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CPORT Status Indicators

Child and Family Indicators

  1. Safety: To what degree: (a) Is the child safe from risks of harm (caused by others or self) in his/her daily living, learning, working, and recreational environments? (b) Are others in the child’s daily settings safe from the child? (c) Is the child free from unreasonable intimidations and fears at home and school? (d) Is the community safe from risks of harm (caused by the child’s behavior)?
  2. Stability: To what degree is the child stable at home, at school, and in the community? Are appropriate services being provided to promote and reduce the probability of disruption, or an unplanned move to another setting?
  3. Appropriate Placement: Is the child in the most appropriate placement, consistent with: (a) the child’s needs, age, ability, and peer group; (b) the child’s language and culture; and, (c) goals for development or independence (as appropriate to life stage)?
  4. Health/Physical Well-being: Is the child in good health? – To what degree are the child’s basic physical needs being met? – To what degree are the child’s health care/maintenance needs being me?
  5. Emotional/Behavioral Well-being: Is the child doing well emotionally and behaviorally? If not, is the child making reasonable progress toward stable and adequate functioning, emotionally and behaviorally, at home and school? Are supports in place, if necessary, for the child to succeed socially and academically?
  6. Learning and Development: Is the child (under age five) developing, learning, progressing, and gaining skills at a rate commensurate with his/her age and ability? Is the child [according to age and ability]: (a) regularly attending school, or, educational or vocational program; (b) in a grade level consistent with age; (c) actively engaged in instructional activities; (d) reading or performing at grade level or IEP expectation level; (e) meeting requirements for annual promotion and course completion leading to high school, or if age appropriate transition to postsecondary education or to employment, independent living, and self-sufficiency; (f) engaged in extracurricular activities; and (g) given opportunities to assume age-appropriate levels of responsibility and independence?
  7. Caregiver Functioning: Are the substitute caregivers with whom the child is currently residing willing and able to provide the child with the guidance, assistance, supervision, and support necessary for daily living? – If added supports are required in the home to meet the needs of the child and assist the caregiver, are these supports meeting the need as evidenced by positive outcomes? – If the child has a reunification goal, is the caregiver willing and able to work with the child and family as an active member of the child and family team to facilitate timely reunification?

Family and Permanency

  1. Permanence: Is the child living with caregivers that the child, caregivers, and all child and family team members believe will result in enduring relationships? – If not, are specific steps toward permanency presently being implemented on a timely basis that will ensure that the child soon will live in enduring relationships that provide a sense of family, stability, and belonging?
  2. Family Functioning and Resourcefulness: Does the family or origin with whom the child is currently residing or with whom the child has a goal of reunification/exit custody have the capacity to take charge of its issues and situation, enabling them to live together safely and function successfully? – Do family members take advantage of opportunities to develop and/or expand a reliable network of social and safety supports to help sustain family functioning and well being? – Is the family willing and able to provide the child with the guidance, assistance, supervision, and support necessary for appropriate growth, development, and well being?
  3. Family Connections: When children and family members are living temporarily away from one another, are family relationships and connections being maintained? – To what degree are family connections maintained through appropriate visits and other means, unless compelling reasons exist for keeping them apart?
  4. Satisfaction: Are the child, primary caregiver, and parent satisfied with the supports and services they are receiving?

