1. CalSWEC Title IV-E Program Orientation & Refresher
Hilton Oakland Airport
Oakland, CA
September 14, 2017
10:00am – 3:30pm

2. CalSWEC Central IV-E Staff Email Key Responsibilities
Carolyn Shin
Director
Oversight of program implementation and deliverables; CalSWEC Central cross-program coordination; Student petition review
Rose Chahla
Project Manager
CalSWEC Title IV-E Summit; Student Planning Committees and Meetings; Project management support of initiatives and projects
Elizabeth Gilman
Curriculum and Policy Analyst
Program Guide; IV-E Policy and Student Contracts; CDSS Final Report; Regular Project Coordinator Meetings
Chris Cajski
Director of Technology and Instructional Design
Oversight and cross-program support of technology and distance learning initiatives
Sandhya Rao Hermon
Research and Evaluation Director
Oversight of program evaluation and research
Michael Biehl
Research and Evaluation Specialist
Program evaluation and research support
Mike Sumner
Elizabeth Wroughton
Research and Evaluation Analyst
Afton Hencky
Database Analyst
CSIS maintenance and new CSIS development
Nancy Nelson
Administrative Director
Oversight of contracts and budgets: Master contract execution
Jane Turbiner
Research Administrator
Contracts and budgets: Subawards, invoices, budgets, match
Sandhya
Welcome and Introductions

3. Agenda
Time
Topic
Presenter
Slides
10:00- 10:10
Welcome and Introductions
Sandhya Rao Hermon
2-4
10:10- 11:10
Program Overview
Competencies
Distance Education & Technology
Rose Chahla
Chris Cajski
5-23
11:10- 11:45
Title IV-E Regulations, Contracting, and Match
Nancy Nelson
Jane Turbiner
24-39
11:45 –12:00
Break
12: :30
Budgeting and Invoicing
41-53
12:30 - 1:30
Lunch
1:30- 1:45
CSIS (Current CSIS overview and new CSIS)
Afton Hencky
55- 60
1:45 - 2:00
Student/Graduate Obligations, Petitions
Carolyn Shin
2:00-2:15
2:15-2:45
IV-E Evaluation
Michael Biehl
69-73
2:45 -3:00
Meetings and Events
74-82
3:00- 3:30
Wrap up
Please complete the online evaluation
83-84
Sandhya
Housekeeping
Bathrooms
Agenda review
Remote participation instructions

4. Program Overview Program Overview
Read Your Contracts
Program Overview
Program Overview
Rose
Program Overview
Purpose and Components
Contract Expectations and Goals

5. Accessing the Program Guide
Go to the bottom left of the CalSWEC home page
Click login, the last line of text above the Twitter, Facebook, and Vimeo badges.
Once you do this, a new window will open for you to put in your username and password.
Once you've done this, you'll see the groups you have access to.
Click on the group you want to access.
If you don’t have a login and believe that you should, please contact Karen Ringuette at
Rose
Program Overview
Go here first for program policies, procedures, templates, instructions, tutorials, etc.
Karen Ringuette for access

6. CalSWEC’s Mission
CalSWEC facilitates and supports statewide partnerships for the education and training of social workers to ensure culturally responsive, effective, and high-quality health and social service delivery to the people of California
Rose
Program Overview

7. Program Purpose
Increase number of professional child welfare (CW) workers with MSWs and BASWs
Program support components
Competency-based child welfare curriculum
Monetary support
Program participant priority
Current county/state social services staff
Reflective of diversity in CA CW populations
Rose
Program Overview
This project will increase the complement of professional child welfare workers in California with Masters and Bachelors of Social Work by providing: (1) an appropriate educational program through an approved competency-based child welfare curriculum; and (2) monetary support to Students in participating California schools of social work. Priority for monetary support will be given to current staff members in county public social services agencies and CDSS who are qualified for admission to academic social work programs, and to applicants who reflect the diverse client populations currently served by public child welfare. These Students will commit to a number of years of service in state and county public child welfare services (CWS) agencies at least equal to the years of financial aid provided to them (as per Title 45 CFR (b) (1)).

