COMMONWEALTH OF MASSACHUSETTS ~ DEPARTMENT OF CHILDREN AND FAMILIES

Policy Name: Safe and Supported Placements

Policy #: 23-02 Approved by:

DCF

Effective Date: 02/27/2023

Revision Date(s): 02/06/2006, 07/08/2008,

05/18/2021, 02/27/2023

Federal Legal Reference(s): 42 USC, sec 671 and 675 (10-12) ; 45 CFR, sec 1356
Massachusetts Legal Reference(s): MGL
c. 18B, § 2; MGL c. 119, §§ 23, 23A, 26A and
33; MGL c. 15D, §§ 6-7; 110 CMR 7.100, et seq ; 110 CMR 18.00 ; 606 CMR 5.00 ; and
606 CMR 7.00

SAFE AND SUPPORTED PLACEMENTS

Table of Contents
I. Policy
II. Procedures
A. Definitions/Key Terms 3
B. Roles and Responsibilities 3
C. Ongoing Support 5
D. Planning Placement 9
E. Placement Activities 12
F. Placement Stabilization 15
G. Support During Transition 18
H. Out of State ICPC Homes 21

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I. POLICY
Child development research tells us that children need consistency, predictability, and attachment to a
caring adult to thrive. This is especially true for children in foster care, who have experienced trauma
leading up to and including removal from their home. Children in out-of-home care need stable
placements and connections to caring foster parents. The Department of Children and Families is
committed to providing safe and supported placements for children in out-of-home care to increase
placement stability and lead to better outcomes for children.

To ensure safe and supported placements, the Department actively teams with foster parents to promote
the safety, permanency, and well-being of children in their care. The Department provides continuous
support services and training to foster parents so they can best support children in their care within the
context of family and community life. The foster parent is both a caregiver and a trained resource for the
child. The environment that the foster parent provides is the primary stabilizing factor for a child who has
experienced trauma. The foster parent possesses specific skills and abilities to work effectively with each
child placed in their care. They utilize resources to meet the child’s needs and are able to advance the
child’s plan for well-being and permanency.
It is crucial that the Department understands each child’s unique needs and develops an array of
interventions and/or services to meet those needs. The Department assists foster parents to implement
strategies that help care for and promote stability for the child. Achieving this requires purposeful
collaboration between the child’s clinical team and Foster Family/Kinship staff. Together with the
foster/kin family, they proactively identify predictable sources of stress for the child and foster parent that
may occur throughout placement. They actively address these potential situations by coordinating to
provide direct intervention and access to a variety of concrete support services for both the child and
foster parent.
The Department regularly visits with the foster family. The goal of regular visitation is to support the foster
family in carrying out their role in meeting the needs of the child(ren) placed in their home. Together, the
Department and the foster parents build upon and enhance the foster family’s strengths through:
1. timely sharing of information regarding the child in placement and their family that will help the
foster family care for the child. This includes information about the Action Plan objectives and
tasks, particularly those related to child and the foster family;
2. timely identification of changes or issues that may affect the foster family’s caregiving capacity;
3. timely response to questions and concerns the foster family has regarding the foster child’s needs
to support the foster parents in parenting the child;
4. identifying, with the foster family, education and training programs that may assist them in
meeting the child’s needs; and
5. referring the child and/or the foster family to relevant services and supports to enhance the foster
family’s caregiving capacity.
In addition to teaming with foster parents while a child is placed in the home, the Department is
committed to partnering with foster parents to support transitions out of the foster home. Transition of a
child(ren) from a foster family back to their family home or to another placement setting impacts all
involved. The transition can be as traumatic for a child as removal from their home of origin. Whether due
to a positive move toward permanency, or an unforeseen disruption, the child(ren) and foster parents may
experience transition as a loss. All transitions should be conducted in a thoughtful, planned manner that
minimizes disruption to the child, the foster family, any other children placed in the foster home, and the
child’s family.
Working with individuals who are Deaf or Hard of Hearing and individuals with Limited English
Proficiency: The Department secures interpreter services for individuals who identify as Limited English
Proficient (LEP) in a timely manner. To secure services for individuals who are Deaf and Hard of Hearing,
the Social Worker contacts the Department’s identified contact with the Massachusetts Commission for
the Deaf and Hard of Hearing (MCDHH) who can make requests directly from MCDHH. The Social
Worker, or other Department staff, will not require or suggest that an individual who identifies as LEP
bring their own interpreter or communication specialist to meetings. The Social Worker, or other
Department staff, will not rely on an adult accompanying an individual who identifies as LEP to interpret
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for the individual UNLESS it is an emergency involving an imminent threat to the safety or welfare of an
individual or the public and there is no other interpreter available; OR the individual specifically asks that
the accompanying adult interpret or facilitate communication for them, the accompanying adult agrees to
do so, and reliance on the adult is appropriate under the circumstances.
For all individuals who identify as LEP, documents must be translated and provided in the individual’s
preferred language. The Social Worker arranges for the documents to be translated by using the
Department’s translation service contract in the Area Office. For the purposes of this policy, documents
requiring translation include but are not limited to the Child Placement Agreement, the Foster Parent
Agreement, and notification letters.

II. PROCEDURES

A. DEFINITIONS/KEY TERMS

Throughout this policy, the term “foster” is used to refer to unrelated foster, kinship foster, and pre-
adoptive parents, families, and children and ICPC homes in Massachusetts.

Throughout this policy, tasks that apply to the Foster Family Social Worker (FFSW) also apply to the
Kinship Social Worker (KSW). Interstate Compact for the Placement of Children (ICPC) homes located in
Massachusetts are assigned to the Kinship Social Worker for support once licensed.
Age or Developmentally Appropriate Activities - activities that are generally accepted as suitable for
children, youth and young adults of the same chronological age or level of maturity or that are determined
to be developmentally-appropriate based on the development of cognitive, emotional, physical, and
behavioral capacities that are typical for an age or age group and in the case of a specific child, youth or
young adult, activities that are suitable based on the developmental stages attained by the child, youth or
young adult with respect to their cognitive, emotional, physical, and behavioral capacities.
Limited English Proficient (LEP) – An individual may self-identify as not fluent in speaking, reading,
writing, or comprehending English with providers and staff.
Reasonable and Prudent Parent Standard - The standard characterized by careful and sensible
parental decisions that maintains the health, safety, and best interests of a child, youth, or young
adult while at the same time encouraging the emotional and developmental growth of the child, youth, or
young adult. A caregiver uses this standard when determining whether to allow a child, youth, or young
adult in foster care to participate in the regular extracurricular, enrichment, cultural, and social activities of
childhood.

Visiting Resource - Visiting resources are adults who have a pre-existing relationship with the foster
child AND the foster child visits their home on a recurring/routine basis.

