1. Common Core 3.0 Learning Objectives for Stakeholder Feedback Seeking Your Input to Improve Child Welfare Training! For audio: call 1-866-740-1260 enter access code 6439067

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

3. Feedback Process Look at the current training Explain why we want to revise core Explain the concept for the revision Explore the role of Learning Objectives Demonstrate the process for giving feedback on learning objectives

4. Common Core What is it? What does it look like now? How is it working?

5. 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

6. 7 Topics with Standardized Content Learning objectives, trainer tips, training content, powerpoint slides, etc. These are often referred to as phase 1 topics: – Framework for Child Welfare Practice – Child and Youth Development – Critical Thinking and Assessment – Child Maltreatment Identification 1 – Child Maltreatment Identification 2 – Family Engagement in Case Planning and Case Management – Permanency and Placement

7. 14 Topics with Standardized Learning Objectives Regions develop curricula which must meet the identified learning objectives. These are often referred to as phase 2 topics: ICWA Intimate Partner Violence Introduction to Social Worker Safety / Time Management / Stress Management Supporting Educational Rights and Achievement Health Care Needs Court Procedures Basic Interviewing CWS Documentation for Use in the Legal System MEPA Substance Abuse CWS/CMS Values and Ethics Mental Health Child Welfare Practice in a Multicultural Environment

8. Why Revise Core? Improved flexibilityImproved learning experienceBetter use of technologyBetter reflect practice changes

9. 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)

10. 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

11. 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

12. Practice-based training Training centers on 6 key practice blocks Training makes the classroom to field connection Multi-modal Online, classroom, and field learning Uses modality to make best use of training time Logical Sequence Each content block builds on the next Field work linked to classroom content 200 level ties it all together

13. Limited training days County differences Trainee differences Constraints

14. Practice Blocks FoundationEngagementAssessment Service Planning Monitoring and Adapting Transition

15. The Role of Learning Objectives Each classroom training, e-learning module and field training activity in the common core includes a set of learning objectives describing what the learner can expect to learn in the class. These learning objectives: Define the key information that must be included in the class - ensuring that all new social workers in California receive the same information (Krathwohl, 2002) Provide motivation for the learner to pay attention by building an expectation of what they will gain from the class (Kruse, 2010) Build a foundation for evaluating the effectiveness of the curriculum and assessing the learner’s improved knowledge or skill following the training event (Kruse, 2010)

16. Scope In order to define the scope of information to be included in a given training, the learning objectives are split into three categories of learning (Bloom et al, 1956): Cognitive - knowledge based learning Psychomotor - skill based learning Affective - value based learning

17. Depth Learning objectives also describe the depth of learning to be achieved in the class. For example: Knowledge - lower levels include being able to recognize or recall facts and higher levels include analyzing or synthesizing information (Horner, et al, 2005) Skill - practicing a skill is considered a lower level than mastery of a skill Value - lower levels include recognizing the value of a concept or outcome and higher levels would include adopting a belief system that has a global effect on the learner’s behavior

18. Operationalization The words commonly used in developing knowledge and skill objectives are linked to testing: In knowledge objectives, the underlying goal is that the trainee will learn a specific concept or skill and the learning objectives use words related to the way the participant could be evaluated on the learning such as identify, recognize, or explain In skill objectives, the evaluation requires that the participant demonstrate a skill using a vignette or in a practice situation, so action words such as demonstrate, formulate, write, link, establish, practice, and assess are used

19. Core Learning Objectives As you review the learning objectives we have developed for core, you’ll see that the classroom and online modules follow this pattern fairly closely. E-learning modules typically focus on exposing learners to key facts or pieces of knowledge so that they will recognize them when they experience them in the future. Classroom experiences offer a slightly deeper learning opportunity and a chance to practice skills. The field activities provide an environment for more skill practice and will have more skill-based objectives

20. Number of Objectives Curriculum developers consider several key factors when determining the depth and number of the learning objectives to include in a class: The amount of time available to convey the information, practice the skill, etc. The related experience of the learners (the context for learning) The training activities used to convey the knowledge, skill, or value (e.g., classroom, e- learning or field) In most cases, less is more

21. Linking Objectives For the each of the practice blocks identified for core training we have identified key content for online learning, classroom learning and field learning and learning objectives that define the content to be conveyed in the online module, class, or field activity. As you’ll see when you begin the review, learning objectives are presented within the identified practice area and are further linked when multiple modalities are designed to work together to present the full scope of key content. For example, within the Foundation area, there is an online module for Values and Ethics as well as a classroom module for Values and Ethics. Because these two modules work together to convey the full scope of knowledge, skills and values identified for Values and Ethics, they are presented together in this document for your review.

25. Contact information Melissa Connelly mconnelly@berkeley.edu 510-643-9067 Next Steps Use the survey links to share your feedback

26. Thank you!!