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Module 9: Education, Medical and Mental Health

Time: 6 hours

Slide 9.0.1 Slide 9.0.2 Slide 9.0.3

Module Purpose: Participants will understand their role in assuring the implementation and documentation of a child’s well-being needs being met

Learning Objectives:1. Review and process the K-12 Report Card.2. Using case scenarios, complete a K-12 Report Card.3. Assure children’s medical and dental needs are met.4. Implement policy, law and rule for children on psychotropic medications.5. Through the use of case scenario demonstrate full understanding of Informed

Consent.6. FSFN- Demonstrate effective documentation of medication-related activities

regarding a child’s medical and mental health needs, including Psychotropic Medication management.

Notes:

CM9_PG: Education, Medical and Mental Health1

Unit 9.1 EducationTime: 2 hours

Unit Overview: In this unit, participants will fully understand the role of education in child and adolescent well-being.

Learning Objectives:1. Describe the steps in assessing a child’s educational needs.2. Explain the law and Best Interest Assessment.3. Explain the importance of the child’s educational stability.4. Discuss the benefits of ensuring that children 0-5 receive developmental and

diagnostic educational screening.5. Review and process the requirements of the Rilya Wilson Act.6. Describe the steps in assessing a child’s educational needs. 7. Review and process the K-12 Report Card.8. Review your local interagency agreement on the coordination of educational services

for children in care. 9. Describe the role and obligations of a Surrogate Parent.

Slide 9.1.4 Slide 9.1.5

Notes:


1.6 Notes:

Slide 9.1.7 Notes:

Activity #1: Everybody’s A Teacher- Mythbusters Quiz

Directions: As per trainer instructions

Activity Notes:

Everybody’s a Teacher ~ Mythbusting- T or F


1. Children in foster care overcome the trauma of abuse as soon as they are removed from the abusing parent and are in a safe place.

2. Children taken into foster care are enrolled in school right away.

3. The research data shows that every time a student is moved to a new school the student falls behind 4 to 6 months in their educational progress.

4. Schools are the entity responsible for the education of a child in foster care.

5. Changing schools is a small set back that children in foster care can easily overcome.

6. Children in foster care earn diplomas at same rate as their peers.

7. Because students in foster care have free tuition in state colleges and universities, they enroll at a higher rate than students not in care.

8. Children in Foster care experience disabilities at same rates as their same age peers.

9. Studies show that kids in care have twice the post-traumatic stress as the rate of US war vets.

10. Infants and toddlers in foster care just need food, shelter and nurturing and they will be fine.


1.8 Notes:

Activity #2: School Stability & Child Well-being

Directions: With your table groups discuss the effects of your assigned question on child well-being.

Activity Notes:


Discussion Questions Concerning School Stability

The following are guideline questions for discussion when we know in advance that a child will be moved, as well as if the child has already been moved.

Where does the child currently attend school? o ? Is this school within the attendance zones for the proposed new

placement? Have you (or anyone) spoken to the placement entity about foster homes in the

current school zone? Are there any suitable relative [or non-relative] placements available in the current

school zone? What does the child think about changing schools?

o ? Does the child have any siblings in the current school? o ? Close friends or favorite teachers? o ? Extracurricular activities?

If the child will remain in the same school attendance zone, there is no need to inquire further.

If the child will need to transfer to another school due to the move, unless we make the decision for the child to stay in the current school, the following additional issues should be explored:

How is the child doing in the current school? Does the prospective new school have the academic resources to better meet the

child’s needs? If the child is in Special Education, is this school meeting the child’s needs?

Will the proposed new school be able to meet the child’s special needs better, about the same, or not as well?

o Answer by looking at the child’s IEP.Is the current school a Title I school?

o Is the proposed new school a Title I school?If the child has special needs, but is not receiving Special Education services, which school better meets the child’s academic and special needs?

What does the child think about changing schools? o Does the child have any siblings in the current school? o Close friends or favorite teachers? o Extracurricular activities?


How far away geographically is the current school from the (proposed) new placement?

o How long time-wise will transportation to the current school take each day? o What would be the child’s total transportation and school hours if the child

remains in the current school?o How long will the process take to set up?

Which school will better support the child’s participation in extracurricular activities?

What does the proposed foster caregiver think about keeping the child in the current school– will they be cooperative?

o If not, what are the objections; is there any way we can answer those objections?

Have you spoken to the school district liaison about providing transportation to and from the new placement to the current school?

Have you discussed with the school liaison whether this child meets the requirements of the McKinney-Vento Act? (homeless children) (Note: this discussion needs to occur as soon as possible, especially for the child who has just been taken into shelter care.)

o Should you consider finding a pro bono attorney if the school denies “homeless” status?

For students in high school: are both the schools on the same type of schedule, i.e., regular or block scheduling?

If not, it can be harmful to change schools during a semester; the student may lose credit for time already spent in classes.

If the student is presently in an alternative school: what will it take to get the child back into regular school?

If the child must move to a new school due to the change in placement, is it possible to wait until the end of a grading period?

If the child must move to a new school, enrollment in the new school must occur immediately, i.e., the next day, without waiting for records to be transferred.