System Performance Indicators

Practice Model Indicators

  1. Engagement: Do the child and family demonstrate commitment to the change process? Are the child and family actively participating and involved in shaping and guiding decisions about their future?
  2. Teamwork and Coordination: Have all the “right people” been identified to be a part of the child and family team? Are team members selected based on the strengths and needs of the child and family? Did the child and family have input in deciding who they want as members of the team? Do the people who provide services to the child/family function as a team? Do the actions of the team reflect a pattern of effective teamwork and collaboration that benefits the child and family? Is there effective coordination and continuity in the organization and provision of service across all responsible individuals and service settings? Is there a single point of coordination and accountability for the assembly, delivery, and results of services provided for this child and family?
  3. Ongoing Functional Assessment: To what degree (a) does the team have an understanding of the child and family’s functioning, strengths, needs, risks, and underlying issues which must change for the child to live safely and permanently with the birth family, a relative caregiver or adoptive family independent of agency supervision? (b) Are the substantial functioning, strengths, needs, and risks of the child and family identified through existing assessments, both formal and informal, so that the team has a “big picture” understanding? (c) Is this understanding reflected in the permanency plan or non-custodial plan, achieving child and family outcomes requirements, and selected change strategies?
  4. Long-Term View: Is there an explicit plan for this child and family that should enable them to live safely and independent from the child welfare system? Does the plan provide direction and support for making smooth transitions across settings, providers, and levels or services?
  5. Child and Family Planning Process: Is the working permanency plan or non-custodial plan developed by the child and family team? It the working permanency plan or non-custodial plan individualized and relevant to needs and goals? Are supports, services, and interventions assembled into a holistic and coherent service process that provides a mix of elements uniquely matched to the child/family’s situation and preferences? Does the combination of supports and services fit the child’s and family’s situation so as to minimize potential results and minimize conflicting strategies and inconveniences?
  6. Plan Implementation: How well are the services/actions, timelines, and resources planned for each of the change strategies being implemented to help the: (a) parent/family meet conditions necessary for safety, permanency, and independence and (b) the child/youth achieve and maintain adequate daily functioning at home and school, including achieving any major life transitions? To what degree is implementation timely, competent, and adequate and continuity?
  7. Tracking and Adjustment: Is the status of the child and family being tracked and are adjustments being made as necessary? Are services routinely monitored and modified by the team to respond to the changing needs of the child and family? Is the team staying informed about what is or is not working on an ongoing basis that allows situations/problem areas to be reassessed and addressed promptly? Are all team members aware of pertinent circumstances, service modifications as goals are met, and the planning process updated according to progress or lack thereof?

Conditions and Attributes of Practice

  1. Resource Availability and Use: To what degree: (a) Are an adequate array of supports, services, special expertise, and other resources (both formal and informal) available and used to support implementation of the service plan? (b) Are the resources used timely, adapted to fit the situation, right in intensity and duration, and convenient for family use (times and locations)? (c)Is the system able to develop new or newly adapted resources if current ones are not appropriate as well as identify unavailable resources? (d) For children who cannot remain in their home, is there an adequate array of family placements?
  2. Informal Support and Community Involvement: To what degree is the family/child connected to informal supports that will assist them in achieving safety, well being, independence, and permanency? Where applicable, is the child/youth being helped to develop supports and connections necessary to plan for and care for him/herself when moving to independent living employment, and adult life?
    1. Resource Family Supports: To what degree is the resource family being provided the training, assistance, supervision, resources, support, and relief necessary to provide a safe and stable living arrangement for the child that meets the child’s daily care, development, and parenting needs? If the child presents special needs with more extensive care requirements, to what degree is the resource family provided specialized support commensurate with what is required to meet the child’s needs while maintaining stability and commitment to the child? - or-
    2. Support for Congregate Care Providers: To what degree: (a) Are staff at the facility being provided the training, assistance, supervision, resources, support, and relief necessary to provide a safe and stable living arrangement for the child that meets the child’s daily care, development, and parenting needs? (b) Are direct care staff at the facility provided with the skills-based training, work load structure and performance incentives to engage the family and the Child and Family Team and utilize family-centered practices? (c) Are facility staff provided specialized support to provide more extensive care and supervision to meet the child’s special needs? (d) Are training, supervision, staffing, ratios and environmental conditions in the facility sufficiently supportive of staff that they can reasonably be expected to meet the needs of the child?
  3. Transitioning for Child and Family: To what degree: (a) Is the current or next life change transition for the child and/or family being planned and implemented to assure a timely, smooth and successful adjustment for the child and family after the change occur? (b) Is the family experiencing stressors that may contribute to the onset or maintenance of problems? (c) If the child is returning home and to school following temporary placement in foster care, treatment or detention are transition arrangements being made to assure a smooth and successful transition and life adjustment in daily settings following the return? (d) Are family supports with friends, clergy, professionals, or community readily available to assist the family in coping with various life experiences and transitions?