MANDATED REPORTER Procedures for Keeping All Kids Safe!
The New Law SB505 ◦ You have always been a mandated reporter! ◦ Old law allowed you to report to a supervisor and cause a report to happen. ◦ New law will not allow you to stop at reporting to a supervisor – YOU must make the report. ~A student discloses to you, you see the evidence, or you hear of the abuse ~A private place to make the report must be provided ~Release time (from class) to make the report must be provided ~An in-service must be provided to all school officials by January 1, 2014
WHO IS A MANDATED REPORTER? Teacher, Principal, and other school officials, Health Care professionals, Mental Health Professionals, Social Workers, Day care/Child Care workers, Law Enforcements officials, Ministers, Other Persons with responsibility for the care of children.
The Standard for Reporting ◦ If a mandated reporter has reasonable cause to suspect that a child has been or may be subjected to abuse or neglect, or observes a child being subjected to conditions or circumstances which would reasonably result in abuse or neglect, that person must immediately report or cause a report to be made to the Children’s Division. Mandated reporters must report abuse inflicted by a person responsible for the child’s care, custody and control as well as abuse inflicted by any other person. RSMoSection 210.115
Definitions of Abuse ◦ Definitions of Abuse “Child Welfare Information Gateway. Available online at https://childwelfare.govhttps://childwelfare.gov ◦ Physical Abuse: nonaccidental physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with hand, stick, strap, or other object), burning, or otherwise harming a child, that is inflicted by a parent, caregiver or other person who has responsibility for the child.(1) Such injury is considered abuse regardless of whether the caregiver intended to hurt the child. Physical discipline, such as spanking or paddling, is not considered abuse as long as it is reasonable and causes no bodily injury to the child. ◦ ( 1) Nonaccidental injury that is inflicted by someone other than a parent, guardian, relative, or other caregiver (i.e., a stranger) is considered a criminal act that is not addressed by child protective services.
Definitions Continued ◦ Neglect: is the failure of a parent, guardian, or other caregiver to provide for a child’s basic needs. Neglect may be: ◦ Physical (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision) ◦ Medical (e.g., failure to provide necessary medical or mental health treatment.) ◦ Educational (e.g., failure to educate a child or attend to special education needs.) ◦ Emotional (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs.)
Definitions continued ◦ Sexual Abuse: includes activities by a parent or caregiver such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials. ◦ Emotional Abuse: (or psychological abuse) is a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support or guidance. Emotional abuse is often difficult to prove and therefore, child protective services may not be able to intervene without evidence of harm or mental injury to the child. Emotional abuse is almost always present when other types of maltreatment are identified.
Signs of Abuse ◦ Signs of abuse to look for…. Signs of abuse will only be red flags. ◦ Always refer to your definition of abuse when determining whether a documentation call must be made
A child has disclosed…. Now what? 1. Do not interrogate or interview the child, only ask questions necessary to understand what you are being told or necessary to ensure the child’s immediate safety. 2. Tell the child you want to make sure that he/she will be safe and you are glad that they shared with you. 3. Do not make the child repeat the disclosure to or in front of others. 4. Remember your job is to not investigate. (improper questioning)
Procedures for Documenting your concerns 1. Call counselor or administrator’s office to request assistance 2. Go to counselor’s office to make the call 3. Obtain form from counselors’ office and fill out form with information 4. Pull up SIS on computer with student information 5. Optional: Request Counselor or Administration to sit in on hotline phone call 6. Make hotline using your form with details. 7. Document any additional details and how the hotline was classified. 8. Send email to appropriate offices 9. Give documentation of hotline to counselor for a confidential filing 10. Optional: You may make a copy of the hotline document for your own files
Confidentiality Information regarding the child or the disclosure made by the child is to only be shared with individuals who have a “need to know” status. Failure to protect the confidentiality of the event could warrant disciplinary action.
Failure to Report Class A Misdemeanor Examples: Penn State
Charity Stillings- Director of Program Development
Boys & Girls Club of the Ozarks ◦ Shirley M. Schaefer Unit-Branson ◦ Victor Jantz, Unit Director ◦ Paul Voliva, Program Director ◦ Reeds Spring Elementary School Site ◦ Lake Taneycomo Elks Unit-Forsyth ◦ Headquarters-Branson ◦ 654 Total Registered Members
Branson Unit Specific ◦ 289 registered members ◦ 6 yrs-9 yrs: 171 ◦ 10 yrs-12 yrs: 87 ◦ 13 yrs-15 yrs: 25 ◦ 16 + yrs: 6 ◦ ADA: 156 ◦ 185 members attend twice or more per week
Hours of Operation ◦ Monday-Friday: 2pm-7pm ◦ Open ½ and full days when school is out. ◦ Closed the first day school is out for snow. The decision to be open the 2 nd and subsequent days is made daily by the Operations Director. ◦ Membership: $30/school year. ◦ No additional charge for ½ and full days. Meals provided. ◦ Fee schedule is different for summer program.
Mission Statement ◦ The mission of the Boys & Girls Club of the Ozarks is to inspire and enable all young people, especially those that need us most, to reach their full potential as caring, responsible and productive citizens. ◦ Youth Development Strategy All programs and activities are designed to maximize opportunities for young people to acquire four basic “senses” which help them build self- esteem and grow into responsible and caring citizens. ◦ A sense of… Competence, Usefulness, Belonging, Power/Influence
5 Core Program Areas ◦ The Arts & Technology ◦ Character & Leadership ◦ Education & Career Development ◦ Sports, Fitness & Recreation ◦ Health & Life Skills ◦ Programs start with member needs/interests and staff ideas ◦ Refined by Youth Development Strategy and GLE/CCS ◦ Some programs are linked to grant funding
Extended Learning... ◦...not extended school day. ◦ Strive to be a support/supplement to the school day. ◦ Power Hour (homework) is a part of the daily schedule Monday-Friday. Last year 275 kids participated in Power Hour (95% of membership) ◦ Additional homework help is offered each day until every child is finished or checks out. ◦ Promote a positive attitude about school and learning ◦ Provide mentorship and accountability for behavior
Dinner is served! ◦ State Food Program ◦ Complete, balanced, healthy ◦ No additional charge
Safety is our primary concern ◦ Check in/out procedures ◦ 75% of staff must be CPR/1 st aid certified ◦ Comprehensive crisis management plan ◦ Weekly/monthly/annual training ◦ Radio communication ◦ Security door
Opportunity to Partner ◦ Communication about student goals/progress ◦ Shared behavior model ◦ Professional development ◦ Curriculum planning ◦ Staffing
PST/RtI Update ◦ Form A- Any student receiving a pull out intervention for math or reading that is not for an IEP, need to have a Form A filled on them to show movement from Tier I in the classroom to a Tier II or III. This then goes into the student's yellow folder that follows them throughout school. It is used for PST and other placement services. ◦ This needs to be done by the classroom teacher. ◦ Form B- If a student changes interventions whether it's from Tier I to Tier II or III or switching from one Tier II intervention to another Tier II. a Tier III or returned to Tier I, a Form B needs to be filled out. This needs to be done by the interventionist. After they are completed they need to be turned into me so that we can get them placed in yellow folders. ◦ Form E - Any student new to the PST process needs to fill out a Form E. Your counselor will send it to you when there will be a PST on one of your students. They need to be completed a week before the meeting so that the note taker and the facilitator are prepared to the discussion that takes places during the PST.