For Title IV-E Faculty and Staff

The CalSWEC Title IV-E Program Program Guide* provides information and resources to support program administration and implementation at participating universities.

• CalSWEC Title IV-E Program Program Guide

*This is a restricted-access document for faculty and staff responsible for administering a CalSWEC Title IV-E Program at a participating university.  To request access, please email calswec_iv-e@berkeley.edu with your name, university, and role in the CalSWEC Title IV-E Program.

Each participating CalSWEC Title IV-E school will deliver a curriculum that addresses the outcomes defined by the CalSWEC Curriculum Competencies for Public Child Welfare (updated in 2023) in the classroom and in practicum. Schools are responsible for working with practicum agencies to ensure the linkage between classroom and practicum. The CA Integrated Core Practice Model and the CA Child Welfare Core Practice Model (CPM) Practice Behaviors are integrated into the competencies.

The CalSWEC Curriculum Competencies are periodically revised to reflect current developments in social work practice and education.

The CalSWEC Title IV-E Summit is an annual educational conference that convenes Title IV-E partners, Students, agencies, and Tribal- and community partners around a relevant child welfare theme. To learn more about this event, please refer to the "CalSWEC Title IV-E Summit and Student Representatives" section in the CalSWEC Title IV-E Program Program Guide.

• CalSWEC Title IV-E ICWA Modules
  • The California Social Work Education Center (CalSWEC) Title IV-E ICWA Modules have been developed to provide a foundation for all BASW and MSW students in the Title IV-E Program about California Indian History, Tribal Sovereignty and the Indian Child Welfare Act (ICWA). These modules are meant to provide a cultural, historical and political context to working with tribal communities and applying the Indian Child Welfare Act, the golden standard in social work practice.  In providing this foundation, we hope students arrive at a deeper understanding of the history of Native American communities and how this history has shaped their experience with governmental agencies, laws, policies and practices, including child welfare agencies and workers.  With this new acquired understanding, our intention is that graduates of the Title IV-E Program will engage Native American families, children, and Tribal partners in a way that is culturally responsive and respectful.  Finally, the ultimate goal of these modules is to increase ICWA application and compliance, and improve outcomes for Native American children and families.  
• CalSWEC Title IV-E Online Field Instructor Training eLearning series 
  • This series of six eLearning modules, which reside in the statewide CACWT LMS (with course completion tracking), has been designed for field instructors in public child welfare agency settings and should take approximately three hours to complete.  For access to the trainings, Project Coordinators can refer to the "Field Placements" section of the CalSWEC Title IV-E Program Program Guide, under the sub-section: CalSWEC Title IV-E Online Field Instructor Training.  (The original training series from which this was derived was developed by a consortium of L.A. area CalSWEC Title IV-E schools and LA County DCFS. LA County DCFS field instructors should work with LA County and their school to complete the L.A. County DCFS field instructor training.)
• Trauma-Informed Curriculum
  • Modules related to trauma-informed practice and systems change developed through the SJSU School Work emphasize active and experiential learning. Although the modules were designed for use with intermediate (MSW program) audiences, they are easily be adapted to courses or trainings for beginning or advanced audiences. The modules may be used independently or in conjunction with existing publicly available didactic materials (see Curriculum Resource Review document for recommended materials). The modules were developed Ryan Pickrell, Principal and Owner of Family Restoration Consulting, with Laurie Drabble, Professor, San Jose State University School of Social Work, and include the following: 1) building resilience in the context of cultural humility, 2) self assessment, 3) adaptive ways of addressing trauma across cultural differences, 4) principles of trauma-informed care, 5) developmental perspectives, 6) trauma-informed systems change, and 7) creating effective and sustainable trauma-informed practice.
• Trauma-Informed Practice eLearnings
  • Neurobiology of Trauma
  • SSHARED: A Tool for Identifying Signs & Sequelae of Trauma

  • Trauma Advocacy with Mental Health Systems (MHS)

  • Downloadable versions if you need to laod them into your LMS for student completion tracking. Please note that the three eLearnings linked above are playable but do not record course completion.
  • For information about trauma-informed practice specific to native peoples, a resource is the website on  Neurodecolonization and Indigenous Mindfulness.
• Academic Writing eLearning
  
  • To use this eLearning (developed as an imscc file), you would need to load this eLearning into your campus's LMS. To do so, you can contact CalSWEC for the source file: calswec_tech@berkeley.edu.
• Accessibility Remediation How-To Guides folder
  This online folder of how-to guides was developed for the in-service training program, as part of our ongoing efforts to ensure that our training materials and events meet our accessibility standards (WCAG 2.1, level AA).  We are now sharing it as a resource with the Title IV-E Project Coordinators, faculty, and students. As a disclaimer, we are not claiming authority on accessibility matters. That said, we were thorough in assembling and developing this information, working in collaboration with CDSS's Accessibility and Policy Unit.