CSP/ACT 264 Interagency Process Overview

1. CSP/ACT 264 Interagency Process Overview Hartford Local Interagency Team December 13, 2018 1:00-4:00

2. Why ACT 264 was created; philosophy and spirit behind the law • Created in 1988 • Process is child centered and family focused. • It is an entitlement to a PLAN, not services or funding. • This process provides an opportunity for agencies to communicate, identify strengths and gaps in services and to plan services cohesively • Form was updated in 2018

3. What is ACT 264? • Created an interagency definition of severe emotional disturbance • Created a coordinated services plan (CSP) • Created one Local Interagency Team (LIT) in each of the State’s 12 districts • Created a State Interagency Team (SIT) • Created a governor appointed advisory board • Emphasizes parent involvement

4. What does ACT 264 mandate?Components of the Law: • Requires collaboration of multiple agencies to develop a coordinated services plan (CSP) • Mandated agencies include: Education and Mental Health • DCF is only involved when there is an open case • DCF can be invited but not mandated • Parent/guardian MUST give written permission for meeting to take place • Parents are entitled to a CSP (use 2018 version) • Required to complete a CSP prior to beginning residential placement process • Access to LIT and SIT

5. When not to have an Act 264 meeting: • When the student’s needs are being met • When the family is not invested in the services/resources that are available in current treatment plan • If needs are being met, a treatment team of mental health and the school can be held to ensure agencies are communicating with each other • If family has been provided with list of services • New truancy protocol does not require an Act 264

6. When to have an Act 264 meeting? • When the service needs are not being met for a child with a severe emotional disturbance or who meets the eligibility requirements for Emotional Disturbance through an IEP or mental health diagnosis • When he/she needs the services of service providers/agencies • And the family has a desire to engage/access other agencies for support • Another reason to initiate a CSP is if the team is recommending a residential level of care. • NOTE: CSP is a proactive planning tool, not crisis response.

7. Children and adolescents experiencing a severe emotional disturbance in partnership with their families – Criteria • Vermont Act 264 establishes the following criteria for children and adolescents experiencing a severe emotional disturbance: • Exhibits a behavioral, emotional, or social impairment that disrupts his or her academic or developmental progress or family interpersonal relationships. • Has impaired functioning that has continued for at least one year or has an impairment of short duration and high severity. • Is under eighteen years of age or is under twenty-two years of age and eligible for special education under state or federal law.

8. Who can request the meeting and who is the best facilitator? (No more lead agency) • Parent/Guardian, Education, Mental Heath, DCF, Parent Rep. (this is expanding as more people are aware of the process, e.g., post-adoption agencies). • Interagency Agreement (June 2005) ensures all required services are coordinated and provided to students with disabilities. • What does this mean in best practice? • Consider the following: • What specific agency has the most expertise to understand the primary concerns of the child? • Which team member has the strongest relationship with the family? • Who does the family prefer to facilitate the meeting?

9. Role of CSP Facilitator • To have all necessary documents for the meeting • Meet with family in advance of the meeting to • Explain purpose • Offer Parent Representative • Review and sign consent document • Complete Sections I and II of CSP • Provide all team members with copies of completed CSP

10. Other responsibilities of the Facilitator • Schedules and facilitates CSP meeting • Ensures CSP is written and distributed • Ensures plan is regularly reviewed • Serves as contact person for follow-up if questions arise or adjustments are needed • The facilitator is NOT automatically responsible for providing or funding the services identified in the CSP. • Often team members work together to make sure the process moves along.

11. Who should be invited to attend an ACT 264 meeting? Required: • Parents/caregivers (other family members if appropriate) • Education (usually Special Ed representative or other appropriate school staff, i.e. guidance counselor, principal, teacher) • Mental Health • Parent representative, if the parents choose • Also consider anyone else who can support the development of a plan (e.g., post adopt advocate, other mental health providers, support people whom the family identifies, economic services representative, department of corrections representative, etc.) • Invite the child if appropriate. Some teens can participate in part or all of the meeting or sometimes they provide their input to a trusted team member before the meeting. Only required when: • DCF (when child is in DCF custody) *Youth engagement is valuable and should always be considered when age appropriate.*

12. How is an ACT 264 meeting different from a Treatment Team meeting? • They may have similar members, but an ACT 264 team is writing and reviewing a comprehensive service plan when needs of child is not being met and there is the possibility of a mental health placement outside of the community; a treatment team is ongoing and regular. • Once the CSP is written, process goes back to the treatment team to implement the plan • A CSP “follow-up” meeting can be scheduled to review unmet needs, but is not required • The ACT 264 team is different from other teams such as: IEP team, care conference, or case review meeting. Others?

