using instructional technology to increase retention & access · before 34 h ig h q u a lit y w...

PSU Center for Improvement of Child & Family Services pdx.edu/CCF

Using Instructional Technologyto Increase

Retention & Access

Angela Ang, Jeff Baker & Michelle Clinch

Michelle ClinchNational Child Welfare Workforce Institute

80% new skills lost within 30 days

Source: Grovo

<15%of what is learned is

successfully applied

Workforce Changing

Source: Department of Labor

Millennials

• Most educated generation

• Want & believe important to keep learning

• First native digital (know no other way) generation

• Expect resources to be easily accessible

• Look online for answers (Google, peer network, etc.

Source: Delotte Millennial Survey

Number of Smartphone Users in U.S.

Decreasing Attention SpansSources: Grovo & ej4

1515

30

45

60

What we are doing when listening to webinars & conference calls Interrupted 5X’s an hour!

Source: Northwood Business Brief Infographic & Grovo

Of 600 social workers

82%said their caseload increased last year

Expectations Accessibility

TimeAttention Spans

POLLEv.com/lamm

Microlearning Best Practices

• Short (3-9 minutes)

• Focused content (1 learning objective)

• Part of a larger strategy

Microlearning has emerged to

address the latest research

on shrinking

attention spans, retention &

learners’ desire

for control over their learning experience.

MyNCWWI.org

Supervisors & Managers

• Team Meetings

• Lunch & Learns

• Coaching

• Implementation Teams

• Incorporate into curriculum as pre/post work

• Use for performance support

• Promote as free professional development

Training Departments & Faculty

Self Directed Learning

• Personalized & self-paced

• Just-in-time (when need it which can increase retention & application)

• Convenient (anytime, anyplace, anywhere)

• Reusable (reinforcement)

• Sharable

Coming this Summer

Best Practices

On Demand Learning

Toolkits Infographics & 1-Pagers

Online Resources

Multimedia Informal Learning &

Peer Support

Social Work Educator Resources

Angela AngSystems of Care Institute

20

Designing for Printand 2D Animation

ANGELA ANG

SYSTEMS OF CARE INSTITUTE, CCF, PSU

USING INSTRUCTIONAL TECHNOLOGY TO INCREASE RETENTION AND ACCESS

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2D Animation

Designing for PrintJob Aids

Posters

FlyersReports

Newsletters

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Dimensions/Resolution

PRINT WEB

INCHES

300 DPI

Example: 8.5” x 11”

PIXELS

72 DPI

Example: 1920 x 1080 px

24

644 x 484 px

2576 x 1932 px

25

Bleed No Bleed

26

Color Modes

Are colored inks

For print

Is monitor light

For web

RGBCMYK

27

Image courtesy of: www.smartlevels.com/

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VECTOR BITMAP (RASTER)

Mathematical formulas

Re-sizable without pixelation

PDF

EPS

SVG

Made of pixels

Cannot be made bigger without pixelating

JPG

GIF

PNG

TIFF

Vector vs Bitmap

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MS Word

MS Excel

MS PowerPoint

Adobe Illustrator

Adobe InDesign

Adobe Photoshop

DOC

XLS

PPTX

AI

INDD

PSD

Source Files

30

FOR PRINT FOR WEB

PDF

EPS

TIFF

PDF

JPG (no transparency)

PNG (transparency)

GIF

File Types

31

Job Aids

High Quality Wraparound 2

Wraparound Fidelity & High Quality Wraparound | Systems of Care Institute| ver. 04.03.2017

High Quality Wraparound is: From NWI… “[M]easuring whether wraparound is being

implemented ‘as intended’ will require, at a minimum, assessing (1) adherence to the principles of

wraparound, (2) whether the basic activities of facilitating a wraparound process are occurring,

and (3) supports at the organizational and system level.” (Bruns, 2008)

High quality Wraparound is measured using the following tools:

