6.0 Major Accomplishments
6.2 Program Accomplishments
PDP produced a number of program accomplishments in all areas. The following is a wideranging summary of milestones that PDP realized during the past year, which illustrates its many achievements in meeting program deliverables.
PDP Offers Two Sessions of “How to Plan, Develop and Evaluate Training” Course
The Professional Development Program utilizes a research-based systematic approach to instructional design and development. To ensure that all staff members working directly either developing or delivering instructional materials are well grounded in this methodology, PDP offered two sessions of the four-day, “How to Plan, Develop and Evaluate Training” course in January and February 2017. PDP has been offering this course periodically since 1997. In 2017, twenty-nine PDP staff, primarily in training program coordinator, senior education specialist, senior trainer, and education specialist titles attended the course.
The course, developed by Dr. Ruth Clark and taught by Dr. Elaine Lowe, is the result of over twenty years of research and the work of Dr. David Merrill and Dr. Robert Horn. The culminating activity of the course is the planning and development of a lesson based on the learner’s own technical content. PDP managers work with staff attending the course to pick a relevant topic for the lesson. Among the skills taught during this intensive four-day course are:
- How to apply a systems approach when planning training
- Completing a job task analysis for use as the basis of the training
- Writing learning objectives linked to required job skills
- Outlining courses and lessons
- Developing learner workbooks/manuals with content and practice exercises
- Planning approaches to evaluate the success of the training
The long-term success of PDP’s training programs are the result of the consistent use of a systematic approach to design, development, and evaluation.
- 6.2.1 Early Childhood Education and Training
- 6.2.2 Child Care Subsidy Project
- 6.2.3 Targeted Training to Support LDSS
- 6.2.4 Public Service Workshops Program
- 6.2.5 Department of Computer Training Services
- 6.2.6 Department of Temporary Assistance Training
- 6.2.7 Child Support Training and Outreach Project
- 6.2.8 Instructional Technology Programs
- 6.2.9 Evaluation
- 6.2.10 Child Welfare
- 6.2.11 Department of Media Production
6.2.1 Early Childhood Education and Training
Educational Incentive Program
The Educational Incentive Program (EIP) provides scholarships to assist child care providers for professional development activities with the intent to build provider knowledge, skills and competencies in order to improve the quality of child care in New York State. Income eligible child care providers may receive assistance for credentialing activities, college credit-bearing coursework and non-credit bearing training. During this report period 8,081 scholarships totaling $4,173,895 were issued to New York State child care providers. Of the total amount of funds issued, 78% were allocated for College Credit-Bearing and Credential activities.
EIP began full implementation of the Event Approval process in 2016. This process ensures that participants in the EIP scholarship program receive training that supports the goals and regulations of the NYS Office of Children of Family Services (OCFS). The process requires all non-credit bearing training be reviewed and approved by PDP staff prior to becoming eligible for EIP scholarship funding. A total of 561 trainings were reviewed and approved and 2,151 individual trainings were scheduled and eligible for scholarship funding.
To support expanded use of the Pyramid Model, a positive behavioral intervention and support framework to promote children’s social and emotional competence, EIP staff developed a proposal to support 8 Pyramid Model Implementation Sites (child care programs) with Pyramid Model Coaches trained in the Pyramid Model Pre-School Module IV curriculum. OCFS agreed to the proposal and approved EIP funding 67.5 hours of coaching for each program over the course of 9 months in 2017.
PDP also supported 4 deliveries of Pyramid Model Training to be conducted by the Pyramid Model Consortium during the first half of 2017. One delivery each of TPOT Reliability and TIPTOS Reliability and 2 deliveries of Practice Based Coaching occurred in February and March 2017.
Department staff continued to process MAT and Health and Safety rebates for eligible child care providers. 1445 MAT rebates totaling $126,710 and 320 Health and Safety rebates totaling $71,388 were issued this year.
The Department’s Administrative Support Unit continued to assist child care providers who call or email seeking information and technical support. Call and email volume increased significantly this year due to new Health and Safety training requirements. Staff provided assistance to individuals having difficulty with their accounts, navigating course and to child care center directors seeking to become authorized trainers of our e-learning congregate viewing option.
