT PROCESS .................................................................. 17
Section II ....................................................................................................................................... 24
CalSWEC MISSION STATEMENT............................................................................................ 25
GOALS OF THE CHILD WELFARE SOCIAL WORK ............................................................ 25
CURRICULUM IN CALIFORNIA ............................................................................................. 25
CALIFORNIA CHILD WELFARE CURRICULUM PRINCIPLES .......................................... 26
REQUIRED TITLE IV-E COMPETENCIES .............................................................................. 27
Integrative Seminar Sequence....................................................................................................... 29
Section III...................................................................................................................................... 30
ROLE OF THE TITLE IV-E COORDINATOR .......................................................................... 31
ROLE OF THE TITLE IV-E FACULTY/LIAISON.................................................................... 32
ROLE OF THE ADMINISTRATIVE SUPPORT COORDINATOR ......................................... 33
ROLE OF THE ADMINISTRATIVE ASSISTANT ................................................................... 34
ROLE OF CLERICAL ASSISTANT ........................................................................................... 35
Section IV ..................................................................................................................................... 36
POLICIES REGARDING RESPONSIBILITIES ........................................................................ 37
OF CALSWEC, UNIVERSITY, AGENCY AND STUDENTS.................................................. 37
POLICIES REGARDING STUDENT SELECTION .................................................................. 41
OF TITLE IV-E CANDIDATES .................................................................................................. 41
Section V....................................................................................................................................... 42
FULL-TIME MSW STUDENT CONTRACT…………………………………………………..43
AFFIRMATION AND RELEASE OF INFORMATION……………………………………….52
FISCAL YEAR 2011-2012 PART-TIME MSW STUDENT ...................................................... 53
FEDERAL CODE SECTION 45 235.60 - 235.63 ....................................................................... 63
JOB SEARCH FORM .................................................................................................................. 66
EMPLOYMENT VERIFICATION FORM ................................................................................. 70
NON PROFIT VERIFICATION FORM ...................................................................................... 71
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EMPLOYMENT COMPLETION FORM .................................................................................... 72
RELEASE OF EMPLOYMENT INFORMATION ..................................................................... 73
RELEASE OF EMPLYMENT INFORMATION……………………………………………….74
NOTICE TO STUDENTS ON TAXATION OF.......................................................................... 75
SCHOLARSHIPS, FELLOWSHIPS, AND STIPENDS.............................................................. 75
Information to Students on Taxation of Scholarships, Fellowships, and Stipends ....................... 76
CalSWEC INTERGRATED FOUNDATION COMPETENCIES .............................................. 77
PROJECT COORDINATORS LISTING ..................................................................................... 86
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PREFACE
The Title IV-E Child Welfare Program Student Manual provides the mission and goals, which
guides child welfare training for Title IV-E graduate students in the MSW program. In addition, it
contains the background and historical development of the Title IV-E Master of Social Work Child
Welfare Program, the Title IV-E Competencies guiding the Child Welfare Social Work Curriculum in
California, and the Roles and Responsibilities of CalSWEC, Title IV-E Coordinator, IV-E Liaisons,
Child Welfare Agencies, and the IV-E Student. Finally, it contains the Title IV-E Full-Time and PartTime Student Agreements, and the policies guiding participation in the Title IV-E Child Welcome
Program.
Section I consists of the background of the Title IV-E Master of Social Work Child Welfare Program
and the historical overview of the Curriculum Process. This information will provide background on
how and why this valuable child welfare program came to be, as well as the process involved in the
establishment of the competencies.
Section II consists of the Goals for the Child Welfare Social Work Curriculum in California, the
Statement of Principles for California's Child Welfare Curriculum, and the Child Welfare
Competencies. As you begin your internship, this section will afford the content, which you will
integrate not only in your learning agreement, but also in your field experiences and field
instruction.
Section III consists of the Roles of the Title IV-E Coordinator, Title IV-E Liaison, and the Title IV-E
Administrative Coordinator and Administrative Assistant. This information will assist you in
becoming more familiar with our program and the valuable role each has within the scope of this
program.
Section IV consists of Full-Time and Part-Time Student Agreements, Federal Code Section 45,
Student Information Forms, and Employment Search Form. These are examples of the documents
you will utilize throughout your MSW Program and as you graduate and enter or re-enter public
child welfare services.
Section V consists of the policies, which guide your involvement in the Title IV-E Child Welfare
Program. These policies will cover Field Internships, attendance at Title IV-E Integrative Seminars,
CalSWEC Responsibilities, University Responsibilities, Agency Responsibilities, and Student
Responsibilities. This section will clarify the critical role and responsibilities we all have in the
provision of professional education focused on child welfare practice.
This manual is intended to be utilized by Title IV-E Students, Field Instructors, Field Agencies,
DSWE Faculty, and Child Welfare Administrators. It is important to remember that the enclosed
listing of competencies represent a basic model of graduate social work practice with the emphasis
in child welfare and whose general purpose is to provide culturally sensitive, effective social work
services for children and families in the community.
Title IV-E Child Welfare Program
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CALIFORNIA
STATE
UNIVERSITY,
FRESNO
August 10, 2012
Dear Title IV-E Student:
On behalf of the Title IV-E faculty and staff, I would like to welcome you to the
Title IV-E Master of Social Work Child Welfare Program at California State University,
Fresno. We take great pride in the mission of our graduate program: empowerment,
cultural competency and social justice; and are pleased that the goals and
competencies set by the Title IV-E Child Welfare Social Work Curriculum in California
directly interrelate with this mission. As you look forward to your graduate studies,
be sure to familiarize yourself with the academic support provided through our
program. Review all the materials in this manual and get to know your Title IV-E
Faculty Field Liaison.
The linkage and support provided through the Chair; Field Coordinator's office as
well as the Title IV-E office will assure the successful integration of the Title IV-E
Master of Social Work curriculum into professional practice. All of your internship
settings and field instructors have been carefully selected to assure successful
integration of the MSW and Title IV-E Competencies. Take full advantage of this
support system during your graduate studies program at CSUF. Remember, we are
here to support and direct your field internship experience in the child welfare
practice arena. Always bear in mind that the ultimate goal of this program is to more
effectively serve our children and families in need. Please feel free to visit our offices
should you have any questions or need any additional information. Best wishes for a
successful academic year!
Sincerely,
Title IV-E
Master of Social Work
Training Program
Department of
Social Work Education
5310 N. Campus Dr.
Fresno, CA 93740-8019
Corinne L. Florez, MSW
Title IV-E Child Welfare Coordinator
Department of Social Work Education
California State University, Fresno
559. 278-3076
Fax 559.278-7191
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Title IV-E Child Welfare Program
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Title IV-E Child Welfare Program
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Title IV-E Program Information
To:
CALIFORNIA
STATE
UNIVERSITY,
FRESNO
Title IV-E Students, Field Instructors, Public Child Welfare Directors
Community Based Agency Directors and Tribal Administrators
From:
Corinne Florez, MSW
Title IV-E Program Coordinator
Date:
August 12, 2011
Subject:
Title IV-E Program Information
Child Welfare: "The expression of a communities interest in fostering those social
and economic forces which safeguard family life and insure to every child the fullest
development of his mental, physical and spiritual potentials."
(Mary Atkinson 1949)
The validity of Child Welfare practice suggests a need for scholarly research and
support to strengthen practitioners and assures consistent high quality practice. In
1989, the California Welfare Directors Associations (CWDA) joined with the Deans and
Directors for the then, ten Graduate Schools of Social Work in California to form the
California Social Work Education Center (CalSWEC).
CalSWEC is a partnership between the schools of social work, public human service
agencies, and other related professional organizations that facilitate the integration of
education and practice to assure effective, culturally competent service delivery to the
people of California.
This is accomplished through:
•
Recruiting and preparing social workers for careers in public human service with
special emphasis on child welfare;
•
Defining and operationalizing a continuum of social work education and training;
•
Engaging in research and evaluation of best practices;
•
Advocating for responsive social policies and appropriate resources;
•
Exploring other models and structures of operation that provide maximum
opportunity for accomplishing CalSWEC's mission.
Although we are currently experiencing a budget crisis in departments of social service, there
remains a shortage of professionals in public child welfare holding a Master's Degree in Social
Work (MSW). Public child welfare programs have been subject to intense media, public and
political scrutiny in recent years, particularly in connection with the disruption of families that
might have been preserved, and the injury or death of children in placement. In an attempt to
Title IV-E Child Welfare Program
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address and change these conditions, the Title IV -E Master of Social Work Child Welfare Program
was established.
Your participation in this program affirms your commitment to the reprofessionalization of child welfare services. During this collaborative process, student,
university, and agencies will promote the development of competent, capable, child welfare
practitioners and administrators. Toward that goal, the following responsibilities are as follows:
Student Responsibilities: Includes internship in a public child welfare agency (a minimum of
one year), attendance at required Integrative Seminars, maintaining "good standing" in the MSW
Program, completion of a Thesis/Project related to child welfare practice, completion of the
Advanced Child Welfare Course as an elective, completion of all requirements for the MSW Degree
and securing or returning to employment after graduation, in public child welfare, California State
Adoptions or Indian Reservations, and rendering two years of employment in public child welfare.
University Responsibilities: Provide agency internship for students, maintain formal contact
with agency throughout the internship process via IV-E Faculty Liaison. Provide Full-Time
Students with $18,500 annual stipend, paid in quarterly payments, for a maximum of two years of
participation as a full-time student. Provide Part-Time MSW Students with full tuition, fees, books
expenses and a travel allowance for a maximum of four years of participation as a part-time
student. University will also assist all students with securing and monitoring employment in a
California County Child Welfare Services Agency, California State Adoptions or Indian
Reservation/Rancheria employment.
Child Welfare Agency Responsibilities: Provides MSW field instructor responsible for students
field internship experience, adequate space, two hours of formal supervision per week, and
appropriate learning assignments for multi-stage development of students, leading to autonomous
practice in the child welfare arena.
OVERVIEW OF KEY POLICIES:
Policies and Procedures outlined in the MSW Field Manual apply to IV-E students as
they do all MSW students. The following are additional policies that affect only IV-E
supported students. What is described below is a supplement to the CALSWEC Student
Agreement.
STUDENT AGREEMENTS
All Title IV-E students receiving stipends or educational reimbursements must sign the Student
Agreement issued by the California Center for Social Work Education and abide by its
requirements. Title IV-E students will also sign a Payback Agreement Plan issued by the School of
Social Work and CSUF Foundation with an understanding that the payback plan takes effect if the
student is terminated, suspended, voluntarily withdraws, or fails to meet the requirements of the
program.
MAINTENANCE OF GOOD STANDING
As a participant in the Title IV-E Program, students must meet requirements beyond
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those expected of non-IV-E students. Students are required to maintain good standing in the
MSW program and the Title IV-E Program, including maintaining a 3.0 grade point average or
better every semester. In addition, students in the IV-E Program must receive credit in the field
internship in order to continue in the program and receive funding.
Students in poor standings will be mailed a letter by the IV-E Program Coordinator to be informed
of a probationary status or suspension of their stipend/educational reimbursement support. The
student will be asked to meet with representatives of the IV-E faculty and his or her academic
advisor to discuss the problem and take corrective action. A termination or suspension letter
automatically activates the payback agreement, and students are required to begin paying back the
amount of money received within six (6) months of notification. If a student is disqualified from the
MSW program by the Department of Social Work, he or she is terminated from the IV-E program
and payback of funds received is required.
ATTENDANCE
Students are required to attend all classes, including meeting field internship hours, field seminars,
IV-E Integrative Seminars, participate in periodic surveys necessary for the IV-E program
evaluations, and other requirements as necessary. Students must attend all scheduled Title IV-E
Integrative Seminars and are required to inform the IV-E liaison/faculty or program coordinator
when an absence cannot be prevented. A make-up assignment of a minimum of five (5) pages will
be required for an absence. Any incomplete make-up assignments beyond one month will result in
suspension of stipend or reimbursements. Students who have more than one excused absence per
year will be asked to discuss their inability to meet the requirements of the program and may be
disqualified.
INCOMPLETE AND WITHDRAWALS
An Incomplete is granted by a professor primarily for family and personal emergencies, which
interfere with a student's ability to meet the full requirements of a class. If a student is allowed an
"Incomplete" grade at the end of the semester, the Incomplete must be changed to a regular grade
before the start of the new semester in order to meet the requirements of the Title IV-E
program. Students are not allowed to carry Incompletes into the next semester and still be
considered in "good standing" in the Title IV-E Program.
Withdrawal from a class constitutes a decision by the student to interrupt or delay their MSW
program. A plan to delay or change the completion date of graduation will affect the student's
status with the IV-E program. IV-E students are required to inform the University and the IV-E
Program Coordinator in writing about any planned changes in their program.
Any decision to withdraw from a class or from the program entirely must be submitted in writing to
request a "hardship exemption" that defers repayment for no more than one year, or repay the
stipend according to repayment procedures. The student will be in jeopardy for termination or
suspension from IV-E support if these conditions are not met and the payback agreement will take
effect. (See section of Request for Delay of Payback.)
It is in the interest of the student that they discuss difficulties in the program early with the IV-E
Program Coordinator or any other IV-E faculty member to prevent the need for withdrawals.
GRIEVANCE PROCEDURES
All MSW students must follow Grievance Procedures as outlined in the MSW Field Manual. If a
Title IV-E Child Welfare Program
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IV-E student has a grievance with the Title IV-E Program and its requirements; the student must
submit this grievance in writing to the Title IV-E MSW Program Coordinator, Corinne L. Florez,
MSW, Department of Social Work Education. The student will be asked to meet with the Program
Coordinator, the Program Director and Department Chair, Dr. Dr. Virginia Ronders Hernandez
and/or designated IV-E faculty members to discuss the grievance and find an agreeable solution to
the problem, a copy of the student's grievance may also be sent to Chris Mathias, Director,
CalSWEC , University of California at Berkeley, School of Social Welfare, 6701 San Pablo, Suite 420,
Berkeley, CA 94720-7420.
IV-E FIELD REQUIREMENTS
Title IV-E students fulfill field requirements as described in the MSW Graduate Field Manual. Any
questions or concerns about their field placements should follow appropriate field procedures.
Students should discuss problems with their field instructor, faculty field liaison, IV-E Coordinator
and finally, if unresolved, with the Department of Social Work Field Coordinator and the chair, in
that order. Title IV-E students in both years of field have three to six hours every month
for Child Welfare Integrative Seminars which will not be counted as field internship
hours.
FISCAL RESPONSIBILITIES
The CSUF Foundation is the fiscal agent for the Title IV-E Program and all check disbursements will
be mailed directly to the student's home on designated dates from the Foundation. The Foundation
will not respond to students who make requests to them directly without prior approval from the
IV-E Program Coordinator or Director. Stipend checks will be available on a schedule set by the
Title IV-E Office. Reimbursement checks for Part-Time students are mailed 2-3 weeks after claims
are submitted. Students should not rely on stipend checks as their sole source of income because
of the possibilities of abrupt termination or suspension. As it is for any professional person
employed by an organization, payroll checks are not issued on an "as needed" basis. All students
must plan ahead for emergencies.
FOR ALL IV-E STUDENTS
Tuition payments are made directly by the IV-E program office through a Fee Authorization Process
if the student is in "good standing" before the end of the current semester and has a current
repayment and student agreement signed.
FOR PART-TIME PROGRAM EDUCATIONAL REIMBURSEMENTS
Students must submit a IV-E claim form for timely reimbursements. At the beginning of each
semester, claims must be submitted with proper receipts in original form attached for texts,
research software and parking reimbursements. Mileage is claimed on a monthly basis is permitted
at .50 per mile driven from work or home to class and back. Also reimbursement on any field fees,
graduation fees and textbooks. Reimbursement forms are available in the Title IV-E office.
COMMUNICATION IN WRITING
IV-E students are required to inform the IV-E Program office in writing of any changes in personal
data including name, address and phone number, etc. for the duration of the program and for five
Title IV-E Child Welfare Program
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years after graduation. In addition, any plans to change their program must be put in writing. Any
policy clarifications, special request, delays in payback or forgiveness in meeting obligations must
also be in writing. The IV-E Program office is required to respond to any requests in writing, as
well. There are some policy questions and requests that must be sent to CalSWEC for clarifications
and final decisions.
