1. Jaeliza Morales CUR/516 Dr. Mary Poe
Instructional PLAN
Jaeliza Morales
CUR/516
Dr. Mary Poe
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2. Clear and Concise Writing in Investigation Closing Summaries
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3. Implementation Schedule
Needs Analysis
Design & Development
Implementation
Over the past year the training department has been working with State Office to identify gaps and common mistakes in investigation writing; analyzing review and reports from tenured workers across the state. In conducting this analysis we were able to determine the need for this course, and design the instruction plan. Once this plan is approved, it is projected that the pilot session will take place in July 2015, and once revisions have been made from this session, full implementation will begin in September, FY 2016.
FY FY 2016
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4. Instructional plan Phase I
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5. Purpose Clear and concise writing Policy-based
Consistency across all regions
Better case-reading scores
This course was created with State Office as a refresher-type course, to assist workers with writing in a more effective and efficient manner, while keeping with program policies pertaining to investigations and investigation writing. This training is intended to fine-tune the written and organizational skills of tenured workers. It is recommended that this course be provided to all regions, to account for consistency.
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6. Projected audience APS Provider Investigations Provider Investigators
Tenured, > 9 months
APS Provider Supervisors, PA’s, and RD’s are welcome to sit-in as observers.
The target audience for this course are tenured workers from the APS Provider Investigations program, although Supervisors, Program Administrators, and Regional Directors are welcome, and encouraged, to sit in as observers. Tenured workers, according to policy, are workers who have been in investigations for a minimum of 9 months and have attained the title of APS Investigations Specialist- also known as Worker II’s.
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7. Delivery method Classroom environment Instructor-led training
Two (2) consecutive workdays
This training would be held over the course of two (2) consecutive workdays in a classroom, instructor-led environment.
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8. Training goals
Write a closing summary in a clear and concise manner, while still meeting policy.
Organize all collected evidence, utilizing only evidence which is relevant to the investigation finding in the closing summary.
The purpose of this training is to develop an investigator who can do the following:
Write closing summaries in a clear an concise fashion, while still making sure to meet the requirements of APS Provider Policy.
Organize all collected evidence in their investigation, only utilizing that which has been deemed as relevant to assist in determining a finding.
Through the analysis it was determined that although these are present requirement of APS Provider Investigations, these are two gaps in many final reports being seen for review and appeal staffings.
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9. Instructional plan Phase Ii
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10. Training Objectives
1a. Given clear and concise closing summaries to review, trainees will be able to identify ways to fine-tune their own past summaries through discussions within collaborative learning teams.
1b. Given the program policy handbook and well-written closing summaries, trainees will revise and edit their own closing summaries brought to the course, making no more than three policy-based errors.
In regards to the first identified training goal, the following are the two identified training objectives. Participants will arrive to the training session with two (2) of their own investigative reports. This will allow participants to learn the concepts of this training while reviewing their own work, seeing exactly where they can improve, individually.
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11. Training Objectives contd.
2a. Given a case of A/N/E in which all evidence was used in the closing summary, trainees will analyze the case and participate in group discussions stating what evidence in the case was irrelevant and should not have been used.
2b. Given all collected evidence for a case of A/N/E, trainees will write the closing summary utilizing only the relevant evidence, making no more than one mistake.
In regards to the second identified training goal, the following are the two identified training objectives. After reviewing their own work, participants will participate in case-study activities; analyzing a case and comparing it to policy requirements. Participants will then have the opportunity to write a closing summary of their own, utilizing the knowledge gained from the previous activities.
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12. Learning activities Activity 1.1
After reviewing and discussing their cases for thirty (30) minutes, each team will write ways to fine-tune closing summaries on a piece of flip chart paper. Each group will then go around the room, reviewing one another’s ideas before discussing as a class.
Activity 1.2
After writing their own closing summaries according to policy, trainees will swap summaries to conduct peer coaching. Once trainees have had a chance to get their summaries back, and review the feedback, they will participate in group discussion regarding the feedback and any ideas to better their summaries.
The following are the activities presently developed for this training course. These activities have been created in a fashion that will allow for changes, if necessary, depending on the needs of the participants.
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13. Instructional strategies & technologies
Strategies Utilized
Active Participation
Demonstrations
Peer Coaching
Questioning Strategies
Technologies Needed
PowerPoint/Projector
State-assigned Tablets
State-assigned iPhones
Whiteboard/Flipcharts
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14. Instructional plan Phase III
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15. Projected course setup
Facilitator(s) of the Course Jaeliza L. Morales Next Scheduled Training Date This course is set to take place over two (2) consecutive workdays. Next scheduled training date (pilot session): July 6-7, 2015 Course Method Lecture, Group discussion, PowerPoint Assessment Pre and Post Assessment, End-of-Training Evaluation Participants/Learners Maximum 20 participants; participant selection/names to be provided to the course facilitator by Regional Program Administrators, via , by June 23, 2015.
Presently this is the plan for the course. The pilot session is projected to take place from July 6-7th, given all development and reviews have taken place. The majority of the course will be presented via PPT and online learning- referencing the policy handbook. Lectures will be both instructor and participant-led; the participants bringing their knowledge and experience to this course will provide for the most beneficial learning experience. Participant selection will take place within region by PA’s.
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16. Projected course setup contd.
Two Weeks Prior to Training
Facilitator will ensure that all participant names have been provided by Regional PA’s.
Send out Welcome Letter, notifying participants of training date/time, room #, and information regarding the course, including equipment needed.
Ensure that training room with LAN line is booked.
One Week Prior to Training
Send a reminder Welcome Letter that includes how participants will be able to better their case reading scores and their abilities as skilled/tenured workers through attending the training and participating in course work.
Ensure that all necessary training equipment is available.
Ensure that all courses material is printed and ready for the course.
Day Before/Morning of Training
Set up the room
Create Welcome Signs
Set up tables
Set up projector and flip charts
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17. Instructional plan Phase Iv
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18. Evaluation assessments & instruments needed
Pre and Post-Assessments will be created in the online learning station, as well as paper copies of the grading rubric in case there are any technical difficulties.
These assessments will provide an overview of the knowledge participants are coming to the training session with, and how it developed as a result of the training course. This will provide data regarding any training that must be implemented with new workers, if trends are seen with the pre-assessment. In addition, data obtained from the post-assessment will show if certain modules will require further detail for better understanding.
End-of-Course Evaluation will be created asking questions specific to the course and its implementation, and delivery.
This assessment will provide data to improve and refine the training material where needed. Additionally, this will provide data to the instructor regarding training skills, and changes that may be necessary.
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19. Thank you
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