1.9 Notes:

Slide 9.1.10 Notes:

Activity #3: 39.604 Rilya Wilson Requirements

Directions: With your group create a drawing on flip chart paper that will be a visual

representation of the assigned requirement citation from 39.604 : (3) Requirement 4 (a) 4(b) 1. 4(b) 2 4(b) 3 4(b) 4

The drawing should be such that it could be interpreted without explanation if possible. 5 minutes

Choose a member of your group to explain your drawing to the class


Activity Notes:

Section 16. Subsections (3) and (4) of section 39.604, Florida Statutes, are amended to read:

39.604 Rilya Wilson Act; short title; legislative intent; requirements; attendance and reporting responsibilities.—

(3) REQUIREMENTS.—A child from birth to the age of who is age 3 years to school entry, under court-ordered court ordered protective supervision or in the custody of the Family Safety Program Office of the Department of Children and Families Family Services or a community-based lead agency, and enrolled in a licensed early education or child care program must attend be enrolled to participate in the program 5 days a week. Notwithstanding the requirements of s. 39.202, the Department of Children and Families Family Services must notify operators of the licensed early education or child care program, subject to the reporting requirements of this act, of the enrollment of any child from birth to the age of age 3 years to school entry, under court-ordered court ordered protective supervision or in the custody of the Family Safety Programs Office of the Department of Children and Families Family Services or a community-based lead agency. When a child is enrolled in an early education or child care program regulated by the department, the child’s attendance in the program must be a required action in the safety plan or the case plan developed for the a child pursuant to this chapter who is


enrolled in a licensed early education or child care program must contain the participation in this program as a required action. An exemption to participating in the licensed early education or child care program 5 days a week may be granted by the court.

(4) ATTENDANCE AND REPORTING REQUIREMENTS.—(a) A child enrolled in a licensed early education

or child care program who meets the requirements of subsection (3) may not be withdrawn from the program without the prior written approval of the Family Safety Program Office of the Department of Children and Families Family Services or the community-based lead agency.

(b)1. If a child covered by this section is absent from the program on a day when he or she is supposed to be present, the person with whom the child resides must report the absence to the program by the end of the business day. If the person with whom the child resides, whether the parent or caregiver, fails to timely report the absence, the absence is considered to be unexcused. The program shall report any unexcused absence or seven consecutive excused absences of a child who is enrolled in the program and covered by this act to the local designated staff of the Family Safety Program Office of the Department of Children and Families Family Services or the community-based lead agency by the end of the business day following the unexcused absence or seventh consecutive excused absence.

2. The department or community-based lead agency shall conduct a site visit to the residence of the child upon receiving a


report of two consecutive unexcused absences or seven consecutive excused absences.

3. If the site visit results in a determination that the child is missing, the department or community-based lead agency shall report the child as missing to a law enforcement agency and proceed with the necessary actions to locate the child pursuant to procedures for locating missing children.

4. If the site visit results in a determination that the child is not missing, the parent or caregiver shall be notified that failure to ensure that the child attends the licensed early education or child care program is a violation of the safety plan or the case plan. If more than two site visits are conducted pursuant to this subsection, staff shall initiate action to notify the court of the parent or caregiver’s noncompliance with the case plan.

Slide 9.1.11 Notes:


K-12Desired Outcomes

Report Card Rating and

Survey Date

Impr

ovem

ent

From

Initi

al R

ating

Initial Most Recent

1 School Stability: a. Student been enrolled in same school during school yr.b. If the student changed schools during the school year, the

student was enrolled within two (2) school days. 2. Attendance: The student is free of absences and tardiness.3. Performance: The student is:

a. passing all courses.b. at the age-appropriate level for Reading and Math.

4. Student Involvement: The student is involved in at least one extracurricular (school or other) program.

5. Parent Involvement: Parent or caregiver actively communicates w/ tchrs & participates in school events.

6. ESE: The student has no Exceptional Student Education (ESE) needs OR has a current Individual Education Plan (IEP) to address their special needs.

7. Graduation Progress: The student is on schedule to graduate from High School or obtain a GED.

8. Behavior: The student exhibits age appropriate school behavior and participation.

9. Mentor: Student has connection to community through a tutor, surrogate parent for education, big brother/sister, mentor from formal mentoring program, adult volunteer in service learning project or similar connection.

AverageComments* Or Suggestions (from above Report Cards)

Ratings of 3 or under and rating of U or N/A must have explanations in the comment section

*


K-12 Education Report Card-Scoring Guide1a. School Stability: Student has been enrolled in same school during the school year.

5 - The child remains in the same school attended at removal4- The child has changed schools once during the removal episode

but not during the school year3 - The child has changed schools once during the school year,

but the change occurred at the end of a semester/grading period

2 - The child has changed schools 1 time during a grading period or has had 2 changes

1 - The child has changed schools 3 or more timesU= Unknown; NA= Not Applicable

1b. School Stability: If student changed schools during school year, student was

enrolled;

5 - within one (1) school day.4 - within two (2) school days.3 - within three (3) school days.2 - within five (5) school day1 - Over five (5) school days.U= Unknown; NA= Not Applicable

2. Attendance: The student is free of absences and tardiness.

5 – Zero (0) absences and zero (0) tardies4 - One (1) excused absence, rare tardies3 – Two (2) or more excused absences, occasional tardies2 – One (1) unexcused absence, occasional tardies1 - Two (2) or more unexcused absences, frequent tardiesU= Unknown; NA= Not Applicable

3a. Performance: Student is: a. passing all courses.