EMPLOYMENT OBLIGATION
IV-E students entering their last year are responsible for applying for jobs in a California county or
state department of social services. They should notify the IV-E Program office of their plan/interest
to apply for a County Public Child Welfare position. For most county employment, application forms
should be filled out during the Winter Break. An informational meeting will be included during a Job
Readiness Seminar which will include having county personnel representatives meet with students
to provide application forms and agency information. The employment payback requirement calls
for satisfactory employment for two years. Because the Title IV-E Program is also essentially an
MSW employment program, if at any time in their graduate program a IV-E student decides they
cannot fulfill their work requirement, they need to inform the IV-E Program Coordinator
immediately. Revisions to this policy may be made in times of a hiring freeze. You will be notified
in writing if this occurs.
PROFESSIONAL ATTITUDE AND BEHAVIOR
The Title IV-E support is not considered a right, but an opportunity for those who agree to its
mission, goals and requirements. This is a professional development program with the expectation
that students who agree to participate will understand and know where they are going in their
public child welfare MSW career and how they will achieve it. Attitudes and behaviors which
communicate the respect of the policies and procedures of both the Department of Social Work
Education and the IV-E Program are expected. Integrity with oneself and others is highly valued.
The IV-E students have a greater responsibility to fulfill and a broad responsibility to children and
families in the community. It is hoped that a positive attitude and a cooperative spirit will guide the
IV-E student towards successful completion of their program and ultimately, the enhancement of
services to the community.
We look forward to productive collaboration and the development of qualified competent child
welfare practitioners dedicated to the children, families and communities they serve. We hope that
this Title IV-E Manual will facilitate our collaborative effort by providing you essential information
about our program. Should you desire further information or have questions, please feel free to
contact any of the IV-E faculty and staff. We wish you a successful year in collaboration with the
Title IV-E Child Welfare Program
Title IV-E Child Welfare Program
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Title IV-E Program Faculty & Staff
PHS 115 & 118
(559) 278-3076
(559) 278-6600 (Fax)
DSWE Main Office (559) 278-3996 (PH 128)
IV-E MSW Program
Virginia Ronders Hernandez, Ph. D, LCSW
Title IV-E Program Director
(559) 278-3992
viriginiarh@csufresno.edu
Corinne L. Florez, MSW/PPSC
Title IV-E Coordinator
(559) 278-2910
corinnef@csufreno.edu
Maggie Armistead, MSW
Title IV-E Liaison/Instructor
(559) 278-6851
marmistead@csufresno.edu
Dolores Siegel, LCSW
Title IV-E Liaison/Instructor
(559) 278-7279
dsiegel@csufresno.edu
Christopher Cole, MSW
Title IV-E Liaison/Instructor
(559) 278-6698
ccole@csufresno.edu
Cher Teng (Bee) Yang, MSW
Title IV-E Liaison/Instructor
(559) 278-6489
beey@csufresno.edu
Daniel Espinoza, MSW , ACSW
Title IV-E Liaison/Instructor
(559) 278-1663
despinoza@csufresno.edu
Olivia Shaver, MSW, LCSW
Title IV-E Liaison/Instructor
(559) 278-6485
olivias@csufresno.edu
Maxine Watson
Title IV-E Admin. Coordinator
(559) 278-8166
maxinew@csufresno.edu
Frankie Freitas, MSW
Title IV-E Field Liaision/Instructor
(559) 278-3076
frankief@csufresno.edu
Kristin Carraway
Title IV-E Clerical Assistant
(559) 278-3076
titleivesa@csufresno.edu
Sueanne Johnson
Title IV-E Admin. Assistant
(559) 278-6870
suejohnson@csufresno.edu
Title IV-E Child Welfare Program
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IV-E BASW Program Faculty & Staff
Cheryl Whittle, LCSW, PPSC
Title IV-E BASW Coordinator
(559) 278-6485
wandam@csufresno.edu
Estella Saldivar, MSW
Title IV-E BSW Liaison/Instructor
(559) 278-8494
esaldiva@csufresno.edu
Yeng Xiong, MSW
Title IV-E BSW Liaison/Instructor
(559) 278-6846
yxiong@csufresno.edu
Sueanne Johnson
Title IV-E BASW Administrative Assistant
(559) 278-6870
suejohnson@csufresno.edu
Title IV-E Child Welfare Program
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Section I
• Background of the Title IV-E Master of Social Work
Child Welfare Program
• Historical Overview of the Curriculum Process
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BACKGROUND OF THE TITLE IV-E PROGRAM
In 1989, the California Welfare Directors Association (CWDA) joined with the deans and directors of
the then, ten graduate Schools of Social Work in California to form the California Social Work
Education Center (Cal SWEC). The mission of Cal SWEC was and still is to re-professionalize public
services by (1) providing financial support to MSW students enrolled in an MSW program designed
for public child welfare practice competence, and (2) facilitating efforts that encourage the
retention of professionals in public social service agencies.
In January 1993, the California Department of Social Services entered into a contract with CalSWEC
(D.C. Regents) to provide Federal Title IV-E money for stipends for full-time child welfare MSW
students and for staff to implement the program. Sixteen half-year stipends of $6,250 were
available in each of the ten graduate schools of Social Work. However, in the academic year
beginning September 1993, provision was made for twenty additional two-year stipends of $12,500
per year at each school.
To recruit more CWS employees into this program, in Fall 1994, the amount of the stipend for fulltime students was increased to $15,000, and a part-time option for county employees of
departments of social services was added. In the Fall of 2000, the amount of the stipend for fulltime students was increased to $18,500. Further, the contract was expanded to include employees
of the California Department of Social Services. Priority for these slots is given to CWS employees
who are qualified for admission and to applicants who reflect the diverse client populations
currently served by public child welfare in California.
The contracting and funding agencies, the California Department of Social Services, and the Federal
Region IX Office of Health and Human Services, have firm project expectations. They anticipate
that (1) the students will be selected according to the priorities agreed upon, (2) the educational
competencies will be delivered, and (3) project money will be accounted for as it would be for any
public social services program.
Collaborative efforts between the deans of schools of Social Work and the California Welfare
Directors Association culminated in the development of the Title IV-E Goals and Competencies for
Public Child Welfare. The Goals and Competencies guide the Title IV-E Integrative Field Seminars
and Field Internship experiences.
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HISTORICAL REVIEW
THE CURRICULUM DEVELOPMENT PROCESS
A. INTRODUCTION
Public child welfare programs have been subject to intense public scrutiny in recent years
often in connection with deaths or injuries of children in placement or due to the disruption of
families that might have been preserved. These incidents often reflect the pressure of caseloads
that are rapidly increasing in numbers and acuity while resources are diminished. Not infrequently
however, workers who have committed serious practice errors have been found to be poorly
trained in the legal requirements and complex skills associated with child welfare practice. In
several cases in other states, departments of social services have been found deficient in observing
legal and professional practice standards. Course degrees have included requirements for
upgrading child welfare staff, indicating hiring preferences for persons with human services
bachelor=s degrees or Master=s of Social Work.
Historically, Social Work has been the predominant profession in child welfare practice.
Several studies have demonstrated the relevance of social work training to child welfare practice
(Booz, Allen, 1987). Yet, California Department of Social Services has experienced increasing
difficulty in hiring MSW child welfare workers. In rural areas the problem is critical. Three counties
in the central San Joaquin Valley (Kern, Kings, Tulare) show 74%, 67%, and 74% or below
respectively, in rates of vacancy of positions requiring an MSW.
There is a significant unmet demand for Master's social workers in child welfare. In a 19871988 survey of California child welfare departments by the California Chapter of NASW, only 25%
of California child welfare workers were found to have an MSW, while one-third of the counties had
no MSWs at all. In 1989, California graduate schools of social work produced about 800 new MSWs.
There were openings that year for 600 MSWs in county child welfare alone. Increasingly, social
work professionals are leaving or avoiding public social services employment. Of the approximately
2000 Master's social workers in the state, only about 200
(or 10%) are employed in child welfare. About 500 of the Master's social workers in the state are
employed to a significant degree (at least 25%) in private practice. The need for MSWs is
particularly profound with respect to professionals who are members of ethnic and racial groups
and immigrant and refugee populations currently under-represented on child welfare staffs
(African-American, American Indians, Chicanos, Latinos, and Asian and Pacific Islanders). For
example, the percentage of emergency response to abuse clients is 15.9% African American and
20.6% Hispanic. Professional staff ethnicity, however, is 9% African-American and 11 % Hispanic.
The purpose of the Child Welfare Social Work Curriculum Development Project of the
California Social Work Education Center was to establish new educational objectives for social
workers who aid poor and minority families, and publicly supported public child welfare services.
Curriculum development in Social Work Education is needed because the field of child welfare is
changing rapidly. For example, P.L. 96-272 (1980) established a focus on keeping children in their
homes and on permanency planning, in an effort to break the cycle of multiple foster homes for
dependent children.
In addition, as noted above, members of ethnic, racial, and cultural minority groups
Title IV-E Child Welfare Program
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constitute an increasing portion of the clientele of the child welfare system. This change
necessitates increased recruitment of minority workers and the mastery by all workers of skills of
culturally competent practice. The child welfare curriculum in most schools of social work has not
fully adapted to these changes in the practitioner role and service populations. In addition to
mastering new intervention modes, students who enter public social welfare practice in the next
few years must have the leadership and organizational skills to play significant roles improving the
structure and design of agencies and service programs.
The following report documents the child welfare curriculum development process. It
contains two sections. The first describes the development of a curriculum process aimed at the
improvement of professional competency in child welfare services. The methodology and results
will be described, including selection of the diverse advisory group of child welfare experts.
Similarities and differences between practitioners' and teachers' views about what is essential for
inclusion in a graduate child welfare social work program are also discussed and possible reasons
for the differences are proposed. Then, the resulting competency based curriculum is discussed
emphasizing what is new about this curriculum. Finally, the next steps are suggested for
continuance of the curriculum development project. The second section contains the complete
competency statement.
B. THE ROLE OF THE CALIFORNIA SOCIAL WORK EDUCATION CENTER
The California Social Work Education Center was created by the California Deans and
Directors of Graduate Schools of Social Work and The California Welfare Directors Association to
encourage Master's level social work graduates in the state to prepare for careers in the publicly
supported social services. Center operations are supported by a three-year grant from the Ford
Foundation supplemented by the Haas, Walter S. Johnson, Lurie, San Francisco, Santa Clara,
Stuart, Van Loben Seks, and Zellerbach funds. The Center's initial objective involved the creation of
a program of financial aid for students with employment requirements to be met upon graduation
linked to a competency-based curriculum developed jointly by educators and professionals in the
public agencies and, in addition, the Center facilitates joint agency-school evaluations of service
delivery innovations. The California Social Work Education Center emerged from four years of local
and regional collaborations.
One of the key functions of the Center was to assist the ten schools and the county social
services departments in collaboratively developing curriculum for the education and training of
MSW child welfare workers. It is recognized that the design and structure of graduate curriculum is
the province of each faculty and that a variety of models may be effective. By delineating a basic
set of educational knowledge and skill competencies and basic values which the various schools can
adopt as curriculum objectives, the Center hopes to assure an appropriate level of consistency in
MSW training for child welfare throughout the state of California.
Curricula must be sensitive to changes in public policy, the distribution of client populations,
available resources, and existing knowledge about what works to alleviate social problems, hence
the education for professional social work practice by necessity involves collaboration between
practitioners in the field and faculty from schools of social work.
The method chosen for the development of child welfare curriculum was designed to take into
account the fact that people already have ways of doing things that work for them, but that new
ways of educating child welfare workers must also be developed.
C. A COMPETENCY BASED CHILD WELFARE CURRICULUM
Competent means being "properly or well qualified; capable; adequate for the purposes
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defined," (Berube, 1985). Competency further implies expertise, proficiency, and mastery of a
particular skill or a body of knowledge. Without further specification, the idea of training students
to "know" or "do" child welfare social work is an ambiguous and overwhelming goal. The idea of
competence-based social work education is not new and is gaining momentum. (Gambrill, 1983;
Institute for Human Services, 1987; Tabbert and Sullivan, 1999; Pecora,et. al. 1990; Cheung et. al.
1991; Maine Child Welfare Training Institute, 1991). A competency- based curriculum must provide
clear descriptions of what skills or knowledge are to be measured and how, including the selection
of distinct outcomes chosen before the interventions begin, the ability to follow progress during the
intervention process, the use of empirical literature, and the application of critical thinking skills
(Gambrill, 1983).
Questions regarding how specific the social work curriculum should be, the level (graduate
or undergraduate) at which should specialization begin, and the relationship between continuing
education and the graduate school curriculum continue to be debated. Although important to the
general issue of social work curriculum development, this project did not address these questions.
There has been concern for some time among professionals that what social workers are learning
in school does not "fit the problems families most frequently encounter in child welfare," (Wiltse,
1981). This project specifically addressed the two issues of educating graduate social work students
for relevant child welfare practice, and of building ongoing collaboration among public agencies and
schools of social work in California.
In the last decade, a national study (Lauderdale, et. al. 1980) was done to determine what
social workers in undergraduate and graduate social work students learned relevant to child
welfare. Classroom instructors were asked about child welfare course content, using course titles as
the substitute for the "academic definition" of the content covered (Ibid, p. 534). Then they asked
how much the instructors feel students know about the topics. Graduate classroom instructors felt
most confident about their students' knowledge regarding "Policy," "Supportive Services," and
"Legislation." The classroom looked to the field and field instruction to educate the student about
"Treatment Skills." Instructors noted "Specific Problems of Children" was the most frequently not
taught but most desired graduate course. While this study gave some idea as to whether or not
child welfare instruction exists in schools of social welfare and what is taught, it did not address the
issue of the level of knowledge and skill competency required for this complex profession.
Collaboration among schools and field is a key component of a successful graduate social
work program. As a result of its study on the state of collaboration between field and schools in
child welfare, the National Association of Public Child Welfare Administrators (1991) encouraged the
development of competency-based assessment of practice. The goal was to develop a curriculum
that met the needs of both professional graduate social work education and professional child
welfare services. The focus of the effort was the specification of competencies that would define
the objectives of education in child welfare for graduate social workers.
In order to promote collaboration, the first task is to be sure participants in the process are
able to understand how the others divide the topic, in this case, child welfare, into categories. The
major accrediting body for social work education, the Council on Social Work Education, bases
social work curricula on five professional foundation content areas (CSWE, 1982). The professional
foundation includes Human Behavior and the Social Environment, Social Welfare Policy and
Services, Social Work Practice, Research, and the Field Practicum. CSWE further states:
"Social Workers at both the graduate and undergraduate levels must demonstrate,
according to their respective levels of entry, proficiency and competence in the five professional
foundation areas," (ibid, p. 126). The competence however, does not imply that discrete courses
must be developed to address specialty programs. Once again, the categories do not necessarily
specify what is to be learned in the way of knowledge and skills.
Title IV-E Child Welfare Program
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Child Welfare Services in public agencies in California are categorically organized in a
different way from the way the schools categorize child welfare services. California child welfare
services are based on policy specifications for the delivery of categorical child welfare services (see,
for example, P.L. 96-272, 1980). The categories are: Adoptions, Emergency Response, Family
Reunification, Family Maintenance, and Permanency Planning. As it happens, very few classroom
courses co-exist with the service categories, i.e., contain information about child welfare or have
titles such as "Child Abuse and Neglect" or "Child Protective Services," (Kravitz, 1991). Further,
there has not been good documentation of how learning in the field is integrated into the classroom
setting.
D. SELECTION OF THE ADVISORY GROUP
The Curriculum, Sub-Committee of the Board of California Social Work Education Center
consisted of four members and two staff. In order to build collaboration into the methodology of
the project, the Sub-Committee formed a twenty-six member advisory group, by nominating ten
practitioners from public social services, ten faculty who teach child welfare, five practitioners from
non-profit social services agencies who contract for services with their local public social services
departments, and one person to represent social work in elementary and secondary schools. Efforts
to insure cultural diversity resulted in the addition of three persons; one additional public social
service manger, one additional faculty member, and a representative of the Latino Social Work
Network. One committee member also filled out the questionnaire bringing the total number of
participants on the advisory group to thirty. However, one public social services nominee and one
representative from the non-profit sector did not complete the questionnaire.
E. METHODOLOGY AND RESULTS
The competency list used for the original questionnaire was derived from three main
sources: (a) "Individual Training Needs Assessment for Child Welfare Caseworkers" (Institute for
Human Services. 1987), a document developed by the Institute for Human Services and obtained
from the Child Welfare League of America, (b) a list of fieldwork competencies developed at Cal
State Long Beach under the direction of Professor Janet Black, and c) a list of in-service training
competencies developed for the State of California Emergency Response Training Project by
Professors Wynn Tabbert, Peggy Sullivan, and Robert Whittaker at Cal State Fresno. These were
modified, supplemented and categorized by the Center Curriculum Sub-Committee and staff.