1. OREGON BEST PRACTICE GUIDELINES -Recommended Leadership & Administrative Oversight *Role of Systems of Care *Governance Structure *Funding *Supervision & Coaching *Supports & Services *Social Marketing & Information for Families & Youth *Utilization Review *Qualifications for Family Partners, Youth Partners & Wraparound Care Coordinators -Recommended Roles & Terminology -Recommended Team Functioning & Facilitation of Wraparound -Recommended Quality, Fidelity & Evaluation *Outcomes *Training & Workforce Development *Capacity 2. INTENSIVE WRAPAROUND 4-DAY TRAINING/OTHER TRAININGS 3. TECHNICAL ASSISTANCE: SYSTEMS OF CARE INSTITUTE-PSU, OREGON FAMILY SUPPORT NETWORK (OFSN), AND YOUTH MOVE OREGON (YMO) 4. ASSESSMENT TOOLS -Wraparound Fidelity Index, Easy Version (WFI-EZ) -Team Observation Measure (TOM) -Child and Adolescent Needs and Strengths (CANS) -Transformational Collaborative Outcomes Management (TCOM) -Oregon Best Practice Assessment 5. OREGON WRAPAROUND COACHING AND SUPERVISION TRAINING AND TOOLS

Content Thumbnails Vector Graphics

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GuidelinesforWritingNeeds&OutcomeStatements|SystemsofCareInstitute|ver.04.10.2017

GuidelinesforWritingNeedsStatements

1. Mustincludetheword“needs”

2. Notaservice

3. Notanactionstep

4. Isitaneed?

5. Includesonepersononly,exceptfortherelationshipdomain

6. Makesuretheneedconnectstoalifedomain

7. Thinkabouttheheart(thecore)oftheneed,notjustthesymptomsandbehaviors

8. Keepitsimple!

Examples:(Insertyouth’snamehere)needs…..

(Insertparent’snamehere)needs....

Inordertogetatrueneedstatement,taketheservicethathasbeensuggested

andplugitintoanyofthefollowingquestions:

1. Whatisityouhopetogetoutof_____?

2. Howwill____helpyou?

3. Whattypeofconcernsdoyouwant___toaddress?

4. Whatdoestheyouth/familyneedhelpwiththat____willaddress?

GuidelinesforWritingNeeds&OutcomeStatements|SystemsofCareInstitute|ver.04.10.2017

GuidelinesforCreatingOutcomeStatements

• Aresultorfuturestateofbeing

• Notanactionsteps

• Includestheword“will”or“is”

• Linkedtotheneed

• PassestheSMARTtest

• “NOT”isnotallowed

Tip:Brainstormfirst,thenmeasureit

GoalsObjectivesOutcomes

Specific

Measurable

Achievable Realistic

Time-Limited

Linkedtoarate,number,

percentage,orfrequency

On,off,alwayscanalsobe

specificindicators.

Hasareliable

processto

measureprogress

towardthe

achievementofthe

Outcome

Statement

Hasafinish/startdate

clearlystatedanddefined

Itcanbedonewitha

reasonableamountofeffort

Hasafinish/start

dateclearlystated

anddefined

33After

34Before









Wraparound Fidelity 1


Wraparound Fidelity is: From NWI… “[M]easuring whether wraparound is being

implemented ‘as intended’ will require, at a minimum, assessing (1) adherence to the

principles of wraparound, (2) whether the basic activities of facilitating a wraparound

process are occurring, and (3) supports at the organizational and system level.” (Bruns, 2008)

GUIDING PRINCIPLES WRAPAROUND FACILITATION ACTIVITIES

Fidelity is assessed by using the Wraparound Fidelity Index-EZ measure (WFI-EZ) with

teams and the Team Observation Measure while observing Wraparound Care

Coordinators.

1. Family Driven and Youth Guided (NWI: Family Voice & Choice) 2. Strengths Based 3. Natural Supports 4. Individualized 5. Culturally and Linguistically

Responsive (NWI: Culturally Competent)

6. Team Based 7. Community-Based 8. Collaboration 9. Persistence 10. Outcome Based

1. Introductions 2. Ground Rules 3. Family Vision 4. Team Mission 5. Strengths/Successes 6. Needs 7. Prioritize Needs 8. Outcomes 9. Brainstorm Strategies 10. Assign Action Steps 11. Agree and Summarize Plan 12. Schedule Next Wraparound Youth &

Family Team Meeting

35After

36Before

WorkingwithSystemPartnersinWraparound|SystemsofCareInstitutev04072017

Working with System Partners in Wraparound

Questions to consider:

1. When planning to participate in a Wraparound team meeting, what are

some issues/concerns that are important for the team to address from

your agency’s perspective?