6.2.2 Child Care Subsidy Project
Department of Child Care Subsidy and Regulated Care Training
A re-designed New Regulatory Staff Institute was initiated to better meet the needs of new regulatory staff; one that focuses on skill development and competency. An “on-boarding” workgroup of licensors is developing a New Regulator Orientation plan to coordinate their work with the new Institute. There were two days of integrated needs assessment in order to clarify what would be the best work to include in the Institute. A Recommended Outline was approved by the New York State Office of Children and Family Services (OCFS) based on that needs assessment as well as a review of the Institute post session questionnaire comments and verbal comments trainers receive throughout the training year that impact the Institute.
OCFS charged the Distance Learning Committee to develop a process to approve organizations (rather than each individual course) who offer distance learning courses in order to increase the number of course selections for providers. Research was completed with distance learning accrediting bodies: IACET and DEAC. Findings included the criteria of each were so closely aligned that the OCFS Distance Learning Review Criteria, that committee work was redundant to the other association’s reviews. The committee determined three levels of course approval. Two of the three include organization approval whereby all courses offered are approved automatically. After implementing this new process, the increase in courses available to NYS providers rose dramatically (by 30% in the first month). This process now saves time on behalf of staff who review the courses and the back-log of courses to review is gone. Staff now dedicate time to researching distance learning organizations and soliciting their inclusion in the NYS Distance Learning approval process.
A collaboration training with the Department of Computer Training Services and the Child Care Subsidy training staff was refined and continued to provide participants with the rationale between program and Child Care Facilities System (CCFS) operations when processing enrollment applications and making decisions in the legally-exempt enrollment process.
Changes in the federal requirements necessitated the 10 Hour Legally-Exempt Child Care Provider Training to be re-aligned to meet the needs of legally-exempt providers with quality professional development opportunities that can increase their subsidy payment for child care. As a result, there were two courses developed and distributed to those already trained to deliver the 10-hour course to legally-exempt providers: all Child Care Resource and Referral Agencies and the two unions who represent in-home care providers: UFT and CSEA. The two courses are: Health and Safety Training for Legally-Exempt Providers and Child Development Training for Legally-Exempt Providers. A webinar was provided to these trainers to review the transition of content from the 10-hour course to the two new courses.
A training of trainers (TOT) was developed to assist Enrollment Agency staff understand adult learning principles, how to incorporate them into their training and to familiarize them with the new Health and Safety for Legally-Exempt Provider curriculum. This was completed to secure additional training opportunities for this population who are required to attend the Health and Safety Training for Legally-Exempt Providers, or take the Foundations of Health and Safety e-learning course. Multiple two-day TOTs were completed across the state.
A new database/portal system was created and initiated for Medication Administration Training (MAT) and Health and Safety. This system accurately tracks trainer information for MAT and Health and Safety. It allows the approved trainers to go into a portal and add their scheduled trainings, update rosters, download rosters and confirm attendance and completions by participants. This saves the manual mailing/faxing/scanning of information into PDP as well as alleviates PDP staff from having to manually enter all of the information into an internal database.
The new Federal requirements for the Child Care and Development Block Grant continued to inspire additional course work in health and safety. The new course, Health and Safety for Day Care Center and School-Age Child Care Staff was completed and a select group of Health and Safety trainers, having additional credentials, were provided the approval to offer this course to this new audience. In addition, OCFS requested a 15-Hour course be developed for DCC, SAC and Legally-Exempt Group Directors. A TOT to yet another select group of approved H&S trainers will be developed and provided in order to assure quality delivery to this new audience.
6.2.3 Targeted Training to Support LDSS
Project staff have been partnering with the Office of Children and Family Services, Local Districts of Social Services, and Provider and Voluntary Agencies to improve the experience that children and families have in New York State’s Child Welfare System. Each region in NYS has a specialist who focuses on implementing the new Child Welfare Practice Model. These Specialists have placed emphasis on projects that assist in:
- Engaging Families, Engaging Youth and Providing Normative Experiences
- Strengthening Caregiver Capacity to Protect and Provide for Children
- Facilitating Safe Out of Home Placements and Rapid Permanency
- Develop a Trauma-Informed System
- Support a Racially Equitable and Culturally Competent System
- Address Individual Family Needs Through Comprehensive Family Assessments, and
- Develop Organizational Effectiveness
These individual efforts have trained over 1,000 individuals.