Since the methodology for this curriculum development process was an iterative one, that is
the results of each phase directed the method of collecting data for the next phase, methods and
results are reported here together. A modified Delphi method (Delbeg, 1775; Lauffer, 1984) was
used to gather input about the proposed list, whereby the members of the advisory group were
polled by mail to elicit their opinions about a proposed set of a 126 competencies. A mail poll was
chosen, rather than a committee process, because respondents came from all areas of California
and because with a mailed poll, rather than a face-to-face meeting, equal weight was
given to all respondents' opinions. The questionnaires were mailed in May 1991. The Curriculum
Sub-Committee received the initial report of the results in August 1991 and met in September 1991
to further refine the list. Staff made the revisions in September and polled the Curriculum SubCommittee in October before editing the Basic Child Welfare Graduate Social Work Curriculum for
further review for a statewide conference held in December 1991.
From the original questionnaire, respondents were asked to indicate whether they felt an
item was essential, desirable, or unnecessary for graduate education. If the respondent indicated
an item desirable or unnecessary for graduate education, then she or her was asked to rank the
item's level of desirability for post-graduate education, using the same three choices. A second
mailed questionnaire was originally contemplated, but the level of agreement on core items
Title IV-E Child Welfare Program
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reported here suggested that this step could be eliminated in the interest of time.
One respondent sent a values statement that was developed for child protective services
training given throughout the state. Since several respondents indicated they wished to have a
broad statement about our approach to children and families, staff developed a statement of
values, which has been incorporated into the final competency-based curriculum (see Section II).
Some wording changes from the original questionnaire were made after the initial results
for the sake of clarity. The word Student was substituted for the work Worker in all items and verb
tense was changed to the present.
The section on Child Welfare Management posed a particularly difficult problem for
respondents because most students do not have a chance to develop competency in management
skills. Yet, respondents indicated the opportunities for manager development were not necessarily
available on the job either. Thus, in the final draft, these competencies were changed to knowledge
competencies rather than skill competencies.
When a 93% response rate was achieved, staff summarized the data by compiling simple
frequencies to determine the essential competencies in each section. Using a two-thirds rate of
respondent approval of essential as a cut-off point, items rated essential by at least 66% of the
respondents were automatically placed in an "essential for graduate education" grouping in the
initial draft. A second category of items ranked essential by at least 40% of the respondents were
listed next. The desirable percentage was also given for these items.
The essential and desirable responses tended to show an inverse relationship. That is, an
item high on the essential rating for graduate school education usually had a much lower desirable
rating. Usually, desirable and essential constituted the entire range of responses about an item. In
one or two cases, a respondent felt an item was unnecessary.
It is important to understand how respondents used the terms essential, desirable and
unnecessary. From the written and verbal comments of respondents, it appears that items marked
essential were those items, which respondents felt were both necessary and possible to teach or
provide experience for competency in graduate school. Respondents felt some items required
learning experiences not generally available to graduate students or that it was possible to develop
familiarity but not competency about the same Items. When responses of faculty and practitioners
were separated, significant convergence occurred on 26 items (see Appendix C). Except for three
items, faculty and practitioners agreed that these items were essential for the basic curriculum and
all of these were included in the final list. On three items, faculty and practitioners agreed that the
items were desirable but not essential for graduate competency and these will be considered for
post-graduate competency at a later date.
On 27 items, faculty tended more strongly toward essential, while practitioners were more
likely to say desirable (see Appendix D). From the comments, practitioners as a group listed
particular items as desirable when they did not quite see how competency on the item could be
achieved in graduate school. These differences in viewpoint should be seen as points of departure
for the implementation discussion and for post-graduate competencies.
In September 1991, the Sub-Committee worked with a draft document consisting of seven
sections. Each section contained a basic definition and three sets of competencies. Staff also raised
some questions that were considered important for the Sub-Committee to weigh in terms of topic
areas that were omitted or to address the question of duplication. The first set of competencies
consisted of those items, which passed the two-third cut-off for essential. The second set consisted
of those items that were rated essential by at least 40% of the respondents. On some items, the
response rate of essential and desirable together approach 100%. When this is not the case, it
means that one or two respondents rated the item as unnecessary for graduate education.
However, the item may still be seen as desirable or essential for post-graduate training. The third
Title IV-E Child Welfare Program
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set consisted of all additional items proposed by respondents. The Sub-Committee reviewed and
promoted these, as they felt appropriate. After the September meeting, staff further refined the
report. Then the Sub-Committee was contacted by staff for more input in October, and the final
proposed curriculum competencies were compiled and re-numbered.
In December 1991, CalSWEC held a two-day child welfare conference in Southern California.
Eight-five agency professionals and school faculty attended. The purpose of the conference was to
present the proposed competency list to a large statewide forum in order to further refine the
competencies and to encourage regional collaboration. Participants first met as a large group and
were given the list of competencies. Then they were asked to note on their lists those important
competencies they felt were not currently adequately acquired by graduate social work students in
their region. At that time, the large group had a chance to give input to staff and several areas
were highlighted that participants felt needed more attention in the proposed curriculum. After a
break, participants reconvened in small groups that reflected three regions of California. This was
done to connect agency professionals with faculty from their area graduate schools and to begin
the collaboration process. Through a nominal group process, discussion and voting, groups chose
their priority competencies for curriculum development. The top three for each region have been
included here (see appendix E). Similarity among regions is striking: Developing "cultural
competency," dealing with hostile and non-voluntary clients, conducting interviews under less ideal
conditions, and working with interdisciplinary systems (such as the legal system) are common
themes which participants felt were needed but currently lacking in the graduate social work
curriculum.
The next informational input came from a panel consisting of one classroom faculty
member, one fieldwork director, and two child welfare professionals based in a large public agency,
who discussed opportunities for and barriers to implementation of the curriculum in their milieus.
After the panel presentation, participants began to discus what should be done about strengthening
the curriculum in their regional groups based on identified opportunities and barriers.
The final small group session organized participants according to their "role" in the process.
There was a dean's group, a faculty group, a child welfare manager's group, a fieldwork director's
group, and a department director's group. Their task was to identify barriers in the particular
regions to teaching the important competencies and to recommend solutions. A final party plenary
session and report back on small group accomplishments and next steps ended the curriculum
development section of the conference, although an afternoon session on child welfare research
and development section met afterwards. Following the conference, the competencies were
circulated by mail among the Curriculum Sub-Committee members again for final approval.
F. CONCLUSION AND NEXT STEPS
In discussing implementation, it is important to remember that this list of competencies
represents a basic model of child welfare graduate social work practice. These competencies
represent the minimum skill and knowledge expectations for the newly graduated MSW specializing
in child welfare. The document is intended to take into account what our two panels of experts and
conference participants felt was necessary and generally possible. If schools of social work have
resources to provide courses in more specialized training or if department of social services have
model innovative training projects, all the better.
It is also important that this list be seen as a "work in progress", not a rigid ad eternal set of
standards. Through the years, as goals, services and populations shift, we will need to revisit,
revise and upgrade our understanding of what MSWs should know and be able to do. In the next
Title IV-E Child Welfare Program
22
few months, we will have the opportunity to complete work on a post-graduate list, which may give
us a more complete picture of our extended goals for the MSW child welfare practitioner in
California through the two-year post-graduate level. An example of desired next steps would be the
creation of ongoing regional meetings among schools of social work and public child welfare
agencies. The Center is conducting an assessment and evaluation process to determine the effects
of the competency based curriculum in California over the next few years.
Finally, it should also be noted that curriculum development is only one component of the
entire child welfare project and can only work in conjunction with other components, including the
availability of financial assistance for students and resource support for schools and agencies. The
NAPCWA survey found that Title IV-E funds were an important component in the collaboration
among schools and agencies. Last, but not least, we gratefully acknowledge the ongoing interest
and cooperation of the foundations that support the project, the Regional Office of the
Administration for Children. Youth and Family, the Children's Bureau, the State Department of
Social Services, County Public Social Services Department, NASW, CWDA, agencies and Schools of
Social Work in California.
Title IV-E Child Welfare Program
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Section II
• CalSWEC's Mission Statement
• Goals of the Child Welfare Social Work Curriculum
in California
• Statement of Principles for California's Child
Welfare Curriculum
• Competencies for Child Welfare Practice
• Required Field Competencies
•
Title IV-E Integrative Seminar Sequence
Title IV-E Child Welfare Program
24
CalSWEC MISSION STATEMENT
The California Social Work Education Center (CalSWEC) is a partnership between the schools of
social work, public human services agencies, and other related professional organizations that
facilitates the integration of education and practice to assure effective, culturally competent
services delivery and leadership to the people of California.
CALSWEC OBJECTIVES
1.
The administration of a stipend program for students linked with employment
requirements in public child welfare services.
2.
The development, by educators and agency personnel, of a competency-based
directed toward child welfare practice in publicly supported social services.
curriculum
3.
Statewide implementation of the curriculum competencies.
4.
The facilitation of collaborative agency-school evaluation of social services programs.
5.
Joint agency-school efforts to encourage the retention of professionals in public agencies.
GOALS OF THE CHILD WELFARE SOCIAL WORK
CURRICULUM IN CALIFORNIA
CalSWEC’s Mission is supported by the following goals:
1.
Preparing a diverse group of social workers for careers in human services,
with special emphasis on child welfare, mental health, and aging fields.
2.
Defining and operationalizing a continuum of social work education and training.
3.
Engaging in evaluation, research, and dissemination of best practices in social work.
Title IV-E Child Welfare Program
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CALIFORNIA CHILD WELFARE CURRICULUM PRINCIPLES
1. Every child has the right to a permanent home for his or her care and upbringing.
Explanation: Recent child welfare policies reflect societal judgments that the system of temporary
foster homes and institutions is not generally a desirable environment for raising children.
Furthermore, research has indicated that children are harmed emotionally by a lack of permanency
in their lives.
2. A caring family is the best and least restrictive environment for raising children.
Explanation: NASW defines the family as "two or more people who consider themselves "family"
and who assume obligations, functions and responsibilities generally essential to healthy family life.
3. A wide range of parenting practices, varying as a result of ethnic cultural, community
and familial differences, can provide adequate care for children. Explanation: The ideal of
the least restrictive environment, includes respecting families' choices in parenting style, so along
as children's basic needs are met. The value of respecting diversity includes a recognition that a
diverse society can enrich all of us and should enhance, rather than restrict, individual's freedom of
choice.
4. The goal of child welfare is to promote the health and safety of children and their
development toward a positive, productive adulthood. Explanation: While priority is given to
the protection of children in immanent danger, child welfare services should also promote the
development of healthy families and communities and work to prevent family dysfunction.
5. In the circumstance of danger to a child, the state has a right to intervene in family
affairs to protect the child. In such a circumstance, the safety of the child takes precedence
over the rights of the parents. Explanation: Under existing law in California, the state may intervene
to protect children in circumstances when they are in eminent danger of abuse or neglect. The
state of California vests the power to intervene on behalf of the child in county departments of
social services. Parents and children are entitled to legal due process with regard to the removal of
children.
6. Every reasonable effort should be made to preserve and strengthen a child's existing
family before an alternative placement is considered. Explanation: County departments of
child welfare are required to make reasonable efforts to preserve or reunify existing families, unless
a court determines that a child's health or safety would be in jeopardy.
7. Services must be available, accessible, timely, and effective. Explanation: Services must
be accessible and timely, avoiding line waits and other barriers that would restrict clients' access to
service. Services must undergo regular evaluation and modification with the goal of making the
most efficient and effective use of agency resources. Program development efforts should be
sensitive to community and ethno-cultural factors in relation to effectiveness and accessibility.
The child welfare worker should advocate for his or her clients' service needs,
especially when appropriate services are not available in the community.
Title IV-E Child Welfare Program
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California State University, Fresno
Department of Social Work Education
REQUIRED TITLE IV-E COMPETENCIES
Participation in the Title IV-E Master of Social Work Training Program is Child Welfare Services
requires integration of the competencies identified as the California Social Work Education Center
Competencies for Public Child Welfare. Title IV-E Competencies are organized according to the
EPAS.
Title IV-E students will receive directions of the IV-E Addendum at the Fall Integrative Seminar.
This listing of Title IV-E Competencies are required competencies Title IV-E students must
incorporate into the learning agreement thereby assuring integration into their field experience.
As a critical component of participation in the Title IV-E Program you are required to be enrolled in
a minimum of one year in a public child welfare agency. This year will be identified as your Public
Child Welfare Internship year for the purpose of integrating
IV-E competencies into your Learning Agreement.
You will also have an additional year of internship in a non-profit setting, which involves the Title
IV-E population as consumers. This internship will be identified as your Non-Profit Internship Year
for purposes of integrating IV-E Competencies. Title IV-E caseloads are defined as follows:
Title IV-E Targeted Candidates:
There are certain “at risk” children, who are reasonably viewed as candidates for Title EV-E foster
care maintenance payments, for whom counties may receive Title IV-E reimbursement for allowable
administrative costs. This means that the caseload assignments include the following;
1) a decision was made that the next step for the child is placement in foster care unless
preventative services are provided; or
2) there is active pursuit of removal of the child from the home through the court process.
As you review the competencies it will become clearer as to how and why they are assigned to
either your public child welfare or non-profit year of internship. For example, competencies related
to welfares and institution code, ICWA, or curriculum planning would naturally fit better in your
public child welfare setting verses mental health or community based setting.
Title IV-E Child Welfare Program
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How to include your IV-E Competencies into your Learning Agreement
As you begin your first year of internship you will develop a Learning Agreement for each of your
two years of internship. As a IV-E student, you will have one year of Public Child Welfare
Internship and one year of Non-Profit Internship. Each year will require that you include IV-E
Competencies in your Learning Agreements as a means of assuring that CalSWEC/MSW curriculum
is a vital component of your education. With this in mind we ask you to include the following IV-E
Competencies in your Learning Agreement for each year. Your IV-E liaison will assist you in
completing your learning agreements as well as monitoring your field internship.
As we are currently undergoing changes with the MSW Learning Agreement, you will be asked to
complete an additional Title IV-E Addendum of required competencies. These will be attached to
your Learning Agreement and monitored throughout your field internship by you IV-E liaison.
Include the Title IV-E Competencies into your Learning Agreement Addendum.
Title IV-E Child Welfare Program
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Integrative Seminar Sequence
Title IV-E Child Welfare Program
Integrative Seminar Sequence
Family Wellness
SEMESTER 1
Overview of public child welfare, W & I Codes, Assessment, Safety and Self Care.
Differential Response in Child Welfare Service/California
Cultural Competence in Child Welfare
Alcohol & Drug -- Identification & Symptomology
Domestic Violence
Portfolio/Evaluation Seminar
SEMESTER 2
Transitioning Youth/Resiliency -- Interventions with foster Youths
Legal Aspects of Child Welfare -- Understanding the Court System, Writing Effective Court reports,
and Your Role as a child welfare Social Worker
Harry Specht Memorial Annual Child Welfare Symposium
Legal Aspects of the Indian Child Welfare Act in Child Welfare Services
Portfolio/ Evaluation Seminar
SEMESTER 3
Alcohol & Drug -- Treatment & Services for Children and Families
Medical Social Work
Child Welfare Supervision and Administration
Portfolio/Evaluation Seminar
SEMESTER 4
LGBT – Practice Implications
Immigration Issues Impacting Child Welfare Practice.
Portfolio Interviews
Harry Specht Annual Child Welfare Symposium
Positive Re-entry into Child Welfare Services
Portfolio/Evaluation Seminar
Title IV-E Child Welfare Program
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Section III
• Role of the Title IV-E Coordinator
• Role of the Title IV-E Faculty Liaisons
• Role of the Title IV-E Administrative Coordinator
• Role of the Title IV-E Administrative Assistant
• Role of Student Assistant
Title IV-E Child Welfare Program
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ROLE OF THE TITLE IV-E COORDINATOR
The general description of the Title IV-E Coordinator Duties and Responsibilities include the
following:
1. General policy implementation of the IV-E Program with the School.
• Student recruitment, screening and selection, and tracking
• Awards and Stipends Committee
• Job placements and retention support
• Over-sight of Title IV-E MSW & BSW Program
2. Develops policies and procedure integrating the IV-E Program with the School's program.
• Curriculum Development
• Student Support and Advisement
• Development of Integrative Field Seminars related to practice in public child welfare
• Development of IV-E Thesis Library
• Development of Child Welfare Resource Library
3. Oversees fiscal and programmatic accountability of IV-E Stipend program.
• Curriculum Evaluation
• Fiscal Accountability
• Budget Development
• Match Documentation
• Subvention Reports
4. Works with field liaisons and/or agency representatives to develop and oversee
appropriate field placements and experiences for IV -E stipend students.