B. ROLES AND RESPONSIBILITIES

1. The Foster Family Social Worker (FFSW) or Kinship Social Worker (KSW)
o developing an ongoing relationship with foster parent(s) and understanding their strengths and
challenges;
o engaging and regularly communicating with foster parent(s) and foster children in the home to
support the foster parent’s caregiving capacity;
o arranging for services for the foster parent, if needed;
o assisting the foster parent in navigating the activities and expectations of the Department and
other entities involved in service delivery;

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o identifying an appropriate foster home for child(ren) experiencing family separation or other
transitions;
o preparing the foster parent for placement and/or transitions of foster child(ren);
o collaborating with child’s social worker in support of foster family to meet child(ren)’s needs;
o communicating with and supporting the foster family during crisis and transitions; and
o communicating and collaborating with child’s Social Worker during transition.

2. The Foster Family Social Worker Supervisor or Kinship Social Worker Supervisor
o is responsible for supporting the Foster Family Social Worker in completing activities to support
the foster family and:
o assist the FFSW in the identification of an appropriate foster home for child(ren) experiencing
family separation or other transitions;
o completing the service referral for placement;
o collaborating with child’s social worker in support of foster family to meet child(ren)’s needs;
o communicating with and supporting the foster family during crisis; and
o assisting in transition activities, if needed.

3. The Area Program Manager over foster care is responsible for:

o supporting the foster care units in decision-making;
o collaborating with child’s social worker in support of foster family to meet child(ren)’s needs;
o communicating with and supporting the foster family during crisis and transitions; and
o assisting in transition activities, when needed.

4. The Area Program Manager over child’s case is responsible for:

o assisting the child’s social worker and supervisor in decisions on emergency transitions;
o assisting in transition activities, when needed; and
o collaborating with Department staff to assist in resolving issues, as needed.

5. The Area Director is responsible for:

o supporting the foster care units in decision making;
o approving emergency transitions of foster children from the foster home; and
o collaborating with Department staff to assist in resolving issues, as needed.

6. The Child’s Social Worker is responsible for:

o providing information to the Foster Care Unit about the child to allow for an appropriate
placement;
o providing information to the foster parents about child needs and activities;
o collaborating with the FFSW and foster parent to arrange phone contact and Family Time
between child(ren) and parent(s);
o collaborating with the foster parent to arrange sibling visitation when needed;
o collaborating with the FFSW to support the foster parents in meeting the child’s needs;
o preparing the child for transitions, if applicable; and
o communicating with and collaborating with the FFSW and foster parents during transitions.

7. The Child’s Social Worker Supervisor is responsible for supporting the Child’s Social Worker in
carrying out the activities in this policy.

8. The Foster/Pre-adoptive Parent is responsible for:

o welcoming a child(ren) into their home at time of placement;
o working collaboratively with the child’s parent(s), when safe and appropriate;
o encouraging and supporting the emotional and developmental growth of the foster child(ren) in
their home;

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o meeting regularly with their assigned FFSW and child(ren)’s Social Worker;
o collaborating with the FFSW and child(ren)’s Social Worker during transitions; and
o fulfilling the responsibilities of a Foster Parent, including but not limited to:
o meeting with collaterals and community supports as outlined by the child’s treatment
plan,
o attending meetings and other appointments related to the child’s case,
o transportation of the child, and
o attending training.

9. The Emergency Response Worker (ERW) is responsible for:

o Supporting the child during an emergency transition.

10. The Hotline On Call Supervisor (OCS) is responsible for supporting the ERW when emergency
transition is needed and:
o seeking AD/Designee approval for an emergency transition;
o entering placement information in electronic record, where applicable; and
o notifying the Child’s Social Worker/Supervisor and the FFSW/Supervisor of emergency transition.

11. The Regional Director is responsible for:

o resolving disagreements about transitions between hosting and placing offices; and
o approving placing child in a foster home that meets their needs when the total number of children
in the home would exceed six foster children.

C. PROCEDURES: ONGOING SUPPORT

The FFSW uses their knowledge of clinical and community resources to arrange services for the foster
family that help them provide individualized care to the foster children in their home. They oversee the
foster family’s involvement in helping the child achieve their Action Plan goals and coordinate associated
activities. They advocate for the foster family’s needs, support them to complete their tasks, and facilitate
communication between the foster family and the child’s clinical team. They help establish normalcy for
the child by coordinating their Department and treatment activities so that the child can still pursue
activities and relationships that are important to them. Finally, they continually assess the foster family’s
caregiving capacity and change services and supports to ensure that the foster family has access to the
resources that will help them be successful caregivers.
The FFSW and the social workers of children placed in the home maintain open channels of
communication so that everyone is aware of the foster family and child’s progress towards a stable and
supported placement. The FFSW and child’s social worker contact each other as needed to discuss
changes in the child’s case or treatment plan. They also discuss any changes in the foster family home
that have the potential to affect the relationship between the foster parent and foster child and/or
placement stabilization. The FFSW ensures that the child’s social worker has relevant information they
need about the foster home required to assess the child’s clinical needs. The child’s social worker
ensures that the FFSW has relevant information about the child required to assess the foster family’s
need for services and support.
1. At assignment, the FFSW reviews the Caregiver Assessment to learn about
Get to Know the
the foster family. Within five working days, the FFSW contacts the foster
Foster Family
family to introduce themselves and schedule a home visit to occur within
twenty working days of assignment or earlier if requested by the foster
parent. Building ongoing, meaningful relationships with foster parents is vital
to the success of placing children. When the FFSW is familiar with the foster
family’s strengths, skills, and preferences, they can effectively match
children with foster homes that meet their specific needs.
2. At the first home visit the foster/pre-adoptive parent agreement and other
necessary forms are reviewed and signed. The FFSW reviews the training
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and support plan with the foster parent, including available DCF resources
and supports and other education and training resources. The FFSW
informs the foster parent about various resources like the Department’s
online portal to share information with foster parents, the Foster Parent
Liaison, and the foster parent support provider, if not already provided.
3. The FFSW gets to know the foster family and their community by asking
questions about their daily routines, regular activities, rules and expectations
in their home, community resources and supports, etc. The FFSW uses this
information when matching children with a foster home that meets their
needs, when strategizing with foster parent(s) how to address potential
challenges prior to placement, and when communicating information to
foster children and their clinical team about the foster home prior to
placement.
4. The FFSW reviews annual and interim assessments so that they can follow
up with the foster family as needed and can integrate the information from
those assessments into their work with the foster family. The FFSW contacts
the LTSW as needed to discuss an annual or interim assessment.