2. What are some possible constraints you or your staff may have to participating in the Wraparound process?

3. What support do your agency staff need to be involved in the

Wraparound team process?

4. In terms of your agency mandate(s), what are some good examples of

challenges and creative solutions that have been used to address these in Wraparound?

5. In promoting the principles of Wraparound, what have been the

greatest challenges and successes that have been implemented in

your agency?

37After

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Utilizing the CANS Tool in the Wraparound Process | 020618 © Systems of Care Institute, Portland State University

4

2. Benefits of the CANS

EXPLANATION OF CANS SCORES

Level of Needs

Level of Strengths

• The CANS is a comprehensive tool which includes items related to functioning, risk factors,

emotional, and behavioral needs. This is a strengths-based tool focused on meeting youth and

family’s needs using the identified strengths. This is one example of putting the Wraparound Principle Strengths-Based into practice.

• The CANS is integrative and helps professionals put all of the information they have in one place. This allows a lot of information to be considered and shared between team members

quickly. This supports collaboration, and demonstrates putting that Wraparound Principle into

practice.

• The CANS provides information to help guide the Wraparound team in making decisions about

what to focus on and where to start, or how to prioritize needs.

• The CANS helps teams track progress over time. Each time CANS are re-scored while a youth

and family is in Wraparound, the changing scores are one way of measuring progress toward

completing outcomes and meeting the prioritized needs. This is an example of being outcome-based, which is one of the 10 Wraparound Principles.

• The CANS keeps the conversation transparent by being purposefully direct and clear. It has simple scoring so that all people in the family’s life can review and use the measure as a way to

communicate about how the process is working. This is one way the Wraparound planning

process is Family-Driven and Youth-Guided.

• The CANS also provides a means for quality improvement of the system through the

aggregation of data into a centralized location for analysis by the region and the state of

Oregon. This allows for Systems of Care to be Family-Driven and Youth-Guided by using outcomes to drive system change.

• 0 = indicates a dimension where there is no evidence of any needs.

• 1 = indicates a dimension that requires monitoring, watchful waiting or preventive

activities.

• 2 = indicates a dimension that requires action to ensure that this identified need or risk

behavior is addressed.

• 3 = indicates a dimension that requires immediate or intensive action

• 0 = indicates a domain where strengths exist that can be used as a centerpiece for a

strength-based plan.

• 1 = indicates a domain where strengths exist but require some strength-building efforts in order for them to serve as a focus of a strength-based plan.

• 2 = indicates a domain where strengths have been identified but require significant strength-building efforts before they can be effectively used as a focus of a strength-based

plan.

• 3 = indicates a domain in which efforts are needed in order to identify potential strengths on which to build.


5

Phase One Process:

Step 1: During the initial meeting with the family, the Wraparound Care Coordinator, Family

Partner, and Youth Partner orient the youth and family to the CANS using the suggested

information and supporting documents within the CANS Toolkit.

Step 2: The Wraparound Care Coordinator, Family Partner and Youth Partner discuss who will

meet with other identified team members. During these initial team member engagement

meetings, individuals identified by the youth and family are oriented to the Wraparound planning

process, including the CANS and how the CANS scores will be utilized in the planning process. The

Family Partner, Youth Partner and Care Coordinator will meet to discuss information gathered from

each team member about the youth and family’s strengths and needs during the engagement

meetings. The Care Coordinator then uses this information to score each CANS item.

Step 3: Using the information from the initial conversations with youth, family, and identified

team members, as well as all available documentation, the Care Coordinator prepares the

Strengths and Needs Summary. This document summarizes key information about strengths,

needs, culture, and vision for both individual family members, and the family as a whole. The

Wraparound Care Coordinator then uses the summary to inform scoring the CANS.

Step 4: The Wraparound Care Coordinator shares the scores with the youth and family, with the

support of the Family Partner and Youth Partner, and facilitates a discussion to ensure the youth

and family understand and agree with how their strengths and needs were scored. This is a key

discussion, as it is an opportunity to get the youth and family’s feedback (an example of putting

the Family-Driven, Youth-Guided principle into practice) to ensure information was not missed or

misunderstood, and that none of the scores are surprising.

