NOTE: Projects will be identified by the name of the State in which they are located (e.g., "University of Houston" will be referred to as "Texas") for ease of reading.
|Lead Agency||San Francisco State University (California)|
|Project Title||YOUTH Training Project|
|Target Population||Child welfare supervisors and key managers|
|Contacts||Jamie Lee Evans
|Lead Agency||University of Iowa (Iowa)|
|Collaborating Partners||Iowa Department of Human Services|
|Project Title||Improving Outcomes for Youth in Transition|
|Target Population||Iowa child welfare supervisors|
|Lead Agency||University of Louisville, Research Foundation, Inc. (Kentucky)|
|Project Title||Evidence-Based Supervisor-Team Independent Living Training|
|Contacts||Anita Barbee, Ph.D.
|Lead Agency||State of Massachusetts, Department of Social Services (Massachusetts)|
|Collaborating Partners||University of Massachusetts Medical School|
|Project Title||Supervisory Training to Enhance Permanency Solutions (STEPS)|
|Target Population||DCF social work supervisors, equivalent personnel in other State agencies, and staff of contracted program providers|
|Contacts||Gretchen Hall, Project Director
|Lead Agency||Hunter College School of Social Work, CUNY Research Foundation (New York)|
|Collaborating Partners||Child Welfare League of America, National Foster Care Coalition, Oregon Department of Human Services, New York City Administration for Children's Services, Mississippi Department of Human Services|
|Project Title||Preparation for Adulthood – Supervising for Success (PASS)|
|Target Population||Public child welfare agency supervisors in MS, NY, and OR|
|Contacts||Gerald Mallon, D.S.W.
Joan Morse, L.C.S.W.
|Lead Agency||University of Houston (Texas)|
|Project Title||Preparation for Adult Living: Supervisor Training and Empowerment Program (PAL-STEP)|
|Target Population||CPS supervisors statewide|
|Contacts||Maria Scannapieco, Ph.D.
Kelly Connell-Carrick, Ph.D.
In the funding opportunity announcement (FOA), the Children's Bureau (CB) described the primary target population as "Public Child Welfare Agency Supervisors with supervisory authority over caseworkers assigned to work with youth in Independent Living Programs." Each program targeted public child welfare agency supervisors, but descriptions of grantees' primary target audiences varied across projects. For example:
- Several projects worked with staff at different levels within contracting organizations.
- At least one project provided training for supervisors for the first day and then included caseworkers on the second day.
- One project (New York) worked with its partner organizations to train public child welfare agency supervisors in MS, NY, and OR
- Each project worked with some current and former foster youth, teaching youth tangible skills to facilitate their participation in training development and delivery.
CB offered grantees a high degree of flexibility in designing and delivering curricula that would best meet the needs of public child welfare supervisors in their target communities. As described in the FOA, the overarching activity was "to develop, implement, evaluate, and disseminate a training curriculum for public child welfare agency supervisors" that would strengthen supervision of staff interventions to help older youth in foster care and/or independent living (IL) programs make a successful transition to adulthood. Major program activities and curriculum features are summarized in Table 1, Summary of Program Features and Activities.
Each grantee developed a curriculum for supervisors; however, there was wide variation in how these curricula were developed and implemented.
- Most projects began curriculum development with focus groups that included various stakeholders such as supervisors, caseworkers, foster youth, former foster youth, foster parents, and representatives from various State agencies and community groups.
- All of the projects utilized face-to-face trainings, although one grantee required completion of web-based training before attending the face-to-face training.
- Trainings ranged from a single day to 6, 6-hour sessions spread over 12 months.
- Training sessions most often enrolled child welfare supervisors and in some cases, child welfare workers.
- One project (Iowa) supported 8 all-day "Community Days" in different regions of the State to encourage collaboration across agencies such as child welfare, adult social services, and the Department of Education.
- Kentucky conducted a daylong Youth Summit.
In 2005, CB published an FOA titled, "Training of Child Welfare Agency Supervisors in the Effective Delivery and Management of Federal Independent Living Services for Youth in Foster Care." CB received proposals from applicants seeking funds to develop, implement, evaluate, and disseminate training curricula designed to strengthen the supervision provided to child welfare staff working with older youth in foster care and/or in IL programs. In the FOA, CB emphasized four basic principles that were identified by the Muskie School of Public Service at the University of Southern Maine and the National Resource Center for Youth Development at the College of Continuing Education, University of Oklahoma, as being associated with successful program designs regardless of the types of services provided:
- Positive youth development
- Cultural competency
- Permanent connections
The FOA charged applicants with designing curricula that increased child welfare supervisors' ability to provide guidance and oversight to workers in:
- Assessing a youth's readiness for IL services, support, and training
- Identifying culturally competent IL services and activities
- Utilizing positive youth development principles for involving youth in decision-making about, implementation of, and evaluation of training and program activities
- Identifying areas of stress and their impact on youth in foster care
- Helping youth deal with crisis situations and assess the results of interventions
- Working with youth to develop and maintain permanent connections
- Collaborating with both inter- and intra-agency resource people to achieve positive outcomes for youth transitioning to adulthood
This FOA built on the work of an earlier cluster of 12 grantees funded by CB in the fall of 2000 that focused on the development of training curricula for child welfare practitioners. This grantee cluster found that in order for supervisors to support their staff's casework efforts, they needed training on youth development and the unique developmental and service needs of youth in out-of-home care.
|FOA Title:||Training of Child Welfare Agency Supervisors in the Effective Delivery and Management of Federal Independent Living Services for Youth in Foster Care|
|Approved Project Period:||September 29, 2005 ï¿½ September 28, 2008|
|Funding Instrument Type:||Grant|
|Anticipated Total Priority Area Funding:||$1,000,000 per budget period|
|Anticipated Number of Awards:||0 to 4|
|Ceiling on Amount of Individual Awards:||$250,000 per budget period|
|Floor on Amount of Individual Awards:||None|
|Average Projected Award Amount:||$250,000 per budget period|
|Length of Project Periods:||36-month project with three 12-month budget periods|
|Match:||Grantees must provide 25% of the total approved cost of the project (cash or in-kind).|
- State governments
- County governments
- City or township governments
- Special district governments
- Independent school districts
- State-controlled institutions of higher education
- Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education
- Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education
- Private institutions of higher education
To be eligible to apply for a grant, institutions of higher education had to have an accredited social work education program or other accredited bachelor's- or graduate-level programs leading to a degree relevant to work in child welfare, while State and local government entities had to be child welfare agencies. Collaborative efforts involving multiple organizations were required to designate a primary applicant to administer the grant.