Monthly Visits 5. The FFSW informs the foster family about the purpose of monthly visits and
schedules their next visit if possible. The purpose of monthly visits is to
engage with the foster parent(s) and any child(ren) placed in the home and
to support the foster parent in their caregiving capacity. Monthly visits allow
the FFSW to problem solve in real time in order to stabilize foster families
and minimize placement disruptions. The monthly visits should include:
• identification of any challenges or issues that may impact the foster
family’s ability to care for foster children;
• continuing assessment of the foster parent(s) strengths and challenges;
• review of the training and support plan, including progress towards the
annual 20 hour training requirement and any needed changes;
• discussion of any plan for respite, if needed;
• discussion of any changes to the foster family household and the
impact; and
• identification of any changes to the housing standards of the home.
6. When a foster child is in the home, monthly visits also include the following
discussions:
• the child’s adjustment to the foster home, including a review of the foster
parent’s Weekly Observation Log, and any additional services that may
be needed to stabilize the placement;
• the foster parent’s participation in the child’s action plan and how they
have helped the child’s progress towards their Action Plan goals;
• any changes to the child’s permanency plan; and
• any upcoming activities related to the child’s case (e.g. court dates,
family visits, foster care reviews – See: Permanency Planning Policy)
and strategizing how to encourage foster parent participation when
appropriate.
7. The FFSW in consultation with their Supervisor may decide to increase the
frequency of visits to the foster family home at the foster parent request, as
a result of a need for placement stabilization, or due to a safety or clinical
concern.

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Observe Foster 8. The FFSW should see the foster family interact with the foster children in the
Family Functioning home at least every two months. The FFSW assesses foster family
functioning and the foster parent’s caregiving capacity by observing
interactions between foster children in the home and the foster parents. The
FFSW also speaks to the foster children if age and developmentally
appropriate about how placement is going. Based on these conversations
and their observations, the FFSW can help stabilize the placement in
several ways including but not limited to:
• helping the foster child and foster parents communicate and resolve any
disagreements;
• putting in place new services for the foster family as needed and
assisting the foster family in accessing additional community supports
that enhance the clinical services put in place by the child’s social
worker; and
• giving feedback to the foster parent about their use of the five protective
factors and how they can integrate them into their caregiving. (See:
Licensing of Foster, Pre-Adoptive, and Kinship Families.)

Quarterly Joint Visits 9. Once each quarter that a child remains in the same foster home, the FFSW
and the child’s social worker will conduct a joint visit with the foster parent(s)
to engage the foster parent(s) in conversations about the child’s care and
progress. It’s critical for these individuals to meet regularly, as the foster
home and relationship with the foster parent are some of the most important
factors in a foster child’s success.

10. This meeting serves several purposes:

• For the child’s social worker: information sharing ensures that the
child’s social worker receives holistic information about the child’s
progress within the context of their foster home and community and is
able to adjust services and supports for the child as needed.
• For the FFSW: information sharing ensures that the FFSW understands
the child’s family’s progress towards their Action Plan goals (and
youth’s progress when applicable), including any child-specific
activities, and is able to prepare the foster parent for participation in
upcoming activities related to the child’s case, including transition when
applicable.
• For the Foster Parents: information sharing ensures that the
Department understands all of the foster parents’ responsibilities
towards the children in their care and collaborates to help the foster
parent meet the child(ren)’s needs.
• Together, they review the child’s functioning at home, in school, and in
the community; the child’s extracurricular, enrichment, cultural, and
social activities; the child’s treatment needs and treatment plan; the
child’s permanency plan; and plan for transition from the home when
applicable. This meeting should also cover the topics normally
discussed with the foster family at individual monthly meetings.

Update Child 11. In conjunction with the FFSW and the foster parents, the child’s social
Placement Agreement worker updates the child placement agreement every six months that a child
is placed in the home. This can occur during a quarterly joint visit and is an
opportunity to complete additional tasks such as:

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• review any changes to the information that has been provided about the
child and the child’s functioning;
• ensure that their medical information is up to date;
• ensure the foster parent has a copy of and understands their
expectations in the current action plan;
• review any changes in services being provided to the child and their
family;
• review any changes in visitation schedules between the child and their
family; and
• review any continuances or changes to supplemental reimbursement
services. A new/revised supplemental reimbursement request and
agreement is completed if needed. (See: Supplemental Reimbursement
Policy)
• A copy of the updated signed document is uploaded into the child’s and
foster family’s electronic case records, and a signed copy is given to the
foster parents.

Assess 12. During regular supervision, the FFSW and their Supervisor assess for each
Appropriateness of foster child whether the placement remains the best match for the child’s
Placement needs based on the information gathered during monthly meetings with the
foster family. When the foster family demonstrates consistent inability to
meet the specific needs of the foster child even with the provision of services
and support, the FFSW and their Supervisor reach out to the child’s social
worker and their Supervisor to discuss the appropriateness of the
placement. The foster care team and the child’s clinical team involve their
managers as needed to decide whether to transition the child out of the
foster home. When individuals cannot agree, the ACM convenes a clinical
review team to examine the situation and make a decision.
• When the disagreement is across offices or regions, the RCD of the
placing office convenes a clinical review team and determines who
should attend.

Attend Meetings 13. Although the FFSW is constantly assessing placement stability and
instituting new services and supports as needed, the Department
periodically assesses the appropriateness of placement during meetings set
aside for this purpose, like the initial placement review, foster care reviews
and permanency planning conferences. Foster parents and the FFSW
attend these meetings when invited in order to discuss the progress of the
child and if the current placement continues to meet the needs of the child.
The initial placement review is an especially critical time in which to explore
placement with kinship foster families unknown to the Department at the
time of initial placement. (See: Permanency Planning Policy)

Inactive Status 14. Occasionally, foster families are not able to take placements. In this case,
the family may go inactive instead of closing. A family may only be inactive
for a period of up to six months. The FFSW does not visit foster families
when they are inactive. The FFSW Supervisor approves inactivity.
• Foster Parent Initiated Inactive Status: The foster family can request
to go inactive due to a circumstance that will affect their caregiving
capacity (e.g. new baby, new pre-adoptive child, medical procedure,
extended vacation). The foster family must inform their FFSW at least
twenty working days before their intent to go inactive in order to allow for
planned transitions of any foster children living in their home. The foster

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family specifies the period of time that they will be inactive. They contact
the Department when they are ready to accept placements again.
• Department Initiated Inactive Status: If a foster family has not had a
foster child in their home in forty working days, the FFSW checks in with
the foster family to inquire if they are still interested in being a foster
family and if yes, to strategize around how to reduce any barriers to
placement of new children. If the foster family continues to have no
placements for an additional twenty working days, their status is
changed to inactive.
15. Typically, when the reason for inactivity is that the foster home is not
accepting placements, the foster home is closed after six months of
inactivity. There may be unique circumstances that can be approved on a
discretionary basis if the foster home intends to accept placements in the
near future.

D. PROCEDURES: PLANNING PLACEMENT

Planning placement improves outcomes for children in care by taking the time to partner with their
families, identify their needs, locate the most appropriate placement, and create a plan for stabilization
and well-being. The child’s family and the child’s clinical team plan together for possible family separation
and placement. As the Department is committed to minimizing transitions for a child and making efforts to
ensure the child’s first placement is their only placement, resources and foster homes are shared among
offices to support placement stability. Placement decisions are based on matching the child’s best
interests to a foster family who can provide for their needs, including those needs related to safety, well-
being, permanency, and continuity of significant relationships. Good matches keep families together or in
close proximity whenever possible and appropriate. They provide opportunities for children to develop an
understanding of and positive connections with their ethnic, linguistic, racial, cultural, and religious
background. Good matches ensure that the foster family has the skills and supports to meet the specific
needs of the child, including promoting normalcy and educational success and helping to facilitate
permanency for the child whether through reunification or adoption.