8. Title IV-E Programs and Timeline
1993: MSW
Part time (social service employees only)
Full time
1999: SERVE (Formerly AIR)
Recruitment of Indigenous students into program
Development of curriculum addressing child welfare practice with Indigenous communities
2004: BASW
2010: CalSWEC Title IV-E Pathway Program (Distance Education)
Part time only (social service employees only) for rural and remote counties
2013: Field Model
Enhanced field component of the program
Program Overview
Chris will talk about Pathway program on this slide
Rose
MSW Program: Each full-time Student will receive a stipend of $18,500 per year, for up to two (2) years of support. Each part-time Student will be reimbursed the actual cost of tuition, fees, books, and travel, not to exceed $14,164 per year, for up to three (3) years. Full-time and part- time MSW Students agree to render two calendar years of continuous and satisfactory full-time employment for support received.
BASW Program: Each full-time Student will receive a stipend of $15,000 for the final year of study in the BASW program. Each part-time Student will be reimbursed the actual cost of tuition, fees, books, and travel, not to exceed $14,164 per year, for up to three (3) years. Full- time and part-time BASW Students agree to render one calendar year of continuous and satisfactory full-time employment for support received.
Distance Education/Pathway Programs: The Pathway program is a distance education program delivered at 3 sites within the consortium - CSU Chico, Humboldt State University, CSU San Bernardino - to develop the workforce in rural and remote regions of the state. The Pathway program includes Students at the MSW level and the final year of BASW level. Each part-time Student will be reimbursed the actual cost of tuition, fees, books, and travel not to exceed $14,164 per year and agree to render two calendar years of continuous and satisfactory full-time employment for support received.
SERVE’s Mission
SERVE is committed to full equity, justice, well-being, and cultural preservation of American Indian/Alaska Native children and families by:
increasing the numbers of Indigenous social work graduates;
fostering inclusive leadership development;
developing partnerships between Tribal sovereign nations, indigenous communities, and other stakeholders; and
implementing decolonizing social work curricula to reflect community-based, culturally appropriate Indigenous values and the promotion of Indigenous sovereignty and self-determination.
Began in 1989 with 10 graduate schools of social work
First contract with CDSS in 1991
First cohort graduated in 1993
1993: offered 16 half-year stipends of $6,250 in 10 existing schools. Later, offered 20 more two-year stipends of $12,500/yr. at each school.
1994: FT stipend increased to $15,000. Added P/T option for employees and CDSS employees
2000: FT stipend increased to $18,500. PT students (county employees) receive tuition, books, and travel.
2004: BASW program rolled out in a few schools to meet regional needs for BA level social work education. (6 schools)
2006: PT Tuition cap put into place
Pathway – 3 schools
– Dean Harry Specht, BASSC, NASW, 58 social service departments through the County Welfare Directors Association (CWDA), and the state’s ten graduate schools of social work: UC Berkeley, the University of California, Los Angeles (UCLA), the University of Southern California, and the California State University (CSU) campuses at Fresno, Long Beach, Sacramento, San Bernardino, San Diego, San Francisco, and San Jose. Drafted the following mission statement:
“There will be two central components of the mission of social work and social welfare education in California. The first is the enlargement and enhancement of knowledge for the profession and the field through study and research The second is the preparation of social workers for a wide range of professional leadership and practice roles addressing the needs of oppressed and disadvantaged persons and communities through publicly supported services.
“As services-oriented institutions, MSW educational programs in California have a special mission to serve students from groups that historically have not participated in university education because of age, socioeconomic background, physical disadvantage, geographical location, and discrimination
“Priority recipients of direct social work services will be seen as the poor and underserved, and the central purpose of social work practice will be enabling individuals, groups, and communities to meet their social needs by making use of societal resources. The primary locus of practice will be in institutional systems supported by the public, i.e., public social services and voluntary social services agencies ” Mission Statement
“We have to get students into public social services, change working conditions, and set new educational trends all at once,” said Dean Specht
Title IV-E Stipend Program development
The program would be made possible through: (1) the creation of a state financial aid program for social work education based on Title IV-E (Adoption Assistance and Child Welfare Act, P.L ) of the Social Security Act that would give priority to current county agency employees and persons who reflected the populations they served, (2) the implementation by the state’s graduate schools of social work of a competency-based curriculum for MSW students in child welfare specializations, and (3) the promotion of collaborative school/agency research and development activities directed at the improvement of child welfare services.
focus on the transformation of both MSW education and social service delivery in the state by: upgrading the professional background of some already- employed workers by drawing them back to the university for an MSW; increasing the number of minorities in professional positions in social welfare to reflect the populations they served; and opening the doors to innovation by integrating university research with county services.

9. University MSW BASW Pathway/DE (4) SERVE (3) FT (22) PT (16) FT (6)
CSU Bakersfield ✓
CSU Chico
CSU Dominguez Hills
CSU East Bay
CSU Fullerton
CSU Long Beach
CSU Los Angeles
CSU Monterey Bay
CSU Northridge
CSU San Bernardino
CSU San Marcos
CSU Stanislaus
Fresno State University
Humboldt State University
Loma Linda University
Sacramento State University
San Diego State University
San Francisco State University
San Jose State University
UC Berkeley
UC Los Angeles
University of Southern California
Rose
Program Overview
(From prime contract ) Each School may receive up to seventy (70) full and/or part time MSW students in the schools, and up to twenty-four (24) full and/or part time students in the schools with an approved Title IV-E BASW program. For the Title IV-E Pathway program, up to twenty four (24) part-time students will be allowed. The number of new students in any subsequent year will be determined by CDSS and CalSWEC based on: (1) projected CWS caseloads in California; (2) predicted enrollments; and (3) availability of funds.
If there are other sources of IV-E training support for BASW/MSW education in the form stipends or student support (i.e., county supported stipends), those student slots must be deducted so that the school does not exceed the limits stated above.
*mention USC and LLU not accepting additional cohorts - will be phasing out of the program

10. CalSWEC IV-E MSW & BASW Students’ Full and Part-Time Status By Year of Entry
Rose
Program Overview

11. Responsibilities of CalSWEC Central
Curriculum Support
Curriculum Competencies for Public Child Welfare (PCW) - Revised 2017
Development and sharing of other curricular resources and special projects - Network Hub
Convening and Coordination
Title IV-E Project Coordinator and Student Meetings
CalSWEC Title IV-E Summit
Other partnership and technical assistance meetings as requested
Rose
Program Overview
Competencies
A competency-based approach to education focuses on the acquisition of certain proficiencies specific to a profession. The goal is for students to both acquire knowledge and master the performance of necessary professional skills. The Council of Social Work Education (CSWE) sets national standards for the identification and assessment of competencies in the education of social work students through the Educational Policy and Standards (EPAS), which were most recently revised at the end of 2015.
Per our contract with CDSS, CalSWEC is responsible for:
an appropriate educational program through an approved competency-based child welfare curriculum; and
monetary support to Students in participating California schools of social work.
School’s Responsibility
--Each School will deliver a curriculum directed at the outcomes defined by the California Child Welfare Competencies.
--Provide appropriate fieldwork experience with MSW supervision and will include a range of learning and practice experiences that align with the Title IV-E competencies and field curriculum.
Integration and unified approach
CSWE EPAS
CalSWEC competencies (CW, Behavioral Health, Aging)
California Child Welfare Core Practice Model