• School and local community involvement
• Administrative Review with field agencies administrators
• Participation in Curriculum Committee
• Participation in Admissions Committee
• Participation in California Welfare Directors Regional Meetings
5. Represents the School at statewide CalSWEC meetings for Project Coordinators, as we as
regional committee meetings.
• Responsibilities to CalSWEC
• Attendance at quarterly statewide project coordinator meetings
• Monitor timely completion of student tracking information and curriculum evaluation reports
• Student tracking through graduate school and employment payback
• Reports to Chair of the Department of Social Work Education and The Dean of College of
Health and Human Services
• Participation in Child Welfare Partnership Committee
• Participation in CalSWEC Curriculum and Child Welfare Committee
• Participation in Regional CWDA Committee
• Attendance at Foster Care Oversight Committee
Title IV-E Child Welfare Program
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ROLE OF THE TITLE IV-E FACULTY/LIAISON
The general description of the Title IV-E faculty Field Instructor/Liaison duties and responsibilities
include the following:
1. Assists in implementation of the IV-E Program with the School.
Assists in the recruitment of culturally diverse students for the Title IV-E Program.
• Provides field and/or classroom instruction to graduate students participating in the Title IVE Program.
• Works with Project Coordinator and Field Coordinator in the integration of the Title IV-E
Competencies in the field internships.
• Assists in Development of IV-E Thesis Library & IV-E Resource Library
2. Contributes to policy and procedure development regarding the integration of the
IV-E Program with the School's Program.
• Provides feedback to PC on Curriculum Development
• Student Support and Advisement
• Assists in Development of Integrative Field Seminars
• Assists in Development of IV-E Thesis Library & IV-E Resource Library
3. Provides feed back into fiscal and programmatic realm of IV-E Stipend Program.
• Curriculum Evaluation
• Feedback into Fiscal Accountability
• Feedback into Budget Development
4. Monitors IV-E field placements and experiences for IV-E stipend students.
• Provides a minimum of two formal agency visits per semester with assigned MSW field
instructor
• Provides training for IV-E Field Liaison around competencies
• Reviews all final field evaluations and submits to Field Coordinator
• Assists IV-E students and MSW field instructors in the integration of IV-E Competencies into
learning contract and field experiences
• Confers with Project Coordinator and Field Coordinator on progress of IV-E students in
placement
• Assists in the development of Thesis/Projects related to Child Welfare and may be selected
as Reader in Thesis/Projects
• Assists in development and implementation of IV-E Integrative Seminars
• Monitors attendance of assigned IV-E students at all required Integrative Seminars and
develops a "make-up" plan when deemed appropriate
• Coordinates monthly integrative sessions at public child welfare sites
• Assists in the development of In-Agency Proposals
5. Provides feedback to IV-E Coordinator as it relates to CalSWEC initiatives and activities.
In addition to the roles of IV-E Field Liaison, the IV-E Field Instructor/Liaison encompasses a
broader scope of involvement. This role includes recruitment at assigned public child welfare
agency and leadership in the child welfare symposium.
Title IV-E Child Welfare Program
32
ROLE OF THE ADMINISTRATIVE SUPPORT COORDINATOR
The general description of the Administrative Support Coordinator Duties and Responsibilities
include the following:
1. General Administrative functions related to implementation of the IV-E Program with the School
and supervision of clerical staff and student assistant.
•
•
•
•
•
Coordinates and makes arrangements for student screening, selection, and tracking.
Makes arrangements for Awards and Stipend Committee.
Assists students in providing materials for job placement.
Prepares and submits Student Data Base to UC Berkeley.
Provides Supervision to Admin. and Student Assistants.
2. Prepares materials for service delivery of IV-E Program.
•
•
•
•
•
•
Receiving and screening mail, personal visitors, and telephone calls.
Coordinates arrangements for IV-E seminars, meetings, Conferences and business trips.
Attends and prepares for IV-E faculty meetings.
Prepares all correspondence, and documents from rough draft to final form.
Oversees reimbursements to part-time students and disbursement of stipend checks to fulltime students.
Requisitions materials, supplies, and equipment.
3. Assists and provides input into documents relating to fiscal and programmatic
materials.
•
•
Assists in providing input into the Match, Budget, Re-budget and Curriculum Snapshot
Reviews budget on a quarterly basis.
4. Provides clerical assistance to IV-E faculty relating to field placements.
• Provides clerical support with field agency reports, final evaluation, and journals.
• Assists IV-E students in delivery of field materials to assigned IV-E Liaison.
5. Provides administrative assistance to Title IV-E Coordinator in preparation of
materials, communication, and travel arrangements to statewide CalSWEC
•
•
•
•
meetings.
Makes travel arrangements for PC meetings for Coordinator, Director and designated
IV-E Liaisons.
Consults with Title IV-E Coordinator and prepares Student Data Base updates.
Assists Title IV-E Coordinator in student tracking of graduate school.
Tracking of Title IV-E Students in Payback.
Title IV-E Child Welfare Program
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ROLE OF THE ADMINISTRATIVE ASSISTANT
The general description of the Administrative Assistant's duties and responsibilities include assisting
the Administrative Support Coordinator in the following:
1. General clerical and office functions related to implementation of the IV-E Program with the
school.
• Prepares materials for IV -E faculty classes
• Assists students in providing materials for job placement.
• Assists IV-E students in delivery of field materials to assigned IV-E Liaison. (I.e. final evaluations
and journals)
2. Prepares materials for service delivery of IV-E Program.
•
•
•
•
•
•
•
•
Receiving and screening mail, personal visitors, and telephone calls.
Makes arrangements for IV-E seminars and meetings.
Attends and takes minutes of IV-E faculty meetings.
Prepares correspondence, and documents from rough draft to final form.
Requisitions materials, supplies, and equipment.
Coordinates all materials in IV-E Library.
Maintains upkeep of general office and conference room.
Provides clerical support with field agency reports, final evaluation, and journals.
3. Makes arrangements for IV-E Integrative Seminars.
•
•
•
•
Make room reservations and equipment requests
Prepare flyers and distribute to faculty
Coordinates set up for IV-E Seminars with Administrative Support Coordinator
Maintains attendance records and evaluations relating to IV-E seminars
4. Provides clerical assistance to Title IV-E Administrative Support Coordinator and
IV-E Coordinator in preparation of materials, communication, and travel
arrangements to statewide CalSWEC meetings for the Title IV-E Coordinator.
5. Assists Title IV-E Program Coordinator and Administrative Coordinator in student tracking of
integrative seminars, job readiness and graduate school.
• Provides clerical support to student assistant.
Title IV-E Child Welfare Program
34
ROLE OF CLERICAL ASSISTANT
The general description of the Student Assistant’s duties and responsibilities include assisting the
Administrative Coordinator in the following:
1. General clerical and office function related to the implementation of the IV-E
school.
Program with the
• Prepares materials for IV-E faculty
• Assists students with employment updates
• Assist IV-E students in delivery of field materials assigned to IV-E Liaison
2. Prepare materials for service delivery of the IV-E Program
• Receiving and screening mail, personal visitors and telephone calls
• Prepares correspondence and documentation from rough draft to final form
• Maintains upkeep of general office and conference room.
3. Assist the Administrative Assistant with arrangements for IV-E Integrative Seminars
• Make room reservation and equipment requests
• Prepare flyers for posting and distribute to faculty
• Maintains attendance records and evaluations relating to IV-E Seminars
4. Provides Clerical assistance to the IV-E Coordinator, faculty and Administrative staff
Title IV-E Child Welfare Program
35
Section IV
• Policies and Procedures Regarding the Title IV-E
Program
Title IV-E Child Welfare Program
36
POLICIES REGARDING RESPONSIBILITIES
OF CALSWEC, UNIVERSITY, AGENCY AND STUDENTS
Policies Regarding the Responsibilities of CalSWEC
1.
2.
3.
4.
5.
6.
CalSWEC will serve as a primary contractor, responsible for education oversight and
coordination of this project with the participating graduate social work program in California.
CalSWEC will provide assistance to the schools in development of appropriate curriculum and
field work.
CalSWEC will provide IV-E money to the subcontracting schools as soon as the money is
available.
CalSWEC will provide California Department of Social Services (CDSS) with information on
curriculum competencies.
CalSWEC will provide CDSS annual statistical reports on the stipend students.
CalSWEC will provide CDSS with an annual program report.
Policies Regarding the Responsibilities of the University
1.
2.
3.
4.
5.
6.
7.
8.
The participating graduate social work program will seek to admit master's applicants in line
with the federal policies and priorities of this project.
Each participating graduate school will develop and awards committee consisting of local
county public Child Welfare Services agencies toward the stipends to admitted students.
Each school will develop a curriculum directed at the outcomes defined by the California
Competency-based Child Welfare Curriculum.
Each school will provide an $18,500 annual stipend to each full-time student.
Each school will provide Part-Time students with reimbursements for tuition, text, and
mileage.
Each school will work with counties to ensure that (1) one year of field placement will be in a
county public child welfare agency working with IV-E children and families; and(2) one year of
field placement will be in a county or non-profit agency serving IV-E clients.
Each school will assist its students in satisfying the requirements that they secure employment
in a county public CWS or in CDSS/CWD within six months of graduation.
Each campus will develop, according to CalSWEC guidelines, appropriate mechanisms to
monitor student compliance with stipend requirements and payback demands pursuant to 45
Code of Federal Regulations Section 235.63.
Policies Regarding the Responsibilities of Participating County Agencies
1.
2.
3.
Participating county agencies will apprise employees of this project and develop educational
leave policies permitting current non-MSW staff to participate.
Participating county agencies will agree to re-employ trainees at the appropriate CWS staff
level, as long as positions are available.
Participating county agencies must provide appropriate fieldwork experience with MSW
Title IV-E Child Welfare Program
37
supervision or assigned IV-E supervision. Students will work with IV-E
eligible clients during their internships. Agency field instructors will be provided release time
from other duties to instruct students and to participate in program-required training
activities. When school and agencies have negotiated a fieldwork plan for a student, the
agency will not alter the assignment without permission from the school. 4.
Participating county agencies will seek to give hiring preference to graduates of this program,
will advise CalSWEC and local school of staff openings, and will seek to schedule civil service
exams and hiring procedures to permit graduates to obtain employment within six months of
completion of the program.
Policies Regarding the Responsibilities of Student
1.
Students who are admitted to the program agree to complete their educational requirements
within the normative time limits specified by their school of attendance and to comply with
stipend requirements as specified in the Title IV-E Master of Social Work Agreement. This
agreement meets and exceeds the general requirements of 45 Code of Federal Regulations
235.63.
2.
Title IV-E Students will attend and participate in all required Title IV-E Integrative Seminars.
Should absences occur due to compelling reasons, IV-E students will immediately initiate
arrangements with their assigned Title IV-E Liaison to “make-up” missed seminar. Make up
assignments will be a minimum of five pages in length and must be approved by assigned IVE liaison. Stipends and reimbursements will be held if absences occur until make-up
assignments are submitted to Title IV-E Office. All make-up assignments must be
completed prior to the next scheduled IV –E Seminar. Hours for attendance at IV-E seminars
may not be counted in field.
3.
Attendance at IV-E Seminars should reflect professionalism; therefore tardiness or leaving
early will result in incomplete attendance and a written make-up assignment. Keep in mind
that IV-E faculty and guest speakers have invested considerable time and commitment in the
preparation of each seminar and punctuality, attentiveness and professionalism is expected.
4.
Title IV-E Stdents will submit Learning Agreements, Field Journals and Final Evaluations on a
timely buasis. Failure to submit required field documents on a timely basis will
result in stipend or reimbursements being held until required documents are
submitted.
5.
All second year IV-E students are required to enroll in SW 278, Advanced Child Welfare, as
an elective. This course will afford a comprehensive overview of child welfare practice and is
directly interrelated with IV-E Competencies.
6.
Title IV-E Students may compete for their PPSC (Pupil Personnel Services Credential) during
their second year of placement only if they have successfully completed their public child
welfare internship during their first year of internship or if they have been approved by the
IV-E Coordinator to complete their second year internship in a child welfare school based
services unit. To be eligible for a child welfare school based services unit you must have
successfully completed one year of public child welfare. This option is currently under review
and my be revoked at any time based on recommendation of Chair, IV-E Coordinator or
CalSWEC.
Title IV-E Child Welfare Program
38
Title IV-E students also enrolled in the PPSC Program will need to take their “Public Child
Welfare” internship the first year in order to complete the grant requirements and to be able
to compete for the PPSC Program during their second year. (Enrollment in the PPSC is a
competitive process and enrollment is not guaranteed).
7.
Title IV-E/PPSC DUAL ENROLLMENT: The Title IV-E Program supports early prevention
and intervention in the public schools system therefore Title IV-E students are permitted to
participate in the dual enrollment of The Title IV-E Program and PPSC Program. However, in
order to proceed the following applies: Title IV-E students interested in enrolling in the PPSC
Program will need to take their “Public Child Welfare” internship the first year in order to
complete the grant requirements and be able to apply for the PPSC Program during their
second year.. (Enrollment in the PPSC is a competitive process and enrollment is not
guaranteed). If a Title IV-E student is interested in applying for the PPSC Program he/she
must increase their “Public Child Welfare: internship from 400 to 500 hours during their first
year. This is an additional 50 hours per semester in public child welfare to satisfy the Title IVE field requirements. The additional 30-60 “community based hours required by the PPSC
Program must be in the child welfare arena and be approved by the Title IV-E liaison and
PPSC Coordinator. The increased hours during the public child welfare year are designed to
maintain a commensurate amount of field hours during the child welfare specialization year.
Although CSU, Fresno still allows dual enrollment, the above noted restrictions apply in order
to maintain the integrity of the Title IV-E grant. All additional hours will be documented in the
Learning Agreement and monitored by the Title IV-E field liaison and Title IV-E Coordinator.
8.
The Title IV-E Overload Status
The Title IV-E students are not approved to carry “overload status” due to the additional
courses required for the Pupil Counseling authorization in the PPSC credential. The exception
to this policy is during the Fall semester of the student’s second year of internship when
he/she is required to enroll in Advance Child Welfare Practice and School Social Work.
Additional overload jeopardizes student’s success in completing the theisi/project.
Title IV-E Students will submit a Thesis/Project proposal during the fall semester of their
second year for approval of subject matter related to the child welfare practice. All Title IV-E
students will complete a Thesis/Project related to the child welfare arena. The topic selected
will need to meet approval of your Title IV-E Liaison and Coordinator. Title IV-E students will
submit one soft bound copy of their completed Thesis/Project to the IV-E office.
9.
TITLE IV-E INTEGRATIVE SEMINARS
The Title IV-E students are required to attend total of 16 Integrative seminars scheduled
monthly during the first and second year of field internship. These hours are scheduled on
field days but are not counted towards field hours unless approved by the field instructor for
make-up purpose in the case of extra ordinary illness or events. The Council of Social Work
Education requires a total of 1,000 hours (400 during the first year and 600 during the second
year). Part-time students are not required to attend three years of seminars; rather they
attend a total of 16 seminars designated in the Title IV-E Integrative Seminar Sequence.
Title IV-E Child Welfare Program
39
10. TITLE IV-E MAXIMUM BENEFITS OF $37,000
Title IV-E students may not exceed the cap of $37,000 within the duration of their program
with CSU, Fresno. CalSWEC places a total cap of $37,000 for both full time and part time
Title IV-E students, thus, if a part-time student enrolls for a period of three or four years, the
cap of $37,000 will be monitored and maintained. The amount utilized by each part-time
student wil be documented and can be requested from the Title IV-E Office at any time. This
is to insure the equity and integrity of the grant.
11. California Child Welfare Competencies
In 2010-2011 CalSWEC reviewed and refined the existing Title IV-E Competencies to better
integrate with Council of Education EPAS. This set of new competencies is due to be
distributed in early August of 2011. Should these competencies not become available as
anticipated; students will continue to utilize the existing title IV-E Competency Addendums.
New Title IV-E Addendums will be reviewed during the early Title IV-E Integrative Seminars
Title IV-E Child Welfare Program
40
POLICIES REGARDING STUDENT SELECTION
OF TITLE IV-E CANDIDATES
References: Title IV-E Master of Social Work Training Program Agreement, Title IV-E Subcontract
between Regents of the University of California and Participating Campuses.
