Final Report - RI Department of Children, Youth & Families

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APPENDIX M: CURRENT REALITY COMMITTEE REPORT 5. To use EPSDT as a means to transition youth from psychiatric hospitalization to a gradual step-down program or an alternative to psychiatric hospitalization; 6. To examine RIte Care eligible children with a serious mental illness who have been carved out of RIte Care to determine how medical benefits can be better coordinated and utilized. E. Regarding CIS, expand it and allow for a more flexible, long-term program; build up other parts of the system of care; expand prevention services (such as CES); expand Family Support Services; and explore Medicaid eligibility to fund expanded services. Education Issues Virginia daMota, representing the Rhode Island Department of Education, provided expert assistance and information to the subcommittee. I. Current Reality A. When children first enter DCYF placement system of care, the Family Court inquires as to whether DCYF should be appointed Educational Guardian of the child. The Family Court has authority to make this appointment and to determine the residency of the parents for purposes of allowing school districts to bill the responsible district for the education costs expended for children in shelters, group homes and other facilities. DCYF is responsible for assuring that children are enrolled in appropriate educational programs immediately upon entering substitute care. In order to help facilitate a smooth transition from one system of school to another, DCYF provides the school with the child's "Intrastate Educational Identification Card." 1. Family visitation plans and counseling appointments arranged by DCYF do not always accommodate a child's school day and commitment to schoolrelated activities. 2. Shelter and group home providers often report that they experience resistance and unnecessary bureaucratic demands from schools when enrolling DCYFinvolved youth. 3. When children experience multiple and/or frequent moves from one placement to another, their academic progress is interrupted and gaps in their education develop. It is common among youth who spend a significant amount of time roaming around the placement system to be 2 or 3 years behind their peers in their education; many leave the system without a high school diploma. Too many youth do not pursue an advanced degree. 4. When children are forced to endure the night-to-night placement system, their education is in abeyance. This has had a disproportionate impact on adolescent girls, who are more highly represented among the night-to-night System of Care Task Force Report (January 2003) 164
APPENDIX M: CURRENT REALITY COMMITTEE REPORT population than boys. (The Second Amended Consent Decree entered 8/27/01 addresses this issue.) B. DCYF-involved children with special education needs are entitled to appropriate educational services under IDEA. When children with disabilities do not have a parent or guardian able to act on educational matters for them, DCYF caseworkers refer children to the Educational Surrogate Parent Program, operated by the Office of the Child Advocate and supported by RIDE. The Program appoints professional Educational Surrogates to assure that children have appropriate evaluations and IEPs, are educated in the least restrictive setting possible, and to the extent possible, are placed with children who do not have disabilities. Approximately 1200 children, including many youth at the Training School, are represented annually by Educational Surrogates. The Program provides consistent and zealous representation of children who require educational advocacy. Approximately 1000 of these children are deemed "high need." C. Children placed by DCYF in a residential facility and who attend the facilityoperated school have their educational expenses incorporated in the total placement cost paid by DCYF to that facility (these facilities include ACE, Alternatives, Cam E-Hun-Tee, Ocean Tides and the Rhode Island Training School for Youth). The Rhode Island Training School has and continues to experience significant and frequent problems with their educational program, especially for girls. D. Barriers exist for youth transitioning from the Training School to schools within the community. E. The school suspension rate for DCYF-involved youth, especially black males, appears to be higher than it is for other populations of children. F. System-wide coordination between schools and community-based programs is lacking. Outreach and Tracking, such as the TIDES Program, are Medicaid eligible; yet the State has not fully explored alternative funding sources for additional community-based services which would work closely with schools. G. The Parent Support Network (PSN) and the Rhode Island Parent Information Network (RIPIN) provide education, referral, support and advocacy services to parents on a variety of education-related issuess. III. Solutions A. The process for school enrollment of DCYF-involved children, and the delays that often accompany the process, need to be addressed through the promulgation of regulations and/or the passage of legislation by the General Assembly with input from DCYF, RIDE and local school districts. Further, when children are physically placed outside their existing school district once an academic year has begun, they should be allowed to complete school in the home district for at least the remainder of the year if it is in their best interest to do so. System of Care Task Force Report (January 2003) 165
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TOWARD AN ORGANIZED SYSTEM OF CARE
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TABLE OF CONTENTS TRANSMITTAL LETTE
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TRANSMITTAL LETTER Hon. Donald L. C
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TRANSMITTAL LETTER With strong stat
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PREFACE The Rhode Island System of
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EXECUTIVE SUMMARY This plan for an
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EXECUTIVE SUMMARY stakeholders have
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CHAPTER 1: OVERVIEW The Rhode Islan
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CHAPTER 1: OVERVIEW SYSTEM STRATEGY
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CHAPTER 1: OVERVIEW the four Region
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CHAPTER 2: COMMUNITY-STATE PREVENTI
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CHAPTER 3: STRENGTHENING DCYF AS A
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CHAPTER 3: STRENGTHENING DCYF C. Re
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CHAPTER 3: STRENGTHENING DCYF 5. $
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CHAPTER 3: STRENGTHENING DCYF (Marc
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CHAPTER 4: FINANCING THE SYSTEM OF
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CHAPTER 5: WORKFORCE DEVELOPMENT Wo
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CHAPTER 5: WORKFORCE DEVELOPMENT Ch
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CHAPTER 5: WORKFORCE DEVELOPMENT ex
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CHAPTER 6: PERFORMANCE MEASURES AND
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CHAPTER 6: PERFORMANCE MEASURES AND
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CHAPTER 7: IMPLEMENTATION CHAPTER 7
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CHAPTER 7: IMPLEMENTATION i. Legisl
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CHAPTER 7: IMPLEMENTATION programmi
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APPENDICES 61
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APPENDIX A: RHODE ISLAND SYSTEM OF
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APPENDIX A: SYSTEM OF CARE TASK FOR
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APPENDIX B: PRINCIPLES OF FAMILY CE
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APPENDIX C: DEFINITIONS, CORE VALUE
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APPENDIX C: CULTURAL COMPETENCY cri
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APPENDIX D: VALUES AND PRINCIPLES F
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APPENDIX E: SERVICE AND PROGRAM COM
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APPENDIX F: DCYF FAMILY SERVICE REG
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APPENDIX G: COMPREHENSIVE CARE NETW
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APPENDIX G: COMPREHENSIVE CARE NETW
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APPENDIX H: COMPARISON CHART OF COM
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APPENDIX I: DCYF RECOMMENDATIONS TO
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APPENDIX J: LISTING OF LICENSED AND
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APPENDIX K: PERFORMANCE MEASURES AN
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Final Report - RI Department of Children, Youth & Families

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