Summer Institute

HEAD START SUMMER INSTITUTE

FAMILY DEVELOPMENT and CASE MANAGEMENT

BASIC SKILLS SESSION 2 on June 26 – June 29, 2007

Presented By

The Center for Community Futures On the Campus of The University of California, Berkeley

Dear Participants, June, 2007

Welcome to the Summer Institutes on Family Development and Case Management for local Head Start programs. We help local Head Start programs build their capacity and improve their quality. We do this by making the latest in social work theory and the most current methods of practice available for review and use by – you!

Head Start family workers, managers and policy makers from all parts of the United States are attending the six sessions of the Summer Institutes. The presentations are informative and thought provoking, and please take advantage of the opportunity to learn from your fellow participants.

We are pleased to offer this Institute as part of the Certificate on Family Development program, which is based on IM-01-08. The certificate is a 12-credit program through the California State University at Hayward (CSUH). IM-01-08 and the complete description of the Certificate program are in the material in front of Tab 1 in the three-ring binder.

This binder has a variety of resource materials. Some are used in the workshops, and others are for possible use back home. I want to thank the following people for their help in creating the Summer Institutes:

 Anne-Therese Ageson, MSW, LCSW, our founding faculty coordinator -- from the U.C. Berkeley School of Social Welfare (now retired).  Allen Stansbury, who helped create and manage the Institutes. (Al is now on a 3-year nation- building assignment in Romania for the U.S. Agency for International Development.)  Catharine Ralph, MSW, LCSW, our curriculum consultant from U.C. Berkeley, School of Social Welfare.  Reymundo Anthony, MSW, the faculty coordinator for the Management Institutes.  Jenell Thompson, MSW, M. Ed., the faculty coordinator for the Staff and Practitioner Institutes and the Basic Skills for Entry Level Workers.  Teresa Wickstrom, Senior Associate at the Center for Community Futures. She is our expert on Head Start performance standards and systems.  Our other faculty members. (We have almost 40 this summer.)  California State University East Bay, California (CSUEB) for issuing college credits for the Summer Institutes, and for issuing the new Certificate in Family Development based on IM- 01-08.

Please share your thoughts and observations about the Summer Institutes by completing the evaluation form. We welcome your comments to help us make improvements to future programs.

Enjoy,

James I. Masters Knowledge Worker

2 2007 HEAD START SUMMER INSTITUTE BASIC SKILLS 2 Based on IM-01-08 June 26 - 29, 2007 U.C. Berkeley Campus, at Unit 1, 2650 Durant Avenue (corner of College Ave) Program at a Glance Final as of June 18, 2007 Time Monday Day 1 Day 2 Day 3 Day 4 Check in Tuesday, Wednesday Thursday Friday June 25 June 26 June 27 June 28 June 29 8:00- Opening Session: Class 2. Class 4. Crisis Class 5. 10:15 a.m. Program Family Interven Collaboration Descriptio Literacy tion and n and Services Community Overview Jenell Rebecca Wixon Partnerships Jim Masters, MS Thompson, MSW (till 9:45) MSW Reymundo Anthony, MSW 10:15- Class 1. Family Class 2, Class 4, Class 5, continued Noon Worker continued continued role in Child Develop- ment, Health, Mental Health, Disabilities . Toni Brown McCree, JD and Berkeley Head Start staff Noon-1:00 Lunch Break Lunch Break Lunch Break Lunch Break p.m. 1:00- 2:15 Institute Class 1, continued Class 3. Class 4, Class 6. Self p.m. Registrati Working With continued Developme on 3:00– Parent Groups nt and 7:00 p.m. Professiona Pamm Shaw, lism MA 1:00–3:30 p.m. Berkeley Head Shawneece Start Stevenson, MSW 2:30-5:00 Class 1, continued Class 3, Class 4, Wrap up p.m. continue continued 3:30–4:00 p.m. d Jim Masters

3 5:00-6:00 p.m. 4:00-9:30 p.m. Reception Guided tour of San Francisco ** 3 Credits available from California State University East Bay. Course # HD 7402 Either letter grade or credit. Check our website www.cencomfut.com for further details.