The CalSWEC program seeks to increase the number and diversity of well-trained and highly
committed MSWs in California county child welfare services. Recruitment is targeted at (in order of
priority):
• Current staff members of county public social service agencies and employees of the California
Department of Social Services who are qualified for admission to an MSW program.
• Applicants who reflects the diverse client population currently served by public child welfare in
California.
• Other qualified individuals with demonstrated commitment to careers providing high quality,
culturally competent practice in public child welfare services.
Support for participation in part-time educational programs is limited to current employees of
county DSS or state DSS.
Title IV-E Child Welfare Program
41
Section V
• Full-Time Student Agreement
• Part-Time Student Agreement
• Federal Code Section 45
• Employment Job Search Forms
• Release of Information Form
• Employment Verification
• Employment of Completion
Title IV-E Child Welfare Program
42
TITLE IV- SOCIAL WORK STUDENT CONTRACT
FISCAL YEAR 2012-2013 FULL-TIME MSW STUDENT
THIS AGREEMENT between The Regents of the University of California _________or California
State University at ____________ or _____________________University (hereinafter “University“)
and Master of Social Work Student ________________ (hereinafter “Student” or “Graduate”)
currently residing at ______________is entered into this ___ day of ______, 20__.
By entering into this Agreement, the Student attests to the following:
1) His or her intent to participate in the Title IV-E Social Work Training Program (hereinafter
“Program”) offered under the auspices of the California Social Work Education Center
(CalSWEC).
2) His or her acceptance in and pursuit of a full-time two-year course of study in social
work/social welfare at
(hereinafter “University”)
beginning
______________________,20___and
ending
not
later
than
__________, 20__, leading to a Master of Social Work/Social Welfare degree.
Obligations of the University and of the Student under this Agreement are as follows:
Article I.
OBLIGATIONS OF THE UNIVERSITY
The University will:
A. Assign Student to required field placements in child welfare and related services.
B. Inform Student that submission to and satisfactory completion of criminal
background prescreening pursuant to Department of Justice or other applicable
regulation permitted by law is a requirement for field placement and/or employment in
a California county public child welfare services (CWS) agency. A California county
public child welfare services (CWS) agency is one of 58 county agencies established and
supported by the California Department of Social Services (CDSS) to operate child
welfare services and administer Title IV-E funds.
Because criminal clearance is required before students may be placed as interns in a
county public child welfare agency or other agency serving Title IV-E eligible
children, criminal background clearance must be completed within the first semester
or quarter of enrollment.
C. Provide Student with an $18,500 annual stipend for each year of participation in the
Program for up to two academic years contingent upon good academic standing and
upon availability of Title IV-E funds. No more than $37,000 maximum will be provided
to any full time student.
Title IV-E Child Welfare Program
43
D. Assist Student in securing employment in a California county child welfare services
agency (CWS) or in the California Department of Social Services (CDSS) child welfare
division by providing information about local and state job openings and application
processes [See 45 CFR Sec. 235.63 (b)(1)].
Program graduates who are Native Americans with tribal rights as specified under the
laws of the State of California may complete their work commitments in the following
settings as alternatives to California CWS 1:
1) A reservation or rancheria providing CWS in California,
2) An Urban Indian agency in California serving IV-E eligible children and families,
or
3) A reservation providing CWS in another state
Non-Native Americans may complete their work requirements in 1) a reservation or
rancheria providing CWS in California or 2)An Urban Indian agency in California
serving IV-E eligible children and families.
E. Suspend or terminate stipend payments if Student is not performing satisfactorily in
the Program. If University decides that Student is not performing satisfactorily because
of a problem that can be corrected, University reserves the right to suspend stipend
payments until the problem is eliminated. Prior to such action, University will give
Student notice of its intent to suspend or terminate payments.
Article II.
OBLIGATIONS OF STUDENT
A. PRESCREENING and PROGRAM PROVISIONS
1. Student is committed to work for the state or local CWS agency for a period of time
equal to the period of time for which financial assistance is granted (45 CFR Sec. 235.63
(b) (1). The period of employment obligation is two years.
2. Student has a duty to disclose any previous or subsequent conviction of any crime that
disqualifies individuals from field placement or employment at a county public CWS
agency or CDSS, which will render Student ineligible for, or cause termination from,
the Program. 2
1 See Contract Continuation and Amendment to the Title IV-E Social Work Training Program Agreement between the
State of California Department of Social Services and the Regents of the University of California Social Work Education
Center FY 2009-10 (hereinafter cited as “Master Contract).
2 Prior to Program admission, Student must sign a statement indicating that s/he has no disqualifying criminal history
and acknowledging that provision of false information in this regard will result in denial of support and/or repayment of
support received.
Title IV-E Child Welfare Program
44
In addition, Student agrees, within the first semester or quarter of Program enrollment, to be
pre-screened for CWS employment, to be fingerprinted and to participate in the criminal
clearance process pursuant to Department of Justice or other applicable screening
regulations governing CWS employment in California.
3. Student has a duty to disclose prior receipt of Title IV-E Social Work Training
Program support in the State of California and to supply documentation that any
monetary or employment obligation associated with that support has been
satisfactorily discharged.
4. Student agrees to maintain satisfactory performance in and will satisfactorily complete
the courses, training, seminars, and field placements designated by the University to
satisfy the requirements of the Program. If student fails to complete or to maintain
satisfactory performance in any aspect of the program as designated by the University,
including but not limited to field placements and /or selection for field placements,
Program funding shall be suspended, but continuing participation is expected. If
Student is not fully reinstated in Program within the University’s required review
period, Program participation shall end and monetary repayment of any support
received will be required. 3
5. Unless specifically waived by the University in writing, Student agrees to use a
personal automobile as necessary for field placement and to maintain a valid driver’s
license and auto liability insurance.
6. If Student is a current county or CDSS employee and a Program participant,
Student will obtain a letter of support from his or her agency director indicating
that Student has received educational leave to participate in the Program.
7. Student agrees to permit release to his or her university Project Coordinator any and
all employment application and hiring information directly related to his or her
having applied for or hired into a qualified county public CWS agency or CDSS position
pursuant to the terms of this Agreement.
B. EMPLOYMENT OBLIGATIONS:
If Student is an employee of a county public social services agency or CDSS, and
has received a letter of support from that agency,
1. Student agrees to return to that agency immediately after program completion and
render two years of continuous and satisfactory full-time employment, in a position at
least at a level appropriate to a new MSW in child welfare services. 4 When such
positions are not available, graduate has the option and is encouraged to fulfill the
employment obligation in SW I, II, III or case aide positions. Appointment to and
3 For circumstances involving Program interruption due to hardship or disability, see sections D. and E. below.
4 Unpaid leave and temporary disability leave will not be applied as satisfactory FT employment for purposes of
fulfilling the employment obligation.
Title IV-E Child Welfare Program
45
continuation in all such positions shall be subject to all applicable County Civil Service
rules and departmental policies.
If Student is NOT employed in a county public social services agency position or a CDSS
position (or is an employee unable to return to agency due to county budget cuts):
1.
Student agrees to make reasonable efforts 5 to apply for and accept employment in a
county public CWS agency or CDSS in a position at least at a level appropriate to a new
MSW in child welfare services. When such positions are not available, graduate has the
option and is encouraged to fulfill the employment obligation in SW I, II, III or case aide
positions within a radius of 75 miles from Student’s residence. This means that Student
must accept the first qualifying position offered, as described above. Student must
render two years of continuous and satisfactory full-time employment, in any level of
social work position in child welfare services.
If no county public CWS or CDSS position is available within a 75-mile radius,
Student agrees to make reasonable efforts to secure employment by making
applications to all public CWS or CDSS agencies within the State of California
within the next six (6) months and keeping satisfactory documentation. 6 Graduate
has the option and is encouraged to fulfill the employment obligation in SW I, II, III
or case aide positions.
2. If there is no qualifying county public CWS or CDSS position available within the State
of California within twelve (12) months of graduation, Student may then request a
waiver to seek employment in a private non-profit agency serving IV-E
clients and receive up to another six (6) months to search for this type of employment.
Student must submit such a request in writing to the Title IV-E Project Coordinator at
the University and must provide
satisfactory documentation of a comprehensive employment search of all CWS or
CDSS agencies within the State of California.
3. If there is no qualifying position in a county public CWS agency or CDSS or within the
State California or in a nonprofit agency serving Title IV-E child welfare clients
available within eighteen (18) months of graduation, Student may apply for a waiver of
employment obligation requirements. Student must submit a request for waiver in
5 “Reasonable efforts” as used in paragraphs 1 through 3 will include making applications to all public CWS or
CDSS agencies within the required area and keeping satisfactory documentation of the employment search as
outlined in footnote 5.
6 “Satisfactory documentation” or “Satisfactory documentation of a comprehensive employment search” as referenced
in paragraphs 2 through 4 must include names of all agencies contacted during the search period, dates of
contact, positions applied for, and names and telephone numbers of persons contacted during the entire
employment search period. Copies of written and/or electronic correspondence are necessary as supporting
documentation. Examples of satisfactory documentation are available from Project Coordinators at participating
universities.
Title IV-E Child Welfare Program
46
writing to the Title IV-E Project Coordinator at the University and must provide
satisfactory documentation of a comprehensive employment search of all relevant
agencies within the State of California.
An Outline of the Employment Search Requirements appears as Table I., following page.
4. Student will maintain the status of a citizen or permanent resident of the United States
throughout Program participation including the employment obligation.
Table I: Outline of Employment Search Requirements
Within six (6) months of Within six (6) to twelve (12) Within twelve (12) to eighteen
graduation
months of graduation
(18) months of graduation
Must return to work at agency
(if employee)
Or
Search for qualifying work
within a 75 mile radius of
Student’s home
Search for employment within
the state of California.
If, within 12 months, Student
does not secure employment
within the state, Student may
apply for a waiver to search for
employment in a non-profit
agency within the state.
If waiver is granted to search in a
non-profit agency, Student may
have up to 6 months to do this
search.
If Student does not secure
employment during this time, may
apply for a waiver of employment
obligation requirements at 18
months after graduation.
C. MONETARY REPAYMENT OBLIGATIONS
1. If Student does not graduate because of termination of enrollment from the University
for any reason, or if Student leaves the Program for any reason, Student will pay the
University or its fiscal agent, at an agreed-upon amount each month, the sum of all
amounts received as support, together with all attorney’s fees and other costs and
charges necessary for collection, including interest on the unpaid balance at the rate of
____percent (__ %) per annum beginning no later than the fourth calendar month
following the date of termination of enrollment. The period of repayment and the rates
of interest shall be determined by the University attended, using its interest rate
schedule. The period of repayment shall not exceed five years unless specified
otherwise by the university.
2. If Student/Graduate fails to apply for or declines appropriate employment, fails to
qualify* for appropriate employment, is discharged from county employment under
applicable County Civil Service rules or policies, or if unsatisfactory work performance**
results in termination prior to completion of the employment requirement, Student
agrees to repay any support provided by University and costs incurred by University
or its fiscal agent in securing repayment.
*Failure to qualify includes failing the interview, medical or psychological
examination and/or criminal clearances.
Title IV-E Child Welfare Program
47
**Unsatisfactory work performance includes but is not limited to:
• inadequate professional performance,
• a felony conviction during Program participation and/or employment
obligation period,
• conviction of a crime involving harm to children,
• improper conduct as described by County Code/Merit System or Classified
Personnel System, or
• violation of the National Association of Social Workers (NASW) Code of
Ethics.
3.
Should repayment not be received in a timely manner, University or its fiscal agent
may undertake, but is not limited to, the following measures: 1) Block student
records and withhold transcripts pursuant to University regulations, 2) Intercept
Student’s tax returns and apply funds toward any amounts owed, and 3) Report
delinquent repayment status to the IRS and available credit bureaus.
4.
All collection costs and interest on the unpaid balance are not determined by
CalSWEC Center but by the University Programs then in effect.
5.
To exercise the monetary repayment option, Student/Graduate must execute the
TITLE IV-E SOCIAL WORK TRAINING PROGRAM REPAYMENT
AGREEMENT with the University.
D. INTERRUPTION OF STUDIES OR DELAY OF GRADUATION
1. If Student is a county public social services employee on educational leave, the agency
director must approve any interruption of studies or delay.
2. If Student interrupts studies or delays graduation, Student shall notify the University
and
either:
 Request a deferral due to hardship or disability that defers completion of studies for
no more than one year. The University may, with CalSWEC Center approval, defer
Program completion and employment obligation.
OR
 Repay support received according to University repayment procedures.
E.INTERRUPTION OF EMPLOYMENT OBLIGATION, STUDENT HARDSHIP, DISABILITY OR
DEATH
 If Program Graduate interrupts fulfillment of the employment obligation due to
hardship or disability, the Graduate shall notify the University and request deferral
of employment obligation completion.
Title IV-E Child Welfare Program
48
 With CalSWEC approval, and on written application by the Graduate or Graduate’s
legal representative, the University may waive the employment repayment
obligations in the case of death, disability or serious hardship. See 45 CFR 235.63 (b)
(1).
F. EVALUATION ACTIVITIES
CalSWEC is charged with evaluating the effectiveness of the Title IV-E Social Work Training
Program over time and is required by law to conduct evaluation activities. 7 The current
expectation is that Graduate will be contacted initially for program evaluation purposes
approximately six months following graduation and at other times during and after
completion of the employment obligation. Consequently, Student/ Graduate agrees to
participate in these mandated evaluations in the following ways:

Provide the University and CalSWEC with permanent and updated contact
information

Student and/or Program Graduate consents to be contacted by University and/or
CalSWEC for the purpose of conducting reasonable evaluation efforts and consents
to participate in such efforts.
G. ADDITIONAL LEGAL TERMS
1. Waiver. Any failure of University at any time, or from time to time, to enforce or
require the strict keeping and performance by Student/Graduate of any of the terms
or conditions of the Agreement shall not constitute a waiver by the University of
such a breach of any such terms or conditions and shall not affect or impair such
terms or conditions in any way, or the right of the University at any time to avail
itself of such remedies as it may have or any such breach or breaches of such terms
or conditions.
2. Severability. In the event any portion of this Agreement is declared void by a court
of competent jurisdiction, such portion shall be severed from this Agreement, and
the remaining provisions shall remain in effect, unless the effect of such severance
would be to substantially alter the Agreement or obligations of the parties, in which
case the Agreement may be immediately terminated.
3. Precedence. In the event there is a conflict between any of the foregoing and the
following Article III, the foregoing (Articles I and II) shall predominate.
7 45 CFR 235.63 (C)(5) reads in part as follows:
The evaluation [of the educational CalSWEC Program] shall be conducted by representatives from
the educational institution and the State agency to determine whether conditions and objectives
described in the grant [contract] are being met.
Title IV-E Child Welfare Program
49
4. Disputes. Any disputes or disagreements arising under this Agreement shall be governed
by procedures established by the University and by CalSWEC as set forth in the CalSWEC
Title IV-E Program Guide. In cases involving Student appeal to CalSWEC from University
decision regarding Program administration, CalSWEC decision shall be final.
Article III. REVIEW AND ACKNOWLEDGEMENT
Student will review these statements and indicate by initials that he or she has read the foregoing
Contract and agrees to be bound by its provisions, including, but not limited to, the following:
Initials
Prescreening and Program Provisions
_____ Student agrees, within the first semester or quarter of Program enrollment, to be
pre-screened for CWS employment, to be fingerprinted and to participate in the
criminal clearance process as required by the Department of Justice and other
applicable regulations.
_____ If Student is a current county public social services employee, or a CDSS
employee, Student will obtain a letter of support from agency director indicating
having received an educational leave to participate in this Program.
_____ Student will maintain status as a citizen or as a permanent resident of the U.S.
during participation in the program, including the employment obligation.
_____ Student will satisfactorily complete the courses, training, seminars, and
field placements designated by the University to satisfy the requirements of the
Program.
_____ Student will maintain the use of a personal automobile as necessary for field
placement, valid driver’s license, and auto liability insurance at all times during
Program participation.
_____Student agrees to permit release to his or her university Project Coordinator any
and all employment application and hiring information directly related to his or
her having applied for or hired into a qualified county public CWS agency or
CDSS position pursuant to the terms of this Agreement
Employment Repayment Obligations
_____ Student will repay the Program stipend after graduation through two years of
qualifying employment.
_____ After graduation, Student will seek and accept qualifying employment in a public
CWS agency or CDSS as described in the Contract. Student must accept the first
Title IV-E Child Welfare Program
50
qualifying position offered.