12. Responsibilities of Schools
Student/Graduate Support
Student recruitment and selection
Implementation of CalSWEC PCW competencies
Provision of IV-E appropriate field placements
Income
Services
Risk
Examples: County child mental health; probation; non- profit contract or referral agencies used by CWS; schools
Rose
Program Overview
Student recruitment and selection
RECRUITMENT: Current staff of county public social service agencies and CDSS employees qualified for MSW admission
Applicants who reflect the diverse client populations served by PCW in California
Qualified others with demonstrated commitment to careers providing high quality, culturally competent child welfare services.
Admitted to a California graduate school of social work with the IV-E program
SELECTION: Awards Committee composed equally of agency and school representatives; may be done regionally.
Applications must include:
Proof of legal residency (US and CA)
Proof of automobile availability
County employees must have letter of support from agency director
Student Background Checks
Prior to admission, applicants must sign statement indicating absence of relevant criminal history.
Criminal clearance (conforming to local county requirements) must be completed on all students within 1st semester/quarter enrolled.
Checks may be completed in most locally efficient way.
Implementation of PCW Competencies
Provision of IV-E appropriate field placements
We are discussing eligible for field placement internships, not employment obligation.
Income: Would have been eligible for AFDC prior to TANF
Services: Receiving child welfare related services
Risk: In the absence of such services, would be risk of placement
Evidence is:
Court process re removal, or
Case plan includes possible placement, absent services
IV-E Settings: County child mental health & probation; non-profit contract or referral agencies used by CWS; school settings

13. Responsibilities of Schools (con’t)
Student/Graduate Support (con’t)
Assistance in post-graduation activities
Job search
Graduate tracking
SERVE and Indigenous student/graduate support
Regional model: Humboldt, Fresno, San Diego
Employment obligation may be met through Tribal employment for Indigenous graduates
Rose
Program Overview
Assistance in post grad activities
Job Search
Graduate tracking – we’ll talk more about this later
-SERVE

14. CalSWEC Student Information System (CSIS)
RESPONSIBILITY IS SHARED BY ALL
Database of all CalSWEC Title IV-E students
Tracks from enrollment to post-completion
Currently under revision
Rose
Program Overview
We’re all responsible for tracking and reporting on students.
We’ll talk more about this in the afternoon

15. Duties and Responsibilities of Project Staff at Subcontracting Sites
Principal Investigator
Project Coordinator
Child Welfare Instructor
Administrative Assistant
Fiscal Support
Rose
Program Overview

16. Principal Investigator/Project Director
Dean/Chair/Director of the social work program
Overall legal and fiscal responsibility for IV-E Program implementation
Should be consulted when guidance is necessary for student waivers, delays, or exceptions to the employment obligation
Rose
Program Overview
Board structure is currently under review

17. Project Coordinator
Implements general policies and procedures of IV-E program within the school, focusing on:
Student recruitment, screening and selection, and tracking
Field and job placement development and tracking
Curriculum development and enhancement
Development and teaching of an integrative field seminar related to practice in public child welfare
Student/graduate support and advising
Oversees fiscal and programmatic accountability of the IV-E stipend program, including:
Program evaluation and student tracking
Fiscal procedures and budget development
Student/graduate employment obligation and monetary repayment tracking
Represents the school at statewide CalSWEC meetings
Under supervision of Principal Investigator
Rose
Program Overview
Implements general policies and procedures of IV-E program within the school, focusing on:
Student recruitment, screening and selection, and tracking
Awards and Stipends Committee
Field and Job placements - Works with field liaisons and agency representatives to develop and oversee IV-E eligible and appropriate field placements
Curriculum development and enhancement
Student support and advising
Development and teaching of an integrative field seminar related to practice in public child welfare
Oversees fiscal and programmatic accountability of the IV-E stipend program, including, but not limited to:
Student selection priorities
Evaluation of curriculum
Administration of public child welfare focused field and classroom curricula
Fiscal procedures
Budget development
Works with field liaisons and/or agency representatives to develop and oversee IV-E eligible and appropriate field placements and experiences for IV-E students.
Focus on school and local community involvement
Represents the school at statewide CalSWEC meetings for Project Coordinators.
Attendance at statewide project coordinator meetings thre times a year (or designation of representative from school's IV-E program)
Timely completion of student tracking information, curriculum evaluation, and program reports
Reports to:
The Dean or Director of the school or department
General Qualifications:
Master's degree in social work
A minimum of 2 years practice experience in public child welfare
Experience teaching at instructor level at a university

18. CWI - Field Liaisons & Classroom Instructors
Field Instruction support 
Serve as liaison for student between school and field site; Collaborate with field instructors and preceptors
May provide training and education for field instructors
May provide on site field instruction
Participate in site development and student placement matching
Classroom instruction
Develop/teach field seminar and/or other classes that deliver the CalSWEC Title IV-E competencies
Student Recruitment
Support the recruitment of potential CalSWEC students
Support the job search procedures, requirements, and employment monitoring systems (not required).
Rose
Program Overview
Field Instruction support 
Consults with agency field instructors and/or preceptors to develop fieldwork sites for students that focus on the delivery of the CalSWEC Title IV-E competencies.
Identifies, develops and provides training, seminars and other field work support for field instructors, preceptors and students to enhance the field work placement experience. May provide on site field instruction.
Advises CalSWEC students, serves as liaison between the University and the seminar students, and monitors student progress in their field placement sites.
Oversees the development of appropriate educational learning plans and monitors experiences in the agencies.
Participates in site development and matching of students for placement assignment, in consultation with Project Coordinator.
Classroom instruction
Teaches of Field Work seminar and/or other classes that deliver the CalSWEC Title IV-E competencies
Develops and teaches in the specialized seminar series for CalSWEC stipend students
Student Recruitment
Supports the recruitment of potential CalSWEC students
Supports the job search procedures and requirements and employment monitoring systems (not required).
General Requirements
Master's degree in social work
Minimum of 2 years of practice experience in public child welfare
Experience teaching at instructor level at a university
Reporting:
Faculty allocated to the Title IV-E contract can report to the Dean/Director, Project Coordinator or Field Director.  See Staffing Configurations section for variations.