4 CASE MANAGEMENT AND FAMILY DEVELOPMENT SUMMER INSTITUES 2007 Basic Skills Session # 2 for Head Start – June 26-June 29, 2007 PROGRAM SCHEDULE Check-In Monday, June 25, 2007

1:00-11:00pm Room Check-in 3:00-7:00 Summer Institute Registration University of California Unit 1

Time & Location DAY 1 TUESDAY, JUNE 26, 2007 8:00 -9:45 am OPENING SESSION Assembly Program Description and Overview Room Jim Masters Workshop 1. Child Development, Disabilities, Mental Health, Health,

Toni Brown McCree, JD and staff from Berkeley Head Start

Performance Indicator From IM-01-08: G5.3 Apply knowledge of health, mental health, disabilities, and child development in order to ensure holistic service delivery

10:15am- Homework: 12:00pm 1) Describe a family situation in which you applied your knowledge of health to ensure holistic service delivery. List 3 specific pieces of information you Classroom B used to help the family. 2) Describe a family situation in which you applied your knowledge of mental health to ensure holistic service delivery. List 3 specific pieces of information you used to help the family. 3) Describe a family situation in which you applied your knowledge of disabilities to ensure holistic service delivery. List 3 specific pieces of information you used to help the family. 4) Describe a family situation in which you applied your knowledge of child development to ensure holistic service delivery. List 3 specific pieces of information you used to help the family. Noon-1:00pm 1 Hour Lunch Break 1:00-4:30pm Workshop 1, continued

4:30 Orientation to College Credit and Certificate Program. Assembly Room

5:00 – 6:00 Reception. Assembly Room

DAY 2 WEDNESDAY, JUNE 27, 2007 Workshop 2. Family Literacy Services Jenell Thompson, MSW

Performance Indicators From IM-01-08: G4.2 Provide training for parents in how to be the primary teacher for their children and full partners in the education of their children; G4.3 Assist parents as adult learners to recognize and address their own literacy goals; and G4.4 Link and support parents in engaging in literacy training that contributes to self- 8:00 am- 10:15 am sufficiency. Classroom B Homework:

5) Describe 3 ways in which you provided training for parents in how to be the primary teacher for their children and full partners in the education of their children. 6) Describe 3 ways in which you assisted parents as adult learners to recognize and address their own literacy goals. 7) Describe 3 ways you have supported parents in engaging in literacy training.

10:15 15 Minute Morning Break

10:30 am - Noon Workshop 2, continued Class Room B Noon-1:00 pm 1 Hour Lunch Break Workshop 3. Working with Parent Groups Pamm Shaw; MA

Performance Indicator From IM-01-08: G3.2Work with parent groups on group formation, group processing, and leadership. 1:00 pm- Homework: 2:15 pm 8) Describe a parent group at your site. Classroom B  Explain how the group was formed, how participants were recruited and how long they’ve been meeting. Next, describe group dynamics or interactions among the participants and facilitator(s).  Tell something about parent leadership emergence and development.  Describe your role or participation in this group. 2:15-2:30 pm 15 Minute Afternoon Break 2:30-4:00 pm Workshop 3, continued Classroom B Guided Tour of San Francisco Evening Buses will depart on Hearst Street, in front of the Foothill Complex 4:00-9:30 pm (Dinner is on your own) Tour Guide: Reymundo Anthony, MSW