5 - The child is passing all course and excelling in the majority of classes4 - The child is passing all courses with average scores/grades3 - The child is passing, but struggling2 - The child is failing, but in only one or 2 courses1 - The child is failing the majority of courses takenU= Unknown; NA= Not Applicable


3b. Performance: Student is at the age-appropriate level for Reading and Math

5 - The child scored above the appropriate level in both reading and math4 - The child scored at the appropriate level in both reading and math3 - The child scored at/above in one but below in the other2 - The child scored marginally below in both1 - The child scored significantly below in bothU= Unknown; NA= Not Applicable

4. Student Involvement: Student involved in at least 1 extra curricular (school/other) program.

5 - The child has been consistently involved in an activity for more than 3 months4 - The child became involved in an activity within the prior 3 months3 - There are plans for the child to begin an activity or child recently completed one2 - The caregiver/child are willing to explore an activity but no plans are made1 - There is no willingness to participateU= Unknown; NA= Not Applicable

5. Parent Involvement: The parent or caregiver actively communicates with teacher(s) and participates in school events.

5 - The caregiver has frequent, active communication with the child’s teacher and often participates in school event4- Caregiver has regular, active communication & occasionally participates in school events3 - The caregiver has regular communication but does not participate in school activities2 - The caregiver rarely communicates with the child’s teacher and does not participate1 - The caregiver has had no communicationU= Unknown; NA= Not Applicable

6. ESE: The student has no Exceptional Student Education (ESE) needs OR has a current Individual Education Plan (IEP) to address their special needs.

5 - The child has been assessed (or functions such that clearly no formal assessment is needed) and has no ESE needs OR a current IEP is in place4 - The child’s current educational setting appears to be appropriate3 - The child is in the process of being assessed for educational needs or it is


known that an IEP should be developed2 - The child has known ESE needs that are not being addressed but someone is advocating1 - The child has known ESE needs and there is no plan or action steps to addressU= Unknown; NA= Not Applicable

7. Graduation Progress: Student on schedule to graduate from Hi School or obtain a

GED

5 - There appear to be no barriers (examples: school instability, poor academics, attendance issues, achievement test performance etc.) that would delay timely graduation OR the child is of an age where it is clearly known that he/she is on track4 - There may be some barriers but it is still believed that the child will be on track to graduate timely3 - There are sufficient risk factors that make timely graduation an uncertainty2 - Currently the child is not on track, but it is possible to remedy the situation

1 - The child is significantly behind and will require a strong plan

U= Unknown; NA= Not Applicable

8. Behavior: The student exhibits age appropriate school behavior and participation.

5 - The child models positive behaviors and often assumes a leadership role to positively influence peers and others4 - The child receives all positive feedback from the school for behavior and participation (may be evident in home notes – i.e. green light – or in citizenship scores on the report card)3 - The child receives occasional, minor comments/intervention related to behavior or participation2 - The child receives frequent teacher comments or occasional disciplinary action1 - The child requires frequent teacher comments/disciplinary action and/or parent/teacher conferences or is suspended or expelled from school or becomes involved with LE for school or school related actions.U= Unknown; NA= Not Applicable

9. Mentor: The student has a connection to the community through a tutor, a surrogate parent for education, a big brother/sister, a mentor from a formal mentoring program, an adult volunteer in a service learning project or other similar connection.


5 -The student has a connection to the community through a tutor, surrogate parent for education, big brother/sister, mentor from a formal mentoring program, adult volunteer in a service learning project, or other similar connection program.4 - The student has been referred and is on waitlist for appropriate connection program.3 - The student is in the process of being referred for an appropriate connection program.2 - The student has not yet been referred to a connection program.1 - The student has no connection AND appropriate program does not existU= Unknown; NA= Not Applicable

Comments* Or Suggestions: explain ratings of 3 or less


Michaela Part One:14 year old Michaela was removed from her home due to log term parental drug use and placed in licensed care two months ago. She was unable to attend the school near her home, but since she had only attended one month of school and was starting a new high school, it was decided that going to a another school would be ok. This way she would be closer to her classmates, her present home location and be able to attend after school activities and extra curricula sports. It is now November and she has missed 5 days of school during the past 2 months. The foster parent states that she gets bad cramping every month and she allows her to stay home from school but she gets her schoolwork done. She also came down with a bad flu and missed 3 other days of school. Michaela is getting excellent grades in Science and Math, good grades in Music and Physical education but is failing English and Spanish. Her scores state that she is above average in Science and Math and average in Reading. Michaela is on a waiting list for a tutor to help her with her English and Spanish. Michael started out the year in chorus and after school basketball, but was unable to continue, due to school policy when her grades began to fall. The case manager has reached out to her parents to speak with Michaela during visits and see if they can help motivate her. They just state that Michaela is very stubborn, has never listened to them and most likely will not listen to them now. Michaela has always done well in school in the past and does has not have any learning disabilities that would need special attention. Michaela has not shown any discipline problems at school and her English and Spanish teachers report that she simply does not pay attention and does not do her homework. Michaela states that she just can’t be good at everything. English and Spanish are boring. She says that she reads fine or she wouldn’t be able to do her science and math. She believes that Spanish is useless for her and she does not like her Spanish teacher.

