Contracted Trainer Guide

CHILD WELFARE RESEARCH AND TRAINING PROJECT,
IOWA STATE UNIVERSITY
Contracted Trainer
Guide
PROCEDURES FOR DEVELOPMENT AND DELIVERY OF PROFESSIONAL
TRAINING ON BEHALF OF IOWA STATE UNIVERSITY SERVICE TRAINING FOR
SOCIAL WORKERS WITH THE IOWA DEPARTMENT OF HUMAN SERVICES
Maxwell, Deborah J.
2/26/2018

TABLE OF CONTENTS
Service training Project Overview.................................................................................................. 1
Iowa State University ......................................................................................................... 1
The Iowa Department of Human Services .............................................................................. 1
Course Development....................................................................................................................... 3
Competencies........................................................................................................................... 3
Course Creation ....................................................................................................................... 3
Training Preparation ....................................................................................................................... 5
Communication ....................................................................................................................... 6
Scheduling ............................................................................................................................... 6
Venues ..................................................................................................................................... 6
Printing: ................................................................................................................................... 6
Supplies ................................................................................................................................... 6
Cancellations ........................................................................................................................... 7
Reimbursement........................................................................................................................ 7
Training Delivery............................................................................................................................ 8
Learning Management System ................................................................................................ 8
Set-up....................................................................................................................................... 8
Attendance............................................................................................................................... 8
Expectations for learners ......................................................................................................... 8
Evaluations .............................................................................................................................. 8
Breaks ...................................................................................................................................... 9
Lunch....................................................................................................................................... 9
Forms....................................................................................................................................... 9
Post-Training Wrap-up ................................................................................................................. 10
Attendance Sheets............................................................................................................................10
Summary Meeting ................................................................................................................. 10
Revisions ............................................................................................................................... 10

LIST OF APPENDICES
Appendix A: Iowa Child Welfare Core Competencies
Appendix B: Project Plan
Appendix C: Cybox
Appendix D: Example Outline
Appendix E: Course Outline Template
Appendix F: PowerPoint Presentation
Appendix G: Instructor Bio
Appendix H: Venue Planning
Appendix I: Printing
Appendix J: Supplies
Appendix K: ETV Forms

Contracted Trainer Guide 2018 Page 1
SERVICE TRAINING OVERVIEW
The CHILD WELFARE AND TRAINING PROJECT is responsible for offering training to Iowa
Department of Human Services (DHS) employees. The overall goal of the Project is to support those who
serve Iowa children, families, and communities. Through the Service Training contract, staff and
contracted trainers educate, support, and partner with human service professionals today so that they can
empower families to become safe, stable, and self-sufficient tomorrow.
IOWA STATE UNIVERSITY
ISU is contracted to provide training for all DHS social workers in Iowa for Service Training. We
offer over 100 courses and webinars each year. ISU staff members are here to support you in the
development and delivery of your courses.
Deb Maxwell (dmaxwel@iastate.edu) is an Instructional Support Specialist. Deb will
communicate with contracted trainers regarding scheduling, printing, supplies, venues, course
descriptions, trainer biographies, course documentation, and any concerns or questions related to
the learning management system or training delivery. As needed, she will be available to assist at
the site on the day of delivery.
Erin Kramer (ekramer@iastate.edu) is an Instructional Designer. Erin will work with contracted
trainers to create more visually appealing presentations, craft measurable objectives, and help you
incorporate research-based educational methods into your course. As needed, she will assist with
the flow of content, building measurable components into the course, and developing activities.
Scott Willsey (swillsey@iastate.edu) is a Program Coordinator. Scott will work with contracted
trainers to clarify contractual questions, track project progress, and secure payment.
Mary Jo Beckman (mbeckma@iastate.edu) is the Training Liaison between the CWRTP and
DHS. Mary Jo has more than 20 years of experience in training development and coordination.
As the liaison, she will communicate with contracted trainers and DHS regarding expectations
and supports. She will check in regularly by phone throughout the course of the contract.
Dr. Jan Melby (jmelby@iastate.edu) is the Director of the CWRTP. She provides leadership,
management, planning, and direction.
THE IOWA DEPARTMENT OF HUMAN SERVICES
DHS is the issuing agency for the Service Training contract administered through the Child
Welfare Research and Training Project. DHS is involved in the development and evaluation of
courses. Courses are provided for social workers and social work supervisors. Consider the roles
of these workers as you plan your course content and presentation.
Michelle Tyrrel is the DHS Contract Manager for the Service Training contract. Her role is to
ensure that the coursework delivered meets the needs of DHS Social Work staff.