6 DAY 3 THURSDAY, JUNE 28, 2007 Workshop 4. Crisis Intervention

Rebecca Wixon, MSW

Performance Indicators From IM-01-08: G7.1 Listen to families and assess the crisis situation; G7.2 Take active steps to ensure the safety of all involved; G7.3 Decide when to intervene and when to refer a family; G7.4 Identify (with the family) options, resources, and consequences to address the crisis; and G7.5 Support families in making decisions and taking active steps to resolve current 8:00 - crises and be prepared to address future crises. 10:15am Classroom B Homework: 9) Describe your work with a family in crisis. Include descriptions of the following:  Your assessment of the situation;  The steps you took to ensure the safety of all involved;  The factors you considered when deciding to intervene or to refer to others;  The options and resources available to address the crisis, and the consequences of their use.  3 ways in which you supported the family in making decisions and taking active steps to resolve the current crisis and to be prepared to address future rises. 10:15-10:30 Break Workshop 4, continued 10:30-12:00pm

12:00-1:00pm 1 Hour Lunch Break 1:00-4:30 pm Workshop 4, continued Classroom B

7 DAY 4 FRIDAY, June 29, 2007 Workshop 5. Collaboration and Community Partnerships Reymundo Anthony, MSW Performance Indicators From IM-01-08: G1.5 Implement strategies including home visits to learn about families and the changing community. G2.5 Advocate for the family and support them in advocating for themselves; G5.2 Participate in and facilitate case conferences to promote service integration; G6.1 Research and keep up-to-date on program and community resources G6.2 Analyze match of community resources to family needs and identify unmet family 8:00- needs. 10:15am Classroom G6.3 Refer families to community resources and follow-up on the effectiveness of referrals; B and G6.4 Promote community partnerships that will improve supports to families. Homework: 10) Describe 3 strategies which identify needs and potential community resources that you used to learn about a family during a home visit. 11) Describe 3 ways you advocated for a family - and 3 ways you supported them to advocate for themselves within their community. 12) Describe from beginning to end a case conference/meeting you facilitated with members of the community and the family to promote service integration. 10:15-10:30 Morning Break

10:30 Workshop 5, continued 12:00- 1 Hour Lunch Break 1:00pm Workshop 6. Self Development and Professionalism Shawneece Stevenson, MSW Performance Indicators From IM-01-08: G9.2 Effectively utilize supervisory professional development and technical assistance resources to improve competence; G9.4 Make decisions and act based on family support principles, theories, practices, and code of ethics; G9.5 Articulate an awareness of self, values, and ethics as they impact on work with families; and 1:00- G9.6 Maintain professional boundaries and confidentiality. 3:30pm Homework: Classroom 13) Describe 3 ways in which you have utilized supervision to develop professionally. B 14) Describe 3 ways in which you have utilized technical assistance resources (direct consultation) to improve your competence. 15) Describe 3 decisions you have made based on your knowledge of family support principles, theories, practices, and/or the code of ethics. The decisions you describe should have contributed to your professional development. 16) Define the term “professional boundaries.” Describe family situation in which your professional boundaries were challenged. Describe your decision-making process and action(s) and justify your action(s). 17) Describe your agencies policy regarding confidentiality. List at least five exceptions to the rule of confidentiality.

8 Wrap-up: Program Recap, Review, Evaluation 3:30 pm Jim Masters Certificates of Completion Adjournment

For HDEV 7403, the second Fieldwork and Homework course, in addition to answering the ‘homework questions’ listed in each section, the rest of the homework is described next.

After the second Institute, the participant will also prepare an Autobiography of no more than 750 words. It will articulate an awareness of self and ethics as they impact on work with families, and identify and reflect on personal values, experiences, and biases that facilitate and/or present barriers in working with persons different from herself/himself.

After the second Institute, the participant will also prepare a Resource File that will be used by the participant during her/his career in family development. It provides information candidates find valuable in their work and contains reference material that will be used daily. The creation of the file provides candidates with an important experience in locating resources and articulating their own view of their work in Head Start.