Even during immediate kinship placements (See: Licensing of Foster, Pre-Adoptive, and Kinship
Families) and during emergency family separation, placement can still be a planned process. The
Department and foster parents have many sources of information at hand to learn about a child, including
from their parents, from the child if verbal, from Department records, from the 51A document if applicable,
and from contact with internal and external collaterals. Using these different sources, the Department
and the foster parents can gather essential medical (including allergies), emotional/behavioral,
educational, and developmental information about the child, as well as information about their routines
and like/dislikes that will help lead to a successful placement.

The Department and the foster parents will arrange a phone call between the child and their parent(s)
within 24-48 hours of placement. The foster parents will need to prepare the child and parents to ensure
the phone call is positive. The kinship foster parent should observe the child during the call, provide
support, and discuss the call with the parent and the child after it occurs. Establishing a plan for this
phone call will reassure the child and help them adjust to placement.

Matching 1. As soon as the child’s clinical team determines that family separation is
necessary, they contact the foster care unit to request a match with a foster
home. The first placement considered is always placement with kin. Ideally,
the child’s clinical team has already had conversations with the parents
about family supports and connections – the individuals who they would

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want to care for their child if they are not able to provide care. These
conversations can happen during family separation if needed. During
separation, the child can also identify people that they feel close to with
whom they might like to live. Matching explores best placement when there
are multiple kinship placements available. (See: Licensing of Foster, Pre-
Adoptive, and Kinship Families)
• Refer to Procedures H: Out of State ICPC Homes when the child’s
kin is located outside Massachusetts.
2. When a kinship placement is not available, the child’s clinical team
communicates the specific needs of the child and what is important to them,
including their likes/dislikes and activities, and the type of home
environment/structure/caregiver that the child will respond best to and which
will lead quickly to stabilization. The Foster Care unit can also view the
child’s case record, which should reflect information about the child that can
be used in matching like information about medical/behavioral health,
education, and extracurricular activities. They may consider reaching out to
ongoing workers previously assigned to the child for more information about
the child if the case is not currently open.
3. When not much is known about the child, the foster care unit should
consider placing the child with a foster family who has the flexibility to foster
a wider variety of children with varying levels of need.
4. The FFSW in conjunction with their Supervisor considers the child’s needs
as they search for appropriate foster homes that have the capacity to meet
those needs. The FFSW considers foster homes across Area Offices and
regions to identify the best fit for the child. Preference is given to placements
that keep siblings together, keep children in their school/childcare of origin
and the proximity of the foster home to the child’s family/friends. When
selecting placement options in another area office, the FFSW in conjunction
with their supervisor discuss these considerations with the FFSW or
Supervisor assigned to the home to ensure the placement is a good match.
5. The FFSW in conjunction with the Supervisor considers all characteristics of
the child when selecting a placement, including but not limited to age,
development, language/culture, sexual orientation, and gender
identity/expression. They consider how the characteristics of the child and
their needs will affect and interact with the characteristics and needs of
children already in the foster home and any safety measures that may need
to be put in place to mitigate concerns. They consider the clinical
appropriateness of children sharing bedrooms when applicable. They
consider whether the placement could become the child’s permanent legal
family if needed.
6. The recommended capacity for foster homes is 4 foster children. The total
number of foster children in a home can not exceed 6 without approval from
the Regional Director/Designee (see below).
When placing more than 4 foster children in a home, the FFSW and
Supervisor consider how the characteristics and needs of all of the children
in the home and the foster family’s capacity to meet those needs. The FFSW
and Supervisor review the following in consultation with the Manager:
• the characteristics, needs, and stability of all children that would be in
the home and how they may impact one another
• the foster family’s capacity to meet the children’s needs including their
past experience in caring for multiple children

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• the foster parent’s current functioning (review recent events, stress

management and coping skills, etc.)
• the foster family’s support system and concrete supports
• the family’s caregiver training and assessment, annual assessments,
and any assessment updates; including strengths and needs identified
• the family’s utilization of services, supports, and trainings
• any interim assessments or 51A reports/responses
• any safety measures that may need to be put in place to mitigate
concerns.
• the clinical appropriateness of children sharing bedrooms when
applicable.
7. In limited circumstances, a child may be placed in a foster home that is
intended to be a short-term placement when more time is needed to secure
a kinship or long-term placement and/or placement occurs during non-
working hours.
8. In certain circumstances, the FFSW or their Supervisor must seek approval
from a manager prior to placement.
• The AD/Designee may approve placing a child under age 12 in a foster
home with a Pit Bull, Rottweiler, German Shepherd, or dog that mixes
two out of these three breeds by taking into account the safety
considerations set forth in Department regulations.
• The Regional Director/Designee may approve placements above the
total number of foster children permitted in the Department’s regulations
(i.e. 6 foster children)for the following reasons:
o
o To allow a parenting youth in foster care to remain with the child
of the parenting youth;
o To allow siblings to remain together;
o To allow a child with an established meaningful relationship with
the family to be placed or remain with the family; or
o To allow a family with special training or skills to provide care to
a child who has a severe disability.

Prepare the Foster 9. When a match is made, the FFSW contacts the foster home, explains why
Parent for Placement they think the foster family is a good match for the child, and provides
information about the child(ren), like demographic information, strengths and
needs, likes and dislikes, schedule, routine, and upcoming
appointments/activities. This information helps establish continuity for the
child in the foster home, which can help the child feel stable in their new
home. Kinship foster homes may not need as detailed information about the
child and their needs due to their pre-existing relationship with the child but
may still need information about the child’s upcoming planned activities like
appointments and extracurricular pursuits.
10. The FFSW and foster parent(s) discuss any foster parent concerns and
consider how placement will affect children already in the home. They
discuss how the foster family will help the child maintain ties to their family,
community, and culture. The foster parent confirms that they are prepared to
take the child, and together they form a plan for placement and set a time for
placement when the FFSW can be present if possible. The FFSW sets up
services/supports to mitigate concerns. Lastly, they discuss how the FFSW

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and the child’s clinical team can help the foster parents stabilize the child in
the critical first few days of placement.
11. Although most placements occur quickly, some may not occur right away for
various reasons. In some cases, placement may happen gradually with the
child progressively spending more and more time in the foster home.
12. If the foster parent(s) say they are unable to take the child, the FFSW in
consultation with their Supervisor identifies another appropriate placement
match for the child, and the FFSW contacts them. The child should not be
given placement information until a placement is confirmed.
• During non-working hours: The ERW and OCS coordinate to collect as
much information about the child as possible from the sources available
to them (e.g. the child’s parents, the child’s electronic record, collaterals)
to share with the foster family. The OCS shares this information with the
foster family prior to placement if possible; otherwise, it is shared at the
time of placement.