Part Two: In December, Michaela got a tutor for Spanish but not for reading. She likes the tutor, so she is trying hard to do better. She said they are learning a song in Spanish. Because English is so important for Michaela’s future, a meeting was scheduled with Michaela, her English teacher, her guidance counselor, her foster parents and parents. Michaela was surprised that so many people cared about her success. Michaela said if they let her go back to playing basketball after school she would pay attention in English. Michaela’s guidance counselor pointed out that Michaela was doing better in English and felt it was because she had no absences this month. Her English teacher agreed that her absences may have caused her to slip behind. It was agreed that Michaela could start both basketball and chorus after the winter break.


Activity #4: K-12 Report Card Scoring

Participants will become familiar with the K-12 as scoring process.

Directions: Read Part One of the Michaela scenario Together we will to decide what score should go in each box.as we go along. This will be the baseline. Discuss what this score might be telling us.

When completed read Part Two and you will score When scores are completed with your table group, answer the following two

questions:? Are there any differences?

? What do these differences tell us?

? What more do you as a case manager need to do?

Activity Notes:


1.12 Notes:

Key Points:“It’s hard to be making new friends, meeting new people, and getting used to each school’s vibe. And it can be hard to concentrate when you jump from home to home and school to school…Sometimes teachers assume you’re just passing through their school and class, and won’t take an interest in you. And if an adult in school does take a special interest in you, you usually lose that connection when you switch schools.”

Russell Morse, School Daze, Foster Care Youth United, p.9 (Nov/Dec 1999).

Slide 9.1.13 Notes:

What is a surrogate parent? The surrogate parent is a substitute for the child’s parent as to educational matters, and is a trained, interested, and consistent educational decisionmaker for the child. The surrogate parent makes educational decisions for (and with) the child, and functions as an advocate for the child. A very important function of the surrogate parent is to work with the schools to determine the content of the child’s Individualized Education Plan (IEP) and to sign that. (This is an active function that goes far beyond attending IEP meetings and signing whatever the schools have prepared.)

When does a student require the appointment of a surrogate parent?


39.0016(3)(a)2.c.a) when the child’s parent is determined to be legally unavailable orb) when the foster parent is unwilling, has no significant relationship with the child, or

is not trained in the exceptional student education process.

This language indicates that the child’s parent is not automatically removed from serving as the child’s educational advocate when the child’s custody is removed from the parent and placed into DCF’s temporary custody. When the child still has a parent who is willing and able to be involved, that parent will continue to function as the child’s educational decisionmaker, and the child does not need a surrogate parent. However, if the parent is unable or unwilling, or it is not in the child’s best interest for the parent to remain involved in the child’s education, the court must make a finding that the parent is legally “unavailable” to the child.

Since this language then goes on to speak about the child’s foster parent, who has the general authority to act as the child’s educational decisionmaker under IDEA, acting as the substitute parent. If a foster parent is willing and able to serve, the foster parent technically does not need any judicial action to serve instead of the child’s parent. However, many of our children live in group homes, or live with foster parents who do not desire to become the decisionmaker. In these situations, we should seek the appointment of a surrogate parent.

Is there anyone who may not be appointed as a surrogate?Yes, the following individuals are prohibited from appointment as a surrogate: Employees of

the Department of Education the local school district a community-based care provider the Department of Children and Family Services or any other public or private agency involved in the education or care of the

child. This prohibition includes group home staff and therapeutic foster parents.

However, any person who acts in a parental role to a child, such as a foster parent or relative caregiver, is not prohibited from serving as a surrogate parent if he or she is employed by such agency, willing to serve, and knowledgeable about the child and the exceptional student education process.

Pursuant to Florida statute, the Guardian ad Litem, if one has been appointed by the court for the child, must be considered for appointment as the surrogate parent.

How is a surrogate parent appointed?For a child known to the department, the responsibility to appoint a surrogate parent resides with both the district school superintendent and the court with jurisdiction over the child. If the court elects to appoint a surrogate parent, notice shall be provided as


soon as practicable to the child's school. At any time the court determines that it is in the best interests of a child to remove a surrogate parent, the court may appoint a new surrogate parent for educational decisionmaking purposes for that child.

What does a case manager do if the child needs a surrogate and none has been appointed?Speak with the CLS attorney on the case.

Slide 9.1.14 Notes:

FSFN- Education

FSFN - How Do I1. Create an Education Record2. Access an Existing Education Record3. Complete an Education Record4. Maintain Education History


1. Create an Education Record

How Do I…? Selections Tips & Guidelines

Create an Education Record from the Desktop

From Desktop’s FSFN Banner, selectCase Work.

From Education drop down, selectEducation Record.

From Cases group box, select family’s name.

From Case Participants group box, select the correct participant.

Click Create.

An education record supports the maintenance of client educational information throughout a client's history with DCF/Sheriff’s Office/Community-Based Care.

Information includes: the Individualized Education Plan, Diploma and Certificate Information, and Education History records.

Create an Education Record from Case Book

From Case Book page within Participant Actions group box, click Education hyperlink.

