Attachment A - Mandated Reporter Curriculum Matrix.xlsx
XLSX spreadsheet 27 KB Posted
- Attached to
- Learning Content and LMS for MR Training
- Solicitation number
- BD-22-1539-OCA01-OCA01-75656
- Issued by
- Suffolk County, Massachusetts
About this file
This document provides the curriculum matrix for mandated reporter training for the Massachusetts state government. It covers the general content and advanced content for this training, including defining the mandated reporter role, understanding the rights and responsibilities, recognizing indicators of abuse and neglect, reporting procedures, and follow-up with the Department of Children and Families (DCF). The training is intended for a wide range of professionals who are considered mandated reporters in the state of Massachusetts.
The related state and local contract opportunity is for the provision of learning content and a learning management system (LMS) to deliver the mandated reporter training. The contract is for the state of Massachusetts, and the training is required for mandated reporters across various organizations and institutions, including pre-K-12 educators. The contract does not specify any quantities, response dates, or award information. Pricing terms, funding sources, and other implementation details are not provided.
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Text version
General Content
| General Mandated Reporter Training Curriculum | |||
| Content | Available | Custom | 3rd Party |
| Introduction: Purpose, Content, & Training Format | |||
| Define Mandated Reporter Role | |||
| Recognize Who Qualifies as a Mandated Reporter | |||
| Understand the Rights, Duties and Obligations of a Mandated Reporter | |||
| Understand Protections for Filing a Report | |||
| Understand the Legal Responsibilities of a Mandated Reporter | |||
| Maintaining Certifications | |||
| Knowing Your Responsibilities | |||
| Define Abuse and Neglect | |||
| Understand Reasons Why Mandated Reporters Avoid Reporting | |||
| Fear of Retaliation for Reporting | |||
| Misunderstanding the Standard Type of Conduct that Rises to Level of Child Abuse and Neglect | |||
| Distrust of/Concerns about DCF Involvement with Families and Effectiveness of Protecting Children | |||
| Concerns About Impacting Relationships | |||
| Understand Why We Report | |||
| The Short and Long-Term Physical, Psychological, and/or Behavioral Consequences of Child Maltreatment | |||
| Costs to Society | |||
| Develop Baseline Standards of Reasonable Suscpicion/Cause | |||
| Familiarize with Child and Guardian Relationship | |||
| Identify Concerning Patterns and Red Flags | |||
| Distinguish Abuse from Accident | |||
| Distinguish Difference Between Neglect and Poverty | |||
| Understand and Recognize Cultural Differences and Biases | |||
| Communication and Information Gathering from Child | |||
| Receive Allegations from External Parties | |||
| Overcome Biases Related to Racial and Cultural Equity | |||
| General Language and Cultural Barriers | |||
| Implicit Bias In Reporting | |||
| Disproportionality In The System (CPS) | |||
| Understand Reportable Conditions | |||
| Physical Abuse | |||
| Emotional Neglect | |||
| Neglect | |||
| Exploitation | |||
| Sexual Abuse | |||
| Dependence on Addictive Drugs | |||
| Poverty Related Issues | |||
| Next Steps When Conditions Don't Rise to Level of Report | |||
| Identify Indicators of Reportable Conditions | |||
| Physical Indicators | |||
| Behavioral Indicators | |||
| Recognize a Pattern of Indicators | |||
| Animal Abuse | |||
| Intimate Partner Violence | |||
| Recognize Behavioral and Physical Indictors in Special Needs Cohorts | |||
| Collect Relevant Information of Child Abuse or Neglect | |||
| Recognize When Information is Sufficient | |||
| Understand Next Steps if Situation Does Not Warrant 51A Form | |||
| Document Evidence Properly and Efficiently | |||
| Respond to Children who Self-Report | |||
| File a 51A Report | |||
| Understand Timeline of Filing | |||