Material can be arranged in any one of many creative ways (e.g. bound in a notebook, or put in folders in a file box, or entered as a database in a computer). It should be professional looking, manageable in size and legible. It should be easy to add, delete or update information. It should be portable; i.e., it can be carried to-and- from a work site, to a home visit or to a meeting.

The Resource File may include, for example:

Directories used for referral and placement. Memoranda of Understanding with other agencies Descriptions of other agencies services and eligibility requirements. Blank application forms, data entry-tools. Lists of web-sites, e-mail addresses and phone numbers.

The participant will submit the Table of Contents of their Resource File, not the entire file.

9 Summer Institute 2007 Presenters for Basic Skills 2

Reymundo Anthony, MSW [email protected]

Jim Masters, M.S. Center for Community Futures Box 5307 Berkeley, CA 94705 (510) 339-3801 FAX (510) 339-3803 [email protected]

Toni Brown McCree [email protected]

Pamm Shaw, MA Executive Director Berkeley Albany YMCA Head Start [email protected]

Shawneece Stevenson, MSW [email protected]

Jenell Thompson, MSW [email protected]

Rebecca Wixon, MSW [email protected]

10 The Presenters for Basic Skills 2 in 2007

Reymundo Anthony, MSW

Reymundo Anthony, MSW has twenty years experience in the delivery of health and human services including program development, implementation, administration, and planning. He was formerly employed with the US Health Care Finance Administration (HCFA) where he worked with Medicaid Home and Community-based Services waivers and Mental Health managed care. Now he is with NASA Ames Research in Menlo Park.

Reymundo began his federal career as a Presidential Management Intern in the US Department of Health and Human Services, Office of the Secretary. Afterwards he worked with the US Public Health Service, the Administration of Children and Families at H&HS, and later with the US Environmental Protection Agency (EPA). Before his federal service, Mr. Anthony worked within City and County Government and nonprofit community-based organizations.

He has provided consulting services to Bazelon Center for Mental Health Law, the National Institute for Drug Abuse, and the National Association of Social Workers (NASW).

James I. Masters, MS President of the Center for Community Futures Berkeley, CA

Mr. Masters has worked with Head Start since 1966. He was with the U.S. Office of Economic Opportunity from 1966 to 1970. From 1970 to 1975, he served in several positions as a Mayoral appointee in New York City government, including Assist to the Budget Director and as Director of the Evaluation Unit and as Assistant Deputy Administrator in the Department of Community Development at the Human Resources Administration.

Since 1975, he has served as a consultant and trainer for Head Start and other Human Development Programs. He is the publisher of Policies on Diskette, the Head Start Salary and Benefits Survey, and Quality Improvement Kits based on the NHSA Quality Initiative.

Mr. Masters has a BA in Cultural Anthropology, University of Kansas and an MS in International Business (with Honors), St. Mary's Graduate School of Business. Toni Brown McCree, JD Community Partnerships and Family Services Manager Berkeley-Albany YMCA Head Start Program

Toni McCree has been with the Berkeley-Albany YMCA Head Start Program since 1994. She is a former Family Service Worker and Parent Involvement Coordinator. In September 2001, her position of Community Partnerships Manager was combined with Family Services.

Ms. McCree has a Bachelor of Science degree from Howard University, Washington, DC, in Consumer Studies (Consumer Education/Resource Management) with a minor in business administration: Marketing concentration, and has completed business coursework at San Francisco State University, San Francisco, CA. In addition, she has a Juris Doctor from the University of California, Hastings College of the Law, San Francisco, CA.

Ms. McCree's work experience has primarily focused on issues pertaining to low- income populations and community advocacy. She has completed internships and/or been employed by the District of Columbia's Department of Consumer and Regulatory Affairs, the United States Office of Consumer Affairs, Alameda County Public Defender, Santa Clara Public Defender, County of San Francisco Sheriff's Department/Prisoner Legal Services, and several law firms in the Bay Area. She has also been a substitute teacher at middle schools in the Oakland Unified School District.