Prepare the Foster 13. Family separation can be a traumatic event for children. It’s important that
Child for Initial the staff person placing the child communicate, as appropriate to their age
Placement and development, what is happening and what will be happening in their
immediate future, including when they will next be able to contact and see
their family. They provide as much information as possible to children about
the foster family they are joining, including who is part of the foster family
and photos of the family and their home if possible. They should ask what
information the child would like their foster family to know about them and
should share that information with the foster parents prior to placement if
possible. Familiarizing the child with the foster family may not be necessary
when the child is going to kin due to their pre-existing relationship.
14. The person removing the child from their home engages their parents in
further conversations about the child’s current schedule and routines and
any upcoming appointments or activities. They assist the child and their
parents (if safe and appropriate to do so) to pack a bag for the child with
favorite items and any necessary items like medication.

E. PROCEDURES: PLACEMENT ACTIVITIES

Placement is an important activity in stabilizing a child and setting them up for success. When done well,
placement can reduce trauma for the child and reduce stress for both the child and the foster family.
Successful placements familiarize the child with the foster family, their home, and routines and
expectations and familiarize the foster family with the child. The foster parent, the FFSW, the staff person
placing the child, and the child’s social worker all have an important role to play.

Welcome the Child 1. Transitioning the child into the foster home can be extremely difficult
depending on the child and nature of family separation. Every child will react
differently. There are many steps that foster parents and Department staff,
including the staff person placing the child, can take to make the child feel
welcome in the foster home and help settle them. These include:
• communicating information that the child wanted to share with the foster
family or encouraging the child to share information if age appropriate;
• showing them around the house (where they will sleep, where they will
store their belongings);
• helping them unpack their belongings;

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• talking through the schedule/routine for the rest of the day, including
information about mealtimes and snack times;
• going over the rules and expectations in the home;
• asking about the child’s favorite activities/foods and supplying them if
possible;
• providing age and developmentally appropriate comfort with the child’s
consent;
• acknowledging the child’s feelings and the difficulty of what they are
going through;
• assuring the child that they are safe and will be well cared for;
• asking the child if they have any questions and providing appropriate
answers; and
• addressing the child’s concerns if possible about the placement, about
their family, or other concerns they may have.

Discuss Child Safety 2. The foster parents and Department staff discuss safety considerations for
the foster child (e.g., safe sleep), including reviewing any case-specific
information relevant to the child’s safety (e.g., a child who is a victim of sex
trafficking). Together, the foster parents and Department staff develop an
initial plan for the child’s safety, which may include purchasing additional
items to ensure the home is safe for that particular child (e.g., baby gates)
and/or rules for a youth regarding curfew or cell phone use. The FFSW and
foster parents will revisit the foster child’s safety plan as needed.

Share Information 3. Though information should have already been shared with the foster parent
prior to placement, it helps to have further conversations at placement, as
there may be more information to communicate. The foster parents, staff
person placing the child, the child when appropriate, and other staff present
should discuss information known about the child that the foster parent
needs to know in order to provide individualized care for the child over the
next few days. This should include information about the child’s immediate
needs and schedule, what the foster parent needs to know about why the
child was removed from their family, and any restrictions on contact with
family members. Together they should review common reactions to trauma
and specific information about how this child may react to trauma if known.
4. Together they plan for the next few days. During initial placement, this
includes the first phone call between the child and their parents, which is to
occur within 24-48 hours, and the date, time, and location of the first
parent/child/sibling visit, which is to occur within five working days. They also
plan for other upcoming activities as appropriate, such as the 7-day medical
screening, and child-specific activities like school/childcare, extra-curricular
activities, and other pre-existing appointments. Together they strategize how
to solve any barriers to participation by the foster parent or child.
• During non-working hours: The staff person who is placing the child
gives the foster family the number of the office to which the case is
assigned and the name and number of the child’s social worker if
known. They let the foster family know that they can call the Hotline or
Foster Parent Helpline for support if needed.

Complete 5. The child’s social worker collaborates with the FFSW to provide the foster
Documentation family with all placement documents at the time of placement. For immediate
kinship placements or emergency unrelated placements, the child’s social

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worker and FFSW provide the foster family with all placement documents at
the time of placement if possible or within three working days. These
documents include a signed “Child Placement Agreement” (including
Supplemental Reimbursement Request, if applicable), Letter of
Authorization, and the child’s MassHealth card and medical/behavioral
health information.
• During non-working hours, the staff person placing the child must give
the foster family a Letter of Authorization, necessary medical/behavioral
health information, and may give other placement documents if
available.
6. The FFSW Supervisor documents the child’s placement by completing the
service referral on the same day as the placement to ensure that
Department staff know where the child is located and that the foster home
receives timely payment, including clothing allowance and other funds if
applicable.
•During non-working hours: The OCS documents the child’s placement
and notifies the foster care unit. The FFSW Supervisor completes the
service referral on the next working day.
7. The FFSW initiates referrals for any additional services or supports that the
foster parents may need to assist in the care of the child.

Check In with the 8. If the FFSW was not present during the time of placement, the FFSW or
Foster Family their Supervisor contacts the foster parents within one working day of
placement. Together they review everything that the foster parents
discussed with the staff person placing the child. They plan for how the
foster parents will meet the specific immediate needs of the child, including
upcoming appointments and activities, both related to the child’s schedule
and to the ongoing case. The foster parent may request a visit from the
FFSW if they feel it is needed to help settle the new child.
• For placements occurring after hours: The FFSW is available to discuss
foster parent concerns on the next working day and concludes any
discussions at the foster parent’s next monthly visit as needed.
9. Within five working days of placement, the FFSW contacts the foster parents
to see how the placement is going. The focus of the call should be on the
child’s adjustment to the home and any questions or concerns of the foster
family. Together, they again review the child’s upcoming schedule and the
foster parent’s plan for meeting the child’s scheduled activities and ensure
that the 7- and 30-day medical appointments have been scheduled. The
FFSW requests new services or supports to help stabilize the placement as
needed based on the foster parent’s feedback.

Involve the Child’s 10. The child’s clinical team determines whether involving the child’s parents in
Family in Placement placement is in the child’s best interests. The Department strongly
encourages foster parents to develop working relationships with the child’s
parents when safe and appropriate in order to support the child’s well-being
and development. The FFSW assists the foster parents in understanding
why it’s important to involve the child’s parents in the child’s care and helps
them identify ways to include the child’s parents in the child’s care. The
FFSW works with the foster parents to mitigate concerns and together plan
for the introduction of the child’s family in a way that is supportive for the
child. This conversation should begin prior to placement and should continue
throughout placement as long as involving the child’s parents remains in the
child’s best interests.