_____ Upon request by the University Project Coordinator, Student will provide written
documentation of the entire employment search as outlined in this Contract.
_____ If Student is unable, within 6 months of graduation, to find a qualifying position
within a 75 mile radius of his or her residence, Student will be required to accept a
position anywhere a qualifying position is available in the state of California.
Monetary Repayment Obligations (If Employment Obligation is not completed)
_____If Student fails to execute the TITLE IV-E SOCIAL WORK TRAINING PROGRAM
REPAYMENT AGREEMENT, the total stipend amount owed will become
immediately due and payable.
_____If Student fails, without written approval of the University, to make any
scheduled monthly payment according to the repayment agreement, the total
amount still owed shall, at the option of the University, become immediately due
and payable.
_____By entering this Agreement with the University, Student hereby authorizes the
University or its fiscal agent to recover the total accrued amount still owed plus
interest, applicable costs, late fees, and attorney’s fees by any means provided by
law.
Student Information
_______Student will inform the University of any changes in name or address until such
time as employment obligation has been fulfilled or any amount owed under
this agreement is paid in full or otherwise retired.
Evaluation Activities
____
The University and CalSWEC will be conducting required program evaluation
activities at several intervals over time. These activities are necessary for CalSWEC to
evaluate the program’s capacity to meet its goals and the retention of graduates in
the work force. In order to assist CalSWEC in conducting these activities,
Student/Graduate agrees to provide the University and CalSWEC with permanent
contact information.
____
Student gives consent to be contacted by CalSWEC in order to carry out reasonable
evaluation efforts and consents to participate in such efforts. Any personal data
collected will be coded and reported out in aggregate form only and every
reasonable effort will be made to safeguard Student’s privacy, consistent with
applicable State law.
Title IV-E Child Welfare Program
51
AFFIRMATION AND RELEASE OF INFORMATION:
I hereby attest that I have never been convicted of a felony or misdemeanor crime that
would disqualify me from field placement or service in a County CWS or CDSS.
I hereby attest that I have never been discharged from employment at a county or other
social services agency due to violation of county code/merit system rules or violation of
agency or professional codes of ethics.
In accepting Title IV-E Social Work Training Program stipend, I hereby agree to adhere to
the provisions of this Agreement.
Student Name ___________________________________________
Student Signature: _________________________________________
Date: _______________________
Signature of Responsible Official, CSU ____________ or UC at _____________
or _______________ University.
Name _________________________________
Signature ___________________________________
Position_______________________________________
Date ___________________________________________________
Title IV-E Child Welfare Program
52
TITLE IV- SOCIAL WORK STUDENT CONTRACT
FISCAL YEAR 2012-2013 PART-TIME MSW STUDENT
THIS AGREEMENT between The Regents of the University of California _________or California
State University at ____________ or _____________________University (hereinafter “University“)
and Master of Social Work Student ________________(hereinafter “Student” or “Graduate”)
currently residing at ______________is entered into this ___ day of ______, 20__.
By entering into this Agreement, the Student attests to the following:
1) His or her intent to participate in the Title IV-E Social Work Training Program
(hereinafter “Program”) offered under the auspices of the California Social Work
Education Center (CalSWEC).
2) His or her acceptance in and pursuit of a part-time course of study in social work/social
welfare at
(hereinafter “University”) beginning ______________________,
20___and ending not later than
________, 20__, leading to a Master of
Social Work/Social Welfare degree.
Obligations of the University and of the Student under this Agreement are as follows:
Article I.
OBLIGATIONS OF THE UNIVERSITY
The University will:
A. Assign Student to required field placements in child welfare and related services.
B. Inform Student that satisfactory completion of criminal background screening
pursuant to Department of Justice or other applicable regulation permitted by law is a
requirement for field placement and/or employment in a California county public child
welfare services (CWS) agency. A California county public child welfare services (CWS)
agency is one of 58 county agencies established and supported by the California
Department of Social Services (CDSS) to operate child welfare services and administer
Title IV-E funds.
As a county employee, Student will have completed criminal clearance screening.
Because valid criminal clearance is required for placement and/or employment in a
county public child welfare agency, Student has an ongoing duty to disclose any
previously undisclosed or subsequent crime that would disqualify an individual from
working in a county CWS agency or CDSS.
C. Provide Student with tuition and fees, books and travel costs (as outlined below) for
each year that Student participates in the Program contingent upon good academic
standing and upon availability of Title IV-E funds.
Title IV-E Child Welfare Program
53
1. Tuition, books, and fees: Student may receive the actual cost of tuition, fees,
and required books up to a maximum of $10,164 per year.
2. Travel: Student will be reimbursed the actual expense incurred for the daily
round trip from his or her residence and work to the campus or field
placement at University’s established per-mile rate. Trips to and from the
student’s home and work are considered standard commuting and cannot be
reimbursed. In the event the student’s field placement is at the same location
as his/her worksite, and the field placement occurs on the same day as a work
day, travel to and from the student’s home to the worksite cannot be
reimbursed. Travel reimbursement is not to exceed the travel Maximum or cap
established by the subcontract. Actual expenses up to a maximum of $10.00
per day may be reimbursed for tolls and parking.
D. Assist Student in securing employment in a California county child welfare services
agency (CWS) or in the California Department of Social Services (CDSS) child welfare
division, by providing information about local and state job openings and application
processes [See 45 CFR Sec. 235.63 (b)(1)].
Program graduates who are Native Americans with tribal rights as specified under the
laws of the State of California may complete their work commitments in the following
settings as alternatives to California CWS 8:
1) A reservation or rancheria providing CWS in California,
2) An Urban Indian agency in California serving IV-E eligible children and families,
or
3) A reservation providing CWS in another state
Non-Native Americans may complete their work requirements in 1) a reservation or
rancheria providing CWS in California or 2)An Urban Indian agency in California
serving IV-E eligible children and families.
E. Suspend or terminate support payments if Student is not performing satisfactorily in
the Program. If University decides that Student is not performing satisfactorily because
of a problem that can be corrected, University reserves the right to suspend support
payments until the problem is eliminated. Prior to such action, University will give
Student notice of its intent to suspend or terminate payments .
8 See Contract Continuation and Amendment to the Title IV-E Social Work Training Program Agreement between the
State of California Department of Social Services and the Regents of the University of California Social Work Education
Center FY 2009-10 (hereinafter cited as “Master Contract).
Title IV-E Child Welfare Program
54
Article II.
OBLIGATIONS OF STUDENT
A. PRESCREENING and PROGRAM PROVISIONS
1. Student is committed to work for the state or local CWS agency for a period of time
equal to the period of time for which financial assistance is granted (45 CFR Sec.
235.63 (b) (1). The period of employment obligation is two years.
2. Student is already screened for CWS employment, pursuant to Department of
Justice or other applicable screening regulations governing CWS employment in
California. Student has a duty to disclose any previous or subsequent conviction of
any crime that disqualifies individuals from employment at a county public CWS
agency or CDSS, which will render Student ineligible for, or cause termination from,
the Program. 9 In the event Student becomes so ineligible, Program participation shall
end and repayment of any support received will be required.
3. Student has a duty to disclose prior receipt of Title IV-E Social Work Training Program
support in the State of California and to supply documentation that any monetary of
employment obligation associated with that support has been satisfactorily discharged.
4. Student agrees to maintain satisfactory performance in and will satisfactorily complete
the courses, training, seminars, and field placements designated by the University to
satisfy the requirements of the Program. If student fails to complete or to maintain
satisfactory performance in any aspect of the Program designated by the University,
including but not limited to field placements and/or selection for field placements,
Program funding shall be suspended, but continuing participation is expected. If Student
is not fully reinstated in the program within the University’s required review period,
Program participation shall end and monetary repayment of any support received will be
required. 10
5. Unless specifically waived by the University in writing, Student agrees to use a
personal automobile as necessary for field placement and to maintain a valid driver’s
license and auto liability insurance.
6. As a current county or CDSS employee and a Program participant, Student will
obtain a letter of support from his or her agency director indicating that Student has
received permission to participate in the Program.
7. Student agrees to permit release to his or her university Project Coordinator any and
all employment application and hiring information directly related to his or her having
applied for or hired into a qualified county public CWS agency or CDSS position
9 Prior to Program admission, Student must sign a statement indicating that s/he has no disqualifying criminal history
and acknowledging that provision of false information will result in denial of support and/or repayment of support
received.
10 For circumstances involving Program interruption due to hardship or disability, see sections D and E. below.
Title IV-E Child Welfare Program
55
pursuant to the terms of this Agreement.
B. EMPLOYMENT OBLIGATIONS:
As an employee of a county public social services agency or CDSS who has
received a letter of permission from that agency, Student agrees to return to that agency
immediately after program completion and render two years of continuous and satisfactory
full-time employment 11, in a position at least at a level appropriate to a new MSW in child
welfare services. When such positions are not available, graduate has the option and is
encouraged to fulfill the employment obligation in SW I, II, III or case aide positions.
Appointment to and continuation in all such positions shall be subject to all applicable
County Civil Service rules and departmental policies.
If Student is an employee unable to return to agency or to CDSS due to county budget
cuts:
1. Student agrees to make reasonable efforts 12 to apply for and accept employment in a county
public CWS agency or CDSS in a position at least at a level appropriate to a new MSW in child
welfare services within a radius of 75 miles from Student’s residence. When such positions are
not available, graduate has the option and is encouraged to fulfill the employment obligation in
SW I, II, III or case aide positions. This means that Student must accept the first qualifying
position offered, as described above. Student must render two years of continuous and
satisfactory full-time employment, in a position at least at a level appropriate to a new MSW in
child welfare services.
If no county public CWS or CDSS position is available within a 75-mile radius,
Student agrees to make reasonable efforts to secure employment by making
applications to all public CWS or CDSS agencies within the State of California
within the next six (6) months and keeping satisfactory documentation. 13
2. If there is no qualifying county public CWS or CDSS position available within the State of
California within twelve (12) months of graduation, Student may then request a waiver to seek
employment in a private non-profit agency serving IV-E clients and receive up to another six (6)
months to search for this type of employment. Student must submit such a request in writing to
the Title IV-E Project Coordinator at the university and must provide satisfactory
11 Unpaid leave and temporary disability leave will not be applied as satisfactory FT employment for purposes of
fulfilling the employment obligation.
12 “Reasonable efforts” as referenced in paragraphs 1 and 2 will include making applications to all public CWS or
CDSS agencies within the appropriate area and keeping satisfactory documentation of the employment search as
outlined in note 5.
13 “Satisfactory documentation” and “satisfactory documentation of a comprehensive employment search” as
referenced in paragraphs 2 through 4 must include names of all agencies contacted during the search period, dates of
contact, positions applied for, and names and telephone numbers of persons contacted during the entire employment
search period. Copies of written and/or electronic correspondence are necessary as supporting documentation. Examples
of satisfactory documentation are available from Project Coordinators at participating universities.
Title IV-E Child Welfare Program
56
documentation of a comprehensive employment search of all CWS or CDSS agencies within
the State of California.
3. If there is no qualifying position in a county public CWS agency or CDSS or within
the State of California or in a nonprofit agency serving Title IV-E child welfare clients
available within eighteen (18) months of graduation, Student may apply for a waiver of
employment obligation requirements. Student must submit a request for waiver in writing
to the Title IV-E Project Coordinator at the University and must provide satisfactory
documentation of a comprehensive employment search of all relevant agencies within the
State of California.
4. Student will maintain the status of a citizen or permanent resident of the United
States throughout Program participation including the employment obligation.
Table I: Outline of Employment Search Requirements
Within six (6) months of Within six (6) to twelve (12) Within twelve (12) to eighteen
graduation
months of graduation
(18) months of graduation
Must return to work at agency
Or
If unable to return to agency,
search for qualifying work
within a 75 mile radius of
Student’s home.
Search for employment within
the state of California.
If, within 12 months, Student
does not secure employment
within the state, may apply for a
waiver to search for employment
in a non-profit agency within the
state.
If waiver is granted to search in a
non-profit agency Student may
have up to 6 months to do this
search. If Student does not secure
employment during this time, may
apply for a waiver of employment
obligation requirements at 18
months after graduation.
C. MONETARY REPAYMENT OBLIGATIONS
1. If Student does not graduate because of termination of enrollment from the University
for any reason, or if Student leaves the Program for any reason, Student will pay the
University or its fiscal agent, at an agreed-upon amount each month, the sum of all
amounts received as support, together with all attorney’s fees and other costs and
charges necessary for collection, including interest on the unpaid balance at the rate of
____percent (__ %) per annum beginning no later than the fourth calendar month
following the date of termination of enrollment. The period of repayment and the rates
of interest shall be determined by the University attended, using its interest schedule.
The period of repayment shall not exceed five years unless specified otherwise by the
University.
2. If Student/ Graduate fails to apply for or declines appropriate employment, fails to
qualify* for appropriate field placement or employment, is discharged from county
employment under applicable County Civil Service rules or policies, or if unsatisfactory
work performance** results in termination prior to completion of the employment
requirement, Student agrees to repay any support provided by University and costs
incurred by University or its fiscal agent in securing repayment.
*Failure to qualify includes failing the interview, medical or psychological examination
Title IV-E Child Welfare Program
57
and/or criminal clearances).
**Unsatisfactory work performance includes but is not limited to:
• inadequate professional performance,
• a felony conviction during Program participation and/or the employment
obligation period ,
• conviction of a crime involving harm to children,
• improper conduct as described by County Code/Merit System or Classified
Personnel System, or
• violation of the National Association of Social Workers (NASW) Code of Ethics.
3. Should repayment not be received in a timely manner, University or its fiscal agent
may undertake, but is not limited to, the following measures: 1) Block student records
and withhold transcripts pursuant to University regulations, 2) Intercept Student’s tax
returns and apply funds toward any amounts owed, and 3) Report delinquent
repayment status to the IRS and to available credit bureaus.
4. All collection costs and interest on the unpaid balance are not determined by CalSWEC
Center but by the University programs then in effect.
5. To exercise the monetary repayment option, Student must execute the TITLE IV-E
SOCIAL WORK TRAINING PROGRAM REPAYMENT AGREEMENT with the
University.
D. INTERRUPTION OF STUDIES OR DELAY OF GRADUATION
1. As a county public social services employee, Student must obtain the approval of
agency director for any interruption of studies or delay of graduation.
2. If Student interrupts studies or delays graduation, Student shall notify the University
and either:
 Request a deferral due to hardship or disability that defers completion of studies for
no more than one year. The University may, with CalSWEC Center approval, defer
Program completion and employment obligation.
OR
 Repay support received according to University repayment procedures.
E. INTERRUPTION OF EMPLOYMENT OBLIGATION, STUDENT HARDSHIP,
DISABILITY OR DEATH
 If Program Graduate interrupts employment obligation due to hardship or disability,
the Graduate shall notify the University and request deferral of employment
Title IV-E Child Welfare Program
58
obligations.
 With CalSWEC approval, and on written application by the Graduate or Graduate’s
legal representative, the University may waive the employment repayment
obligation in the case of death, disability or serious hardship. See 45 CFR 235.63 (b)
(1).
F. EVALUATION ACTIVITIES
CalSWEC is charged with evaluating the effectiveness of the Title IV-E Social Work Training
Program over time and is required by law to conduct evaluation activities. 14 The current
expectation is that Graduate will be contacted initially for program evaluation purposes
approximately six months following graduation and at other times during and after
completion of the employment obligation. Consequently, Student/ Program Graduate
agrees to participate in these mandated evaluations in the following ways:

Provide the University and CalSWEC with permanent and updated contact
information

Student and/or Program Graduate consents to be contacted by University
and/or CalSWEC for the purpose of conducting reasonable evaluation efforts
and consents to participate in such efforts.
G. ADDITIONAL LEGAL TERMS
1. Waiver. Any failure of University at any time, or from time to time, to enforce or
require the strict keeping and performance by Student of any of the terms or
conditions of the Agreement shall not constitute a waiver by the University of
such a breach of any such terms or conditions and shall not affect or impair such
terms or conditions in any way, or the right of the University at any time to avail
itself of such remedies as it may have or any such breach or breaches of such
terms or conditions.
2. Severability. In the event any portion of this Agreement is declared void by a
court of competent jurisdiction, such portion shall be severed from this
Agreement, and the remaining provisions shall remain in effect, unless the effect
of such severance would be to substantially alter the Agreement or obligations of
the parties, in which case the Agreement may be immediately terminated.