In 1991, Ms. McCree participated in then the Region IX Program Review Instrument Monitoring (PRISM) training for federal monitors of Early Head Start Programs.

9 Pamm Shaw, M.A. Executive Director Berkeley Albany YMCA Head Start

Pamm Shaw is the Executive Director of the Berkeley-Albany YMCA Head Start program. Prior to this, Pamm directed several statewide training and technical assistance projects. With a focus on hard to reach and traditionally underserved populations, Pamm has brought together key stakeholders to effect systems change through program and organizational development through a variety of projects, including: California's Map to Inclusive Child Care Project, Early Intervention Assistant Certificate Program with community college child development departments, including competencies for working with children with special needs arid their families into early childhood coursework and All of Us Together... Moving to Inclusion intensive training institutes for teams of child care professionals with specialized service providers to develop community plans to improve the access to child care for children with special needs.

Ms. Shaw has a Masters Degree in education with emphases in early childhood and special education and has completed doctoral coursework in early childhood special education, administration and policy. She has extensive experience in successfully implementing programs, curriculum development and adaptation, training, and managing multiple funding sources. She has developed and contributed to numerous articles and curricula specifically to improve the skills of child care providers to meet the needs of all children and families and regularly presents at local, state, and national conferences. She is the lead author on the California Children and Families Commission funded report of the Barriers to Inclusive Child Care Research Study.

Shawneece Stevenson, MSW Family Services Supervisor Home-based Early Head Start/Head Start Programs The Institute for Human and Social Development, South San Francisco, CA

Ms Stevenson has been a social worker since 1994. She worked in early childhood services in a variety of settings including child welfare, child care resource and referral, community based human services, school based, and head start agencies. She has four years experience as a supervisor and eight years experience providing direct services through program coordination, case management, home visitation, group counseling, individual therapy, and prevention services. Shawneece is passionate about program development that strengthens families and is relevant and flexible to meet the needs of communities. She graduated with her BSW from Wright State University in Dayton, OH and a MSW from the University of Cincinnati, OH.

10 Jenell Thompson, M.Ed., CLS, MSW, PPSC Emergency Response Child Welfare Worker San Mateo County Human Services Agency

Jenell Thompson, MSW is an emergency response child welfare worker in East Palo Alto for the San Mateo County Human Services Agency. She has served as a guest lecturer at the University of Georgia during the Fall of 1998 and the Spring of 1999 for the National Child Development Associate Credential program, which prepares early childhood teachers and caregivers to meet the competency standards established by the Head Start Program Performance Standards. Before this, she was a guest lecturer at San Francisco State University for the department of Early Childhood Education. For over seven years, Jenell Thompson has worked with families in the care and development of their children in a wide variety of settings ranging from hospitals to schools. Her training includes a Master of Social Welfare from the University of California, Berkeley in 2001; a Certificate in Early Childhood Special Education from San Francisco State in 1996; a Master of Education and Child Life from Mills College in 1994; and a Bachelor of Science in Human Development from UC Davis in 1992.

Rebecca Wixon, MSW San Mateo County Children’s and Family Services

Rebecca Wixon, MSW; is a graduate of Chapman University with a BA in Psychology, and a minor in Spanish. She attended graduate school at the University of Southern California where she earned her Master’s degree in Social Work. Rebecca became a state certified Crisis Counselor in 1994. Rebecca currently works for the County of San Mateo as the Project Coordinator for a federally funded grant. She works with clients and their families in need of immediate intervention for addiction related issues. Rebecca has experience working as a Psychiatric Social Worker on a dual diagnosis team, providing treatment to severely and persistently mentally ill adults who have chronic substance abuse issues and recurrent episodes of relapse. Rebecca has worked as a bilingual counselor with homeless adults and children, utilizing a broad community based support network. Rebecca is a strong advocate of community service and currently volunteers as a Rape Crisis Counselor.