The project has also continued to work with districts and agencies to ensure the Principles of Partnership; Everyone Desires Respect, Everyone Needs to be Heard, Everyone Has Strengths, Judgments Can Wait, Partners Share Power and Partnership is a Process, are embedded in all child welfare practice. This project has also been a part of a statewide work group to redesign OCFS’ training system to focus on competencies and to ensure a statewide program that is universal for all Child Welfare workers. This work has revised and refined training methods and curriculum to assist workers in developing the skills needed to work with vulnerable Children and Families. The project has been instrumental in influencing the beginnings of a paradigm shift where new workers are supported and developed in their workplace. Finally, the Project has been the lead on developing training curriculum for Child Welfare cultural responsiveness. Cultural responsiveness training will be provided to all new workers and will target those districts and agencies in NYS that demonstrate a high rate of racial disparity in their practice.
6.2.4 Public Service Workshops Program
Just before this time period in May 2016, PSWP finalized a very well-researched, datadriven and ambitious workshop plan to prepare for when the PEF agreement was back in place. An unusual 1-year agreement was struck between PEF and the State and PSWP was asked to move forward with that plan immediately. Not only was the plan highly praised by leadership from both PEF and GOER, they wanted it all delivered immediately within the next 6 months, along with additional Leadership Development Programs and Nurse Leadership Training Programs, and with the approval of the NYS Leadership Institute to follow. Not only was PSWP able to achieve this, but they did so without sacrificing the quality of training that PDP is known and respected for.
Everyone on the team played a key role from researching and coordinating the workshops, handling agency workshop requests, developing world class online courses, creating and amending provider agreements, processing invoices, assisting with enrollment and participant communication, providing stellar customer service, administering and analyzing workshop evaluations, and providing invaluable insight and the critical thinking skills required to meet a plethora of unique and sometimes evolving deliverables and sponsor requests.
In this period, PSWP delivered 190 workshops (241.5 training days) to over 4,200 participants, with an overall workshop evaluation average of 4.5 out of five. This included three Nurse Leadership Training Programs (all in the final quarter of 2016), completion of a UUP Learning and Development Series, three Leadership Development Programs, and the launch of the NYS Leadership Institute in February 2017. Additionally, due to interruptions to program delivery caused by labor and management negotiations, 80% of the workshops in 2016 were delivered in the last 4 months of the year (100 workshops).
The NYS Leadership Institute is a new partnership between the Governor’s Office of Employee Relations (GOER), the Professional Development Program, and the University at Albany’s Rockefeller College of Public Affairs and Policy. The year-long program provides senior-level state employees the tools and strategies to successfully meet the challenges facing those in leadership positions in New York State government.
6.2.5 Department of Computer Training Services
PDP’s Department of Computer Training Services (DCTS) provided training, curriculum development, needs assessment, and trainee support to over 9,500 trainees through approximately 1200 offerings of over 450 courses from July 2016 – June 2017 across a variety of Office of Children and Family Services (OCFS) and Office of Temporary Disability Assistance (OTDA) computer systems and programs, including:
- Adult Services Automation Project (ASAP.NET) system
- Child Care Facility System (CCFS)
- Child Care Time and Attendance (CCTA) system
- Child Fatality Review and Prevention (CFRP) system
- Detention Risk Assessment Instrument System (DRAIS)
- Juvenile Justice Information System ( JJIS)
- Shelter Management System (SMS) system
- State Supplement Program (SSP) system
- Statewide Financial System (SFS)
- Supervision and Treatment Services for Juveniles Program (STSJP)
- Welfare Management System (WMS), and
- Welfare-To-Work Caseload Management System (WTWCMS).
DCTS staff also developed and delivered customized training on commercial applications such as the Microsoft Office 2013 and 2016 suites, which included tailoring training scenarios, examples, and learning objectives to meet the needs of trainees working in the area of social services. Classes are delivered through classroom training, virtual classroom training, webinars, and self-paced web-based training. One-on-one and small group training support, as well as the development of help systems for two OCFS applications, were also designed and provided throughout the year.
Much of the training provided by DCTS was in response to emerging needs, including those per regulation changes that impact system use, new system features and functionality, and major updates to OCFS and OTDA systems. The common thread through DCTS training and these computer systems involves support of initiatives aimed at protecting and aiding the most vulnerable segments of society, such as children, the elderly, and persons in need of economic or employment support. This includes training on CONNECTIONS, the New York State (NYS) system of record for child welfare casework documentation, which encompasses areas such as child protective services and foster care. Other training deliverables related to OCFS and OTDA initiatives focus on the support of child care services, adult services, juvenile service programs, child fatality reviews, shelters, financial assistance, and more. DCTS delivers training statewide to NYS staff, Local Departments of Social Services, child care providers, voluntary agencies, and other staff who use and support the aforementioned systems.