Intake Workers are responsible for gathering the correct information for making a determination
if the reported child abuse allegation meets Iowa code requirements to be accepted for
assessment.
Child Protective Workers (SW3s) are responsible for going to the home to assess safety/risk
and make a determination if abuse or neglect has occurred. After that point, they will hand the
family/case over to the Social Work Case Manager.
Social Work Case Managers (SW2s) manage cases in accordance with the case plan and
document progress. An individual in this role is often involved in court proceedings. This role
connects the family to providers and services to meet case plan goals.
Supervisors oversee Child Protective Worker or Social Work Case Managers. Their role is to
supervise staff, review the assessments and case plans, as well as consult on difficult decisions.
DHS Training Committee assists in the creation of new courses. The DHS Training
Committee consists of approximately 35 individuals. Committee members include a Supervisor,
Child Protection Worker, and Social Work Case Manager from each of the six DHS service areas;
as well as DHS leadership and Help Desk staff, Policy Program Managers, and
contracted training personnel.
Focus Groups assist in the development of objectives, guide course content during the
development process, review materials, and attend pilots and walk-throughs for new courses.
Focus Groups members are comprised of subcommittees from the DHS Training Committee as
well as other key stakeholders.
FSRP Workers provide Family Safety, Risk, and Permanency Services. These services are
purchased by the Department of Human Services. They provide interventions to address the goals
laid out by the DHS Workers. They facilitate Family Team Decision-Making Meetings and Youth
Transition Decision-Making Meetings. They occasionally attend Service Training and work
closely with DHS.

COURSE DEVELOPMENT
The course development process is a collaborative process that involves many people. Good
communication is critical. ISU will be in voice-to-voice and email contact with you regularly during this
process. There are many steps to the course development process, and we may cycle through some steps
multiple times to ensure we develop a high quality training that will be useful to workers in the field.
COMPETENCIES
Currently there are 43 Social Worker Competencies identified by Iowa DHS, but they are under
revision at this time. These competencies are used to make determinations regarding training
needs. Refer to Appendix A to see all the competencies.
Competencies to address in a training course will be identified based on the information provided
by DHS.
COURSE CREATION
The course development process generally takes 4-6 months. It is a collaborative effort between
DHS, trainers, and the ISU Service staff.
Project Plan is created using provided template. Timeline includes development of essential
course components: objectives, outline, PowerPoint Presentation, handouts, pilot/walk-through,
scheduling, ordering supplies, delivery, and evaluation. It allows for ongoing collaboration and
revisions, approval of materials, and completion dates. It is important to set realistic goals
for the timeline and meet all deadlines. See an example of a Course Development
Timeline in Appendix B.
COLLABORATION
The course design process is very collaborative. We seek expertise in the areas of content, Iowa
DHS, and adult learning to make the best course possible. ISU’s cloud storage tool, CyBox,
makes it easy to involve everyone in sharing and editing documents. Please see Appendix C for
additional information regarding CyBox.
The DHS Focus Group members have extensive experience in the day-to-day life of an Iowa
DHS Social Worker. They are familiar with the challenges and needs of the trainees. They can
provide you with information you need create content that is directly applicable to the trainees.
The ISU Team has experience with instructional design and knowledge of adult learning
strategies. They can help you decide on presentation techniques to keep your session engaging
and effective.
For new courses there is a pilot presentation. Members of the Training Committee are invited to
attend pilot presentations. During a pilot the course is presented in full and participants are asked
to provide detailed feedback.
For existing courses with substantial revisions, there may be a walk through presentation. The
trainer(s) will run through the entire course using the course outline format to explore how the
material will be covered in each section. Only specific pieces of the training will be delivered in
the manner that they would be during the live course. Participants are asked to provide feedback.

OBJECTIVES
Course objectives are created collaboratively through an iterative process. DHS Training
Specialist will give guidance on course content, competencies to be addressed, and potential
objectives. The Child Welfare Research and Training Project team will craft initial drafts of
objectives for the course. The contracted trainer will review the objectives, make revisions, and
may propose additional objectives as well. The Focus Group, ISU Service Staff, and Contracted
Trainer will continue revising the objectives as needed. The finalized objectives are sent to the
DHS Training Specialist for approval.
OUTLINE
Outline should include the approved objectives, topics, key content with time allotments,
activities with time allotments, and measures of learning.
There’s an outline template in Appendix D. See an example of an outline for a 1-day course in
Appendix E.
Submit outline to Instructional Support Specialist. The Instructional Support Specialist will elicit
feedback and return the outline for revisions. This process may repeat several times.
DEVELOP COURSE MATERIALS
The contracted trainer is expected to develop high quality instructional materials. As needed, the
Instructional Designer will provide support. Keep in mind that the Instructional Designer is
consulting on several courses simultaneously. Be sure to have a draft of your PowerPoint
uploaded to CyBox and request any assistance you need at least 4 weeks before course delivery.
DIVERSITY
Please consider diversity as you create your course. DHS is working to address disproportionality
issues across the board with clients and employees. Take this into account as you select images
and case studies. Consider addressing the issue in the content of your course, and consider how to
present your content for diverse learners.
POWER POINT PRESENTATION
PowerPoint Presentations (PPT) are strongly recommended for training sessions. The
Instructional Designer can work collaboratively with you to create a presentation. CyBox is a
good tool to use during the process. Please see PPT Guidelines and examples in Appendix F.
IMAGES
Images add tremendous value to presentations, but we do need to exercise some caution with
regard to usage rights. Some sources of excellent free images are https://unsplash.com and
www.pixabay.com. You can also use Google Images if you specify usage rights assigned to an
image. To specify usage rights in Google Images, go to www.google.com, click on images and
type in a search term. When you get results, click on tools under the search bar. Click usage rights
and select labeled for reuse with modification. This method is not perfect; you have to check to
be sure the image is usable. Save the links to the pictures you use, so we can check the usage
rights and assist you with proper citation. ISU will assist as necessary with selecting images and
appropriate attribution.