Step 5: If new information is provided while discussing the CANS scores, the CANS scores may

be adjusted based on this new information. It is important scores are only changed based on new

information, not simply a disagreement about the actual score. Only a certified CANS rater can

score the CANS, or change a CANS score, and this must be based on the information from the rater

training, not opinion. Anyone is capable of becoming a certified CANS rater, even youth and

families, however, in the Wraparound planning process the Care Coordinator is responsible for

scoring and rescoring CANS items.

Step 6: The Wraparound Care Coordinator, Youth Partner, and Family Partner discuss the

agenda of the first Wraparound team meeting with the youth and family. The youth and family,

along with the Trifecta, develop a plan to share CANS items with the rest of the team at the first

Wraparound Team (CFT) meeting– taking into account any sensitive information and areas of

difficulty. The youth and family decides if the scores are shared, or simply the actionable items

(strengths scored 0 or 1; needs scored 2 or 3).

Wraparound Phase Two: Plan Development

During the second phase of the Wraparound planning process, the Wraparound Team will begin

using the CANS scores to inform decisions about how to support the youth and family in meeting

their needs by building on their strengths. The process begins by sharing the CANS information

with all team members as discussed in the planning meeting with the youth and family, and then

facilitating a Wraparound Team (CFT) meeting to develop the plan. Section 2 (page 7) outlines

specific tools for plan development.


6

Phase Two Process:

Step 1: Facilitate Wraparound (CFT) meeting with CANS process listed in Section 2.

Step 2: Integrate the CANS scores into documentation on the Wraparound Plan of Care and

Wraparound Crisis & Safety Plan (refer to examples in Section 2).

Wraparound Phase Three: Implementation

During the third phase of the Wraparound planning process, the team begins initiating strategies

and specific action steps from the co-authored team plan. During this phase, the team meets at

least every 30 days to discuss progress and assess if the strategies and action steps are meeting

the prioritized needs. The CANS is re-scored at least every 90 days, and changes in scores inform

the team about progress, success, and new strengths and needs to potentially be addressed in

planning; tracking changes in CANS scores is one way of putting the Wraparound Principle

Outcomes-Based into practice.

Phase Three Process:

Step 1: Re-score the CANS at least every 90 days.

Step 2: Create a way to track changes in CANS scores.

Step 3: Share changes to CANS scores with the team and address scores that the team chooses

not to prioritize.

Step 4: Use CANS information to celebrate successes, update plan, and change strategies.

Wraparound Phase Four: Transition

During the last phase of the Wraparound process, the youth and family prepare for transitioning

from the formal Wraparound process with the support of the team. Improved CANS scores help

inform the plan for transition. For example, when action items (needs scored 2 or 3) become non-

action items (needs scored 0 or 1), it informs the team that their outcomes have been achieved.

Phase Four Process:

Step 1: Use improved CANS scores to facilitate a discussion about transition.

Step 2: Re-score the CANS at transition/discharge point.

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CANS Ratings

Rating Needs Domains

0 No evidence of need; no need for action.

1 History of or possible need; watchful waiting/prevention/additional assessment.

2 Need is interfering with functioning; action or

intervention required.

3 Need is dangerous or disabling; immediate or

intensive action required.

Rating Strengths Domains

0 Centerpiece strength; central to planning.

1 Strength present; useful in planning.

2 Identified strength; consider strength building or

development activities.

3 No strength identified; strength creation or

identification may be indicated.


1

Utilizing the Oregon Child and Adolescent Needs and

Strengths Tool (CANS) in the Wraparound Planning

Process

1 Introduction

This guide provides information and tools to help utilize the CANS within the phases of the

Wraparound planning process1. Each community may need to tailor the process based on their

agency’s particular design and structure. There are many ways that the CANS can be utilized in the

Wraparound planning process and be a decision support tool for the Wraparound team.

First, the CANS helps guide information gathering, and team discussions, helping all team

members focus on the needs and strengths of the youth and family during the Wraparound

planning process. It provides a common language easily understood by youth and families, and

creates common understanding for cross-system team members during the planning

process. Utilization of this tool is one way to put the Family-Driven, Youth-Guided, Team-Based,

Strengths-Based, Individualized, and Outcomes-Based principles into practice.