OR

From Case Book page within center group box, click Create Case Work hyperlink.

From Education drop down, selectEducation Record.

Select appropriate Case Participant.

Click Create.


6

2. Access an Existing Education Record


Access an Education Record from the Desktop

From Desktop, click Cases expando.

Navigate to appropriate Case.

Click Case Folder icon to expand Case Information.

Click Education icon.

Click Education Record hyperlink.

Access an Education Record from Case Book

From Case Book page within Education group box, click Person Name.

Access an Education Record from Person Book

From Person Book page within Education group box, click Education Record hyperlink.


6

3. Complete an Education Record


Record ESE information

Within Exceptional Student Education (ESE)/Individualized Education Plan group box, identify child as an ESE child by selecting Yes radio button to question: “Is the child an ESE student?”

When Yes is selected, "Does the child have an IEP?" and "Does the child have an education surrogate parent appointed to him/her either by the district superintendent or dependency court?” become enabled and required.

At least one ESE Program row is required if the “Is child an ESE student?” radio button selection is Yes.

If No is selected, "Does the child have an IEP?" and "Does the child have an education surrogate parent appointed to him/her either by the district superintendent or dependency court?" become No and are disabled. Both dates and Copy of Plan check box become disabled if No is

Create and Expire an IEP record

For Does the child have an Individualized Education Plan? field, select Yes radio button.

For Is the IEP a Transitional Individualized Education Plan (TIEP) for a young adult? field, select Yes radio button.

Within Date field, enter date of most recent Individualized Education Plan.

Within Date field, enter date current Individualized Education Plan expires.

This field is enabled with the Yes radio button for “Is the child an ESE student?”.

Answering Yes for the Individualized Education Plan enables the Dates and radio button:

Transitional Individualized Education Plan (TIEP)

Date of the most recent individualized Education Plan

Date current Individualized Education Plan Expires

These become required fields for completion.

Enter Diploma and Certificate Information

Select the applicable High School Diploma, GED Certificate, or Certificate of Completion/Special Diploma check box.

Enter date of certificate or completion date in Date field.

Selecting the check box in front of the certificate/completion enables the associated date box.


Create Education History

Click History tab.

Click Insert button to activate History pop-up page.

Enter:

School Name School Address School Phone Number School Type Program Type Program School District/County Grade Level, choose from list School Start Date School End Date Completion Status Number of Hours Currently

Enrolled Total Credits Earned To Date Contact Person Contact Phone Number

Select a Reason for Change from drop down.

The edit will not allow a user to enter a new School Name unless the previous school documented has an end date; however, the user can insert an historical school record if needed.

Only one school can exist at a given point with a School Start Date, but no School End Date.

Users can enter a new School Name only if the previous school documented has an End Date.

School Address and Program Type are not required fields.

School Type and School District are required fields.

School Start Date: must be prior to or equal to current date, not required.School End Date: must be prior to or equal to current date, not required, and only one school can exist with the school Start Date, but no End DateNote: A school record can be added, but if there is an existing record without a school End Date, the user must enter both a Start and End Date on the newly inserted record.

Create Notification of school change

Click Notify button to launch Notification pop-up for Education History record.

Reason: Reason for Change

Original Sent to: defaults to the name of the School /County


4. Maintain Education History


Maintain Education History

From Education History tab, click Edit to launch existing Maintain Education History pop-up for associated Education History record.

Edit:

School Name School Address School Phone Number School Type (choose from list) Program Type (choose from list) Program School District County (choose from

list) Current Grade level (choose from

list) School Start Date School End Date Number of Hours Currently

Enrolled Total Credits Earned To Date Completion Status (choose from

list) Contact Person: contact person at

school or educational program Contact Phone Number Reason for Change (choose from

list)

The first time an Education Record has been accessed, no school information will display

The School Name, School Type, School District/County, Current Grade Level, School Start Date, and Reason for Change are required fields.

The Special Education check box and Special Education Level drop down will remain available on historical records.

http://centervideo.forest.usf.edu/fsfnenduser/ehanceeducation/start.htmlNotes:


http://centervideo.forest.usf.edu/fsfnenduser/ehanceeducation/start.html

Unit 9.2: Medical, Dental and Mental HealthTime: 1 hour

Unit Overview: In this unit, participants learn to ensure that they as case managers understand their role in assessing and assuring the child’s medical dental and mental health needs are met.

Learning Objectives:1. Assure children’s medical, dental and mental health needs are met. 2. Recognize the importance of ongoing assessment of medical and dental needs.3. Identify the Case Manager responsibilities for establishing and documenting continuity

of care.4. FSFN- Recognize effective documentation of medication-related activities regarding a

child’s medical, dental and mental health needs.


Notes:Say: Another way that we assess a child’s functioning and needs for the FFA Ongoing as well as for the life of the case is through gathering information to assure that their medical, dental and mental health needs are taken care of and that they are receiving the services they need to assure their well-being.