SOURCES
Let the Instructional Support Specialist know about any handouts or videos you plan to use
during course delivery. ISU will assist you in making sure sources can be used for educational
purposes and that technology is in place for training delivery as necessary.
FACILITATOR GUIDE
ISU will work with you to develop a Facilitator Guide for the course. The guide should include
all details for training content. For example, the agenda, activities, time associated with each
activity, PowerPoint, speaker notes, etc.
EDUCATIONAL METHODS
There are many educational techniques to use to increase engagement and deepen learning.
Consider including an interactive component to each section of the course. The Instructional
Designer can help lay out the process of an activity. Some same activities include:
 Question/answer game
 Sorting activity where trainees apply the learning to scenarios
 Small group presentations
 Responding to content in writing or drawing
 Analyzing/responding to content verbally with partners
 Role play
 Practice activity→ give and receive feedback
 Self-assessment/ questionnaire
 Write a plan of action
 Watch video → structured response activity
 Read article → structured response activity
 Brainstorming
MATERIALS REVIEW
A minimum of 3 weeks before the first training delivery trainers will meet with ISU Service team
members, DHS Training Specialist, and members from the DHS Focus Group to review
materials. The PPT presentation and any additional handouts should be sent to the Training
Liaison prior to this meeting. This meeting can be face-to-face, but could also be via phone
conference or digital communication. Like the objectives, the materials will cycle through
feedback and revisions several times.

TRAINING PREPARATION
The plan for implementing the course will begin before the content is finished. Send an instructor bio, a
description of the course, and some potential course-delivery dates to the Instructional Support Specialist
at ISU. Appendix G shows sample instructor bios. The Instructional Support Specialist will work with
you to find and finalize dates. Since many courses are required for new workers within 6 or 12 months of
employment, we strive to schedule courses accordingly.
COMMUNICATION
Depending on the phase of development, your ISU contact person may vary. Email is the most
frequently used mode of communication during course preparation. If you have a co-trainer, you
can work together to determine the most efficient and effect method of communication to use as
you plan your instruction. Especially during the course development process, we will use in-
person meetings, conference calls, email, and phone calls to communicate and keep everyone in
the loop of communication. In addition, ISU will initiate monthly check-in calls with each
contracted trainer.
SCHEDULING
The contract between DHS and ISU dictates the number of sessions each course must be offered.
There are many factors to consider when scheduling courses. If multiple sessions are required,
they need to be spaced out throughout the year. There are quite a few courses that are required
within the first 6 or 12 months for new workers, so it is important to make sure these sessions are
available and do not overlap with other courses. The Instructional Support Specialist will work
with you to schedule sessions as far in advance as possible.
VENUES
We try to choose training locations that are cost effective, comfortable, and convenient. When
training takes place in Des Moines, the DHS training room at the Hoover Building downtown is
used whenever possible. We also use other capital complex buildings and hospitals. When
searching for a venue, the Instructional Support Specialist will need to know some basic
information about your presentation. Click here for a simple web-based form you can use to
communicate your venue needs. You can also see the form in Appendix H. Some venues have
specific tear-down/clean-up requirements. If there are specific requests, please stay after the
training to help reset the room.
PRINTING
Documents for printing must be submitted to the Instructional Support Specialist a minimum of
2.5 weeks prior to the session. We use 2-sided, black and white printing whenever possible.
When making a print request, please give as many details as possible. Use the web-based printing
order form to simplify the process. You can also see the form in Appendix I.
SUPPLIES
The ISU Service Training office will order supplies at your request. Requests must be submitted a
minimum of 2.5 weeks prior to the session. Unused supplies will be returned to the ISU Service
Training office. The Instructional Support Specialist will work with you to order supplies. All
supply orders are subject to scrutiny during an audit, so detailed rationale for the supplies is