The CANS uses a 0-3 rating system to assist teams in the identification of “actionable” needs and

strengths items. Strengths identified using the CANS provide information for the team to consider

when developing, monitoring, and updating the Wraparound Plan of Care, including “useful

strengths” and “strengths to build”. Additionally, it provides risk factors to be considered when

creating The Wraparound Crisis and Safety Plan.

Utilizing the CANS in the Wraparound planning process is one way of putting the

Wraparound principle “Family-Driven and Youth-Guided” into practice. Youth and families have access to the tool and results from the beginning, and are involved

in discussions about the fit of the scores each time the CANS is updated.

“Nothing about us, without us.”

1 As the State of Oregon begins using the CANS across the state, Systems of Care Institute will align all tools, forms, and recommendations accordingly.

Six Guiding Components of the CANS

1. Items are included because they are relevant for planning and decision

making.

2. Item ratings translate into action levels.

3. Focus is on the youth’s needs, not interventions or services that could

mask a need.

4. Consider culture and development before establishing action levels.

5. It’s about the “what”, not the “why”. Don’t explain away needs with

what you think might be an underlying cause.

6. Specific ratings window (30-days) can be over-ridden based on action

levels

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Posters









Content Thumbnails Vector Graphics

56

Flyers, Reports and Newsletters









Content Layout Color CorrectStock Images

62

A Word on Word…

63


2

2 Talking with the Youth, Family and Team about the CANS

The CANS provides important information that informs the youth, family, and team members as

they plan together and co-author the Wraparound Strengths and Needs Summary, the Wraparound

Plan of Care, and the Wraparound Crisis & Safety Plan. It is essential that each team member is

oriented to the CANS and understands how it will be used in all phases of the Wraparound planning

process.

Wraparound Phase One: Engagement and Team Preparation

ORIENTATION OF YOUTH AND FAMILY

The youth and family should be oriented to the CANS during phase one of the Wraparound

planning process - during or shortly after the first engagement meeting with them. Areas to

consider for orientation include: background information about the tool itself, how the CANS

compiles information from different sources, and its purpose as a communication and decision

support tool. It is recommended that the youth and family be offered a copy of the tool, the Praed

Foundation website address (praedfoundation.org), and any other supporting written information

they wish to have. Some youth and families may not want any of the above, and respecting that

decision is putting the Family-Driven, Youth-Guided principle into practice.

While there is no “one way” to talk about the CANS with the youth and family, the suggested

scripts below are meant to give ideas about how to orient them to the tool and how it can support

them throughout the Wraparound planning process.

1. Background

2. Integration of Information

• “The CANS is The Child and Adolescent Needs and Strengths tool which was developed to

support system partners and providers who work with youth and families in making decisions about quality care, planning, supports and services. It is widely used by projects

like Wraparound and by mental health, child welfare and juvenile justice programs. It works

by providing information in a common language about strengths and needs items that translate into levels of action for planning. Having a common understanding and language

for all team members is one way of putting the Wraparound Principle of being Team-Based

into practice.”

• “Here is a copy of the CANS Manual and some other written materials I can leave with you

to look through if you are interested. We will review the CANS scores together, and after we have agreed on how each item was scored we will plan together how you want the

information shared with the team at the first meeting. This is one example of how the

Wraparound process is Family-Driven and Youth-Guided.”

• “The CANS provides a place where all of the different information about your family is

collected from you and your team members and compiled into one place. The

information about your family provides the most accurate picture of your family’s strengths and needs, and helps the team make plans that will meet your needs by

utilizing and building on your strengths. This is one example of putting the Wraparound

Principle Individualized into practice; all decisions in the Wraparound planning process

will be tailored to your family.”

64

Animation

65

Animation

Storyboard artists create the camera

moves and character performances.

Live Actionvs

Workflows

Script will undergo significant changes

as it is translated to storyboards.

Editing is part of preproduction

using the animatic.

Storyboards are only used for rough action

and camera blocking. The actors will create

the performances.

The script is created by writers and is

finished before shooting starts.

Editing is part of post-production.

66

ORIGINAL SCRIPT = 756 Words

67

FINAL SCRIPT = 747 Words

73

REALLY FINAL SCRIPT = 868 Words

(Formatted to storyboard)

Total length of movie: 7 minutes (7:40 with credits)

Took about 6 months to complete by one individual

24 scenes comprised of 91 animated shots

74

Hi there! I’m Frankie. I’m a human who grew up on a different planet. I had always been curious about what Earth was like, so I decided to build a space ship so that I could travel back to Oregon and learn more about where my ancestors had lived.