2.17 Notes:

Activity #1: Most Memorable Contest: • 8.7.6-7 Child Health Checkup and 8.7.7-Comprehensive Health Evaluation

AND• 8.7.9 Dental Services

Directions: With your group prepare a 1 -2 minute presentation of the topic assigned in the most memorable way. (song, dance, drawing, acronym…be creative) 15 minutes preparation

Activity Notes:


2.18 Notes:

Key Points: In CW Practice Manual 8.7.10

Slide 9.2.19 Notes:


How Do I1. Create Medical Mental Health page2. Access Medical Mental Health page3. Complete Medical Mental Health page tabs

1. Create Medical Mental Health page


Create the Medical Mental Health page from the Desktop

From Desktop’s FSFN Banner, clickCreate Case Work.

Create Case Work page displays.

From Medical Mental Health drop down, select Medical Mental Health.

Select appropriate Case from list of cases.


Click Create.

On Medical Mental Health page, document all required fields.

Enter all required and appropriate fields.

Click Save.

Click Close.

OR From Desktop, expand Cases expando.

Click Actions hyperlink next to appropriate case folder.

Actions pop-up page displays.

Select Create Case Work.


From Medical Mental Health drop down, select Medical Mental Health.

Select appropriate Case from list of Cases.


The Medical Mental Health page can be created using one (1) of four(4) ways:

• Create Case Work page which can be accessed from the Desktop or from the Case Book page

• Actions pop-up page from the Desktop

• Actions pop-up page associated to the Case on the Utility Search page (Case, Person, or Worker tabs)

• From the Case Book page by clicking the Medical Mental Health hyperlink in the Actions List Box

The worker who created the Medical Mental Health page or the supervisor of the worker who created the Medical Mental Health page can only update a Medical Mental Health page.

A Medical Mental Health page cannot be edited from Utility Search.

A Medical Mental Health page cannot be created for a closed case.


Create the Medical Mental Health page from Case Book

From Case Book page, click Create Case Work hyperlink from top of page.



Click Create.


Click Save. Click Close.

OR

From Case Book page, within Case Actions List Box, click Medical Mental Health hyperlink.

On Create Case Work page, select appropriate Case Participant.

Select Create.

On Medical Mental Health page, document all applicable information on all tabs.


Click Save. Click Close.


2. Access Medical Mental Health page


Access the Medical Mental Health page from Desktop, Case Book, or Person Book

From Desktop, expand Cases expando.

Select appropriate case to drill down toMedical Mental Health icon.

Select appropriate Medical Mental Health hyperlink from list of existing Medical Mental Health records.

Page opens from hyperlink selected. User with appropriate security can modify information contained on page.


Click Save.

Click Close.

OR

From Case Book page associated to a case, within Medical Mental Health group box, click Medical Mental Health hyperlink.

Applicable Medical Mental Health page opens upon clicking hyperlink. User with appropriate security can modify information contained on page.


Click Save.

Click Close.

OR

From Person Book page, within Medical Mental Health group box, select Medical Mental Health hyperlink.

Applicable Medical Mental Health page opens upon selecting hyperlink. User with appropriate security can modify information contained on page.


Click Save.

Click Close.

The Medical Mental Health page can be accessed using one (1) of three(3) ways:

• Medical Mental Health hyperlink page from the Desktop

• Medical Mental Health hyperlink in the Medical Mental Health group box from Case Book page

• Medical Mental Health hyperlink in the Medical Mental Health group box from Person Book page

.


3. Complete Medical Mental Health page tabs


Complete the Medical Profile tab

To add Primary Care Providers Information to Medical Profile tab:

In Primary Health Care Providers group box, enter all applicable information.

Click Save.

To add Basic Medical Information to Medical Profile tab:

In Basic group box, document specific health problems and allergies.

Click Save.

The Medical Profile tab provides a current “snapshot” of the case participant’s medical status. The Primary Health Care Providers group box allows the user to view and update the participant’s current health care professionals, emergency contact, and the Medicaid number for the participant. The Basic group box provides the ability to document specific health problems and allergies. It also allows the user to indicate whether immunizations are up-to-date.

Complete the Medications tab

Click Medications tab.

View or Insert/Add medication information.

Insert button and Edit hyperlink allow user to insert a new, or edit an existing, medication record.

- When user clicks Insert button, Add New Medications page displays.

- When user clicks Edit hyperlink, Edit the Medications page displays.

Both pages are identical other than the page name.

The Medications tab is a brief summary of a case participant’s prescribed medication(s) information. To create these records, the user must click on the Insert button, which will prompt a pop-up page to enter all of the necessary data. The Medications tab pre-fills with the data entered in the pop-up.

Each record provides a read-only summary of a participant’s prescribed medications, including the physician who prescribed the medication, name of the medication, if the medication is for psychotropic purposes, the date the medication was prescribed, and the date the medication was stopped (if applicable). If multiple medication records exist, a scroll bar appears to allow the user to peruse the records. Users may view and edit the full details of each record by clicking the Edit hyperlink.


Complete the Mental Health Profile tab

Click Mental Health Profile tab.

In Treatment Information group box, select check boxes for each statement that is applicable.

In Substance Abuse group box, select check box next to applicable drug, and select frequency (Daily, Weekly, or Occasional) from corresponding drop down.

Select Psychologist/Psychiatrist Referral Made check box, if applicable, and enter provider name.

- Axis I and Axis II expandos are not user enterable.

Click Save.

Click Close.

The Mental Health Profile tab provides a current “snapshot” of the case participant’s mental health status. The Treatment Information group box allows the user to view and update the participant’s inpatient/outpatient information, date of last CBHA evaluation, and other mental health concerns.