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Ways to involve the child’s parents in placement could include but are not
limited to:
• inviting the child’s parents to visit the foster home with the child to help
their transition to the foster home;
• allowing the foster parents to facilitate communication between the child
and their parents;
• allowing the foster parents to arrange visits between the child and their
parents/siblings;
• maintaining open communication with the child’s parents, including initial
conversations about the child’s routines and likes/dislikes that can help
make the transition smoother for the child and informing the parent
about important events in the child’s life; and
• inviting the child’s parents to attend important events in the child’s life
(e.g. medical appointments, education appointments, sports games).
11. The FFSW helps the foster parents develop ways to involve the child’s
extended family in placement, especially when a termination of parental
rights has occurred and involving the child’s parents is not appropriate.
Children have siblings, grandparents, aunts, uncles, cousins, and family
friends who may want to maintain a relationship with them. Maintaining
connections with the child’s extended family and community may help create
continuity in the child’s life and support stability in the placement. The foster
parents and FFSW work with the child’s social worker to coordinate
opportunities for engagement between the child and their family.
Suggestions include sending photos or letters, phone calls, virtual visits, in-
person visits, and involvement on holidays and other special occasions.

F. PROCEDURES: PLACEMENT STABILIZATION

Children thrive within the context of stable, responsive, and supportive relationships. Children in foster
care are separated from their parents, which means they are separated from those primary relationships
that are crucial for their development. It is extremely important that foster children bond with their foster
parents so that foster children feel safe and supported and family separation doesn’t hinder their
development.

The FFSW, the child’s clinical team, and the foster parents work together to provide interventions tailored
to the child’s specific needs, with the understanding that the most important intervention is the
environment in the foster home itself. It’s critical that these individuals communicate regularly about how
the placement is going and about the progress of the child.

To help maintain placement stability, the FFSW acts as a care coordinator for the foster family, helping
them to manage the various activities associated with the child’s action plan, treatment needs, and
normalcy. This is particularly important when the foster parents need to balance the potentially competing
needs, services, and activities of multiple foster children in addition to other children living in the home.
The FFSW helps the foster parents deliver individualized quality care for the foster children in their home.
The FFSW connects the foster family to services when needed that will help them care for the children in
their home. The FFSW also connects the foster family and foster child to additional community supports
that may support both caregiving and normalcy. They help the foster parents strategize how to meet all of
their responsibilities related to the child’s activities. They coordinate with other service providers and other
Department staff visiting the home to minimize disruptions to the foster family and child’s daily routine.
They ensure that a stable foster home is the primary goal of all individuals involved with the foster family.

The work of the FFSW supplements but does not replace the work of the child’s social worker. The FFSW
assesses and secures the services and supports needed to grow and maintain the relationship between
the foster family and the child in their care and achieve placement stabilization. Placement stabilization,
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for both the child and foster family, is best achieved through appropriate interventions, including but not
limited to the following strategies:
a. continuous clinical and trauma informed social work practice;
b. ongoing assessments of the child’s needs and the foster home’s caregiving capacity;
c. regular visitation by the child’s social worker and the FFSW;
d. continuous and collaborative communication on the progress of the child, the child’s family, and
the permanency plan of the child;
e. team meetings, particularly with involvement by maternal and paternal family members;
f. coaching and support to foster parent(s);
g. provision of appropriate services to support both the foster family and the child;
h. crisis prevention and intervention; and
i. respite services when needed.

Establish Normalcy 1. Normalcy is important for placement stabilization. Normalcy is both the
continuation of relationships and activities that the child had before
placement and the offering of new age and developmentally appropriate
opportunities. The FFSW discusses prudent parent standards with the foster
parents to ensure that they understand that they have the ability to make
decisions in the child’s life that help support normalcy for them (e.g.
sleepovers, outings with friends and friends’ parents).

Support LGBTQIA+ 2. Department foster parents are trained on how to support and affirm
Children in LGBTQIA+ children/youth in their care. The FFSW helps foster families build
Department homes and communities that are safe for LGBTQIA+ children. They connect
Care/Custody foster parents to resources that build awareness of LGBTQIA+ issues. They
help foster parents develop and maintain connections to the LGBTQIA+
community on behalf of their LGBTQIA+ foster children. They refer the foster
family for services that are culturally responsive and affirming of LGBTQIA+
children/youth and their identities.

Support Children of 3. Department foster parents are trained on how to support and affirm
Color in Department children/youth of color in their care. The FFSW helps foster families build
Care/Custody homes and communities that are safe for children of color. They connect
foster parents to resources that build awareness of systematic racism and
racial equity. They help foster parents develop and maintain connections to
the foster child’s community of origin. They refer the foster family for
services that are culturally responsive and affirming of children/youth of color
and recognize the effects that systematic racism and generational trauma
can have on young people.

Complete Weekly 4. The Department strongly encourages foster parents to fill out a weekly
Reflection Log reflection log. This form records the conditions in the home during the week,
including the foster parent’s observations of the child’s daily functioning and
demonstrated strengths, any noteworthy events in the foster child’s life or
foster home, and reflections by the foster parent about how they and their
family are doing. This form is used in conjunction with other information to
form a holistic impression of the foster family, which is used in several ways,
including during action planning. This form is reviewed at monthly meetings
with the FFSW and is one of the ways that the FFSW assesses the
relationship between the foster parent and the foster child, the stability of the
placement, and if the foster family continues to meet the foster child’s needs.

Approve Visiting 5. Visiting resources are adults who have a pre-existing relationship with the
Resources foster child AND the foster child visits them and/or their home on a
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recurring/routine basis. Visiting resources need to be approved by the

Department in order to ensure the foster child’s continued safety. The child’s
social worker assesses and approves visiting resources who have a
relationship with the child.
6. Visiting resources are an essential part of promoting normalcy and
permanency for foster children. Visiting resources maintain lifelong
connections for children in care and help build new ones. Visiting resources
should be approved or denied within ten working days of initial request.
7. Visiting resources must complete an interview and a criminal and child
welfare history check. In this interview, the worker assesses the caregiving
capacity of the visiting resource using the protective factors framework and
takes into account any criminal and child welfare history check results. The
worker may hold the interview in person or via telephone or other electronic
medium.
8. The worker in consultation with their Supervisor assesses if the visiting
resource’s home is a safe environment for the foster child based on their
age and development and any additional safety or clinical concerns.
Assessment activities may include but are not limited to: a home visit,
interviews with other household members in the visiting resource household,
and gathering personal references.
9. The worker writes a brief summary detailing the visiting resource’s
relationship to the foster child, the proposed frequency of the foster child’s
visits to the visiting resource’s home, the visiting resource’s caregiving
capacity, and a recommendation to approve or deny. Their Supervisor
reviews the summary and approves or denies the visiting resource. The
worker informs the visiting resource and the foster family that the visiting
resource has been approved.
• If a criminal or child welfare check result requires Manager, Area
Director, Regional Director or Commissioner review, the Supervisor
forwards the visiting resource summary for approval. The review occurs
within five working days.
• Visiting resources that remain active require annual criminal and child
welfare history checks. The worker in consultation with their Supervisor
determines what other activities need to be completed to ensure child
safety and the frequency required.

Request Respite Care 10. Even good matches may require additional supports to meet temporary,
unique needs. Every foster parent is eligible for up to ten days of respite
care during a fiscal year. The foster parent is responsible for contacting their
FFSW to request respite care and inform them of the dates requested. The
FFSW matches the foster child with a foster family who can meet their
needs during respite care and informs the foster parent support provider.

