Transcript OVERVIEW OF KATIE A. SETTLEMENT

Understanding Katie A
and
the Core Practice Model
Jennifer Cannell,
MSW
Regional Training Manager
Learning Objectives
Describe the main components of the Katie A
lawsuit
Learn the shared purpose of CWS and BHS
Identify children who are part of the class and
sub-class
Identify the core values and principles of
the Core Practice Model
Purpose and Goals of CWS

Keep children safe and preserve families

Ensure children have well-being needs met


Help children who cannot remain with their
families to have a permanent loving family
Make accurate decisions
Purpose and Goals of BHS

Support recovery, resilience and wellbeing

Provide integrated services

Educate the community

Promote the safety of children an youth
in the community
BACKGROUND
Class Action Lawsuit filed 2002 against CA
Social Services and Health Departments as well
as Los Angeles County
 Settled statewide Dec. 2011
ISSUES:
 Failure to assess mental health needs
 Inadequate mental health services
 Poor foster care placements-overuse of
congregate and shelter care

WHO IS KATIE A?

2002-14 year old Caucasian
female

Placed in foster care at age 4

Mental health assessment at age 5

37 different placements
KEY THEMES

Shared needs of children and familiesshared practice and responsibility

Coordinated

Comprehensive

Community based
The Settlement



December 2011: Settlement Agreement was
reached and the state was asked to take specific
action.
The court retains jurisdiction of the case until
December 2014.
Counties are expected to and will continue efforts
over the next several years to improve
collaboration and services on behalf of foster
youth.
Class and Subclass
Class members include: children with an open
CW case who are at risk of placement in foster
care.

Subclass: children with an open CWS case who
are full scope Medi-Cal eligible and meet the
medical necessity criteria for specialty mental
health services

IMPLEMENTATION
Http://www.dhcs.ca.gov/Pages/KatieAImplementation.aspx

Every county was asked to complete a readiness self
assessment and a service delivery plan and submit them
to the state
Implementation of
Learning Collaboratives
Core Practice Model Values and Principles
Elements of the Core Practice Model

Teaming with Families

Components and Activities

Services
TEAMING





Protects against individual bias impacting
decision
Promotes decision and plans that rely on the
voice of the child and family
Increases family participation in developing
plans
Results in better informed decisions and plans
Values children and families as partners.
The Child and Family Team



Creates a vision with the family and works
toward developing or achieving that vision
CFT meeting is one of the several ways that
will exist for CFT members to communicate
Team begins with child, youth, family and
extended family and extends to informal and
formal supports
Start with the End in Mind
5 Key Components





Engagement
Assessment
Service Planning and Implementation
Monitoring and Adapting
Transition
ENGAGEMENT


Is the process of using a family-centered and
strength-based approach to partnering with
families in making decisions, setting goals, and
achieving desired outcomes.
Is rooted in respect for the child youth and
family, as well as their culture, family dynamics,
and individual experiences.
ASSESSMENT


In the CPM, the term “assessment”
includes both assessment done by
child welfare and the more formal
mental health assessment done by
a mental health professional
a continuous process
SERVICE PLANNING &
IMPLEMENTATION



Create and tailor plans
Build on the strengths and protective capacities
Flexible and Responsive to meet issues and needs
MONITORING & ADAPTING


Continuous monitoring and evaluation the plan
Plans should clearly reflect current family needs
and circumstances
TRANSITIONS

Moving from formal supports to informal supports

Planning and preparation
NEXT STEPS



Continue sharing knowledge and ideas for
improving system
Improve on what is already working
Identity training, facilitation, and technical
assistance needs

Know that everyone is learning together

It is a team effort