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CAPTA WebinarCAPTA WebinarJessica BradyJessica Brady

Michigan Department of EducationMichigan Department of Education

Lori IrishLori IrishMichigan Department of Community Health Michigan Department of Community Health

Dawn RitterDawn RitterMichigan Department of Human ServicesMichigan Department of Human Services

March 13, 2008March 13, 2008

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CAPTA LegislationCAPTA Legislation

• Child Abuse Prevention Treatment Child Abuse Prevention Treatment Act of 2003 (CAPTA) - guiding Act of 2003 (CAPTA) - guiding human services to make referrals to human services to make referrals to early intervention services under the early intervention services under the Individuals with Disabilities Individuals with Disabilities Education Act (IDEA) of 2004.Education Act (IDEA) of 2004.

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IDEA LegislationIDEA Legislation

• IDEA 2004 - guiding early IDEA 2004 - guiding early intervention programs to accept intervention programs to accept referrals of children 0-3 who have referrals of children 0-3 who have been substantiated on for been substantiated on for abuse/neglect. abuse/neglect.

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DefinitionsDefinitions

• Category I is defined as a case of Category I is defined as a case of child abuse and neglect that the child abuse and neglect that the Department of Human Services Department of Human Services (DHS), Children’s Protective (DHS), Children’s Protective Services (CPS) has found to be Services (CPS) has found to be substantiated for abuse and neglect substantiated for abuse and neglect requiring court involvement. This is requiring court involvement. This is the most serious category of abuse the most serious category of abuse and neglect. and neglect.

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Definitions Definitions

• Category II is defined as a case of Category II is defined as a case of child abuse and neglect that the child abuse and neglect that the DHS, CPS has found to be DHS, CPS has found to be substantiated for abuse and neglect substantiated for abuse and neglect and CPS must work with the family and CPS must work with the family to remediate the safety concerns.to remediate the safety concerns.

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DefinitionsDefinitions

• Referral is defined as the process by Referral is defined as the process by which the local Part C agency is notified which the local Part C agency is notified of a suspected developmental delay or of a suspected developmental delay or established condition for an infant or established condition for an infant or toddler, birth to age three. This toddler, birth to age three. This notification of a suspected notification of a suspected developmental delay or established developmental delay or established condition begins the federal timeline. condition begins the federal timeline. (Michigan State Plan, Part Three, (Michigan State Plan, Part Three, Section V)Section V)

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Referral RequirementsReferral Requirements

Step 1Step 1

• The family has become involved with The family has become involved with DHS due to a case of abuse and/or DHS due to a case of abuse and/or neglect where DHS has found a neglect where DHS has found a preponderance of evidence.preponderance of evidence.

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Referral RequirementsReferral Requirements

• Preponderance of evidence is Preponderance of evidence is Michigan’s equivalent of Michigan’s equivalent of substantiation.substantiation.

• The preponderance of evidence is The preponderance of evidence is found in cases that are categories I found in cases that are categories I or II.or II.

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Referral RequirementsReferral Requirements

Step 2Step 2

• Early OnEarly On®® child find systems shall child find systems shall accept all referrals made by DHS accept all referrals made by DHS that have sufficient information to that have sufficient information to contact the family.contact the family.

• This begins the federal timeline This begins the federal timeline requirements.requirements.

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Referral Requirements Referral Requirements

Step 3Step 3

• Early OnEarly On®® systems shall follow all systems shall follow all procedures outlined in the current procedures outlined in the current Michigan State Plan and Code of Michigan State Plan and Code of Federal Regulations with regard to Federal Regulations with regard to any child referred to any child referred to Early On.Early On.

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RationaleRationale

• Research has shown that families Research has shown that families involved in abuse and neglect have a involved in abuse and neglect have a much higher likelihood of having a much higher likelihood of having a child become involved with the child become involved with the special education system. special education system.

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RationaleRationale

• Through participation with Through participation with Early On,Early On, families can begin to understand families can begin to understand their child’s development.their child’s development.

• This understanding has been proven This understanding has been proven to help prevent abuse and/or neglect to help prevent abuse and/or neglect as parents begin to have more as parents begin to have more realistic expectations around child realistic expectations around child development.development.

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Possible BarriersPossible Barriers

• Families are often difficult to locate Families are often difficult to locate and engage in the system.and engage in the system.

• Deciding who can consent for Deciding who can consent for evaluation and services.evaluation and services.

• Instability of location, moving Instability of location, moving frequentlyfrequently

across county lines.across county lines.

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DHS RolesDHS Roles

• CPS workers and foster care CPS workers and foster care workers can aid in locating families workers can aid in locating families as they are having contact regularly.as they are having contact regularly.

• Local office Memorandum of Local office Memorandum of Understandings are encouraged and Understandings are encouraged and a higher level of participation with a higher level of participation with Early OnEarly On is encouraged, but not is encouraged, but not required.required.

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DHS RolesDHS Roles

• Future activity around the referral Future activity around the referral process will focus on the Child process will focus on the Child Assessment of Needs and Strengths Assessment of Needs and Strengths (CANS) that CPS workers complete. (CANS) that CPS workers complete.

• The CANS focuses on physical, The CANS focuses on physical, educational, and mental health needs. educational, and mental health needs. DHS will have a special CANS DHS will have a special CANS specific to 0-3 year olds that flows specific to 0-3 year olds that flows with the five areas of development.with the five areas of development.