19. Fiscal Support
Responsible for the accounting budget and the fiscal administration of the Title IV-E subcontract
Pre-award management of budget documents
Post-award management of budget and documents, including invoice preparation and submission
Interfaces with the department to ensure accurate and timely accounts receivable, accounts payable, payroll and procurement of all items related to the Title IV-E contract.
Rose
Program Overview

20. Administrative Support
Provides clerical support to the CalSWEC project
Maintains CalSWEC student files for department
Generates and completes of required statistical and survey reports generated by the project
Data entry to and maintenance of the CalSWEC Student Information System (CSIS) for all participating students
Supports monitoring system for CalSWEC graduates’ job search status
Prepares documents for students including tuition, fees, books, and mileage reimbursement forms
Prepares Title IV-E teaching materials and correspondence
Responsible for admin./clerical support of CalSWEC meetings and events that support CalSWEC student instruction
Rose
Program Overview
Some of these duties may change with the roll out of the new CSIS – feedback on the new CSIS from the admins to this point has been positive overall

21. Practices in Leveraging/Sharing resources with PCW
Agency staff and leadership guest lecture in IV-E, field seminar, research or other courses
Faculty/agency/students do partnered research projects from needs identified by county
University offers professional development series or supervision group in agency
Agency provides caseload relief for FIs
University/Agency partner on long range workforce development planning to address organizational factors that contribute to retention and high functioning workforce
Rose
Program Overview
These are some of the current practices that are either being implemented already or are in discussion at some sites to accomplish the goals and activities of the model. We encourage you to steal shamelessly and to share your ideas through our community of practice on line forum, the link is on the last slide of the ppt.

22. Questions?
Program Overview

23. Fiscal Essentials Title IV-E Regulations
AB 20 / California Model Agreement
Match Issues
Biennial Budget Cycle
Quarterly Invoicing
Nancy/Jane
Title IV-E Regulations, Contracting, and Match

24. Title IV-E Regulations
A short introduction
Nancy/Jane
Title IV-E Regulations, Contracting, and Match

25. Federal/State Regulations
The Title IV-E program is supported by the U.S Public Law through the Social Security Act, Title IV-E
The California Department of Social Services (CDSS) includes the Title IV-E project in their Federal IV-B plan
The Code of Federal Regulations CFR 45 § cites that educational institutions can access IV-E funds for training purposes
Nancy 2017
same old

26. Subaward Requirements
Title IV-E funds can only be expended to support the Title IV-E stipend program. Funds must never be used for other components of a school’s budget.
All funds expended must be in accordance with the subaward budget and may not exceed that budget
Individual schools may be subject to an audit for compliance with applicable regulations
All expenses must be allocable and allowable
Nancy 2016

27. Allowable vs. Allocable
Allowable costs: Those categories of costs that can be charged to a program’s budget, such as salaries and student stipends. Certain expenses, such as alcoholic beverages, are not allowable and may not be charged.
Allocable costs: Those allowable costs that actually benefit the program to which they are being charged.
For example, student travel (an allowable expense) to an approved event (i.e., IV-E Summit) is allowable and allocable. Student travel to a non-approved event (i.e., informal student gathering) is allowable but would not be allocable.
Nancy 2017
Title IV-E Regulations, Contracting, and Match
Nancy – happy hour example

28. Prime Contract/Proposal
Title IV-E’s contract requires a proposal submission from each school site. Based on school site submissions, CalSWEC develops and submits the entire proposal to the funder.
For FY , the Title IV-E contract has been awarded for two years. At present, the same subaward budgets are in effect for both years.
Title IV-E is a cost reimbursable contract; schools are paid based on quarterly invoices. Once these are paid, CalSWEC invoices the funder (CDSS).
Nancy 2017
UCB is out $, if invoice is due oct 30, we review and process in november, if we are lucky, all invoice ht hte november ledger = issued dec 10ish then CDSS has a 30 day net to pay, overall payment is 3.5 months after close of quarter.

29. California Model Agreement Specifications
Changes to Title IV-E Program Management
Nancy/Jane 2017
Title IV-E Regulations, Contracting, and Match

30. CA Model Agreement and the Prime Contract
The current Title IV-E contract was submitted using the AB20 proposal template and is now governed by University Terms and Conditions (UTC) 116. Issues not covered by UTC 116 are governed by OMB Circulars A-133, A-110 or Uniform Guidance. This change has affected CalSWEC’s prime contract with CDSS.
Nancy 2017
mention early adopters hence CMA budget templates not used, etc

31. California Model Agreement Changes
Substantive changes to prime contract language and intent, whether or not the change has any budgetary impact, must be approved in advance by CDSS.
Many changes require prior approval.
The addition of indirect costs, though not part of AB20 - as the State has not agreed to these terms - has an impact on budgets.
Title IV-E Regulations, Contracting, and Match
Nancy - NO IDC in AB20
Changes requiring approval include: change in scope of work, change in key personnel, new subawardees, and travel not included in the approved budget.