Managing Crisis 11. Crises could include but are not limited to a foster child who is missing or
absent, a foster child experiencing a behavioral health episode, a foster child
experiencing a medical emergency, or when a foster child becomes involved
with the criminal justice system. Crises could also include incidents within
the foster family or their home that affect caregiving capacity (e.g. loss of a
foster family member, medical emergency, Domestic Violence, natural
disaster, etc.)
12. Many foster children experience an incident of crisis during their time in
foster care. Matching a foster child with a foster home able to meet their

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needs, instituting the right services, and promoting normalcy for foster
children should reduce the incidence of crisis, but the Department and the
foster parents both need to be prepared just in case. Department staff need
to work quickly when a foster child is in crisis to assist the child, prevent
escalation, and help the foster family return to routine functioning. Timely
response to crisis stabilizes placements and relationships because the foster
parents feel like they have the support they need to parent successfully.
13. When the foster family encounters a crisis during working hours, they should
contact their FFSW and the child’s social worker as soon as possible after
taking whatever steps are needed to secure the temporary safety of children
in the foster home. The FFSW, Supervisor, or Manager returns contact as
soon as possible within the same working day to inquire about the nature of
the crisis and how they might assist. The FFSW, Supervisor, or Manager
should contact the child’s social worker and may contact other staff,
including specialists when appropriate, to create a joint plan to support the
foster family through the crisis. This group decides what activities need to be
completed in relation to the crisis and who should complete the activities.
These activities may include: connecting the foster child and foster family to
new services and supports, updating the foster family’s Training and Support
Plan, and visiting the home.
14. The FFSW, Supervisor, or Manager alerts the Licensing and Training
Supervisor if the nature of the crisis creates or reveals safety or clinical
concerns that may require an Interim Caregiver Assessment. (See:
Licensing of Foster, Pre-Adoptive, and Kinship Families)
• During non-working hours: The foster family contacts the Foster Parent
Helpline for support during non-working hours and contacts the Hotline if
needed. The Foster Parent Helpline notifies the FFSW and child’s social
worker of any calls and any steps taken to stabilize the family.

G. PROCEDURES: SUPPORT DURING TRANSITION

Just like placements should be planned, transitions out of a foster home should also be planned. A child’s
transition from their foster family has a dramatic effect on all involved. This is true even when the
transition is due to a positive reason like reunification with their family or moving to a permanent home.
The security and stability that has been established is lost, which may impact everyone’s emotional well-
being. It’s typical for foster children and foster families to feel a sense of loss or even grief. Transition can
be traumatic even when planned and conducted with sensitivity for feelings. The manner in which
Department staff and foster parents help the child(ren) to transition can be pivotal to its success. It is
important that all who are impacted receive necessary support before, during, and after the transition.
A child may transition from a foster/pre-adoptive home for several reasons including:
a. reunification with their family;
b. placement with siblings and/or kin;
c. placement with a pre-adoptive family;
d. a higher level of care is needed to meet the child’s needs;
e. a different foster home is needed to meet the child’s needs;
f. a young adult transitions into an independent living arrangement;
g. at the request of the foster/pre-adoptive parents;
h. license is denied after the Caregiver Assessment on a kinship home;
i. an emergency removal is needed to maintain the immediate safety of the foster children or the
foster family; and
j. closing of a foster home.

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Planning for 1. Prior to the transition of a child from a foster home, there should be
Transition increased contact between the individuals involved to plan for the transition.
This includes the child’s social worker, the FFSW, the current Foster/pre-
adoptive parent(s), and the caregivers in the home the child is transitioning
to or a provider from the congregate care facility when applicable.
Depending on the reason for the transition, the Department should consider
including the child’s parents and the child when 14 years of age and older.
Prior to the transition and depending on their role, these individuals should
discuss and understand:
• the child’s placement history, including any evaluations and/or treatment
the child may have received during placement;
• the child’s physical, mental/behavioral, and dental health status, related
treatments and/or medications, and any scheduled or needed
appointments;
• the child’s current education progress and any upcoming school events
or meetings; If the child will change schools, the group discusses a plan
for the timing of the change and any other tasks needed for a smooth
transition;
• activities or hobbies the child engages in and plans to provide continuity
for the activities;
• plan for continuing, changing, or ending service providers for the child;
• parenting approaches that have proven helpful or effective with the child;
• the plan for pre-transition visits, if possible and applicable; and
• the plan for continued contact between the foster/pre-adoptive parent
and the biological parent if applicable and appropriate.

Preparing the Foster 2. Transitioning placements can be a traumatic event for children. For this
Child for Transition reason, the Department strives to minimize the number of placements for
children. When transitioning placement is necessary, it is done in a planned
and thoughtful way that allows time for the child to express their anger, grief,
and loss and experience closure. The child’s social worker shares
information with the child regarding the timeline of transition in an age and
developmentally appropriate manner. The child should be given as much
information as possible about their new foster family, including who is part of
the foster family and photos of the family and their home if possible. Ideally,
the child should get the opportunity to meet their new foster family at least
once before transitioning into their home. The child’s social worker works
with the FFSW of their previous placement and the FFSW of their new
placement to smooth the transition between placements as much as
possible.
3. Transitioning home can also cause stress for the child. They may
experience feelings of grief and loss and feelings of confusion or guilt about
why they feel that way. Transitioning home should be done in a planned and
thoughtful way that allows time for the child to work through their feelings
and experience closure. A planned transition also allows time for the family
to become reacquainted with each other and their routines. This should
hopefully smooth over sources of stress as they begin to live with each other
again.

Post-Transition 4. Transitions can be difficult for foster families as well. Foster parent(s) can
Contact request post-transition contact to discuss the transition and/or placement.
The FFSW in consultation with their Supervisor may also decide to schedule

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a post-transition contact with the foster family to check in to see how

everything is going. This contact can be a good opportunity to debrief the
placement, especially if the foster child presented new or unique challenges
for the foster parent(s), and to discuss the foster family’s needs going
forward. The FFSW puts in place new services and supports as needed to
assist the foster family in their continuing work with the Department.