DCTS continued to provide training to support the needs of NYS’s Division of Child Care Services, which is responsible for the licensing, registering, and inspecting all child day care facilities regulated by the state. DCTS designed, developed, and delivered systems training to assist individuals in carrying out these critical duties. The training deliverables help programs comply with state and federal regulations to ensure the safety of children in care.
When the OCFS Statewide Central Register (SCR) identified a need for CONNECTIONS training as part of their five-week training program for new hires, they turned to DCTS. DCTS CONNECTIONS project staff worked diligently with SCR staff to provide customized CONNECTIONS training for new SCR staff that incorporates pertinent policies and procedures. DCTS completed several activities to prepare for the development and delivery of this training, including a thorough review and analysis of existing SCR training, updating the existing training environment and wireless system, and holding planning meetings with SCR staff.
CONNECTIONS Training entered the world of microlearning with the launch of Viewing Person History in CONNECTIONS via Implied Role. Several other microlearning courses are in development. While training is always encouraged for new workers, these courses allow even seasoned workers to refresh or increase their knowledge of specific CONNECTIONS functions in a short amount of time.
6.2.6 Department of Temporary Assistance Training
The Department of Temporary Assistance Training continued to expand its course catalog (by 11%) and number of course offerings (by 37%) and use available technology to meet emerging training and project sponsor needs.
This past year, 7,072 trainees participated in 528 days of training through 72 different courses delivered through a variety of training modalities, including: multiple residential training institutes (five, six, and ten-day programs); a range of statewide, regional, and site-specific classroom training programs and training meetings (half, one, and two-day programs); several planning forums and workgroup meetings; two training conferences; and multiple e-learning programs delivered via webinar technology and in self-paced formats on TrainingSpace.ny.gov. Courses were delivered throughout New York State in support of Office of Temporary and Disability Assistance (OTDA) initiatives.
Last year’s growth in using webinar technology for instructor-led trainings was sustained. Additionally, there was significant growth this year with delivering traditional classroom training (both adding new courses and increasing offerings of existing courses). The demand for instructor-led performance-based training to state and social service district workers increased due to the shifting workforce and emerging learning needs. Of 404 course offerings, 296 were classroom training courses representing a 95% increase from the previous year. Also, 73% of all learners served participated in classroom training and 27% in webinar offerings.
Several new courses were designed and implemented, expanding our training portfolio. Notably, among the new courses is the custom five-day Hearing Officer Procedural Training Institute classroom training, which was piloted and then implemented statewide in coordination with OTDA. This course is targeted to OTDA Hearing Officers (also known as Administrative Law Judges) throughout the state to ensure that administrative hearings involving issues related to publicly-funded benefits are conducted effectively and in a consistent manner. PDP designed this comprehensive, performance-based core training using the ISD/ ADDIE model, which included completing a comprehensive job task analysis, working closely with experts in the field, and using real-world scenarios. Two course offerings were delivered this period, with four more planned for fall 2017 and several more in 2018.
Another new classroom training, TA Overpayments, Recoupments, and Claims, was implemented in spring 2017. Six offerings reaching 132 learners from 21 counties were delivered April through June 2017, with 12 more counties expected to participate in four fall 2017 offerings. This specialized course reviews the process and range of tasks involved in identifying, calculating, establishing, and recovering Temporary Assistance (TA) overpayments, such as through benefit recoupments and other collection methods. The course supports New York State and social services districts in reducing error rates, meeting performance targets, and ensuring program integrity. The target population includes TA workers and other social services district (SSD) staff, such as TA supervisors, Welfare Fraud Investigators, and SSD fiscal staff. In future years, this course will be available upon request to meet workforce training needs.
Additionally, in November 2016, Child Support Pass-Through and Disregard Training was piloted using iLinc webinar technology. Statewide implementation of this new course began in December 2016 and continued through June 2017, with 24 course offerings reaching 431 learners. This training reviews the state policies and process for accurately budgeting child support disregards and issuing pass-through payments on Temporary Assistance (TA) cases with child support. The training focuses on the responsibilities and tasks of the social service district (SSD) TA Unit in the issuance of pass-through payments and budgeting of child support disregards on TA cases, and consequences to the SSD and TA recipients when pass-throughs are incorrectly issued and child support disregards are incorrectly budgeted. Clarification of roles and responsibilities of TA workers and Child Support Enforcement (CSE) workers is included to enhance inter-district communication. The target population includes SSD TA directors, supervisors, and workers; and SSD CSE coordinators, supervisors, and staff have also attended.
