Common Core 3.0Executive SummaryStakeholder Feedback

Seeking Your Input to Improve Child Welfare Training!

For audio: call 1-866-740-1260enter access code 6439067

Contact information• Melissa Connelly• mconnelly@berkeley.edu• 510-643-9067

Feedback Process• Give a brief look at the

current training for new social workers

• Explain why we want to revise core

• Explain the concept for the revision

• Briefly review the content • Consider resource and

capacity implications• Give you a link to a survey

where you can provide your feedback

Common Core

What is it?

What does it

look like now?

How is it working?

Current Common Core

• Developed 8-10 years ago (rolled out in 2005)• 7 topics with standardized curricula and 14 topics

with standardized learning objectives • Doesn’t really train skill – mostly works on

knowledge• Topic based • Meets federal and state requirements• Meets evaluation goals (trainees do learn in class!)

http://calswec.berkeley.edu/common-core-curricula-child-welfare-workers

Why Revise Core?

Improved flexibility

Improved learning experience

Better use of technology

Better reflect practice changes

Principles of the Revision

• Focus more on the skills beginning social workers need – clear out other content

• Train in ways that work for more social workers – include classes, on-the-job, and computer training

• Make sure content works for all counties• Meet federal requirements (as outlined in the

CFSR and the Program Improvement Plans completed by California in 2004 and 2009)

Common Core 3.0 Concept

Link to practice

Practice skills in the

field

Reinforce skills

• Divide content into practice blocks and link to actual social work activities

• Give basic content in the classroom or on the computer and then have on-the-job activities to practice new skills

• Come back after some experience on-the-job to refine skills

Common Core 3.0

• Content is divided into 6 blocks• Each block has 100 level online trainings and

classroom training• After the trainee completes the 100 level,

there are on-the-job activities to complete for each block

• After the field activities, there is an additional class in each block called the 200 level

Prac

tice-

base

d tr

aini

ng • Training centers on 6 key practice blocks

• Training makes the classroom to field connection

Mul

ti-m

odal • Online,

classroom, and field learning

• Uses modality to make best use of training time

Logi

cal S

eque

nce • Each

content block builds on the next

• Field work linked to classroom content

• 200 level ties it all together

Resource Implications

• In developing Common Core 3.0, the revision team identified the following assumptions about the resources that would be required to implement core

• These assumptions should be considered as implementation will not be possible if they can’t be met

Resource Implications• Counties will provide field supports. This may include

supervisors acting as field advisors for new staff• Field advisors will do the following:

– arrange specific field experiences for trainees– discuss field experiences with trainees– observe some field activities– complete documentation related to successful completion of

field activities

• The field activities are typical social work activities and likely would be included in typical supervision of new employees.

• The field advisor will have additional documentation related to field activities for new social workers.

Resource Implications• Field advisors (supervisors) will receive

training. Prior to serving as a field advisor supervisors (or other staff designated as field advisors) will receive training on the Common Core 3.0 content and on the role of field advisor. This training will include a focus on coaching as a training modality.

Resource Implications

• Trainees will have time and support to complete non-classroom content. As part of the new social worker training process, trainees will have time designated for completion of approximately 26.5 hours of online modules for Common Core and time in the field to complete 20 field activities.

Resource Implications

• Counties have capacity for multi-modal delivery (although alternate versions will be available for on-line modules).

• County leadership, CDSS, and training partners support the use of multi-modal delivery.

• County leadership, CDSS, and training partners support development and use of systems for tracking completion of online, classroom and field content.

Limited training days

County differences

Trainee differences

Constraints

Practice Blocks

Foundation Engagement Assessment Service Planning

Monitoring and

AdaptingTransition

Foundation BlockThe foundation block focuses on training social workers to recognize laws that govern child welfare in the US and California, it provides some basic training about the computer system and writing and it includes best practices such as teaming and trauma-informed practice that are used in all the practice areas.