essential. The Instructional Support Specialist will need to know how the supplies will be used
and why they are necessary in order to fill out the correct forms. This web-based supply order
form can be used to help with the supply ordering process. You can also see the form in
Appendix J.
CANCELLATIONS
Weather or emergencies may require a course to be rescheduled. If the venue where a course is
planned closes, the course will be rescheduled.
Decisions regarding cancellation are made by DHS. The request must be made as soon as
possible, so you will need to communicate with Mary Jo Beckman regarding conditions in your
area. Mary Jo will be in contact with DHS regarding weather conditions, and she will contact you
via phone as soon as a decision has been made.
If you need to cancel a class due to your own personal circumstances, you are required to notify
ISU Service Staff in writing at least 2 weeks before the scheduled training, except in the case of
an emergency.
REIMBURSEMENT
If travel-related expenditures are not included in the fee for services, ISU will reimburse the
contractor for properly documented, reasonable, expenses in accordance with ISU travel policy.
Meal receipts must be itemized; you may have to specifically request an itemized receipt, as
credit card receipts are not acceptable.
Maximum allowable meal reimbursement is $31 per day: breakfast- $6, lunch- $9, dinner $16.
Maximum reimbursable tips are 15% of food bill subtotal. Alcoholic beverages are not a
reimbursable expense.
If a company or personal vehicle is authorized, reimbursement shall not exceed $0.39/mile.
Please provide starting and ending points and time of day for each reimbursable trip.
Lodging receipts must be itemized, you may need to specifically request an itemized receipt. You
are required to make every effort to secure the state rate of $65/night plus tax. With prior
approval, lodging may be reimbursed at rates up to $97.50/night plus tax.
Invoices must be submitted within 30 days of completion of a training course and should include
the contract PO number. Email invoices to invoices@iastate.edu and swillsey@iastate.edu.

TRAINING DELIVERY
In most cases, ISU will provide on-site support to assist with material distribution, attendance, forms, and
technology. This guide provides thorough information incase on-site support is not provided.
LEARNING MANAGEMENT SYSTEM
Trainee registration, pre/post-tests, resources, evaluations, and certificates as well as course
descriptions, instruction biographies, and logistical information will be maintained in the
Learning Management System (LMS). The Instructional Support Specialist will work with you to
upload resources and learning materials that the trainees will be able to access digitally, your
trainer biography, and the course description.
SET-UP
The Instructional Support Specialist will communicate with you regarding your facility needs.
Trainers need to arrive 30-60 minutes before the class begins to test technology, distribute course
materials, and fine-tune the room arrangement to meet your instructional needs.
ATTENDANCE
The ISU Service staff will make sure you have either a paper or electronic copy of an attendance
spreadsheet. If you have an electronic copy, you will need to print it and take it to the training
site. Make sure all trainees sign in on the attendance sheet. Please submit the sheet to the
Instructional Support Specialist as soon as possible after the training. Make a note on the
attendance sheet if someone leaves early or arrives late. You can scan or take a high quality
photograph of the sheet and submit it by email.
EXPECTATIONS FOR LEARNERS
To deliver the best course experience, it is important to discuss expectations with trainees at the
beginning of the first session. You can express your preferences for participation and phone use.
Remind trainees that to earn a certificate they need to fully participate in the class and you are
required to submit attendance information about late arrivals and early departures to the ISU
Service Training office, which could affect the credit they receive for the course. Let trainees
know approximately when to expect stretch breaks and lunch.
EVALUATIONS
Once attendance has been recorded by ISU, trainees will be able to access the course evaluation
on the Learning Management System. Remind them that they need to fill out the evaluation to
access their certificate. It is important to submit attendance sheets to the Instructional Support
Specialist as soon as possible because trainees cannot access evaluations and certificates until
ISU records attendance. Trainees will receive an email from ISU once attendance is recorded.
Once evaluations are submitted, an ISU Service staff member will send you a summary of the
evaluations. ISU Service Staff, Focus Groups, DHS Training Committee, and trainers will use the
evaluations to recommend and make revisions to the course. Evaluation reports, summaries, and
ISU recommendations will be sent out the month following the training.
The evaluation summary and analysis will include a net promoter score. This score is the average
of all answers to the question: How likely is it that you would recommend this training to another

person in your position? (0 being the lowest and 10 being the highest.) Our goal is to get a net
promoter score >8 for each training.
BREAKS
During a full day course, plan for a 15-minute break in the morning and afternoon. Please record
the start and end times for breaks on the attendance sheet.
LUNCH
Please record the beginning and end time of the lunch break on the attendance form. Usually
lunch is an hour.
FORMS
In addition to the attendance spreadsheet, you may receive Education and Training Verification
(ETV) forms with your printing or electronically from the Instructional Support Specialist. Please
make these forms available to all trainees. These forms provide the attendees with the accounting
codes to use for their claims for reimbursement. These will often be sent to trainees
electronically, but there may be times when hard copies are necessary. You can see an example of
this form in Appendix K.