Lastly during the year, this department modernized the on-site registration and attendance-taking process for a variety of training events. This effort included launching Event Leaf self-check-in technology to streamline and modernize this process. Using Event Leaf, trainees can either use touch screens on tablet kiosks or scanners with bar coded name badges to check themselves into training events rather than wait on lines to sign attendance rosters. This speeds up checkin times and contributes to a positive trainee experience. Event Leaf is used in concert with the Human Services Learning Center (HSLC). Event Leaf was piloted during fall 2016, and put into regular use with training conferences, regional training meetings, and other training events beginning in January 2017. With Event Leaf, PDP has enhanced the delivery of training services to the OTDA project sponsor and training event participants. Both trainee and project sponsor reactions have been consistently positive.
6.2.7 Child Support Training and Outreach Project
The Child Support Training and Outreach Project (CSTOP) continues to use innovative approaches to address the needs of child support workers in an ever-changing program. Training products range from focused micro-learning modules intended to address topical needs such as how to print excel reports without exceeding the margins to creating a video recording of the step-by-step procedures to extract specific information from ASSETS, the automated child support accounting system. This past year the program area supported by this project, the Division of Child Support Enforcement, underwent organizational changes and emerged as Child Support Services. The CSTOP team worked diligently to accommodate those changes while creating new and updating old curricula, desk aids and asynchronous training products.
Developing a Comprehensive Resource on the Child Support Process
This past year, the Child Support Training and Outreach Project (CSTOP) embarked on a new initiative—helping OTDA’s Child Support Services build a comprehensive work performance support resource that we expect will enable child support staff statewide to conduct work activity more efficiently, and with better results. During this first year, groundwork for the new Child Support Program Manual, an online and paper-based resource meant to aid child support workers in all their job functions at the moment-of-need was laid. A plan was developed for an iterative review, update and reorganization of all child support information successively by topic, designed a structure for the content and built the technical infrastructure for both the online and paper formats of the new manual. The first chapter was well received by a Key User Group.
The Online Income Withholding Calculator Has a New Look!
The Income Withholding Calculator, an online interactive tool designed to help employers calculate withholding in accordance with federal and New York State child support laws and regulations, is keeping pace with changing times. Found under the Employers tab in the Child Support Services section of OTDA’s public website the calculator now has a new format and responsive design so it displays correctly when accessed by mobile devices! The Child Support Training and Outreach Project staff created and then updated the calculator and the entire Employers section of the website.
Making Training Relevant
In response to an onslaught of questions on the interstate process and requests for training on the Uniform Interstate Family Support Act (UIFSA), CSTOP staff devised a simple method to reach a widespread audience so they could all benefit from the responses— conduct live, troubleshooting webinars. Child support workers were encouraged to answer a survey in the weeks leading up to each of four scheduled webinars explaining some of their specific difficulties with the UIFSA process, and the webinars then addressed both those specific cases and the general themes surrounding them. The attendance for each of these webinars was high and they received positive feedback from the participants; there are plans for the Child Support Training and Outreach Project to continue this series periodically in the future.
6.2.8 Instructional Technology Programs
PDP continues to be a leader in developing technology-based training solutions.
Last year, more than 30,000 participants completed web-based trainings using TrainingSpace, a training portal for New York State social services staff. PDP’s Instructional Technologies Unit (PDP ITU) works closely with the New York State Office of Temporary and Disability Assistance (OTDA) to manage TrainingSpace and create web-based trainings housed there. In the last year, PDP ITU launched a number of new courses on TrainingSpace. In conjunction with the Eat Smart New York program, PDP ITU built the Eating Healthy on a Budget course, designed to help the general public plan, purchase and prepare healthy meals for their families. PDP ITU also designed, developed, and implemented Interim Assistance Reimbursement, multiple topics for Temporary Assistance Budgeting & Coding, Assisting Blind and Visually Impaired Clients in the SNAP Application Process, the TA/SNAP Worker Training Path, and annual updates for the portfolio of Supplemental Nutrition Assistance Program (SNAP) and Home Energy Assistance Program (HEAP) trainings.