Foundation Content

Online• Values and Ethics (60 min)• Federal and State Laws (90

min)• Legal Procedures (90 min)• Time and Stress

Management (60 min)• Social Worker Safety (60 min)• Intro to CWS Data (60 min)• Documentation Practice and

Report Writing (120 min)

Classroom• Orientation to Common Core (1/2

day)• Values and Ethics in Practice (1/2

day)• Legal Procedures and

Responsibilities (1/2 day)• Teaming, Collaboration, Trauma,

and Transparency (1 day)• Fairness and Equity (1/2 day)• ICWA and Working with Native

American Families and Tribes (1/2 day)

• Intro to CWS/CMS (1/2 day)

Foundation Content

Field Activities• Legal Procedures and

Responsibilities (4 hrs)• Teaming Practice (4 hrs)• Advocacy (4 hrs)• Social Worker Safety (1 hr)

200 Level• Online: ICWA Review and

Expert Witness (90 min)• Classroom Skill Building (1

day)

Engagement Engagement focuses on training social workers to build strong relationships and partnerships with family members and caregivers to support keeping children safe, improving children’s well-being, and returning children home or making another permanent plan for children.

Engagement ContentOnline• Authority and Courtesy (60

min)• Interviewing (90 min)• Concurrent Planning (90

min)

Classroom• Engagement and

Interviewing (1 day)

Field Activities• Interviewing (2 hrs)• Engagement (2 hrs)• Case Review / Family

Finding (1 hr)

200 Level• Classroom Skill Building (1

day)

AssessmentAssessment focuses on training social workers to gather and assess information about family strengths and needs. This includes looking at important events and underlying causes that may affect the family and their ability to safely care for a child.

Assessment Content

Online• Investigation and

Assessment Overview (120 min)

• Introduction to Child Development (60 min)

• Child Maltreatment Identification (120 min)

Classroom• Critical Thinking and

Assessment (1/2 day)• Assessment Skills Lab (1

day)• Assessing for Key Child

Welfare Issues (1 day)• Child Maltreatment

Identification Skills Practice (1 day)

Assessment Content

Field Activities• Safety and Risk

Assessment in Teams (2 hrs)

• Completing Assessment Tools (2 hrs)

200 Level• Classroom Skill Building

(1 day)

Service PlanningService Planning focuses on training social workers to work with families and their supports to build individualized case plans that address safety concerns within the family. We focus on plans that identify and build on family strengths, rely on natural and community supports, consider the history of trauma in the family, and include efforts to ensure child well-being.

Service Planning Content

Online• Case Planning Basics (90 min)• Intentional Visitation (90

min)

Classroom• Behavioral Objectives (1/2

day)• Case Planning and

Concurrent Planning in Teams (1/2 day)

Field Activities• Writing Behavior Based

Objectives (1 hr)• Team-based Case Planning (1

hr)• Engaging Family Members in

Case Planning (1 hr)• Facilitating Safety Networks (1

hr)

200 Level• Classroom Skill Building (1 day)

Monitoring and AdaptingMonitoring and Adapting focuses on training social workers to maintain strong relationships and partnerships with family members and caregivers during the life of the case, to be flexible and adapt case plans if they are not working well, and to assess services to make sure families are getting the help they need.

Monitoring and Adapting Content

Online• Monitoring and Adapting

(60 min)• Placement (60 min)

Classroom• Managing the Plan (1/2

day)• Placement Safety, Stability,

and Well-being (1/2 day)

Field Activities• Writing Progress Notes on

Case Plans (1 hr)• Team-based Case Planning (1

hr)• Engaging Family Members in

Adapting Case Plans (1 hr)• Placement Stability (1 hr)

200 level• Classroom Skill Building (1

day)

TransitionTransition practice focuses on training social workers to work with the family or young adult to move from being supported by the child welfare system to using community and informal support networks.

Transition Content

Online• Case Closure (60 min)• After 18 (60 min)

Classroom• Transition Practice (1

day)

Field Activities• Transition in Teams (1

hr)• Developing a Transition

Plan (1 hr)• After 18 Activities (1 hr)

200 Level• Classroom Skill Building

(1 day)

Contact information• Melissa Connelly• mconnelly@berkeley.edu• 510-643-9067

Next Steps• Use the survey link to access the

survey and share your feedback

https://www.surveymonkey.com/s/CommonCoreExecutiveSummary

Thank you!!