POST-TRAINING WRAP-UP
ATTENDANCE SHEETS
Turn in attendance forms to the Instructional Support Specialist within 1-2 days. This can be done
electronically with a digital picture or scanned document as long as the print is clear.
SUMMARY MEETING
There may be a summary meeting after a course. This is at the discretion of ISU Service Training
and DHS. If the trainer would like a meeting, they may request one by contacting the
Instructional Support Specialist. The specific agenda for the meeting will be decided upon
collaboratively by all interested parties.
REVISIONS
Please make notes regarding any changes that would make the course more effective as you think
of them. Courses are always being revised and updated. If you make any changes to course
content, please document the changes and submit them to the ISU Service staff along with the
updated materials.

APPENDICES
Appendix A: Iowa Child Welfare Core Competencies
Appendix B: Project Plan Template
Appendix C: CYBOX
Appendix D: Course Outline Template
Appendix E: Example Course Outline
Appendix F: PowerPoint Presentation Tips
Appendix G: Instructor Bio
Appendix H: Venue Planning
Appendix I: Printing
Appendix J: Supplies
Appendix K: Education and Training Verification (ETV) Form

APPENDIX A: IOWA CHILD WELFARE CORE
COMPETENCIES
1. The worker understands what their position entails and is committed to improving their practice
skills and performance.
2. The worker makes critical decisions consistent with the outcomes of Safety, Permanency, Well
Being, Academic Preparation and Skill Development as defined in the Iowa Department of Human
Services Model of Practice.
3. The worker knows how to access their individual case load data, understands how the data relates
to their specific practice and case decisions, understands the connection between data, practice,
and outcomes for families, and utilizes data to measure and improve their professional practice.
4. The worker interacts with members of all groups (ethnic, racial, religious, sexual orientation,
political, social class, age, etc.), and demonstrates respect of differences, actively seeks knowledge
of cultural values and ethnicity, and applies this knowledge to decision-making and the family
change process. Understands and demonstrates ICWA requirements and understands decision
points that contribute to disproportionality of minority youth.
5. The worker actively uses supervision and mentoring to enhance the learning process and improve
practice.
6. The worker effectively interacts with co-workers and child welfare partners in various positions and
capacities. Identifies and engages key partners in helping the family and/or individual(s) progress
toward targeted outcomes.
7. The worker identifies and employs actions for her or his well-being.
8. The worker identifies and employs actions for her or his safety.
9. The worker appropriately accesses and utilizes technology resources and maintains electronic
security
10. The worker demonstrates respect, genuiness, empathy, honesty, integrity in all interactions with
families and individuals; creates open dialogue/ communication, develops a trust-based
relationship, and engages the family in problem solving and self-determination to improve family
functioning and safety of children.
11. Accurately identifies indicators and dynamics of domestic violence (including physical,
psychological, sexual) and utilizes critical decision making skills to inform practice, implementing
evidence based best practice approaches when possible. Understands the effects on the family
system and applies this knowledge in all work with children and families.
12. Accurately identifies evidence and dynamics of substance abuse and utilizes critical decision
making skills to inform practice, implementing evidence based best practice approaches when
possible. Understands the effects on the family system and applies this knowledge in all work with
children and families. Understands how dual diagnosis of family members increase risks for
children in the home.
13. Accurately identifies dynamics and indicators of mental health issues including those associated
with trauma events. Utilizes critical decision making skills to inform practice, implementing evidence
based best practice approaches when possible. Understands the effects on the family system and
applies this knowledge in all work with children and families. Understands how dual diagnosis of
family members increase risks for children in the home.

14. Demonstrates ability to complete a comprehensive functional assessment that includes gathering,
analyzing, comparing, and synthesizing the information from various sources to come to an
understanding of family strengths and needs relating to child’s safety, permanency and well-being.
Applies this skill to support practice decisions throughout the life of the case. This assessment
provides a shared understanding with the family of the child and family’s situation, underlying
issues and identifies the change necessary for safe case closure.
15. The worker understands trauma effects, recognizes behavioral indicators in parents and children,
addresses trauma effects through core case work functions and actively works to decrease system
induced stressors and build resiliency for families. Workers plan and implement placements that
reduce stress and prevent trauma for families and promote placement stability for children.
16. Differentiates between Safety and Risk and appropriately utilizes assessment tools to effectively
support case practice decisions.
17. Effectively utilizes safety assessments throughout the life of a case to support case practice
decisions. Demonstrates knowledge and skill in the design and implementation of safety plans to
protect children with the family.
18. Demonstrates knowledge of stages, tasks, and milestones of normal child development in physical,
cognitive, social and emotional domains/birth through adolescence and can accurately identify
dynamics and indicators of child maltreatment.
19. Knows the impact of the time, location, and environment of an interview. Organizes key questions
to effectively gather critical information through strength-based process. Continually critically
judges what is known and what they need to know. Effectively engages the family by employing
active listening, reflecting, reframing, and utilizes appropriate questions to explore, focus and guide
the information gathering. Understands verbal and non-verbal cues
20. Demonstrates knowledge and understanding of state and federal statutes in child welfare casework
and the importance of adhering to these regulations.
21. Demonstrates familiarity and knowledge of legal documents and understands what types of
information must be gathered, documented and maintained in family case records to support court
proceedings.
22. Demonstrates knowledge of effective preparation, testifying, and court etiquette.
23. Engages with the family and helps the family identify appropriate participants for a family team
decision meeting in order to have a plan with the family that focuses on behavioral goals/outcomes
that address child safety, permanency and well-being.
24. Demonstrates and values the involvement of kin (related and not-related) in the child’s life by doing
early diligent searches of maternal and paternal relatives and others and engaging them as informal
supports/ family resources. Understands multi-generational family systems and as a result can
anticipate and secure resources to mediate family conflict at its emergence.
25. Demonstrates and values the positive role and involvement of the non-custodial parents in the
child’s life. Demonstrates proficiency with a variety of search tools to locate non-custodial parents.
Supports and encourages the involvement of the non-custodial parents early and often in case
planning and decision-making. Responds to the needs of the non-custodial parents. Demonstrates
the ability to negotiate the family issues that prevent engagement of non-custodial parents.
26. Demonstrates knowledge of criteria for child abuse, dependent adult abuse and CINA assessments to
provide the detailed information necessary for making correct determinations of acceptance through
use of critical questions.
27. Accurately gathers information and applies screening criteria necessary to make an accurate pathway
assignment. Documents the intake information on Child Protective Services Intake, Form 470-0607.