In late 2016, PDP ITU completed a multi-phase project to expand access to TrainingSpace to new audiences, including staff at the New York City Human Resources Administration (HRA) and OTDA contractors. OTDA Training and Staff Development’s Associate Director praised the results of the project, “Access is now available through an alternative account/registration application, allowing HRA staff improved access to OTDA’s vast library of policy, procedural, and error-reduction online courses.”
PDP ITU worked with PDP’s Public Service Workshops Program (PSWP) to successfully develop and deliver online courses for the Governor’s Office of Employee Relations through the Statewide Learning Management System (SLMS). PDP ITU developed a number of courses in 2016–2017, including Information and CyberSecurity Awareness, Human Trafficking Awareness, Language Access, Ethics for New York State Employees, and Integrity: The Foundation of Public Service. These courses continue to garner high praise from the sponsor, in terms of the quality of the final products and the ease of the development process.
PDP ITU continued to manage both the OTDA Intranet and Internet sites and maintained compliance with the highest level of the Web Content Accessibility Guidelines (WCAG). PDP ITU worked with OTDA’s Public Information Office to implement the latest New York State branding recommendations and other enhancements.
For the Office of Children and Family Services (OCFS), PDP ITU maintains the OCFS Internet and Intranet sites, completing daily updates while working to apply the next phase of the New York State branding guidelines. PDP ITU also collaborates with OCFS to re-design and develop the County Plans application, which allows county staff to enter required data related to the Statewide Assessment and Performance Improvement Plan. A preliminary version of the County Plans application was launched in late 2016, with a new version slated for late 2017.
PDP ITU continued its roles as the current national contractor for the Passport to Partner Services e-learning curriculum. Collaborating with the New York State STD/HIV Prevention Training Center and the Centers for Disease Control and Prevention, PDP ITU works to maintain and enhance the training portal, training modules, and multiple related web sites, while providing technical support for trainees and program administrators.
PDP ITU worked with PDP’s Child Welfare Training Program and the Media Production Unit to develop Co-occurring Disorders for Child Welfare Workers for the Office of Children and Family Services. Development of the online training required a large “green screen” photo shoot, audio recording of voice actors, and manipulation of the photographs. PDP launched the course in June of 2017 with positive feedback from sponsor staff and trainees.
PDP ITU worked with the University at Albany School of Public Health’s Center for Public Health Continuing Education (CPHCE) to integrate a series of web-based training modules with a third-party payment system within the existing PDP-managed PHTC Online learning management system. Trainees use the system to pay for access to the courses, which offer continuing education credits. The system also provides detailed reports for CPHCE staff to track registrations, completions, and online and offline payments. In addition to the design and development of the system, PDP ITU staff was instrumental in helping CPHCE staff think through the system requirements and the processes involved for both trainees and administrative staff.
PDP ITU partnered with a number of other sponsors over the past year, including: the Center for Problem-Oriented Policing, University at Albany’s Child Research and Study Center, University at Albany’s Preparedness and Emergency Response Learning Center, the Office of Probation and Correctional Alternatives at the New York State Division of Criminal Justice Services, and the New York State Justice Center for the Protection of People with Special Needs.
During the past year, the Evaluation Unit, consisting of one full-time Senior Research Scientist, two part-time Research Scientists, and two PhD graduate assistants, worked on a growing number of quantitative and qualitative in-house and special evaluation projects.
In July 2016, PDP, in consultation with the New York State (NYS) Governor’s Office of Employee Relations (GOER), designed a mixed method evaluation plan to assess the effectiveness of GOER’s newly designed Essentials of Supervision: Fundamentals Certificate Program. This training program included both classroom and web-based learning activities. The beta test of this program began in November 2016 and ended in March 2017. The goal of the program was to increase the competence, confidence, and skills of supervisors and have them successfully apply their new knowledge and skills to their workplace. The target audience were new NYS supervisors who had been in their positions for less than two years.
The training evaluation included both qualitative and quantitative design/methods. Several components of Kirkpatrick’s Four Level Evaluation Model were incorporated into the evaluation plan. Staff held two focus groups with a sample of program participants and one group with supervisors of participants, along with semistructured phone interviews. The triangulation of the evaluation results provided positive evidence that the program was highly effective at meeting the intended goals. The implementation of the evaluation activities and report was well received by the sponsor.