32. Model Agreement and Subawards
The addition of indirect costs has an impact on match generation – there is less IDC (F&A) foregone available to use as match. All IDC is being provided by the State and does not require match.
Most student or staff travel was part of the general language included in the subcontractor’s current budget justification. Any travel outside of these included types of travel must be approved in advance by CalSWEC/CDSS. Written requests should be submitted to the IV-E Program Director at least 60 days in advance of planned travel. (As in the past, all OUT-OF-STATE travel must be approved in advance.)
Detailed transaction ledgers (with payroll detail) are required for each invoice period.
Changing student numbers from FT to PT and vice versa will be allowed with approval from CalSWEC.
Nancy/Jane 2017
Title IV-E Regulations, Contracting, and Match

33. Match (Cost Share)
How to calculate it and where to find it

34. Match Requirements
The Title IV-E Program is supported using the maximum federal reimbursement rate (75%) under Title IV-E of the Social Security Act and a 25% local match. CalSWEC determines the rates at which eligible subcontracting schools provide match in order to meet this federal provision, as well as provide match for private schools and any shortfall in CalSWEC’s match obligation.
FFP means “federal financial participation” and indicates matching requirements. Title IV-E funds require two different types of match: 75% FFP for expenses that directly implement the program, and 50% FFP for expenses that support the program.
Nancy/Jane 2017
Title IV-E Regulations, Contracting, and Match (Including MHSA Match)
jane – the Title IV-E program requires match at 3:1. for every dollar in the program, 75 cents is provided by the IV-E program and 25 cents is provided as match.

35. Match Calculations
Each subcontracting school is required to commit and report match at % for all 75% FFP reimbursable expense and 100% for all 50% FFP reimbursable items.
Each School’s quarterly invoice(s) must report adequate match for the direct expenses being reimbursed.
Different sources of match may be combined so long as there is no double counting or use of federal funds as match. A school with multiple IV-E programs may combine match from all programs to report total match for their overall program. Private schools may not, under current regulations, use private funds as match.
All schools reporting match are required to submit a Quarterly Match Report with their invoices.
Nancy/Jane
These rates may change in depending upon the the private schools participation.
Title IV-E Regulations, Contracting, and Match
we will not “bank” match for schools.

36. Match Sources Indirect Costs (IDC/F&A Foregone)
For FY16-18, the funder will reimburse each subcontractor 10% indirect costs on modified total direct costs (MTDC) based on its actual expenses.
Each school may apply its federally approved indirect rate minus that 10% to the MTDC to use as match (IDC or F&A foregone).
Effort In-kind
Staff who provide direct support to the Title IV-E Program, but are not paid on the contract, can have an appropriate portion of their salary/benefits reported as match. Only report allowable effort: unallowable effort includes effort paid by federal funds or already used as match. This effort includes classroom instruction, admission activities, and field placement activities.
The percent of effort reported as match should clearly represent the amount of time spent supporting the IV-E program.
Nancy/Jane 2017
Title IV-E Regulations, Contracting, and Match

37. Other Match Sources Classroom In-kind
Schools which calculate the total classroom costs may report a percentage of those costs based on the percentage of IV-E students in that class. This is allowable as long as the salary being paid to provide the instruction and any other activities or expenses are not already paid on the Title IV-E contract or any other Federal funds.
Nancy/Jane 2017
Title IV-E Regulations, Contracting, and Match

38. Questions?

39. BREAK
Please return in 15 minutes

40. 2018 - 2020 Budget Cycle Proposals and Amendments Jane
Budgeting and Invoicing
Most schools have already sent in their budgets and bud justs. Budget letters will go to schools in early october, requesting match letters and s ub-recipient committment forms

41. Proposal Cycle
Below is a description of CalSWEC’s Title IV-E proposal cycle. This submission will use the California Model Agreement template.
April—December 
In April, budget templates were sent to schools with budget guidelines. Schools developed their budgets within these guidelines based on expected student enrollment. Each School developed a single budget for all programs.
This year we submitted a premise budget to the State, it was due in late May.
Final Subcontractor budget requests and justifications for both years were due to CalSWEC on September 1st. After these are approved, final budget letters will be sent to school sites.
Based on final budgets, school Match letters and Subrecipient Commitment Forms will be submitted to CalSWEC by November 1.
CalSWEC finalizes the master proposal which includes all subcontractor budgets for both years of the contract; PI Virginia Rondero Hernandez reviews and approves the proposal, and submits the proposal to UCB’s Sponsored Projects Office.
Jane
the premise budget is where we are asking the state for SGF funds, our premise budget became the subvention budget
CMA template not available when we last submitted

42. Proposal Cycle (cont’d)
December/January:
SPO reviews and approves the proposal, then forwards it to CDSS.
February - July:
CalSWEC works with CDSS to finalize the proposal.
Once approved by CDSS, the contract is sent to the Department of General Services (DGS) in Sacramento to be executed; the executed contract is sent to SPO for award set-up.
CalSWEC submits subaward requests to SPO; subaward documents should be sent to schools within 30 days of receipt.
Jane
Budgeting and Invoicing

43. Amendment
The need for an amendment will be determined by CDSS, based on discussions with CalSWEC.
Amendments will be undertaken only if absolutely necessary and with sufficient lead time so that any budgetary impact is known prior to the start of the next budget year.
Jane
Budgeting and Invoicing
amendments can take 6 months

44. FY 17-18 Quarterly Invoicing
Requirements and Tools
Nancy/Jane
Budgeting and Invoicing

45. Quarterly Invoices
All funds expended must be in accordance with the contract budget and may not exceed that budget.
Reimbursement is based on submitted invoices of allowable and allocable expenditures, which are aligned with current student enrollment data from the CSIS database.
CSIS data must be up to date and match the quarterly invoice in order for reimbursement to be processed. Inconsistencies between ledger and CSIS report must be explained.
Following reimbursement to subcontractors, CalSWEC submits a total invoice for all schools/CalSWEC to the funder for reimbursement to UC Berkeley.
Jane
Budgeting and Invoicing