28. Sees the referral aspect of Intake as an educational service and part of public relations. Refers to the
relevant community resources when the situation does not meet the criteria for child abuse,
dependent adult abuse or CINA assessment.
29. Demonstrates knowledge of appropriate time frames for initiation, observation of child victims and
other subjects and completion of assessment summary report. Makes accurate determinations.
Completes required Information System Screens.
30. Demonstrates knowledge of information needed from medical profession for child maltreatment.
Knows what a physician can and cannot detect. Knows how to take appropriate action when there is
a discrepancy between the medical diagnosis and other evidence. Understands the medical issues
involved in an assessment and seeks out appropriate physician consultation.
31. Coordinates and implements multi-disciplinary approach to conducting assessments including child
protective services (CPS), law enforcement, and medical professionals (including child protection
centers).
32. Demonstrates ability to complete a comprehensive family assessment that includes gathering,
analyzing, comparing, and synthesizing the information with the family to come to an understanding
of family strengths and needs relating to child’s safety, permanency and well-being. Organizes key
questions to effectively gather critical information utilizing a strength-based process. Continually
critically judges what is known and what needs to be known.
33. Demonstrates knowledge of appropriate time frames for initiation, observation of dependent adults
and completion of summary report. Makes accurate determinations. Completes required Information
System screens.
34. Demonstrates knowledge of information needed from medical profession for dependent adult
maltreatment. Knows what a physician can and cannot detect. Knows how to take appropriate action
when there is a discrepancy between the medical diagnosis and other evidence. Understands the
medical issues involved in an assessment and seeks out appropriate physician consultation.
35. Coordinates and implements multi-disciplinary approach to conducting evaluations or assessments
including adult protective services, law enforcement, and medical professionals.
36. Exhibits knowledge of the life of a case processes, including case documentation, reports to be
reviewed, and time frames to meet including worker visitation.
37. Seeks knowledge of resources and develops relationships with community partners available to
assist in connections and supports for families and demonstrates an effective use of resources.
38. Develops collaborative relationships for children in care, shared parenting between birth and out of
home placement caregivers while promoting joint planning and delivery of services for the children
in care.
39. Understands the primary purpose of family interaction is to maintain relationships and connections
for children who have been removed from the custody of their primary caregiver(s). Ensures family
interactions occur with individuals identified in the family interaction plan, are responsive based on
behavioral outcomes in determining the appropriate level of interaction, following developmentally
appropriate guidelines by utilizing written family interaction plans.
40. Demonstrates and utilizes best practice to meet federal and state requirements to support and
maintain continuity of connections. Demonstrates concerted efforts for maintaining continuity of
family relationships and for maintaining the child’s connections to his or her neighborhood,
community, faith, extended family, tribe, school and friends.
41. Assesses the permanency options of children and takes timely action to assure permanency,
including meeting federal guidelines, and concurrent planning. Identifies the most appropriate
relationships and permanent setting to meet the child’s developmental and treatment needs. Meets
both permanency and well-being.