In February 2017, Evaluation staff prepared an extensive literature review for PDP’s Department of Temporary Assistance Training (DTAT) for the course, “Program Development and Implementation Considerations for People Affected by Poverty and Trauma”. The literature review provided an overview of the impact poverty and trauma can have on the decision-making ability of public assistance recipients.
For the DC01: General Child Care Training/Educational Incentive Program/Career Enhancement and Medication Administration Training project, PDP continues to focus on developing and conducting Kirkpatrick’s Level 3 evaluations to demonstrate the positive transfer of training knowledge to the workplace via data-driven evidence. This is the fourth year for a Level 3 evaluation of an Early Childhood Education and Training Program (ECETP) e-learning course. PDP also added interviews with supervisors of training participants about their staff members’ use of strategies covered during the training in the workplace.
In October 2016, PDP sent an online survey link to a Kirkpatrick’s Level 3 evaluation survey via email to a sample of providers who attended the Supervision of Children e-learning course. The results showed that the majority of survey participants felt they had increased their overall use of supervision strategies after taking the e-learning course. The majority of supervisors independently reported that employees who took the Supervision of Children course had increased their use of supervision strategies after completing this e-learning offering, which is consistent with the results of the participant survey. This trend of participants increasing their use of best practices on the job after viewing DC01 e-learning courses has been observed since PDP started conducting Level 3 evaluations on them.
As part of the Educational Incentive Program (EIP) Event Approval process, PDP conducted a pilot evaluation of a sample of approved courses. The pilot included eventreviewed classroom-based trainings that began in September and October 2016 and concluded by December 31, 2016. Attendees received customized emails with links to individualized Level 1 surveys. Participants from 46 courses completed surveys and rated them favorably.
In August 2016, Evaluation staff developed a proposal for an evaluation of the New York State (NYS) Pyramid Model Training Program for OCFS. In December 2016, they discussed plans for PDP’s study with the Evaluation Workgroup of the NYS Pyramid Model Partnership Leadership Team. In January 2017, PDP began work on the evaluation to include semistructured phone interviews of a sample of training participants, telephone interviews with supervisors and classroom observations of an intervention group of teachers who had attended Pyramid Model training and a control group of those who had not. The Research Scientist also interviewed trained observers who will conduct independent classroom observations. Reporting will occur during the second half of 2017.
A trend analysis of data from 2009 to 2016 regarding trainees’ Level 1 survey open-ended response suggestions for future training topics is underway for the Public Service Workshops Program (PSWP), a working partnership with the NYS Governor’s Office of Employee Relations (GOER), the Public Employees Federation (AFLCIO) (PEF), and the Professional Development Program. Other PSWP work included three special projects, the Nurse Leadership Development Program, the Leadership Development Program, and the New York State Leadership Institute. In November 2016, GOER announced a new leadership development opportunity for Management/ Confidential (M/C) employees in salary grades M2 (or equated) and above, the NYS Leadership Institute (NYSLI). The NYSLI was designed to increase the leadership effectiveness of participants by providing tools and strategies to successfully meet complex challenges in NYS government. The first delivery of the NYSLI, coordinated by PDP, was held on February 27–March 1, 2017. During this reporting period, four out of seven scheduled sessions took place.
6.2.10 Child Welfare
Working with Alcohol and Substance Affected Families
Several units within PDP collaborated to finalize the Co-occurring Disorders for Child Welfare Workers e-learning course in June 2017. This training provides participants with information on specifics of working with clients affected by both a substance use and mental health disorder. This program focuses its impact on the family and the implications for delivering services to families who are affected by mental illness and substance use.
In response to the growing concern of substance use and the impact on family dynamics, OCFS requested that PDP develop two new courses. These courses, Substance Use and Family Dynamics and Opioid Use and Family Dynamics, will be offered in the fall of 2017.
In August 2016, PDP staff provided training to identify case documentation requirements specifically for supervisors who review child welfare cases. This specialized training was well received by the supervisory participants, which provided them with a better understanding of and effective use of the casework documentation system. Participants indicated the training reinforced what they knew and they felt better equipped to assist workers in the completion of a better and more complete FASP.
Other specialized training provided related to casework documentation included PDP partnering with Butler Institute in December 2016 to provide a training specific to Progress Notes for FAR cases. In March 2017, PDP staff provided a training specific to Safety and Risk Assessments being completed as part of the Family Assessment and Service Plan (FASP).
