Course Overview & knowledge Gap
I currently work within local government and train new employees; Support Coordinators who are mandated by the state to conduct face to face visits every 30 -day to 90-day meetings with the individuals on their caseload. The purpose of a face-to-face visit is to observe the individual's status, verify services, and to assess their health, safety, wellbeing, and services. The mini course will entail how new Support Coordinators are expected to conduct face-to face visits and complete the required documentation according to state and federal mandates.
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A specific learning gap that we have as a department is that Support Coordinators are not meeting the required state guidelines when interacting with clients during a face-to-face visit. By taking this mini course, new support coordinators will have the opportunity to learn how to complete a face-to-face visit and the documentation while incorporating state, federal guidelines and CSB procedures. Support Coordinators are required to ask specific questions to assess the individual’s needs.
Target Audience & learner Profile
For micro course Face to face visits for new support coordinators
Demographic Information:
This mini course will be designed for adults; both male and females. Although the field is primarily female. Learners will range in age from 21 and above. This specific mini course is for new Support Coordinators who have been hired by the Fairfax County Government Community Services board. The minimum qualification a bachelor's degree in human services and at least one year of experience within the field; thus, the minimum age of 21. There is a variety level of experience that new Support Coordinators may have at the time of being hired. There may be some staff who have direct experience working with individuals with disabilities while others might not have any experience. Most new staff who are hired have no experience being a Support Coordinator, although there have been times when new Support Coordinators have been rehired or worked for another Community Serivces Board.
Prior Knowledge & Experience:
Prior to taking this mini course, new Support Coordinators would have had some exposure on certain topics such as the requirements of Targeted Support Coordination activities and the DD Medicaid waiver services. New Support Coordinators would have completed extensive training on how to utilize the electronic health record. All of the training courses listed must be completed prior to this mini course as they are built upon one another.
Skills
Skills & Dispositions:
Due to the changing workforce the skills that most new support coordinators possess are not necessarily tied to their position or experience, as many of the skills are taught in the classroom or through experience on the job. Through the interview process and the questions asked during the interview we are seeking new employees who possess soft skills such as their ability to effectively communicate, problem solve, manage their time, conflict resolution, decision making, collaboration and flexibility.
Course Type & Modality
Course Type
The course type that will be utilized is Step-by Step, this course type is ideal for guiding students through a procedure. Fairfax- Falls Church CSB- Developmental Disability services has a procedure in place on how support coordinators should be conducting a face-to-face visit with the individuals on their caseload and what the documentation requirements are when meeting state, federal, and local government policies and procedures. The mini course will provide an overview of what a face-to- face visit is and the guidelines. The course will provide step by step and sequential instructions to new support coordinators. The instruction will start by providing information on the purpose of a face-to-face visit, scheduling the visit, then onto conducting the face-to-face visit, and then finally the documentation.
Course Modality
The modality that will be used is Hybrid/ Blended. The instruction will be given in person and new support coordinators will have the opportunity to conduct their own face-to-face visit with the utilization of a case study and a clip from a Youtube video that complements the case study. After the in-person lecture, new support coordinators will be asked to complete a portion of the face-to-face visit and afterwards the group of learners (consisting of 2 to 4 support coordinators) will come together and document the face-to-face visit together. Each support coordinator will have the opportunity to bring the portion they completed independently and together as a group they will discuss face-to-face with one person documenting the face-to-face visit. This allows each new support coordinator to receive input and feedback from their peers. Once the face-to-face visit has been completed, they will inform the instructor. The instructor will review the face-to-face visit they completed as a group and will provide feedback to them via Zoom or MS Teams in live time.
Course Learning Outcomes
Billable Services
Learning Objectives
Linked to Outcome #1
Objective #1
By the end of the one-day training, in groups of 2 to 3 learners new support coordinators will demonstrate comprehension of the tracking sheet by explaining and defining the terminology and purpose of each field on the tracking sheet.