Emergency 5. Emergency transitions are same-day transitions. They occur in very limited
Transitions circumstances when the Department has determined that the child is not
safe in their current foster home and is at immediate risk. They may occur in
the context of a 51B response or during an Interim Caregiver Assessment.
6. When the child’s social worker or the FFSW becomes aware of a clinical or
safety concern that puts foster children in the home at immediate risk, they
immediately confer with their supervisor and manager to determine if the
foster child can safely remain in the foster home. The AD/Designee
authorizes an emergency transition as needed.
7. The decision to transition one child from the home on an emergency basis
does not necessarily mean that other foster children in the home need to be
moved as well. The clinical team for each child will need to consider the
information available and the specific needs of that child in order to
determine if an emergency transition is needed. Whenever possible, the
foster child should be allowed to say goodbye to the foster family. Receiving
closure can help heal the trauma of an emergency transition. When in-
person contact is not possible, a phone call may occur instead.
• During non-working hours: The OCS notifies the AD/designee that an
emergency transition is needed. The OCS records the transition and
notifies the FFSW and child’s social worker.
8. The FFSW or their Supervisor contacts the foster family the child
transitioned from within one working day after an emergency transition to
check in with the foster family and assess their current need for services and
support. They may visit the foster home if there are foster children remaining
in the home to help further stabilize the home and check for safety or clinical
concerns or if requested by the foster parent.
Written notification of the transition is provided to the foster family in writing
within 5 working days of the emergency transition.
9. The Foster Family may have the right to a fair hearing to challenge the
Fair Hearing Rights
transition of a child from their home. The Department is required to notify the
foster family in writing of the child’s transition at least 14 calendar days prior
to the intended transition date. The foster parent has 30 calendar days from
receipt of the written notification of the transition to request a fair hearing.
However, to postpone the transition of the child, the foster parent must
request a fair hearing within the first 10 working days of receiving the written
notice. The Regional or Area Director may override postponing a transition if
it is determined that the foster child’s physical, mental, or emotional well-
being would be endangered by leaving the child in the home.

10. The foster family does not have the right to request a fair hearing when the
child is:
• reunifying with their parents;
• transitioning to a pre-independent or independent living situation; or
• transitioning to a different foster home when their current foster home’s
license was ended after an annual or interim assessment or when a

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kinship home is not licensed at the conclusion of their Caregiver

Assessment.

11. The foster family has the right to request a fair hearing when the child is
transitioning in the following circumstances IF, at the time of the decision to
transition the child, either: 1) the current foster family has requested to
become a pre-adoptive or guardian placement and their request has not yet
been denied; or 2) the foster parent has requested a fair hearing on the
decision to deny their request to be a pre-adoptive or guardian placement
and the fair hearing has not been completed.:
• transitioning to a foster home where one or more of the foster child’s
siblings are residing, and no siblings of the foster child are residing in
their current foster home;
• transitioning to a kinship foster home, if the current foster home is not a
kinship foster home;
• transitioning from a comprehensive foster care home where the child no
longer needs that level of care;
• transitioning to a pre-adoptive home; or
• transitioning to the home of a prospective guardian.

12. The pre-adoptive or prospective guardian foster family has the right to
request a fair hearing regarding the child’s transition, unless the child is
being transitioned for one of the following reasons:
a. to be reunified with their parent(s) or guardian(s);
b. to be placed in an independent living situation; or
c. to be placed in a different foster home because the foster family’s
license has ended.

H. PROCEDURES: PLACING CHILDREN OUTSIDE OF MASSACHUSETTS (ICPC)

Placing a child in an out of state foster home requires collaboration between the child’s clinical team, the
licensing and training unit, and the ICPC unit. The licensing and training unit assists the child’s social
worker and consultation as needed related to the child’s out of state placement.

Initiate ICPC Process 1. When the best match for a child is with a family who lives outside
Massachusetts, the child’s social worker must talk with the out-of-state foster
family to obtain information that is required to complete an ICPC request
including basic demographic information for household members age 15 and
older from the out-of-state foster family. The child’s social worker adds the
out-of-state primary caregiver of the foster family as a kin collateral in the
child’s case and requests a check of criminal and child welfare history for all
household members age 15 and older. This includes CORI (Criminal
Offender Record Information), SORI (Sexual Offender Record Information),
and DCF History Checks.
2. The child’s social worker and their Supervisor review the foster family’s
history and any related safety or clinical concerns and determine whether to
proceed with an ICPC referral. They obtain any necessary approvals related
to the foster family’s history when the decision is to proceed. (See:
Background Records Check Policy.) Once approval is obtained, the child’s
social worker initiates the ICPC referral in the child’s electronic record,
including uploading any required documents. The ICPC unit is notified when
the referral is complete.

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When the decision is not to proceed, the child’s social worker contacts the
out-of-state foster family and informs them of the decision and informs them
in writing of their right to request a Grievance.

Gather 3. The ICPC unit collaborates with the child’s social worker to gather necessary
Documentation documents for the ICPC referral, including but not limited to basic
demographic information about the child; medical, behavioral health, and
educational information about the child; the child’s current Action Plan; and
proof that DCF has custody of the child. The child’s social worker compiles
the ICPC packet which is uploaded into the ICPC section of the child’s
electronic record. The ICPC unit reviews the packet and sends the referral to
the state where the out-of-state foster home resides. The child’s social
worker is notified when the referral has been sent.

Upload License Study 4. The ICPC unit uploads the license study for the out-of-state foster family into
the child’s case record and notifies the child’s social worker. If the ICPC
home study approves the home for placement, the child’s social
worker creates the kinship foster care record from the child’s clinical case.
The home is then assigned to the Regional Office Assignment Manager for
them to assign to an LTSW. The assigned LTSW adds the start and end
date, if there is one, of the home’s foster family license. If the child’s ongoing
team decides not to move forward with the foster family, the assigned
LTSW closes the foster family.

Place the Child 5. The child’s clinical team reviews the license study and decides whether to
place the child with the out-of-state foster family. The ICPC approval to
place the child with the out-of-state foster family is valid for six months.
When the decision is to place the child, the child should be placed in the out-
of-state foster home as soon as possible within a timeframe that is clinically
appropriate. The child’s social worker informs the LTSW and the ICPC unit
when the child will not be placed in the ICPC home so that they can close
the ICPC home.
The LTSW indicates the placement decision in the out-of-state foster family
record, and if the decision is to not place the child, the LTSW informs the
family in writing of their right to a Fair Hearing and closes the foster family
record. The child’s social worker competes the “100 B” information, which
includes the date the child will be placed out of state, in the child’s ICPC
section of the electronic record. The ICPC unit will be notified when the 100
B is complete. The ICPC unit transmits the signed 100 B to the receiving
state prior to placement.
6. The child’s social worker contacts the out-of-state foster family to obtain a
W9 form prior to placement. The LTSW documents the child’s placement by
completing the service referral on the same day as the placement to ensure
Department staff know where the child is located and that the foster home
receives timely payment. The LTSW updates the service referral for the out-
of-state foster family as needed.

Review Quarterly 7. The LTSW will track and monitor the receipt of quarterly reports from the
Updates state of the child’s ICPC foster family. ICPC unit uploads quarterly updates
into the child’s case record and notifies the child’s social worker and LTSW.
The child’s social worker along with the assigned LTSW reviews the
quarterly update and discusses the updates with their Supervisors as
needed. The LTSW also tracks the license end date for ICPC foster homes
and works with the ICPC unit to obtain updated home studies and updated

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foster home licenses. The updated documents are uploaded in the ICPC
foster family record.

Close the ICPC Home 8. The child’s social worker informs the LTSW and the ICPC unit when the
child is leaving placement, who then close their respective records. When
the out-of-state foster family has become the child’s Guardians or Adoptive
Parents, the child’s social worker works with the LTSW and the subsidy unit
to transfer the ICPC home record to the subsidy unit.

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