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DHS RolesDHS Roles

• The assessment cues in CANS are The assessment cues in CANS are much simpler for the worker. These much simpler for the worker. These will help workers identify areas of will help workers identify areas of concern that will transfer to the concern that will transfer to the Early OnEarly On referral. referral.

• This process will take at least six This process will take at least six months to change in the system, but months to change in the system, but hopefully referrals will be more hopefully referrals will be more complete.complete.

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DHS RolesDHS Roles

• DHS will also be looking at DHS will also be looking at enhancing the new worker trainings enhancing the new worker trainings to help workers make more informed to help workers make more informed referrals.referrals.

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Early On Early On Social Emotional Social Emotional Tools PilotTools Pilot

• Purpose - determines implementation Purpose - determines implementation and coordination issues related to and coordination issues related to the use of the Devereux Early the use of the Devereux Early Childhood Assessment for Infants Childhood Assessment for Infants and Toddlers (DECA I/T) and the and Toddlers (DECA I/T) and the Attachment, Interaction, Mastery Attachment, Interaction, Mastery and Support (AIMS) as part of the and Support (AIMS) as part of the evaluation process for qualification evaluation process for qualification for for Early OnEarly On services services..

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Early On Early On Social EmotionalSocial Emotional Tools Pilot Tools Pilot

• Early On Early On Coordinators received Coordinators received Notice of Availability to participate.Notice of Availability to participate.

• Six pilot sites were selected.Six pilot sites were selected.

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Early OnEarly On Social Social Emotional Emotional Tools PilotTools Pilot

Benefits provided to the pilot service Benefits provided to the pilot service areas:areas:

1. Receive free training on the DECA 1. Receive free training on the DECA I/T and the AIMS.I/T and the AIMS.

2. Improve the identification of 2. Improve the identification of children with social emotional children with social emotional delays and disabilities in the delays and disabilities in the service area.service area.

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Early OnEarly On Social Emotional Social Emotional Tools PilotTools Pilot

Benefits provided to the pilot service Benefits provided to the pilot service areas: areas:

3.3. Assist with meeting CAPTA goals Assist with meeting CAPTA goals and responsibilities.and responsibilities.

4.4. New tools aid in the measurement New tools aid in the measurement and reporting of social emotional and reporting of social emotional status for measuring federally status for measuring federally defined Child Outcomes.defined Child Outcomes.

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Early OnEarly On Social Emotional Social Emotional Tools PilotTools PilotSix Pilot SitesSix Pilot Sites

• Iosco (data not collected)Iosco (data not collected)• HillsdaleHillsdale• LapeerLapeer• OaklandOakland• St. JosephSt. Joseph• WashtenawWashtenaw

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Early OnEarly On Social Emotional Social Emotional Tools Pilot Tools Pilot

• Pilot sites received training on DECA I/T Pilot sites received training on DECA I/T and AIMS.and AIMS.

• Data was collected from August 1, 2007 Data was collected from August 1, 2007 thru January 31, 2008.thru January 31, 2008.

• Site visits were made to the pilot sites.Site visits were made to the pilot sites.• Data will be compiled and a final report Data will be compiled and a final report

will be presented to the Michigan will be presented to the Michigan Interagency Coordinating Council.Interagency Coordinating Council.

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Detroit-Wayne County Detroit-Wayne County Community Mental Health Community Mental Health

Association Association (D-WCCMHA) Infant Mental (D-WCCMHA) Infant Mental Health (IMH) Demonstration Health (IMH) Demonstration

Project Task ForceProject Task Force Task Force identified that:Task Force identified that:

• There were many more babies There were many more babies needing services than were needing services than were receiving them.receiving them.

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D-WCCMHA IMH D-WCCMHA IMH Demonstration Project Task Demonstration Project Task

ForceForce

• Funds were sought for an IMH Funds were sought for an IMH Demonstration Project to Demonstration Project to significantly increase services.significantly increase services.

• Goal: Goal: To expand services to 500 new To expand services to 500 new families, beginning 10-01-06.families, beginning 10-01-06.

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D-WCCMHA IMH D-WCCMHA IMH Demonstration Project Demonstration Project

BeginsBeginsIn December 2006, the IMH In December 2006, the IMH

Demonstration Demonstration

Project officially began to:Project officially began to: • Expand services. Expand services. • Evaluate and continuously monitor Evaluate and continuously monitor

service effectiveness.service effectiveness.

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D-WCCMHA IMH D-WCCMHA IMH Demonstration ProjectDemonstration Project

• Identify and respond to Identify and respond to workforce training needs to workforce training needs to meet the increased service meet the increased service demand.demand.

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D-WCCMHA IMH D-WCCMHA IMH Demonstration Project Demonstration Project

PartnershipPartnership• Has led to staff requirements for Has led to staff requirements for

Michigan Association for Infant Mental Michigan Association for Infant Mental HealthHealth(MI-AIMH) Endorsement: (MI-AIMH) Endorsement: Wayne County: Minimum Level II by 10.1.08Wayne County: Minimum Level II by 10.1.08

• Endorsement process recognized as an Endorsement process recognized as an effective measurement of workforce effective measurement of workforce competencies.competencies.

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Questions/CommentsQuestions/Comments

• We will capture your comments and We will capture your comments and concerns.concerns.

• We will then be using them as we We will then be using them as we look at future policy and practice. look at future policy and practice.