Linked to Outcome #1
Objective #2
By the end of the one-day training, new support coordinators will utilize information from a stimulated scenario to set up the tracking sheet, learners will be able to identify client information such as name, ID#, ISP date, date of last collateral and face-to-face visit from the information provided in the scenario.
Linked to Outcome #1
Objective #3
By the end of the one-day training and using real life and stimulated scenarios, learners will be able to identify if a client is in need of crisis intervention services and if reporting is required. this will be completed through hands on activity.
Learning Activities & Assessment
Flipped Classroom: Based on the lecture and information provided to new staff regarding face-to-face visits, collateral contacts, the Crisis Risk Assessment tool (CRAT) and Onsite Visit tool prior to class. A discussion will take place regarding the material that was reviewed prior to the lecture. Linked to outcome #1, #2, & #3.
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Lectures and Presentations: Prior to a lecture new support coordinators will have the opportunity to read learning material regarding (please refer to the activity regarding the flipped classroom) the following topics: face-to-face visits, collateral contacts, the Crisis Risk Assessment tool (CRAT) and Onsite Visit tool they will receive a lecture in the format of a power point briefly describing each topic. This is linked to learning outcome #3.
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Peer Teaching and Collaborative Projects: After the Hands-on Activity, new support coordinators will come together to compare their documentation (face to face visit note, travel note, OSVT, and CRAT). They will come together to compare their notes and will come to an agreement to finalize their notes. New support coordinators will then be asked to write up a scenario based on their face-to-face visit to present during the next class. Linked to outcome #2 and #3.
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Hands on Activities:
First Activity- Prior to the lecture the instructional designer will collaborate with stakeholders and ask them to reach out to a current support coordinator as new support coordinator will shadow them conduct a face-to-face visit. After the lecture and flipped classroom activities, new support coordinators (in a group of two to one staff) will shadow a face-to-face visit and document all components by utilizing the electronic health record system to record all documentation requirements (face to face visit note, travel note, OSVT, CRAT). Linked to outcome #2 & #3.
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Second Activity- Now that new support coordinators have had the opportunity to receive a lecture regarding the topic, the opportunity to receive peer teaching and hands on activity. They will be assigned a case to conduct a face-to-face visit with their supervisor and will document the visit, OSVT, CRAT and other documentation requirements. Prior to finalizing the progress note into the electronic health record system they will receive feedback from the supervisor. Linked to outcome #1, #2, & #3.
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Stimulations and Role Playing: New support coordinators will be given two scenarios, and they will take turns in a group of 2 conducting a face-to-face visit, CRAT, and OSVT. Afterwards they will have an opportunity to reflect on how each other acted as the “support coordinator”. Linked to outcome #2 & #3.
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Assessment: Learners will engage in a battle of Kahoot where they will be assessed for their knowledge. This will be at the end of the module. Linked to outcome #1, #2, & #3.
Subject Matter Expert
The subjective expert will be me, however I will require assistance from current support coordinators to gain access to real life clients and their information for learners to engage in activities to meet the learning objectives. Material that will be utilized are based on processes that have been created by the agency. As the subject expert I will have access to Assistant Directors for clarification if needed.
Instructional Design Model
The Rapid Instructional design model that will be utilized for the designing and delivering of the minicourse that focuses on facilitating and documenting a face-to-face visit and assessments to meet state and federal guidelines within support coordination. The RAPID model is not a linear process and due to the frequent requirement changes made by the state, Medicaid, and/ or the agency, this model seems to be the most appropriate as it allows for changes to take place quickly and easily. This model comprises of 6 stages: analysis, design and planning, content development, protype and testing, deployment and interaction. By utilizing this model, the designer is able to collaborate with SMEs and other stakeholders and then take the information to design and plan. Once the designing and planning phase has taken place the instructional designer is able to develop the content and then present the information to gather more feedback prior to deployment. Finally, with this model training materials can be easily modified to address specific needs or to incorporate any changes in regulations or best practices. This ensures that the training remains up-to-date and relevant.
