The Next Phase of Child Welfare Reform in Illinois: The Lifetime Approach

Major Reforms/New Direction The Lifetime Approach

Lifetime Approach Embrace role as parent; Embrace role as parent; Anticipate and respond to developmental and clinical needs; Anticipate and respond to developmental and clinical needs; Evaluate impact by: Evaluate impact by:  education, well-being and life skills of the young adults who emerge; and  success in sustaining foundation through development of own strong families.

Goals of Lifetime Approach Early identification of trauma. Early identification of trauma. Strong correlation between trauma, treatment plan and services. Strong correlation between trauma, treatment plan and services. Improved well being outcomes. Improved well being outcomes. Sustainable life foundation. Sustainable life foundation. Strong adults building healthy families. Strong adults building healthy families.

Trauma Impact is Lifelong Trauma includes abuse and neglect, exposure to violence, and removal home Trauma includes abuse and neglect, exposure to violence, and removal home Research concluded that, Research concluded that,  “The effects of trauma can be pervasive, impacting school readiness and performance, diminishing cognitive abilities and leading to substance abuse, disabling mental disorders and costly physical health problems.”

Next Two Years Devoted to Implementing The Lifetime Approach

Major Reforms Integrated Assessment Integrated Assessment Child &Youth Investment Teams Child &Youth Investment Teams Trauma Treatment Trauma Treatment Transitional & Independent Living Re- Design Transitional & Independent Living Re- Design Foster Care Caseload ReDesign Foster Care Caseload ReDesign Early Childhood School Readiness Initiative Intensive Stabilization Services Family Supported Adolescent Care Residential Performance Unit

Integrated Assessment Provides a comprehensive clinical understanding of the child from the moment he enters care. Provides a comprehensive clinical understanding of the child from the moment he enters care. A service plan directly related to identified clinical assets. A service plan directly related to identified clinical assets.

Trauma Treatment Integrated Assessment will identify issues. Integrated Assessment will identify issues. Existing contracts will be targeted to ensure treatment over two years. Existing contracts will be targeted to ensure treatment over two years. Recognition of impact of trauma will be infused throughout service plan and treatment systems. Recognition of impact of trauma will be infused throughout service plan and treatment systems.

School Readiness Initiative Birth to 6 is critical time for brain development Birth to 6 is critical time for brain development School readiness critical for longterm educational outcomes & success School readiness critical for longterm educational outcomes & success Children who start out behind often never catch up Children who start out behind often never catch up If we want to improve educational outcomes for child-welfare involved children overall, we need to start early If we want to improve educational outcomes for child-welfare involved children overall, we need to start early

5 Dimensions of School Readiness 1. Physical well-being – general health, immunizations 2. Social and emotional development – positive relationships, personal self- confidence 3. Approaches toward learning 4. Language development 5. Cognition and general knowledge National Education Goals Panel

To be ready for school, children must Be able to recognize letters and how they relate to numbers and words, use simple number concepts, and be able to communicate with others Be able to recognize letters and how they relate to numbers and words, use simple number concepts, and be able to communicate with others Be excited by learning, have confidence to try new things, understand that school is important Be excited by learning, have confidence to try new things, understand that school is important Understand other people’s feelings, get along with others, be able to control their emotions and behavior Understand other people’s feelings, get along with others, be able to control their emotions and behavior National Research Council “From Neurons to Neighborhoods”

“Remediating the effects of abuse and neglect experienced during early childhood at later ages requires much more intensive, long-term, and costly treatment than early responses … The best time to address these important issues is during early childhood, and the children who enter the child welfare system in the early years are those most in need of this early response.” -- Linda McCart and Charles Bruner “Child Welfare and School Readiness Making the Link for Vulnerable Children” Child and Family Policy Center

Getting kids ready to start school with quality ECE Getting kids ready to start school with quality ECE Stability in ECE placement Stability in ECE placement How does the Lifetime Approach apply to our youngest children? School Readiness Initiative Bolster ability of ECE to work with children in child welfare system and to prevent child abuse Bolster ability of ECE to work with children in child welfare system and to prevent child abuse Strengthening Families Illinois Strategy A Strategy B

IDCFS School Readiness Initiative 1. Developmentally appropriate, trauma- informed child welfare practice for children birth to 5 2. Children 3 – 5 in quality early learning program (Head Start, state Pre-K or other) 3. Partner to build quality in early childhood programs so that they can meet the needs of our kids (Strengthening Families Illinois)