Child Forensic Interviewing
PDP was awarded the Child Forensic Interviewing training contract, which began in March 2017. PDP partnered with Gundersen National Child Protection Training Center (GNCPTC) to provide twenty, five-day forensic interviewing trainings, eighteen advanced special topic courses, and six special topic webinars. To promote this training, an onsite overview of the training was conducted at numerous locations throughout the state as well as partnering with other units at PDP to provide a webcast about the upcoming Child Forensic Interviewing Training.
Statewide Adolescent Services Training
During the fall of 2016, PDP partnered with Columbia University’s School of Social Work’s Workplace Center to schedule and facilitate the delivery of a two-day Training of the Trainer on the Young Adult Work Opportunities for Rewarding Careers (YA WORC) course for the regional Youth Engagement Specialists and other OCFS regional office staff identified as important to supporting program integration. This allowed the transfer of knowledge from Columbia University staff to trainers retained by New York State to support the child welfare workforce and provide for a sustainable and consistent statewide program to prepare youth in care for careers and the world of work.
Additionally, PDP collaborated with Workplace Center Director and staff to schedule and facilitate a Workforce Readiness Webinar in December 2016. This webinar provided an overview of the Workforce Readiness Program, which will be available in 2017 for one to two agencies in each of the OCFS Regions 1–5. The Webinar was recorded and is available in HSLC.
PDP partnered with NYS OCFS Bureau of Vulnerable Populations to develop and facilitate three, three-day Training of the Trainer on the Identifying and Supporting Survivors of Commercial Sexual Exploitation of Children and Youth Trafficking (CSEC) course for the regional Youth Engagement Specialists and other Safe Harbor coordinators and staff across the state.
PDP collaborated with NYS OCFS Bureau of Training and Development and the Child Welfare and Community Services on the development of a statewide needs assessment to explore and understand ways to assist NYS Foster Care agencies to strengthen and support staff development that will lead to better outcomes for transition age youth (13-21) in foster care.
6.2.11 Department of Media Production
In partnership with the Offices of Children and Family Services (OCFS) and Temporary and Disability Assistance (OTDA), PDP’s Department of Media Production creates products to support the agencies’ training needs.
Media Production developed a variety of products that were delivered via multiple platforms. They produced eight webcasts: SNAP Civil Rights Training, Addressing Challenging Behavior: the Pyramid Model in Action, Legal Updates for CPS and Child Welfare: October 2016, Nutrition: Obesity Prevention, Picky Eaters and Food Allergy Management, Legal Aspects of Adult Protective Services: Update 2017, More Than Just “Use Your Words” Promoting Positive Communication with Children, Overview of Child Forensic Interview Training, and Part 413: Emergency Child Care Regulations. Media Production used their expertise to develop long-form videos on topics ranging from juvenile justice, to child care services, to New York State’s Lean Initiative. These projects included: Orientation to OCFS for Youth in Detention, Market Rate Survey, Using the Income Withholding Calculator, Health and Safety Training Videos, Bureau of Permanency Services Promotional Video, 2016 PIO New York State Fair Video, Child Care Options, and Lean: Dutchess County’s Success Story. Media Production also went out in the field to record live presentations, which they later provided to OCFS on DVD and made available on the Human Services Learning Center (HSLC).
Media Production developed two e-learnings for child care providers titled Expulsion and Suspension Prevention Strategies and the Foundations in Health and Safety–a five hour e-learning to meet the federal Child Development Block Grant requirements. They also provided supporting media for computer-based and stand-up trainings. These projects involved producing audio files for the OCFS Division of Child Welfare and Community Services’ Foundations computer-based trainings (CBT) and the Healthy Families NY public service announcements; and video vignettes for Using the Initial Trafficking Interview Tool for Youth, Crisis Management and Prevention Skills Demonstrations, Engagement Strategies Vignettes, and the Reasonable and Prudent Parent Standard CBT Open. PDP’s Media Production produced Spanish-language versions of long-form videos and e-learnings. Media Production continued to add training to their online course offerings. During this reporting period, the 16 e-learning trainings available through the ECETP learning catalog and the 23 trainings through HSLC, produced more than 227,745 completions.
In 2016 the Early Childhood program began offering On-Demand training. On-Demand makes previously presented Videoconferences available to the child care community. Child Day Care Center Directors and School-Age Child Care Directors can register to become an approved On-Demand trainer, enabling them to choose a date and time that works best for them to provide training to their program staff.