The Substance Use group box provides substance abuse information about the participant, if a psychological/psychiatric referral has been made, to whom the referral was made, and the status of that referral.There is also space provided to document other mental health concerns or comments the worker might have. The Last Updated By and Date Updated fields are read-only and are pre-filled by FSFN. They are derived based on the last modification to the Mental Health information.

Complete the Medical History tab

Click Medical History tab.

Click Insert.

In Treatment History group box, select condition type from drop down.

Enter Service dates.

Click FSFN Provider Search hyperlink.

Search for a treatment provider.

Click Save.

Click Close.

The Medical History tab documents specific medical services received by case participants. To create these records, the user must click on the Insert button, which opens a new blank record on the Medical History tab.

Each record provides details of a participant’s treatments with a particular provider, including service dates, provider name, FSFN Provider, Other Provider, Provider Type, Type of Service, Procedure(s), and Diagnosis(es). If multiple treatment records exist, a scroll bar appears to allow the user to peruse the records.Users may edit all treatment records directly on the Medical History tab.

To enter a provider, the user clicks the Search hyperlink to access the Provider Organization Search page. The Other Provider field documents non-FSFN providers.


Complete the Disability Information tab

Click Disability Information tab.

In Disability Information group box, select Yes or No from drop down if there is a clinically diagnosed disability.

Select check box next to applicable diagnosed disability.

In Medical/Mental Health Conditions group box, select Yes or No from drop down to reflect if child is clinically diagnosed.

Click Insert.

Enter following:

- Diagnosed Condition Category- Diagnosed Condition Type- Begin Date- End Date

In Caregiver’s Information at the Time of Intake group box, select Yes or No from drop down for each field.

Click Save.

Click Close.

The Disability Information tab contains specific information regarding the case participant's disability. Data captured in the Disability Information group box on the AFCARS/Other Participant Information tab on the Person Management page displays on the tab in view-only mode. The tab includes the Caregiver(s) information at time of Intake group box, which is currently located on the Mental Health Profile tab.Data in the group box is modifiable.

The Disability Information tab includes a Medical/Mental Health Conditions group box, which supports the documentation of specific clinically diagnosed medical and mental health conditions. The data captured is required for AFCARS reporting.

The 18+ Other is selectable as the Diagnosed Condition Category if the case participant is age 18 or older. If 18+ is selected, you must enter a description in the Diagnosed Condition Type narrative. The 18+ information is not required data elements for AFCARS reporting.

Access the CBHA Referral and Authorization Template

On Medical Mental Health page, within Text List Box, click CBHA Referral and Authorization hyperlink.

CBHA Referral and Authorization template launches.

Click Close and Return to FSFN.

In the Text List Box, there are two Text hyperlinks, CBHA Referral and Authorization and Consent to Medical Treatment.

The CBHA Referral hyperlink launches the CBHA Referral and Authorization template.

The Consent to Medical Treatment launches the Consent to Medical Treatment template.

Access the Consent to Medical Treatment Template

On Medical Mental Health page, within Text List Box, click Consent to Medical Treatment hyperlink.

Consent to Medical Treatment template launches.

Click Close and Return to FSFN.


FSFN Job AidSlide 9.2.20

Slide 9.2.21


2.22

Slide 9.2.23


Unit 9.3: Psychotropic MedicationTime: 3 hours

Unit Overview: In this unit, participants learn the requirement for children and families regarding psychotropic medication and how to document and implement policy and procedure.

Learning Objectives:1. Identify requirements for children on psychotropic medications from F.A.C 65C- 35 and

F.S. 39.407(3)(a).2. Implement policy, law and rule for children on psychotropic medications.3. Understand the appropriate authorization required for medications.4. Through the use of case scenario demonstrate full understanding of Informed Consent.5. Explain the necessity for parental and caregiver involvement.6. Explain the importance of a coordinated service delivery approach. 7. FSFN- Demonstrate effective documentation and Psychotropic Medication management.


Notes:


3.26 Notes:

Slide 9.3.27 Notes:

Slide 9.3.28 Notes:


3.29 Notes:

Slide 9.3.30 Notes:

Slide 9.3.31 Notes:


Activity #1: Louis

Directions:• Using Psychotropic Medication Job Aid #1 answer the questions.

Activity Notes:

9 year old Louis was removed from his home and placed in Out of Home Care. At the time of removal Louis’s mother Ms. Ryme, told the CPI that Louis was ADHD and was taking Adderal. The CPI asked for the prescription bottle.

1. What should the CPI do next?

At the Case Transfer Conference the case manager is advised that Louis had been taking Adderal at home and that and Emergency Intake form was signed by the mother at removal.

2. Do we have informed consent?

3. What steps should the case manager take next?

4. What assessment and critical questions and should the case manager be asking?

The case manager has engaged the mother Ms. Ryme and has made an appointment with Louis’s new doctor to assess Louis’s continued need for the Adderal. The case manager advises Ms. Ryme of the appointment and picks her up to assure that she attends. Ms. Ryme discusses the medication with the doctor and provides her informed consent.