13. What does the CSP look like and what do I need to fill out? • New Act 264 Coordinated Service Plan

14. What’s New??? • Three sections into one packet with a supplemental section: • First section is for CSP’s, LIT & referrals to SIT • Supplemental Section completed only for referralsto Case Review Committee (CRC) • Lead agency vs. Facilitator • Reason for Referral? • Section I & II completed prior to meeting • New column for proposed services • Follow-up & Next Step questions added

15. Before the Meeting • Consent for Eligibility Determination & Coordinated Services Planning Page 2 • This form is used to get parent permission to START the process of determining if the child is eligible. • It is to allow the facilitator to share info with the CSP team and gather records needed for the meeting, & to hold an ACT 264 meeting and write a CSP. • It must be signed prior to the meeting. • The purpose of the meeting and the forms can be reviewed with the parent(s) so they come prepared to participate and know what to expect. • Consent for Release of Information Page 3 • The parent(s) signs this form to consent to the sharing of information about the child to the CSP team • Lead Agency/Background Info and CSP Team Participants Page 4 • This page has sections that must be filled out prior to the meeting -- some with the parent and some by the facilitator. • Make sure to have parent(s) check boxes (pages 2 and 3) indicating whether they would like to speak with parent representative.

16. Meeting Format • The purpose of the meeting is to share information in order to develop a CSP. It is not a team meeting. • Assign people to facilitate, keep time, take notes • The paperwork provides the agenda and outline for the meeting. • Elicit information from the parents/caregivers first, then other team members • The team should discuss the main topics on the form, such as the child’s goals, strengths and resources, needs and areas of concern, current supports and services, and proposed services. • A proactive crisis plan can be filled out but not required (consider completing outside of meeting) • ACT 264 Agenda (see sample handout)

17. Common Pitfalls • Keeping the meeting on task • Working to keep the meeting agenda on the CSP. This is not an IEP meeting or treatment team meeting, etc.. • Trying to phrase hopes and goals positively • Not signing the paperwork or discussing purpose of meeting ahead of time • Not inviting appropriate team members or those with needed information • Suggestion: Have a “parking lot” sheet of paper to table items to be discussed at a later time • Question of sibling or family ACT 264 meetings?

18. Next Steps • The paperwork stops here, unless the team is considering a referral to a residential placement (see next section). • If there is no referral to residential placement, then the team works to implement the plan and moves into a treatment team process, with a review of the plan annually. • Follow-up ACT 264 vs. Team meeting

19. What do you do with the paperwork? • Copy given to all team members. Can be compiled and/or typed up and given to members at a later date. • Include signature pages in copies sent out • Ensure all team members receive copies (including DCF) • Have parent fill out evaluation (handout) for team to consider. • Use tracking form (handout). • Review plan annually or when needs are not being met.

20. Role of LIT, SIT and CRC • When there are problems/barriers/disagreement in implementing a CSP that cannot be resolved, you may choose to refer the case to Local Interagency Team (LIT). • Issues come to LIT usually involve funding, lack of a needed service, or a complicated cross systems case. • Referral to State Interagency Team (SIT) when issues cannot be resolved at LIT level. • Case Review Committee’s role is to review requests or residential and long term assessment (90 day).

21. Residential Referral Process • Discuss the case with your supervisor, Mental Health, School or DCF, before any residential action is sought. • For youth in DCF custody, DCF takes primary role and follows their own agency process.

22. Residential Referral Process • Once it is clear consideration for a residential placement is appropriate, the team should move onto: • Release of Information for Interagency Team Review of Coordinated Services Plan • Reason for Referral and the following pages outlining information on the youth • Team questions for Residential • Interagency Referral Checklist • Residential Referral Signatures from administrators from Education, Mental Health and DCF. • The lead agency should forward these forms along with the items on the Interagency Referral Checklist to their appropriate agency person.

23. Thank you for attending! • Case Examples • CSP Vs. Treatment Team • Questions? • https://goo.gl/forms/NcJwiMEaxwF1FAiQ2