46. Invoice Categories Personnel Costs
FTEs must be calculated based upon actual effort (hours worked) and not as the percentage of salaries/benefits spent during a specific quarter.
If a dollar amount for personnel is being claimed, an FTE must accompany it.
Student Support Costs
Student support costs include stipends paid out to full-time students and/or tuition/fees/books/travel reimbursed to part-time students during the quarter. Any tuition paid on behalf of full-time students must be deducted from the students’ stipend payments.
Jane
Budgeting and Invoicing

47. Invoice Categories (con’t)
Program Support Costs:
These costs are based upon actual expenses, not on the formula used in creating the proposal.
Program Support includes student travel to the Title IV-E Summit.
Reporting Match:
All schools that report match must submit a quarterly match report for each program (i.e. MSW, BASW, Pathway, etc.).
Each school must report sufficient match to cover the direct/indirect expenses submitted for reimbursement.
Match can consist of any combination of 75% FFP and 50% FFP as long as the total required amount is reported.
Jane
Budgeting and Invoicing
we will not bank match for schools

48. Invoice Support Documentation
Support Documentation MUST consist of the following:
Invoicing Workbook (in Excel format – provided by CalSWEC)
Budgets to Actual Spreadsheet (BASS)
This document includes each school/program’s annual budget and a reporting section for each of the four quarters to be invoiced.
2. Invoice Back-up Template:
This template is populated by entries made in the BASS sheet and Quarterly Match Report, and must be signed prior to submission.
3. Quarterly Match Report:
Details match sources and calculates match amounts from each source. This report is automatically populated by entries made in the BASS sheet, except for school’s reported match, which must be manually entered, and must be signed prior to submission.
Jane
Budgeting and Invoicing

49. Invoice Support Documentation (cont’d)
Ledger:
A financial system ledger that exactly matches the amount requested in reimbursement. This is a change from past practice: ALL EXPENSE CATEGORIES must be included and labeled in the ledger. If possible, submit an Excel version of the ledger subtotaled by budget line item.
Each student receiving support must be uniquely numbered.
Expenses must appear as Actuals (not encumbrances) on the ledger.
Each ledger entry must include expense name, pay date, and amount paid. Make sure that all FERPA-protected information has been redacted from the ledger.
The Principal Investigator must sign the ledger using the following language: “I have reviewed the expenditure detail for this invoice to determine the allowability of the charges to this project and certify that the salaries and wages included on this invoice are an accurate representation of actual time worked.” This replaces previous effort reporting requirements.
CSIS Current Enrollment Report:
Compare ledger entries with names on the CSIS Current Enrollment Report prior to invoice submission, and explain any inconsistencies between the ledger and report.
The CSIS report must be signed by the Project Coordinator prior to submission.
Jane
Budgeting and Invoicing
feel free to make notes on the CSIS report for any additional info we need

50. Invoice Timeline
CalSWEC prepares subcontractor-specific BASS sheets, Quarterly Match Report, and Invoice Back-up Templates for all schools/programs and sends them prior to the Quarter 1 invoice due date.
Schools submit invoices on a quarterly basis:
October 31st for Quarter 1 (July-August-September)
January 31st for Quarter 2 (October-November-December)
April 30th for Quarter 3 (January-February-March), and
August 15th for Quarter 4 (April-May-June)
CalSWEC reviews and approves invoices; correct invoices are paid within 45 days of the invoice due date.
CalSWEC is required to close out the Title IV-E fund within 90 days of fund closure (by September 30th), requiring us to work quickly to pay final invoices; correct and complete final invoices are a must.
Jane
Budgeting and Invoicing
If a school cannot show sufficient match for an entire quarter’s expenses, CalSWEC recommends that the school invoice to the extent possible (perhaps 2 months instead of 3) and hold over un-matched expenses until the next quarter, when additional match is available. Schools that cannot match quarterly at all should contact Jane Turbiner with an alternate invoicing schedule.

51. Communication
Regular communication between program office and post-award management is essential.
Both parties must be working with the same information at all times.
The PC must review and sign CSIS reports before sending them to the post-award analyst for comparison to the ledger. Any inconsistencies must be explained on the CSIS report.
Someone at CalSWEC is always available to answer your questions. Call or Jane, Nancy, or Carolyn with your questions.
Jane
Budgeting and Invoicing

52. Questions?
Budgeting and Invoicing

53. It’s time for lunch!
Please return by 1:10

54. C.S.I.S. CalSWEC Student Information System Afton
1:30 – 2:00 CSIS and Evaluation 2017

55. What Do We Collect
Personal, demographic, and contact information
Enrollment and field placement information
County Employment Details (current employees)
Student leave, termination, or withdrawal
Post-graduate employment information
Financial repayment information (in lieu of employment)
Afton
CSIS and Evaluation
Responsibilities of the Subcontracting Schools:
Monitor compliance with stipend requirements and payback demands
Maintain contact with students and graduates
Provide the necessary documentation
Status in the program
Job search documentation
Work obligation tenure
Financial information on reimbursements

56. How Info has been Tracked
FileMaker© Pro database (version 11)
Data stored on server at Berkeley
PC and admin. staff access server remotely with Affiliate Worker ID
Training
Instruction Manual and Tutorials (see program guide)
CSIS Upgrade with Salesforce in progress
Afton
CSIS and Evaluation

57. Layouts, Scripts, & Reports
Data Entry Layout
Primary layout for viewing an individual student record
Personal, Academic, and Work/Repayment Tabs
Fields Layouts
View specific fields/values for all records (tabular format)
Current Enrollment Script
Generate current enrollment report for quarterly invoice
All in Repayment Script
Generate report of all students/graduates in repayment
Afton
CSIS and Evaluation
Data Entry is the main layout which tracks all vital information on three tabs.
Job search form (has container fields where search grid and employment verification and completion forms can be uploaded
Current enrollment – that is to be generated quarterly and reconciled between you and your fiscal personnel and attached with any corrections to the quarterly invoices.
Repayment – used to monitor and track to make sure those in repayment are keeping up.
Addresses
Avery 5160 Labels
Count by Status
Expenses Layouts (for part-timers)
Monitoring Repayments
Student Information
Students to Monitor
Table layouts
Tracking Work
Work/Payback Report
Alumni Updates
Scripts for:
Formatting reports and layouts
Sorting records
Pulling up layouts
Error messages, Cues, Status fields.
Instruction Manual
Tutorial

58. Final Words on FileMaker C.S.I.S
ACCURACY!
Important for tracking:
Enrollment Status
Work Requirement Status
Repayment Status
DATES (graduation, work start/completion, repayment/waiver dates)
Review the Tutorials
Afton
CSIS and Evaluation
– in data entry
– in maintaining contact information
in ongoing tracking
Without this we have nothing!!
Support and assist the Admin Staff!!

