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Students said they were VERY happy and appreciated that they did not have to prepare and give presentations in this updated class! Also FTU Sups were very happy their FSSTs did not have to do projects.

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When trainees did presentations on milestones, they sometimes used the wrong terminology (and correcting them was awkward as they were already so nervous about presenting). With trainers taking on this piece, we could make sure the class got accurate info and explanations of domains and milestones.

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Having the Comprehensive Guide to Assessing CA/N combined with the PG made class flow smoothly and trainees found it easier to follow. Ditto for having all slides within one deck. Thank you!

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Having brief video examples of actual children would make training more meaningful and connect the learning to what they will see in real life. The CDC website has some examples of typical behaviors.

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Centers for Disease Control and Prevention

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Milestones in Action, a media library on developmental milestones

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The Milestones in Action library aid parents and providers with examples of important developmental milestones for children ages 2 months to 5 years.

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Possibly putting all the needed links in one document or on the LMS so participants can access.

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Trainees said there was a lot of information about Safe Sleep and Plan of Safe Care, so they wanted to know where that was in the PG.

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How does separation differ with age? Activity

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How does separation differ with age? Activity

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There does not seem to be information about this topic for the Infant, Toddler, and Pre-school age groups. There is information for Middle Childhood and Adolescent age groups.

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Love how the Adolescent slides are chunked into two main groups of 13-15 and 16-18. In contrast, for most of the other age groups, the milestone slides go one year at a time and are highly redundant. The trainer is basically reading the slides. The trainees struggle to stay engaged, are less responsive to questions, and will often just stare.

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Love how the Adolescent slides are chunked into two main groups of 13-15 and 16-18. In contrast, for most of the other age groups, the milestone slides go one year at a time and are highly redundant. The trainer is basically reading the slides. The trainees struggle to stay engaged, are less responsive to questions, and will often just stare.

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Many of the scenarios feature children with developmental delays in all domains, so when talking about "where is the child on target", trainees often say "nowhere" or "we can assume that their _________ development is on target since nothing is written about it".

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We have had some good discussions with this case study when focusing on how the documented information can be helpful in (a permanency worker's role of) discussing and evaluating visitation. Asking leading questions about the significance of specific information about Emma- and why that information matters to a caseworker- has forced trainees to use critical thinking in order to make connections to the training materials covered in the first two days. Discussion about the relationship between brain development, survival behaviors (and why they persist even though the environment around her has changed), and Emma's current level of functioning get more active participation from a larger percentage of trainees.

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There is a lot of content to cover, and timing was tight. The cohort was small, but had high participation which may have contributed to the time constraints. However, this could become a challenge with larger groups. Even after moving the infant case study to Day 2, I ended after 12:00pm.

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The "look like" segment has 6 categories, the "sound like" segment has 4 categories, the "feel like" segment has 9 categories. The slide makes each segment into one of three groups. Can the group divisions be looked to provide more parity? Perhaps some of the "feel" categories (Encouragement and Support, Acknowledge problems and accepts responsibility, Foster respect and trust) can become a part of "sound like".

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Consider moving this graphic and discussion to Day the beginning of Day 2. It is helpful to have had this discussion before looking at case studies the toddler through adolescent case studies because it helps offer a way for the trainees to help understand that parents/caregivers may be trying their best to create a safe, nurturing family life but there can be circumstances outside of their control that force them to choose between physiological needs (shelter, food, etc) and safety needs.