6 45 CFR 235.63 (C)(5) reads in part as follows:
The evaluation [of the educational CalSWEC Program] shall be conducted by representatives from
the educational institution and the State agency to determine whether conditions and objectives
described in the grant [contract] are being met.
Title IV-E Child Welfare Program
59
3. Precedence. In the event there is a conflict between any of the foregoing and the
following Article III, the foregoing (Articles I and II) shall predominate.
4.
Disputes. Any disputes or disagreements arising under this Agreement shall be
governed by procedures established by the University and by CalSWEC as set forth in
the CalSWEC Title IV-E Program Guide. In cases involving Student appeal to CalSWEC
from University decision regarding Program administration, CalSWEC decision shall be
final.
Article III. REVIEW AND ACKNOWLEDGEMENT
Student will review these statements and indicate by initials that he or she has read the foregoing
Contract and agrees to be bound by its provisions, including, but not limited to, the following:
Initials
Prescreening and Program Provisions
_____ Student has been pre-screened for CWS employment, has been fingerprinted
and has participated in the criminal clearance process as required by the
Department of Justice and other applicable regulations.
-------- Student has a duty to disclose any subsequent conviction of any crime that
disqualifies individuals from employment at a county public CWS agency or
CDSS, which will render Student ineligible for, or cause termination from, the
Program.
______Student will maintain status as a current county child welfare services or CDSS
employee to participate in the Part Time Title IVE Social Work Training Program.
_____ As a current county public social services employee, or a CDSS employee, Student
will obtain a letter of support from his or her agency director indicating having
received permission to participate in this Program.
_____ Student will maintain status as a citizen or as a permanent resident of the U.S.
During participation in the program, including the employment obligation.
_____ Student will satisfactorily complete the courses, training, seminars, and field
placements designated by the University to satisfy the requirements of the
Program.
_____ Student will maintain the use of a personal automobile as necessary for field
placement, valid driver’s license, and auto liability insurance at all times during
Program participation.
_____Student agrees to permit release to his or her university Project Coordinator any
Title IV-E Child Welfare Program
60
and all employment application and hiring information directly related to his or
her having applied for or hired into a qualified county public CWS agency or
CDSS position pursuant to the terms of this Agreement.
Employment Repayment Obligations
_____ Student will repay the Program support after graduation through two years
qualifying employment.
_____ After graduation, Student will seek and accept qualifying employment in a public
CWS agency or CDSS as described in the Contract. Student must accept the first
qualifying position offered.
_____ Upon request by the University Project Coordinator, Student will provide written
documentation of the entire employment search as outlined in this Contract.
_____ If Student is unable, within 6 months of graduation, to find a qualifying position
within a 75 mile radius of his or her residence, Student will be required to accept a
position anywhere a qualifying position is available in the state of California.
Monetary Repayment Obligations (If Employment Obligation is not completed)
______ If Student fails to execute the TITLE IV-E SOCIAL WORK TRAINING PROGRAM
REPAYMENT AGREEMENT, the total support amount owed will become
immediately due and payable.
______If Student fails, without written approval of the University, to make any
scheduled monthly payment according to the repayment agreement, the total
amount still owed shall, at the option of the University, become immediately due
and payable.
______By entering this Agreement with the University, Student hereby authorizes the
University or its fiscal agent to recover the total accrued amount still owed plus
interest, applicable costs, late fees, and attorney’s fees by any means provided by
law.
Student Information
______ Student/Graduate will inform the University of any change in name or address until
such time as the employment obligation is complete or any amount owed under this
agreement is paid in full or otherwise retired.
Evaluation Activities
____
The University and CalSWEC will be conducting required program evaluation
Title IV-E Child Welfare Program
61
activities at several intervals over time. These activities are necessary for CalSWEC to
evaluate the program’s capacity to meet its goals and the retention of graduates in
the workforce. In order to assist CalSWEC in conducting these activities,
Student/Graduate agrees to provide the University and CalSWEC with updated
current and permanent contact information, including e-mail address when
available.
____
Student/Graduate gives consent to be contacted by CalSWEC in order to carry out
reasonable evaluation efforts and consents to participate in such efforts. Any
personal data collected will be coded and reported out in aggregate form only and
every reasonable effort will be made to safeguard Student’s privacy, consistent with
applicable State law.
AFFIRMATION AND RELEASE OF INFORMATION:
I hereby attest that I have never been convicted of a felony or misdemeanor crime that
would disqualify me from service in a County CWS or CDSS.
I hereby attest that I have never been discharged from employment at a county or other
social services agency due to violation of county code/merit system rules or violation of
agency or professional codes of ethics.
In accepting Title IV-E Social Work Training Program support, I hereby agree to adhere to
the provisions of this Agreement.
Student Name ___________________________________________
Student Signature: _________________________________________
Date: _______________________
Signature of Responsible Official, CSU ____________ or UC at _____________
or _______________ University.
Name _________________________________
Signature ___________________________________
Position_______________________________________
Date _________________________________________
Title IV-E Child Welfare Program
62
FEDERAL CODE SECTION 45 235.60 - 235.63
235.60 Federal financial participation (FFP) for State and local training.
Sections 235.61 through 235.66 contain (a) State plan requirements for training programs
and (b) conditions for Federal financial participation (FFP) for training costs under the State plans.
These sections apply to the State plans for the financial assistance programs in all jurisdictions under
Title I, IV-A, X, XIV, or XVI (AABD) of the Social Security Act.
235.61 Definition of terms
For Purposes of 235.60-235.66:
"Act" means the Social Security Act, as amended.
"A grant to an educational institution" means payments to an educational institution for
services rendered under a time limited agreement between the State agency and the eligible
educational institution which provides for the training of State or local agency employees or persons
preparing for employment with the State or local agency.
"A training program" is the method through which the State agency carries out a plan of
educational and training activities to improve the operation of its programs.
"Initial in-service training" means a period of intensive task oriented training to prepare
new employees to assume job responsibilities.
"Continuing training" means an on-going program of training planned to enable employees
to: (1) Reinforce their basic knowledge and develop the required skills for the performance of
specific functions, and (2) acquire additional knowledge and skills to meet changes such as
enactment of new legislation, development of new policies, or shifts in program emphasis.
"Full-time training" means training that requires employees to be relieved of all
responsibility for performance of current work to participate in a training program.
"Part-time training" means training that allows employees to continue full-time in their jobs
or requires only partial reduction of work activities to participate in a training program
outside of the State or local agency.
.
"Long-term training" means training for eight consecutive workweeks or longer.
"Short-term training" means training for less than eight consecutive workweeks.
"FFP or Federal financial participation" means the Federal government's share of
expenditures made by a State or local agency under a training program.
"Fringe benefits" means the employer's share of premiums for industrial compensation,
employee's retirement, unemployment, compensation, health insurance, and similar expenses.
"Persons preparing for employment" means individuals who are not yet employed by the
State or local agency, but who have received financial assistance from the State agency for training,
and have made a legally binding commitment with the State or local agency for future employment
under the conditions of these regulations.
"Stipend" means the basic living allowance paid to a student.
235.62 State plan requirements for training programs
Title IV-E Child Welfare Program
63
A state plan under Title I, IV-A, X, XIV, or XVI (AABD) of the Act must provide for a
training program for agency personnel. The training program must:
(a) Include initial in-service training for newly appointed staff, and continuing agency
training opportunities to improve the operation of the program. The training program may also
include short-term and long-term training at educational institutions through grants to institutions or
by direct financial assistance to students enrolled in institutions who are agency employees or
persons preparing for employment with the State or local agency.
(b) Be related to job duties performed or to be performed by the persons trained and be
consistent with the program objectives of the agency.
(c)Be described in an annual training plan prepared prior to the beginning of the fiscal year.
Copies of the training plan shall be made available upon request to the Regional Office of Family
Assistance for review by the Federal staff.
235.63 Conditions for FFP
(a) Who may be trained. FFP is available only for training provided personnel employed in
all classes of positions, volunteers, and persons preparing for employment by the State or local
agency administrating the program.
(b) When FFP is available. FFP is available for personnel employed and persons preparing
for employment by the state or local agency provided the following conditions are met and with the
following limitations:
(1) Employees in full-time, long-term training make a commitment to work in the agency for
a period of time equal to the period for which financial assistance is granted. A state agency may
exempt an employee from fulfilling this commitment only if failure to continue in employment is
due to death, disability, employment in a financial assistance program in a public assistance agency
in another state, or other emergent circumstances determined by the single State agency head to be
valid for exemption;
(2) An employee retains his or her rights and benefits in the agency while on full-time,
long-term training leave;
(3) Persons preparing for employment are selected by the State agency and accepted by
the school;
(4) Persons preparing for employment are pursuing educational programs approved by the
State agency;
(5) Persons preparing for employment are committed to work for State or local agency for a
period of time at least equal to the period for which financial assistance is granted if employment is
offered within two months after training is completed;
(6) The State of local agency offers the individual preparing for employment a job upon
completion of training unless precluded by merit system requirements, legislative budget cuts,
positions freezes, or other circumstances beyond the agency's control; and if unable to offer
employment, releases the individual from his or her commitment;
(7) The State agency keeps a record of the employment of persons trained. If the persons are
not employed by the State or local agency, the record specifies the reason for nonemployment;
(8) The State agency evaluates the training programs; and
(9) Any recoupment of funds by the State from trainees failing to fulfill their commitment
under this section shall be treated as a refund and deducted from total training costs for the purpose
of determining net costs for FFP.
Grants to educational institutions. FFP is available in payments for services rendered under
grants to educational institutions provided all of the following conditions are met:
Title IV-E Child Welfare Program
64
(1 ) Grants are made for the purpose of developing, expanding or improving training for
personnel employed by the State or local agency or preparing for employment by the State or local
agency administering the program. Grants are made for an educational program (curriculum
development, classroom instruction, field instruction, or any combination of these) that is directly
related to the agency's program. Grants are made for not more than three years, but may be renewed,
subject to the conditions of this section;
(2) Grants are made to educational institutions and programs that are accredited by the
appropriate institutional accrediting body recognized by the U.S. Commissioner of Education. When
a specialized program within the institution for which there is a specialized accrediting body is used,
that program must be accredited by or have pre-accreditation status from that body. (Part 149 of this
title explains the requirements and procedures for obtaining recognition as an accrediting agency or
association. Lists of currently recognized accrediting bodies are published in the Federal Register
periodically. See also Nationally Recognized Accrediting Agencies and Associations published by
the Office of Education);
(3) The State agency has written policies establishing conditions and procedures for such
grants;
(4) Each grant describes objectives in terms of how the educational program is related to the
financial assistance programs and how it is designed to meet the State or local agency's manpower
needs; and
(5) An evaluation of the educational program funded by each grant is made no later than the
close of the second year of the grant. The evaluation shall be conducted by representatives from the
educational institution and the State agency to determine whether conditions and objectives
described in the grant are being met. If the educational program does not meet these conditions and
objectives, payment shall be terminated no later than the close of the second year of the grant.
Title IV-E Child Welfare Program
65
Job Search Form
Title IV-E Child Welfare Program
66
Title IV-E Child Welfare Program
67
Title IV-E Child Welfare Program
68
Title IV-E Child Welfare Program
69
CALIFORNIA STATE UNIVERSITY, FRESNO
5310 N. Campus Drive, M/S PH 102
Fresno, California 93740-8019
Title IV-E Child Welfare Program - (559) 278-3076
Department of Social Work Education - (559) 278-3992
Title IV-E Child Welfare Program
Employment Verification Form
Employees Name: __________________________ SS#: _________________________
Phone Number:
__________________________
County: ______________________ Date of Hire (LOA return): ___________________
Position: ______________________________ Classification: ___________________
(Probationary, permanent, etc.)
If date of employment in an MSW level position is different, please list date of promotion to MSW
level position:
Date of MSW appointment: _________________________
Position: __________________________________Classification: __________________
If terminated, please list termination date:
Date of termination: _______________________________
The above information accurately reflects the employment status with a Public Child Welfare
Program.
______________________________________
(Signature of Program Manager)
________________________
Date
Please return this document to:
Maxine Watson, Admin. Coordinator
Title IV-E Child Welfare Program
Department of Social Work Education
California State University, Fresno
5310 N. Campus Drive, M/S PH 102
Fresno, CA 93740-8019
Title IV-E Child Welfare Program
70
CALIFORNIA STATE UNIVERSITY, FRESNO
5310 N. Campus Drive, M/S PH 102
Fresno, California 93740-8019
Title IV-E Child Welfare Program - (559) 278-3076
Department of Social Work Education - (559) 278-3992
Title IV-E Child Welfare Program
Non Profit Employment Verification Form
Employees Name: __________________________ SS#: _________________________
Home Nu
Cell Number:
Email:
Agency:
Date of Hire:
___________________
Position: ______________________________
The above information accurately reflects my employment status with a Non Profit Agency.
(FFA - Group Homes - First 5 - CalWorks - ETA etc.)
______________________________________
(Signature of Agency Supervisor/Director)
_____________________
Date
Please return this document to:
Maxine Watson, Admin. Coordinator
Title IV-E Child Welfare Program
Department of Social Work Education
California State University, Fresno
5310 N. Campus Drive, M/S PH 102
Fresno, CA 93740-8019
California State University, Fresno
Department of Social Work Education
Title IV-E Child Welfare Program
71
Title IV-E Program
EMPLOYMENT COMPLETION FORM
Name: _____________________________________ Graduation Date: ______________
Place of Employment: _____________________________________________________
Position Held: ___________________________________________________________
Date of Services: _________________________________________________________
The above information certifies that the condition of the public services/child welfare employment
of the Title IV-E Child Welfare Program has been fulfilled and the student’s obligations have been
discharged.
_________________________________________
Signature of Program Manager
Current Address
For Student
________________________
Date
___________________________________________
___________________________________________
___________________________________________
Email Address:
___________________________________________
Current Phone NO: ______________
Home
________________
Work
____________
Cell
Please return this documentation to: Maxine E. Watson
Title IV-E Administrative Coordinator
California State University, Fresno
5310 North Campus Drive M/S PH 102
Fresno, California 93740-8019
Title IV-E Child Welfare Program
72
CALIFORNIA STATE UNIVERSITY, FRESNO
5310 N. Campus Drive, M/S PH 102
Fresno, California 93740-8019
Title IV-E Child Welfare Program - (559) 278-3076
Department of Social Work Education - (559) 278-3996
RELEASE OF EMPLOYMENT INFORMATION
I, ____________________________, give permission for information to be released to the
Title IV-E Child Welfare Program at California State University, Fresno. The specific information
released would be confirmation of my employment, my current status and position with the agency,
and the length of employment.
I give permission for this information to be released for my entire contractual payback period. I
understand that I am required to provide current information regarding my employer. Should my
employment change, I will notify the Title IV-E Child Welfare Program immediately.
_________________________________________
Signed
Date
________________________
Please provide the following information regarding your current employer (or employer during
contractual payback):
Employer Name: ________________________________________________________
Position: ________________________________________________________________
Employer Address: ________________________________________________________
________________________________________________________________________
Employer Phone: _________________________________________________________
Title IV-E Child Welfare Program
73
CALIFORNIA STATE UNIVERSITY, FRESNO
5310 N. Campus Drive, M/S PH 102
Fresno, California 93740-8019
Title IV-E Child Welfare Program - (559) 278-3076
Release of Employment Information
TO:
Title IV-E Graduate (2012)
FROM:
Corinne L. Florez, MSW
SUBJECT:
Release of Employment Information
I have enclosed a “Release of Employment Information” for you to complete. Please provide the
requested information regarding your current employer, sign and date it, and return it to our office at:
California State University, Fresno
Department of Social Work Education
Attn: Maxine Watson
5310 N. Campus Drive, M/S PH 102
Fresno, CA 93740-8019
Your immediate attention is appreciated. Should you have any questions, please contact Maxine
Watson, Administrative Coordinator at (559) 278-3076.
Title IV-E Child Welfare Program
74
NOTICE TO STUDENTS ON TAXATION OF
SCHOLARSHIPS, FELLOWSHIPS, AND STIPENDS
(Reprinted with permission from the San Diego State University, Title IV-E Program)
The Tax Reform Act effective January 1, 1987, included some new provisions that impact students.
The changes in brief are:
•
Fellowship, scholarship or stipend payments from any sources in excess of an amount equal to
tuition, fees, books and course-related expenses are considered taxable income. (Room and board
are now considered taxable income.