42. Identifies, involves and works with youth to support an ongoing process to develop skills,
resources, knowledge and attributes that the youth defines as necessary for survival and success
including developing a transition plan and establishing and maintaining permanent connections.
43. Demonstrates knowledge of the measurable conditions that define safe case closure and can
accurately assess which current cases should be closed.
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APPENDIX B: PROJECT PLAN TEMPLATE
You will receive this Project Plan Form digitally from ISU as an Excel Template. Creating the Project
Plan will include setting target due dates for the yellow highlighted rows. Revision due dates will be set
once documents are returned to the trainer with suggestions. Once approved, project plans will be sent to
the Service Training Liaison.
Tasks Target Due Date Status Completion Date Notes
Project Plan
Project Plan Development
Project Plan Submit for Approval
Project Plan Approved
Project Plan Revisions
Project Plan Approved w/ Revisions
Objectives
Objectives Development
Objectives Submit for Approval
Objectives Approved
Objectives Revisions
Objectives Approved w/ Revisions
Outline
Outline Development
Outline Submit for Approval
Outline Approved
Outline Revisions
Outline Approved w/ Revisions
PowerPoint
Power Point Content
Power Point Design
Power Point Submit for Approval
Power Point Approved
Power Point Revisions
Power Point Revisions Submit for Approval
Power Point Approved w/ Revisions
Handouts
Handouts Content
Handouts Design
Handouts Submit for Approval
Handouts Approved
Handouts Revisions Content
Handouts Revisions Design
Handouts Revisions Submit for Approval
Handouts Approved w/ Revisions
Facilitator's Guide
Facilitator's Guide Content
Facilitator's Guide Design
Facilitator's Guide Submit for Approval
Facilitator's Guide Approved
Facilitator's Guide Revisions Content
Facilitator's Guide Revisions Design
Facilitator's Guide Approved w/ Revisions
Walkthrough or Pilot
Walkthrough Date
Printing/Supplies Request
Walkthrough Revisions Content
Walkthrough Revisions Design
Walkthrough Approved
Pilot Start Date
Pilot Revisions Content
Pilot Revisions Design
Pilot Approved
Retention Measure
Retention Measure Develop
Retention Measure Submit for Approval
COURSE NUMBER & NAME

Handouts Design
Handouts Submit for Approval
Handouts Approved
Handouts Revisions Content
Handouts Revisions Design
Handouts Revisions Submit for Approval
Handouts Approved w/ Revisions
Facilitator's Guide
Facilitator's Guide Content
Facilitator's Guide Design
Facilitator's Guide Submit for Approval
Facilitator's Guide Approved
Facilitator's Guide Revisions Content
Facilitator's Guide Revisions Design
Facilitator's Guide Approved w/ Revisions
Walkthrough or Pilot
Walkthrough Date
Walkthrough Revisions Content
Walkthrough Revisions Design
Walkthrough Approved
Pilot Start Date
Pilot Revisions Content
Pilot Revisions Design
Pilot Approved
Retention Measure
Retention Measure Develop
Retention Measure Submit for Approval
Retention Measure Approved
Retention Measure Revisions
Retention Measure Approved w/ Revisions
Training Delivery
Training Delivery Session 1
Printing/Supplies Order

APPENDIX C: CYBOX
ISU Service Staff will create a folder specific to each course. Trainers will be invited as
collaborators so they can view and upload documents to CyBox. Be sure your documents go into
the folder to which you were invited.

APPENDIX D: COURSE OUTLINE TEMPLATE
General outline components are in this outline template. ISU can send this document as a Word Template.
SP 000 Course Name
Overall course Purpose:
Learning Objectives:
Competencies addressed:
General Information (e.g., intended learners, number of offerings, etc.):
Handouts:

Welcome (time)
Course Purpose
Trainer Introduction and bio
Restrooms, cellphones, breaks, etc.
Agenda
Opening Activity/Icebreaker (time)
Set-up/explanation
Activity description
Module 1: Main Idea
Lecture/Instruction (time)
Key Points/Details
Materials/resources
Key Questions
Background/examples
Applications
Activity and Practice (time)
Purpose
Set-up/Design
Task
Summary/Take-away
Measurement
Objectives
Break (15 minutes)
Module 2: Main Idea
Key Points/Details
Materials/resources
Key Questions
Background/examples
Applications
Activity (time)
Purpose
Set-up/Design
Task
Summary/Take-away
Measurement
Objectives

Lunch (60 minutes)
Module 3: Main Idea
Key Points/Details
Materials/resources
Key Questions
Background/examples
Applications
Activity (time)
Purpose
Set-up/Design
Task
Summary/Take-away
Measurement
Objectives
Break (15 minutes)
Module 4: Main Idea
Key Points/Details
Materials/resources
Key Questions
Background/examples
Applications
Activity (time)
Purpose
Set-up/Design
Task
Summary/Take-away
Measurement
Objectives
Wrap-up
Feedback/Questions
Next steps
Feedback/Questions