After I safely landed my spacecraft, I was excited to get out and explore the surroundings. It seems like a great way to do this is to go hiking. On my first hike I see a lot of different aspects of the environment- plants, rocks, clouds. Much of what I see is beautiful and intriguing. As I walk along, I encounter a snake that slithers across the path -my first reaction is to jump back

SCENE 1 FRANKIEI’m Frankie. I’m a human who grew up on a space station far from Earth. I’ve always been curious about Earth.

SCENE 2 SPACESHIP DREAMSSo one day, I boarded a ship to Earth to learn more about this planet.

SCENE 3 EARTH LANDINGAfter a successful landing, I’m excited to hike and explore.

SCENE 4 A HIKE IN THE WOODSI see a flower, a tree, a rock, clouds and

SCENE 5 SNAKE ENCOUNTER—aiyee! My first reaction is to jump back.

Original Final

Jeff BakerChild Welfare Partnership Training Unit

Jeff Baker – IT & Distance Learning Specialist Child Welfare Partnership Training Unit

Salem

PARTNERSHIPS IN TECH

•Chemeketa and CCBI

•OIT & Networking

• iLearn, ORKids, and DHS

•Kristin Chappell and Registration

•Computer Based Trainings

WHAT’S A VIDEO?

• Immediate

•Experiential

•Snapshot

•Viewpoint

MY BACKGROUND IN VIDEO

• Intro to Video Class 2002 and 3 short films.

• 2003-2009 – Infrequent sound and video consulting with friends

• 2009 – Joined PSU at RRI, 2013 – CWP Salem Training Unit

• 2014 – Start shooting video for projects

• 2015 – First ongoing Livestream project

• 2016 – Start micro-video projects and tutorials

• 2017 – Start regular Livestreaming for Family Conditions

• 2018 – Give presentation on video projects?

WHAT’S IN A VIDEO

• Sticks to a single point and drives it home

• Doesn’t throw in the kitchen sink.

• Shares further resources

• Keeps it conversational

• Has a powerful call to action

SHOOTING A VIDEO

• Storyboard

• Available Light

• Sound

• Continuity

• Script

• Edit

• Close Caption

VIDEO PROJECTS

• Challenge: Make a video from scratch for educational use

• Tech: Camera, wireless mics, Adobe Premier, ingenuity

• Process

VIDEO LIVESTREAMS

• Challenge: Deliver a 3 day classroom training in Salem and across

the state.

• Tech: Stream console, camera on tripod, mixing board,

wireless and wired mics, catchbox, observer laptop, patience

• Process

VIDEO LIVESTREAMSETUP

VIDEO SIMULATIONS

• Challenge: Record videos of simulations for students making a home visit

and presenting in court.

• Facility and Tech: 3 court simulation rooms, 2 home visit rooms, viewing

room, 5 video cameras, 60 SD cards, 6 wired mics, 3 mini-mixers, 2

laptops, 6 Linux NUC stations with headphones, wired network.

VIDEO SIMULATIONS

• Essentials Training – Parent and Child Interviews

• Court training – Case Presentation, Direct Examination,

Cross Examination

• Process

DEALING WITH THE VIDEO FILES

• Google Team Drive

• Media.pdx.edu

• PSU Department Share (I:drive)

• Youtube Channel

RESOURCES

• https://biteable.com/blog/tips/how-to-make-educational-videos/

• http://noamkroll.com/shooting-with-natural-light/

• https://www.ted.com/participate/organize-a-local-tedx-event/tedx-

organizer-guide/video-photography/video/video-prep-production

• https://livestream.com/solutions/education

https://biteable.com/blog/tips/how-to-make-educational-videos/

http://noamkroll.com/shooting-with-natural-light/

https://www.ted.com/participate/organize-a-local-tedx-event/tedx-organizer-guide/video-photography/video/video-prep-production

https://livestream.com/solutions/education

Thank You!

PSU Center for Improvement of Child & Family Services pdx.edu/CCF

using instructional technology to increase retention & access · before 34 h ig h q u a lit y w...

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