•
Any stipend, fellowship, scholarship, fee or payment received in return for any expectation of
work on the part of the student is now regarded as taxable income. For example, Research
Assistants, regardless of the nature of their research and its relation to their degree requirements,
will have their stipends subject to taxation. The same is true for Teaching Assistants, Readers,
Tutors, Interns, and other similar positions. The exemption formerly allowing exclusion from
taxes of stipends earned for teaching or research in support of a degree requirement was repealed
as of January 1, 1987.
•
Any scholarship, grant, or fellowship awarded before August 16, 1986, my not be considered
taxable under some circumstances. Thus, if you received an offer of a fellowship or scholarship
before August 16, 1986, it may not be taxable even for the portion of the award you will receive
after December 31, 1986.
The student recipient is responsible for determining whether the payment, in whole or in part, should
be included in his/her expenses incurred on or after January 1, 1987, are in aggregate, in excess of
tuition, fees, books, supplies and equipment required for enrollment or attendance at CSU, Fresno.
If you have any questions about your personal tax liability, we recommend you consult with your
own tax professional.
I hereby certify that I have been notified of the potential tax liability for any amount in excess
of tuition, fees, books, supplies and equipment for courses of instruction.
__________________________________________
Student's Signature
_____________________________
Date
__________________________________________
CSU, Fresno
_____________________________
Date
__________________________________________
CSU, Fresno Department of Social Work Education
_____________________________
Date
Title IV-E Child Welfare Program
75
Information to Students on Taxation of Scholarships, Fellowships, and
Stipends
Each school should consult with their foundation or grants management office to ascertain how this
issue should be treated on your institution.
Per 45 CFR 235.61, stipends means the basic living allowance paid to a student.
At UC Berkeley, stipends are not 1099—reportable payments. This is, the recipient will not receive
a 1099—Misc form at the end of the year. Recipients should consult their tax advisors regarding the
taxation of Scholarship, Fellowship, and Stipends.
Title IV-E Child Welfare Program
76
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
2.1.1 identify as
a professional
social worker
and conduct
oneself
accordingly
Advocate for
client access to
the services of
social work
Demonstrate beginning
capacity to advocate for client
services by utilizing a policy
practice framework and
negotiating for community
based and culturally sensitive
programs and services
Practice
personal
reflection and
self-correction
to assure
continual
professional
development
Demonstrate self-awareness of
personal knowledge limitations
and biases, and practice selfcorrection and reflection in
action while pursuing ongoing
professional development.
Attend to
professional
roles and
boundaries
Demonstrate
professional
demeanor in
behavior,
appearance, and
communication
Engage in
career-long
learning
Title IV-E Child Welfare Program
CalSWEC Integrated
Foundation
Competencies
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Able to articulate the roles of
a professional child welfare
social worker and consistently
demonstrate effective self management, interpersonal
interaction, service advocacy,
and continuing professional
development within those
roles.
In intervention planning,
demonstrate consistently the
understanding and recognition
of how personal beliefs, values,
norms, and world view can
influence case dynamics and
outcomes
Present self in a manner
consistent with respectful
professional conduct, and adapt
methods of communication,
including written client
materials, to consumer,
colleague, and community
language and cultural needs.
Support the purpose and values
of the profession through
consistent pursuit of learning,
and recognize the relationship
between career long learning
and contributing to practice
effectiveness.
77
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
Use supervision
and consultation
2.1.2. Apply
social work
ethical principles
to guide
professional
practice
Recognize and
manage personal
values in a way
that allows
professional
values to guide
practice
Make ethical
decisions by
applying
standards of the
NASW Code of
Ethics and other
applicable codes
of ethics.
Tolerate
ambiguity in
resolving ethical
conflicts Apply
strategies of
ethical reasoning
to arrive at
principled
decisions
Title IV-E Child Welfare Program
CalSWEC Integrated
Foundation
Competencies
Utilize supervision/consultation
effectively, including the need
to augment knowledge, or to
mediate conflict arising from
personal values and emotions
related to practice and
professional contexts.
Demonstrate capacity to
perceive the diverse viewpoints
of clients, community members,
and others in cases of value
conflict and the ability to
resolve such conflicts by
applying professional practice
principles.
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Demonstrate knowledge of
ethical decision making
methods and the capacity to
apply these in practice, policy,
advocacy and research.
78
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
2.1.3 Apply
critical thinking
to inform and
communicate
professional
judgments
EPAS Practice
Behaviors
CalSWEC Integrated
Foundation
Competencies
Distinguish,
appraise, and
integrate
multiple sources
of knowledge,
including
research-based
knowledge and
practice wisdom
Demonstrate the ability
critically to appraise, integrate
and apply evidence-based
knowledge and practice
principles, as well as client and
other knowledge, in conducting
and communicating ethnically
competent assessments and
interventions.
Analyze models
of assessment,
prevention,
intervention and
evaluation.
Demonstrate the capacity to
monitor and analyze the
gathering, assessment and
evaluation of information to
inform practice model design
and use, including assessment,
intervention and evaluation.
Demonstrate
effective oral
and written
communication
in working with
individuals,
families, groups,
organizations,
communities &
colleagues
Understand and apply the
principle that all oral and
written communication must
conform to audience needs and
adhere to professional
standards.
Title IV-E Child Welfare Program
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Apply critical thinking skills
using logic, scientific inquiry,
and reasoned discernment to
synthesize information, to
practice effectively in child
welfare and to communicate
professional judgments.
79
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
2.1.4
Engage diversity
and difference in
practice
EPAS Practice
Behaviors
CalSWEC Integrated
Foundation
Competencies
Recognize the
extent to which
a culture’s
structures and
values may
oppress,
marginalize,
alienate or
create or
enhance
privilege and
power
Demonstrate knowledge of
historical, legal, socioeconomic,
and psychological forms of
oppression and the ability to
develop culturally sensitive
interventions within that
understanding.
Gain sufficient
self-awareness
to eliminate the
influence of
personal biases
and values in
working with
diverse groups
Recognize and
communicate
their
understanding of
the importance
of difference in
shaping life
experiences
View themselves
as learners and
engage those
with whom they
work as
informants
Demonstrate self-awareness of
bias, including knowledge of
and capacity to manage power
differences, when assessing and
working with diverse
populations
Title IV-E Child Welfare Program
Recognize how institutional
racism and power dynamics
affect workplace culture and
climate in practice.
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
In providing effective child
welfare practice, consistently
demonstrate and articulate
both accurate awareness of
self and knowledge of societal
variables contributing to
power imbalances and
interpersonal and
intercultural conflict among
individuals, families, groups,
organizations and
communities.
Student demonstrates ability to
understand and communicate
the effects of individual
variation in the human
developmental process and its
importance to the shaping of
life experiences within diverse
groups.
Student demonstrates capacity
to learn from and
consult/collaborate with others
and to engage
constituents/consumers within
the helping process.
80
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
2.1.5
Advance human
rights and social
and economic
justice
Understand the
forms and
mechanisms of
oppression and
discrimination
Advocate for
human rights
and social and
economic justice
2.1.6
Engage in
research
informed
practice and
practice
informed
research.
CalSWEC Integrated
Foundation
Competencies
Demonstrate, through
assessment, intervention and
evaluation practices, a working
understanding of the role and
function of historical, social,
political, and economic factors
as
the underlying causes and
mechanisms of oppression and
discrimination
Student demonstrates a
functional knowledge of
advocacy theory, skills, and
techniques and consistently
engages in activities/tasks
designed to promote social and
economic justice in working
with all client populations.
Engage in
practices that
advance social
and economic
justice
Student develops case planning
strategies to address
discrimination, barriers, gaps,
and fragmentation that impede
client access, functioning, and
optimum use of resources and
opportunities
Use practice
experience to
inform scientific
inquiry
Demonstrate a beginning
capacity and skills to gather and
synthesize practice evaluation
findings, including client
feedback, to support and
increase the professional
knowledge base.
Use research
evidence to
inform practice
Demonstrate knowledge of how
to consult and utilize research
evidence to inform ongoing
practice and policy at all levels
Title IV-E Child Welfare Program
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Utilize knowledge of human
behavior, variables that
contribute to injustice, and
advocacy theory to provide
leadership in applying social
work skills to promote social
and economic justice at the
micro, mezzo and macro
levels in child welfare.
Regularly assess and use
research to guide child
welfare practice, to evaluate
child welfare practice, and to
disseminate findings to
improve child welfare practice
81
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
2.1.7
Apply knowledge
of human
behavior to the
social
environment
Utilize
conceptual
frameworks to
guide the
processes of
assessment,
intervention, and
evaluation
Demonstrate beginning ability
to apply conceptual behavioral
frameworks to social
environments involved in
assessment, intervention and
evaluation.
Critique and
apply knowledge
to understand
person and
environment
Demonstrate beginning ability
to gather and interpret
behavioral knowledge in
perceiving person and
environment
Analyze,
formulate, and
advocate for
policies that
advance social
well being
Begin systematically to collect
and analyze knowledge and
experiences to identify,
formulate, and advocate for
policies that advance social and
economic well-being
Collaborate with
colleagues and
clients for
effective policy
action
Continuously
discover,
appraise and
attend to
changing locales,
populations,
scientific and
technological
advancements,
and emerging
societal trends to
provide relevant
services
Demonstrate ability to identify
and to engage stakeholders to
collaborate for effective policy
formulation and action
2.1.8
Engage in policy
practice to
advance social &
economic well being and to
deliver effective
social services
2.1.9
Respond to
contexts that
shape practice
Title IV-E Child Welfare Program
CalSWEC Integrated
Foundation
Competencies
Demonstrate beginning
capacity to apprehend changing
local and social contexts and
scientific advances that affect
practice, with an emerging
ability to identify and provide
relevant services
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Integrates knowledge and
theory of human behavior
and the social environment
from diverse perspectives to
conduct reliable and valid
assessments, comprehensive
service plans, effective
interventions, and meaningful
evaluations in child welfare.
Articulates knowledge of
current agency, state, and
federal child welfare policies
and engages in effective
development and
implementation of ethical and
effective child welfare
practices and policies.
Identify trends among micro,
mezzo, and macro variables
that affect child welfare
practice and provide
leadership to respond to
those trends in effective and
culturally competent ways.
82
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
2.1.10(a)
Engagement
2.1.10 (b)
Assessment
EPAS Practice
Behaviors
CalSWEC Integrated
Foundation
Competencies
Provide
leadership in
promoting
sustainable
changes in
service delivery
and practice to
improve the
quality of social
services.
Substantively
and affectively
prepare for
action with
individuals,
families, groups,
organizations
and
communities.
Use empathy
and other
interpersonal
skills
Develop a
mutually agreed
on focus of work
and desired
outcomes
Demonstrate a beginning
capacity to discern and promote
sustainable practice and service
delivery change to improve
service quality
Collect, organize
and interpret
client data
Demonstrate ability to
effectively engage with diverse
individuals to gather, analyze,
and interpret consumer/client
information in a coherent,
objective manner
Title IV-E Child Welfare Program
Demonstrate the knowledge
base and affective readiness to
intervene constructively with
individuals and groups
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Demonstrate the ability to
develop relationships and
manage power differentials in
routine and challenging client
and partner situations, in a
manner that reflects core
social work values in child
welfare practice.
Demonstrate the capacity to
exercise empathy and use of
self in engagement and service
delivery
Demonstrate the ability to work
with individuals, families and
groups to identify and work
towards accomplishment of
shared goals
Consistently gather
qualitative and quantitative
data from a variety of
sources, form coherent
meaning from the data, and
use the resulting information
to make recommendations
and to plan interventions that
meet standards for child
welfare social work practice.
83
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
Assess client
strengths and
limitations
2.1.10 (c)
Intervention
CalSWEC Integrated
Foundation
Competencies
Develop
mutually agreedon intervention
goals and
objectives
Select
appropriate
intervention
strategies
Initiate actions
to achieve
organizational
goals
Demonstrate capacity to
conduct a comprehensive,
collaborative, unbiased
assessment that follows legal
and ethical guidelines and
identifies strengths and needs
Demonstrate ability to involve
individuals, family members,
and community service
providers to develop
coordinated intervention plans.
Demonstrate ability to critically
determine the most
appropriate intervention
strategies to implement a plan
Demonstrate beginning ability
to initiate efforts consistent
with service and organizational
goals
Implement
prevention
interventions
that enhance
client capacities
Demonstrate capacity to
identify and utilize prevention
measures that enhance
individual clients’ strengths and
protective factors.
Help clients
resolve problems
Demonstrate capacity to
identify and prioritize
challenges and to foster
solutions that call on
clients’/consumers’ existing
strengths
Title IV-E Child Welfare Program
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Comfortably move among the
roles of a social worker in
child welfare and intervene
effectively in those roles,
including enhancing client
strengths, acting as a client
advocate, and skillfully
handling transitions and
terminations.
84
CalSWEC Integrated Foundation Competencies
EPAS Core
Competencies
(10 + a,b,c,d)
EPAS Practice
Behaviors
Negotiate,
mediate, and
advocate for
clients
Facilitate
transitions and
endings
2.1.10 (d)
Evaluation
Social workers
critically analyze,
monitor and
evaluate
interventions
Title IV-E Child Welfare Program
CalSWEC Integrated
Foundation
Competencies
Demonstrate capacity and skills
to undertake the role of client
advocate in negotiating for
needed policies, resources and
services
Recognize the importance of
understanding the transition &
termination processes and
demonstrate the capacity to
sensitively terminate work.
Demonstrate a beginning ability
to systemically monitor, analyze
and evaluate interventions,
applying a knowledge- foraction approach to determine
future action
CalSWEC Advanced
Competencies, ONE
Advanced Competency
statement for each of 10
numbered Core comps
Consistently employ reliable
and valid methods for
monitoring and evaluating
practice interventions and use
the results to improve child
welfare policy and practice.
85
Project Coordinators
Andrew Anderson
Department of Social Work
California State University, San
Bernardino
Phone: 909-880-5544
FAX: 909-880-7029
Bruce Hartsell
Department of Social Work
California State University, Bakersfield Ken Smith
Department of Social Work
Phone: 661-664-3434
Humboldt State University
FAX: 661-665-6928
Phone: 707-826-4458
FAX: 707-826-4418
Valerie Peck
School of Social Work
Dr. Viola Lindsey
California State University, Chico++
Department of Social Work
Phone: 530-898-6754
Loma Linda University
FAX: 530-898-5574
Phone: 909-379-7583
FAX: 909-379-7594
Carol Bittmann
College of Health and Human Services Ken Nakamura
California State University, Dominguez School of Social Work
Hills
San Diego State University
Phone: 310-243-2186
Phone: 619-594-8709
FAX: 619-594-5991
Sadania Gibbons
School of Social Welfare
California State University, East Bay
Phone: 510-885-2168
FAX: 510-885-7580
Corinne L. Florez
Department of Social Work Education
California State University, Fresno*++
Phone: 559-278-2910
FAX: 559-278-6600
Debra Saxton
Social Work Program
California State University, Fullerton
Phone: 657-278-8610
Fax: 657-278-2440
Joy Rubin
Department of Social Work
California State University, Long
Beach++
Phone: 562-985-5652
FAX: 562-985-5514
Carol Mroz
School of Social Work
California State University, Los
Angeles
Phone: 323-343-5705
FAX: 323-343-6312
Kate Mortimer
Department of Social Work
California State University, Northridge
Phone: 818-677-3298
FAX: 818-677-2059
Title IV-E Child Welfare Program
Kristina Lovato-Hermann
School of Social Work
San Francisco State University
Phone: 415-405-3482
FAX: 415-338-0591
Pnina Green
College of Social Work
San Jose State University
Phone: 408-924-5833
FAX: 408-924-5892
Catharine Ralph
School of Social Welfare
University of California, Berkeley
Phone: 510-642-8251
FAX: 510-643-6126
Sharon Chun Wetterau
Department of Social Welfare School
of Public Affairs
University of California, Los Angeles
Phone: 310-825-1169
Paul Carlo, Director, Center on Child
Welfare
Phone: 213-743-2429
FAX: 231-745-6879
Jolene Swain, Clinical Professor of
Field Education, School of Social Work
Phone: 213-740-0294
FAX: 213-740-0789
University of Southern California
School of Social Work
86
* These schools offer part-time
programs
Tracy Kent
Division of Social Work
California State University,
Sacramento
Phone: 916-278-4157
FAX: 916-278-7167
++ These schools participate in the
Title IV-E BSW programs.
Paul Sivak
Phone: 209-667-3205
FAX: 209-667-3869
Tom Phillips, American Indian
Graduate Recruiter
Phone: 209-667-3860
Master of Social Work Program
California State University, Stanislaus
Title IV-E Child Welfare Program
87