59. Purpose of new CSIS (Salesforce)
Individual student information management
Upgrade technology and database model
Improve data collection and reporting
Applicants/Students/Graduates to enter information into online forms synced with Salesforce
Reports ed automatically
Student Tracking
Automatic notifications based on status triggers
Implementation target date: Spring 2018-Fall 2019
Afton (and Rose, if necessary)
CSIS and Evaluation

60. Student/Graduate Obligations and Petitions
Read Your Contracts
Carolyn
Student/Graduate Obligations and Petitions

61. Employment Search Requirements
Within six (6) months of graduation
Within six (6) to twelve (12) months of graduation
Within twelve (12) to eighteen (18) months of graduation
Must return to work at agency
(if employee) Or
Search for qualifying work within a 75 mile radius of Graduate’s home and keep satisfactory documentation.
Search for qualifying employment within the state of California and keep satisfactory documentation
If within 12 months, Graduate does not secure employment within the state, may apply for a waiver to search for employment in a non-profit agency within the state. Graduate must provide satisfactory documentation. If waiver is granted, Graduate may have up to 6 months to do this search.
If Graduate does not secure employment during this time, may apply for a waiver of employment obligation requirements at 18 months after graduation.
Carolyn
Student/Graduate Obligations and Petitions

62. Important Notes
If the student does not complete the IV-E degree program, s/he must begin financial repayment (Includes PCW employees).
Financial repayment language has been more clearly incorporated into the Student Contract
The BASW graduate may delay fulfilling the employment obligation if s/he continues in the MSW program.
County employees who are in part-time IV-E programs cannot begin and complete their work obligation until they have completed their educational program.
If they drop out or are terminated from the program, they must go into immediate financial repayment.
Carolyn
Student/Graduate Obligations, Petitions

63. Petitions Forms Instructional Guides Carolyn
Student/Graduate Obligations and Petitions
Forms are in the Program Guide

64. Petitions
Requests to deviate from contractual obligations for justified reasons
See Program Guide section
Formal process
Provide students/graduates, schools, & CalSWEC central with a systematic, equitable method of resolving complex situations
Ensure federal regulations are followed
Make procedures transparent
Provide timely resolution for all parties
Carolyn
Student/Graduate Obligations and Petitions

65. Petition Process
Step 1: Student/Graduate submits completed Petition Form and supporting documentation to PC & PI
Step 2: Within 30 days, PC & PI scan and submit Petition Form, University Recommendation Form, and supporting documentation to
Step 3: Within 30 days, CalSWEC approves or denies petition
New petition process will be released with the new CSIS.
Carolyn

66. Overviews and Forms See Program Guide online Program Completion Guide
Please give to student when contract is signed
PC Guide to Petition Process
Repayment Agreement
These short guides cover:
The difference between informal and formal problem-solving processes
The basics of formal Petition process and when to use it.
Carolyn
Student/Graduate Obligations, Petitions

67. BREAK
Please return in 15 minutes
break 2:00-2:15 pm

68. Workforce Evaluation
Title IV-E Program Evaluation

69. Workforce Development Evaluation
Program Evaluation Plan
Gathering feedback from all Title IV-E partners
Title IV-E New Graduate, Career Path Surveys (employment obligation and post-employment obligation)
Workforce Study
Phase 1 is complete. Counties have provided retention data
Phase 2 is underway. 2 new counties are participating. Santa Barbara, Contra Costa, & LA
Analysis and write up of findings in 2017
Other county participation?
27-year study (retrospective look at past Title IV-Es)
More nuanced understanding of turnover
Understanding career trajectories of IV- E students over 27 years
Data gathered in the Fall, incentives for participation

70. Program Evaluation Plan
Program Evaluation Plan Overview
Partners’ Perspective
Program Components’ Assessment
Assessment Methods
Coordination and Timing of Activities
Michael
Program Evaluation Plan Overview
Are developing a more comprehensive plan that gathers information about program from partner’s perspective about processes that work well, those that don’t work well, and ways to assist you better in achieving Title IV-E program goals
Partners’ Perspective
We really want to know what the each partner and individuals within the partners think and how we can assist you achieving program goals
Program Components’ Assessment
Will be assessing all the different components of the program that program to better understand what processes are used to accomplish program goals. The goal is ensure efficiency, reduce duplication, and facilitate our partners in achieving program goals
Assessment Methods
We will be using four different methods to assess this information including surveys, key informant interviews, focus groups, and annual needs assessments to gather information
Coordination and Timing of Activities
These assessment activities will be coordinated with existing meetings and events so can be respective of your time and not add to your already busy schedule