All children in the system ready for school  Goal September 2006 – all 3-5 year olds enrolled in quality preschool (center-based early care and education programs)  Help caseworkers and foster parents understand the importance of quality ECE  Working with early childhood community to ensure that quality preschools can meet our children’s needs  Working internally to ensure educational stability across placements and trauma-sensitive transition planning Strategy A: School Readiness Initiative

Updated Policies – All wards turning 3 by September 1 must be enrolled in preschool for at least part of the day: Updated Policies – All wards turning 3 by September 1 must be enrolled in preschool for at least part of the day:  Head Start  State Pre-Kindergarten (ISBE / CPS)  Strengthening Families pilot center  Accredited child care center with strong early learning program Performance Contract language (07) Performance Contract language (07) Supports for Enrolling Children

Finding Programs Finding Programs  Directory of local Head Start programs (To come)  List of Strengthening Families sites  City of Chicago -- Pre- K and Head Start programs  Child Care Resource and Referral Agencies Supports for Enrolling Children

Local Head Start Collaborative Agreements Local Head Start Collaborative Agreements Training Training Written Tools / Resources Written Tools / Resources Supports for Enrolling Children

Local Head Start Collaborative Agreements (with grantee agencies) Local Head Start Collaborative Agreements (with grantee agencies) Maximize participation of child-welfare involved children and families with Head Start programs Maximize participation of child-welfare involved children and families with Head Start programs Encourage collaboration between child welfare staff and early education staff Encourage collaboration between child welfare staff and early education staff Support for caseworkers and comprehensive services to families Support for caseworkers and comprehensive services to families Supports for Enrolling Children

Training Training o Workers in Regions / POS & DCFS o Head Start Collaborative Agreement Training o Strengthening Families Pilot Sites o Foundation Training Supports for Enrolling Children

Written Tools / Resources: Written Tools / Resources: o Brochure for use with foster parents “Our Kids Deserve A Fair Start: Enroll them in a Quality Preschool Today!” – in English and Spanish o 10 Great Reasons to Partner with Preschool Staff o Caseworker Guidance for Selecting an Early Learning Program Supports for Enrolling Children

People Inside DCFS NIU Educational Advisors and Educational Liaisons help to locate programs NIU Educational Advisors and Educational Liaisons help to locate programs DCFS Early Childhood Specialists help with special needs DCFS Early Childhood Specialists help with special needs People Outside DCFS Child Care Resource and Referral Agencies Child Care Resource and Referral Agencies (Action for Children dedicated staff position pilot) SFI pilot site hub coordinators SFI pilot site hub coordinators Head Start grantee agency Head Start grantee agency Supports Enrolling Children

Strategy B: Strengthening Families Illinois Early childhood and child welfare systems working together to prevent child abuse and neglect by strengthening protective factors Early childhood and child welfare systems working together to prevent child abuse and neglect by strengthening protective factors 7 States / RFP – National Model 7 States / RFP – National Model DCFS Convener for Illinois DCFS Convener for Illinois 25 + partners 25 + partners 5 pilot sites involving 50 child care centers 5 pilot sites involving 50 child care centers

Early Childhood & Child Welfare systems working together Child care centers work with families to keep children safe and healthy Child care centers work with families to keep children safe and healthy Parental involvement (foster, biological, and adoptive parents) Parental involvement (foster, biological, and adoptive parents) Child care centers better able to meet the needs of children who have experienced trauma (and promote social and emotional well-being of all children) Child care centers better able to meet the needs of children who have experienced trauma (and promote social and emotional well-being of all children) Child welfare workers and child care center staff intentionally work together to keep children safe Child welfare workers and child care center staff intentionally work together to keep children safe

Protective Factors Research says if these are present, children are less vulnerable to child abuse and neglect (CAN): Research says if these are present, children are less vulnerable to child abuse and neglect (CAN):  Parental resilience  Knowledge of parenting and child development  Positive social connections  Access to help in times of crisis  Children’s social and emotional well-being

Local learning networks of 50 child care centers in Local learning networks of 50 child care centers in  Chicago / North Lawndale  Southern Cook County  Peoria  Kane County / Carpentersville  Southern Illinois – 11 counties  Evanston (To be added in FY 2007) Pilot sites

Partnership for Quality Child Care (Chicago) Partnership for Quality Child Care (Chicago) Stephenson County / Freeport Stephenson County / Freeport Rockford Rockford Rock Island / Quad Cities Rock Island / Quad Cities Additional Networks Forming

Lessons Learned Importance of Importance of  Education frame and language  Top-down / bottom-up buy-in and responsibility within DCFS (staff team – cross-departmental, middle-management)  Engaging early childhood community around their needs and interests  Learning networks