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the rapid instructional design model is suitable for new support coordinators who are learning how to conduct face-to-face visits due to its efficiency, practicality, flexibility, and emphasis on iterative improvement. These benefits will help support coordinators acquire the necessary skills and knowledge in an effective and timely manner, enabling them to provide quality support to individuals with disabilities on the DD waiver.
This model allows training to be streamlined and delivered in a shorter timeframe, allowing support coordinators to quickly acquire the necessary skills and knowledge. support coordinators will be conducting face-to-face visits, therefore it is essential that the training they receive is practical and applicable to real-world scenarios.
The rapid instructional design model focuses on creating tangible and hands-on learning experiences, such as role-plays, case studies, and simulations, which will closely mirror the actual tasks and challenges support coordinators may encounter during their face-to-face visits or collaterals.
The rapid instructional design model also encourages iterative development and continuous improvement in the instructional design portion. New Support coordinators can provide feedback on the effectiveness of the training materials, allowing for ongoing refinement of the content and instructional approach. This ensures that the training is continuously optimized to meet the specific needs and learning preferences of support coordinators working with individuals with disabilities.
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Learning Theories
The application of learning theories is important as it provides insight on how learning will take place. During this learning experience there is not one learning theory that would be appropriate therefore a variety of learning theories will be applied. During this learning experience the instructor will consider the following learning theories: andragogy, constructivism, connectivism, and behaviorism theories.
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Andragogy Theory:
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Andragogy theory recognizes adult learners are self-directed and like to take an active role in their learning and can apply what they have learned immediately. During the lesson, andragogy theory would be applied. As the instructor I will create collaborative opportunities and align content to real world relevance. Learners would receive peer feedback during role play and would be encouraged to share their previous experience when working with individuals with intellectual and developmental disabilities. Andragogy theory promotes independence for learners. Limitations when utilizing the andragogy theory is that it will not consider those learners who have no or little exposure to the learning topic. However, all learners will be introduced to the topic regardless of previous experience.
Constructivism Theory:
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Constructivism theory is based on the idea that learners construct or make their own knowledge by the process of engaging in their own learning. Constructivism encourages learners to reason, reflect, and justify their understanding of the material. Learners use their previous knowledge as a basis to build upon new things that they learn. This results in everyone’s learning journey unique to them. Students will get the opportunity to engage in reciprocal teaching, cooperative learning, and situated learning. During the learning experience, learners will be required during their learning journey to shadow an experienced Support Coordinator- this promotes reciprocal teaching. After each learner has had the opportunity to participate in a shadowing opportunity, they will be asked to participate in cooperative learning. New Support Coordinators will reflect on their experience with their peers. This promotes anchored instruction, as students are engaging with one another and providing their own perspective on what worked well and what did not. Some of the limitations with constructivism theory during this learning experience, is that each learner’s experience will be different when shadowing others. Therefore, as an instructor it would be necessary to intervene during prior to the shadowing portion by suggesting who the learners should shadow and ensure the clients have similarities.
Connectivism Theory:
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The connectivism theory emphasizes the role of technology and interconnected networks. This learning theory understands the rapid change of digital landscape. Connectivism is built on how learners construct their knowledge by navigating and sharing information through various networks. Connectivism retains the constructivism assertion, where learners are responsible for their own learning while the educator guides the student to help answer questions when needed. Portions of the training will be accessible online, and learners will be encouraged to engage with one another and other support coordinators. A limitation is that not all learners may not be comfortable with utilizing online trainings and hesitant with engaging with their new peers online.
Behaviorism Theory:
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When implementing behaviorism in instructional design it must be assumed that the knowledge or skills to be acquired are objective, meaning there is only one correct answer or specific process to follow. Facts and standardized procedures are examples of “objective” knowledge. Behaviorism theory will be utilized when quizzes are utilized during the lesson to assess learner’s knowledge and when asking questions to learners during instructional lessons.