5. What does the case manager need to do next?


3.32 Notes:

Key Points: 65C-35.013 FAC New Medical Report by MD whenever the information in the original changes as

regards medication. Doctors may use their own form which includes all necessary Information F.S.

39.407 (3)(c)(1)-(5) Change in Child’s MD: Must produce updated report within 3 days of taking over

child’s treatment. If no consent, DCM must give report to CLS to file for a court order. If express and informed consent, file at next JR.

Slide 9.3.33 Notes:


3.34 Notes:

Slide 9.3.35 Notes:

Slide 9.3.36 Notes:


Activity #2: Louis Part 2

Activity Tools: • CM Psychotropic Job Aid 2,3,4• Case scenario• Child Welfare Operating Manual 8.8

Directions:Read scenario and answer questions

Review with your table groups and discuss any misperceptions.

Activity Notes:


Louis Scenario – Part 2

Two months later, the caregiver (foster mom) reports that Louis’s behavior has become “out of hand and the school is calling her every day, he is up all night and no one is getting any sleep”. The caregiver has made an appointment for Louis with a psychiatrist. The case manager informs Ms. Ryme (Louis’s mother) of the appointment and Ms. Ryme was supposed to meet Louis and the caregiver at the doctor’s office. The caregiver could not make the appointment, so the case manager attended. Ms. Ryme did not show up. The psychiatrist said the medication was very necessary and increased the dosage as prescribed and added a sleeping aid. The case manager tried to call Louis’s mom so she could participate in the appointment by phone. When the case manager could not reach Louis’s mom by phone, the case manager told the doctor that she would arrange a phone call between Louis’s mom and the doctor so he could provide Louis’s mom with all of the required information and answer any questions she might have.

The case manager was unable to get Louis’s mom on the phone with the doctor in order to provide informed consent for Louis’s medications.

1. Is the mother’s original informed consent still good?

2. When Louis’s mom refused to meet or talk on the phone with the doctor, why couldn’t the case manager just give the mom the information from the doctor and get the mom’s informed consent that way?

3. What would have helped the physician make the determination whether the medication dose need to be increased?

4. What should the case manager do next?


3.37 Notes:

Key Points:A case manager must:

review the Child’s psychotropic medications with their supervisor or other agency designee

assure that the diagnosed condition and the effects of medication are routinely reviewed and monitored by the MD;

report to the MD when the condition of a child is not improving or is deteriorating

Slide 9.3.38 Notes:

Key Points: A CM may seek at any time after consulting with supervisor; When a party files a motion seeking another opinion, the Court may require DCF

or contracted providers to obtain one within a reasonable time and the CM will make an appointment within one business day of the order;

The appointment must occur within 21 calendar days of the Court order or the reason for the delay must be reported to the Court.

Slide 9.3.39 Notes:


Key Points:What are other ways that parent can be involved?

What are some of the Benefits of parental involvement?

Slide 9.3.40 Notes:

Slide 9.3.41 Notes:


Key Points: When a child changes placement, medical care must not be disrupted. Case manager or CPI must arrange for transportation to existing MD. If impossible, case manager or CPI shall secure medical records and history for

new MD within 3 days of the change in medical provider

Activity #3: Placement Change

Activity Tools: Psychotropic Medication Job Aids 5 & 6

Directions In your table groups to brainstorm all of the tasks required by the case manager

and answer the question: What must the case manager do?

Activity Notes:

Slide 9.3.42 Notes:


3.43 Notes:

Key Points:Files MUST contain:

Complete medical reports. A record of the administration of the medication given. Information that the case manager obtained updated health information about

the child and the effects of medication therapy during the required 30-day contact with the caregiver.

Medication administration records MUST be reviewed by the case manager each month.

Slide 9.3.44 Notes:

Activity #4: Golden Rules

Directions:As instruct by the trainer either individually or with your table group fill in the blanks of the Golden Rules Quiz 5 minutes


1. All details about prescribed psychotropic medication MUST be entered into FSFN within ___ ____________ ________ of the action.

2. NO areas in FSFN pertaining to psychotropic medication should be _______ ________.

3. Files MUST contain documentation that the case manager obtained the __________ __________ _________and psychotropic medications from the former caregiver and provided the new caregiver sufficient information about the medication to ensure that the medication is continued as directed by _____ _______________.

4. Files MUST contain documentation that the caregiver receiving the child signed and dated the _________ ___________to indicate receipt of the child's medication from the case manager.

5. File MUST contain documentation of attempts to invite ______ _________to the child’s doctor appointment, or documentation of communication with the parent regarding how to contact the physician, or attempts to facilitate _____________to the appointment.

6. File MUST contain documentation of information that the case manager provided the parent with a copy of ___ ___________ ________when the parent did not attend the medical appointment

7. The medication log MUST document the administration of psychotropic medications and any _______ ________or adverse reactions.

8. Case managers will review the medication logs during _______ ________and obtain updated health information about the child and the effects of __________ ________during the required 30 - day contact with the caregiver and document in FSFN

9. All court orders for psychotropic medication expire after ____ ______.

10. The ________ __________ __________is required for all children in out of home care. It must be maintained in the home that the child is living in and transported with the child to every medical and therapy visit.

Activity Notes:


3.45 Notes:


Module - Florida's Center for Child Welfare | Home · Web viewAssure children’s medical and...

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