| Be Prepared for Intake Screening | |||
| Intake Call with DCF | |||
| File an Institutional Report | |||
| Best Practices in Communicating | |||
| Understand Legal Responsibilities and Consequences if Fail to Report | |||
| Understand Ramificationf of Failure to Report | |||
| Understand Ramifications of False Reporting | |||
| File Report with DPPC | |||
| Contact the DPPC if Student is Over 18 and Abused | |||
| Investigation by the DPPC | |||
| Provide Post-Investigation Recommendations by DPPC | |||
| Manage Relationships when Filing a 51A Report | |||
| Notifying Guardians | |||
| Providing Appropriate Resources | |||
| Manage Internal Relationships when Reporting Colleague | |||
| Process of a 51A Report | |||
| Screen 51A Reports | |||
| Screen In | |||
| Screen Out | |||
| Screen Out with DA Referral | |||
| Understand Emergency Classifications | |||
| Emergency | |||
| Non-Emergency | |||
| Understand DCF Follow-Up to Determine Next Steps | |||
| Communication Flow with DCF Case Workers | |||
| Social Worker Intervention | |||
| Continuing Support for Family/Guardians | |||
| Understand Investigation Types | |||
| Supported | |||
| Non-Supported | |||
| Substantiated for Concern | |||
| Understand Joint Investigation with Early Education and Care | |||
| Conduct Investigation | |||
| Intervention by DCF | |||
| Assigned Response or Ongoing Social Worker | |||
| Investigation | |||
| Assessment Response | |||
| Joint Investigation with EEC | |||
| DCF and EEC Investigation for Special Education Schools | |||
| DESE Notified for Licensed Special Education School | |||
| Determine Child Placement if Necessary | |||
| Kinship Placement | |||
| DCF Physical & Legal Custody | |||
| Foster Home | |||
| Congregate Care | |||
| Understand the DCF Family Assessment & Action Plan (FAAP) |
Advanced Content Advanced Mandated Reporter Training Curriculum tc={136CCEDA-30A4-49DA-BA1E-70A98495571F}: [Threaded comment]
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Comment:
Should we add a section in here for "educator specific case examples"?
| Content | Available | Custom | 3rd Party |
| PreK-12 Eductor Specific | |||
| Overcome Biases Related to Racial and Cultural Equity | |||
| District Level Cultural Trends (PreK-12) | |||
| Understand Reportable Conditions | |||
| Educational Neglect | |||
| Problematic Sexual Behavior | |||
| Medical Neglect | |||
| Nonconsensual Relationships with Underage Peers | |||
| Identify Indicators of Reportable Conditions | |||
| Recognize Alleged Perpetrator Behaviors | |||
| Recognize Indicators of Neglect in Special Needs Students | |||
| Recognize Behavioral and Physical Indicators in Special Needs Cohorts | |||
| Addressing Refusal to Medicate | |||
| Addressing Refusal to Comply with SPED | |||
| Filing a 51A Report | |||
| Internal Consulting Prior to Filing (Multidiscplinary Team Approach) | |||
| Working with School Administration | |||
| Statistics About School Officials Making Reports | |||
| Why Educators Need to Report | |||
| Stable and Safe Resources in Children's Lives | |||
| Cannot Learn Effectively if Being Maltreated | |||
| Close, Consistent Contact with Children | |||
| Knowing How to Strengthen Children & Their Families | |||
| Trained Observers of Children's Behaviors | |||
| Have a Baseline Understanding of What is "Normal" Behavior to Students | |||
| Institutional Reporting in Schools | |||
| Consultation | |||
| Guidance Counselors | |||
| School Attorneys/Administrators | |||
| SPED Administrators | |||
| Child Protection Teams |
Additional Resources
| Mandated Reporter Resource Library Curriculum | |||
| Content | Available | Custom | 3rd Party |
| Understand Continuum Services | |||
| In-Home Family Treatment | |||
| Parent Support | |||
| Youth Mentoring | |||
| Youth & Family Outreach | |||
| Long-term and Short-term Care | |||
| Group Home | |||
| Intensive Foster Care | |||
| Provide Post-Investigation Recommendations by DPPC |
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