71. Title IV-E Program Evaluation Process
Title IV-E Students/Graduates
MSW, BASW, Pathway | Full Time, Part-Time
Selection/Application, Classroom Education, Field Experience, Employment Search, Employment Obligation, Post Employment Obligation
University Partners
PIs, PCs, Classroom & Field Faculty, Staff
CalSWEC PCW Competencies Integration into Curriculum
County Agency Partners
Directors, Managers, Supervisors, Intern Coordinators, Field Instructors
HR/Merit Systems Services
Staff Development
CalSWEC PCW Competencies Integration into Field
CalSWEC
CalSWEC PCW Competencies
CSIS, RTA (Common Core/ Supe Core)
Relationships Between and Among Students/ Graduates, Universities, and Agencies
Title IV-E Students/
Graduates
Recruitment
Selection
Classroom Education
Field Experience
Field Training
Employment Search
Employment Experience
Employment Supervision
Employment Training
Promotion/Job Change
Retention
University Partners
County Agency Partners
Michael
This slide shows the different partners involved in the program evaluation process and the program areas / components of the program that we will be assessing:
The four partners are listed on the left side of the slide and in the figure on the right in Orange boxes and the program areas / components are listed in the white box
The goal is gather information from all the partner’s perspectives to help identify how well the process are working across partnerships and what we at CalSWEC do in order to facilitate that process and make it easier to achieve program goals
One thing we need to do this is to find out what types of information you already collect related to the program areas / components of the program and how this is done
- this brings me to the next slide
CalSWEC

72. Upcoming survey request
CalSWEC would like to know what information our University Partners are collecting in order to:
Understand what and how information is collected & how it’s used
Possibly share some of this information that is relevant to our program evaluation activities
Reduce any duplication in the programmatic data gathering efforts
University Partners
PIs, PCs
Classroom and Field Faculty
Field Instructors
Admin Staff
Title IV-E Students/Grads
Program Areas / Components
Recruitment
Selection
Classroom Education
Field Experience & Training
Employment Search
Employment Experiences (e.g., Supervision)
Employment Training
Promotion /Job Change
Retention
To do this we will be sending out a brief survey to better understand what information you collect, how it’s collected, and how it’s used.
This will allow us to better understand all the things you as partners and individuals are doing to achieve program goals and hopefully see how CalSWEC can help facilitate.
It would also be very helpful if you would be willing to possibly share some the results of these information gathering activities with CalSWEC that is relevant to program activities
This would greatly help CalSWEC get a better understanding of what information you gather and potentially reduce any duplication of requesting information you already have collected.

73. CalSWEC Title IV-E Meetings and Events
Carolyn

74. Regularly Recurring Events
September
Title IV-E Orientation and Refresher
October
October 26-27, 2017
CalSWEC Board meeting
Title IV-E Project Coordinator meeting
Title IV-E Student meeting
February
February 22-23, 2018
CalSWEC Board and Committee meetings
April/May
April 19-20, 2018
CalSWEC Title IV-E Summit
May/June
May 17-18, 2018
Carolyn
*subject to change

75. October 26-27, 2017 Meetings Venue: Long Beach Marriott
Thursday, October 26
8:30am -12:00pm
CalSWEC Board Meeting
1:00 -2:30pm
MHSA Stipend Program Meeting
2:30 -5:30pm
Title IV-E Affinity Groups
Friday, October 27
8:30am -3:30pm
Title IV-E Project Coordinators
Title IV-E Students
Carolyn

76. CalSWEC Title IV-E Summit
Combines the Title IV-E Student Day and the Title IV-E Field Institute
The idea to combine these major conferences took shape during the summer of 2016
This new format and increased attendee base provide students the opportunity to:
learn from a variety of statewide perspectives,
hear from a spectrum of counties and field instructors, and
gain a richer understanding of the child welfare landscape. 
Rose

77. Rose

78. Summit Planning Teams
Rose

79. 2018 Title IV-E Summit Venue: San Mateo Marriott
Date: April 19 and April 20
Target audiences and attendee size (~350)
Student Planning Committee
Two in-person meetings with Student Reps (Oct and Feb)
PCWRZ, Media, Welcome, and Workshop/Keynote
Partner Planning Committee
Overall event structure consultation and RFP review
Two virtual meetings (Aug and Jan)
Rose

80. Summit: Next Steps February, 2018:
2nd Student Planning Committee Meeting
March, 2018:
Registration opens*
April 19 and 20, 2018:
2018 Title IV-E Summit!
October, 2017:
Student Planning Committee Meeting (Theme finalized)
November, 2017:
Save the Date and RFP go out
December, 2017:
Continue workshop recruitment
January, 2018:
RFP deadline (January 8)
RFPs reviewed (by January 26)
Rose
*Invitations to students are proportional by school; numbers to go out to schools in the next month

81. Questions?

82. CalSWEC Central IV-E Staff Email Key Responsibilities
Carolyn Shin
Director
Oversight of program implementation and deliverables; CalSWEC Central cross-program coordination; Student petition review
Rose Chahla
Project Manager
CalSWEC Title IV-E Summit; Student Planning Committees and Meetings; Project management support of initiatives and projects
Elizabeth Gilman
Curriculum and Policy Analyst
Program Guide; IV-E Policy and Student Contracts; CDSS Final Report; Regular Project Coordinator Meetings
Chris Cajski
Director of Technology and Instructional Design
Oversight and cross-program support of technology and distance learning initiatives
Sandhya Rao Hermon
Research and Evaluation Director
Oversight of program evaluation and research
Michael Biehl
Research and Evaluation Specialist
Program evaluation and research support
Michael Sumner
Elizabeth Wroughton
Research and Evaluation Analyst
Afton Hencky
Database Analyst
CSIS maintenance and new CSIS development
Nancy Nelson
Administrative Director
Oversight of contracts and budgets: Master contract execution
Jane Turbiner
Research Administrator
Contracts and budgets: Subawards, invoices, budgets, match
Carolyn

83. WRAP UP PLEASE COMPLETE THE EVALUATION ONLINE Comments on the day
Appreciations
Recognitions
Have a safe trip home!
Carolyn
Wrap up