APPENDIX E: EXAMPLE COURSE OUTLINE
SP 270 MENTAL HEALTH COURSE OUTLINE
Learning Objectives
 Recognize behavioral indicators of common mental health disorders in adults.
 Assess the impact of mental health behavioral indicators on family functioning and child
safety.
 Develop a plan that addresses risk when mental health issues are present in family
members.
Outline Item
1. Welcome/Overview of Agenda (20 minutes)
I. Trainer Introductions & bios
II. Highlight/Summarize Learning Needs Survey
III. Housekeeping: Cell phones, restrooms, breaks, mileage claims, etc.
IV. Participant names/job/how long at DHS/What you want to learn about mental
health
V. Review agenda and Learning Objectives
Purpose of IV-i: Explore participants’ personal learning goals prior to delivering content
& connect information to DHS practice/philosophy.
2. Opening Activity/Icebreaker (15 minutes)
In small groups, participants will be given laminated pictures of famous people (each
group will get 3 or 4 different pictures). They will be given a few minutes (5 or so) to
work as a group decide if each person pictured had a known mental health diagnosis or
not. Instructors will regroup with the whole class, and ask each group to share who their
celebrities are, and what behavioral indicators led them to identify each as having a
diagnosis or not. Presenters will ask follow up questions and lead discussion around
behavioral indicators, stereotypes, and bias.
3. Safety Constructs & Practice Bulletin (15 minutes)
Lecture - review the components of the safety constructs using the January 2015
Practice Bulletin as foundation. We will have a large laminated construct triangle as a
visual to be used throughout the training.
I. The discussions and activities throughout the day will be grounded in the
constructs and clear definitions of safety and risk.
i. We will focus on mental health behavioral indicators to communicate the
message to workers that Mental Health ≠ Child Abuse
ii. Discuss and define: Threat of Maltreatment, Child Vulnerability, Protective
Capacity
iii. Ask participants the difference between safety and risk
iv. Teach/Explain how Parent’s Protective Factors: Emotional and Behavioral
Characteristics and Cognitive Abilities are a subset (fuller explanation) of

protective capacities, and how this rubric should be used when assessing
and articulating how safety and risk factors are offset by protective factors
to keep the child safe.
Purpose: To reinforce with new workers that assessment is an ongoing process. To
reinforce a focus on behavioral indictors that place child at risk rather than a particular
diagnosis.
Activity 2; Identifying safety constructs (30 minutes 9:15-9:45): post signs for each
of the 3 constructs around the room. Instructor reads a statement or description, and
learners move to stand under the sign for the construct they think is represented.
Discussion with learners, “why you chose your answer?” Statements are very simple at
the beginning, becoming more difficult as the activity progresses.
Measurement: Measure understanding of safety constructs and how to apply them.
Also measure learning against key takeaways from practice bulletin.
Meets Learning Objective 2:
 Assess the impact of mental health behavioral indicators on family functioning
and child safety.
Break 15 min
4. General Overview of Mental Health Disorders (30 minutes)
I. Normalizing Mental Health
II. Disorder Types (Anxiety, Mood, Psychotic, Personality)
III. Overview of Common behaviors associated with MH Issues / how it affects daily
functioning
IV. When does typical behavior cross into concerning behavior (sadness vs depression,
etc.)
V. Co-occurrence with Substance Abuse and Domestic Violence
VI. Treatment Considerations
a. Access
i. Resources – individual and community (shortage of providers)
ii. Cultural and ethnic factors
b. Reference treatment glossary
VII. Worker's role– be conversant, identify and refer. NOT diagnose
VIII. Person first language – avoid labels, slang, derogatory references (crazy, etc)
Purpose: Provide a professional laypersons overview of adult mental health for workers
to become more conversant. We will focus on the concept of “conversant.” We will state
and reinforce the message that workers are to describe and assess observed behaviors,
and that they are not to be diagnosticians.
Key takeaways:
MH issues are common and treatable
MH issues can affect daily functioning

What is a typical emotional experience vs. MH issue
MH does not equal abuse
Same diagnosis does not mean same behaviors or symptoms in different people
SA closely tied – “self-medicating” in absence of appropriate treatment
Activity 3 - Quiz w/Remote Control Clickers for voting (10 minutes 10:35-10:50am)
Participants will each have a clicker that they will use to individually answer questions
based on key takeaways from the general overview of mental health. If participants are
struggling with specific questions, they can be re-addressed at this time.
Measurement: Test learning of key takeaways of common mental health disorders, their
behavioral indicators, and how they can impact daily functioning.
Meets Learning Objective 1:
(What do you see?)
5. Applying Safety Constructs to Anxiety and Mood Disorders (1.75 hrs)
Activity 4 - Learners as Teachers:
Class will be divided into 4 groups, each assigned a topic: Anxiety, Mood, Bipolar, &
PTSD. Each group is provided with the basic information and behavioral indicators
for their topic and will work together to identify Protective Capacities, Threats of
Maltreatment, and Child Vulnerabilities. Each group has 45 minutes to develop their
teaching and will take turns giving a 15 minute presentation to the class. Groups will
receive written direction to guide their presentation, including:
I. Video example of specific MH topic area after each group presentation.
i. General overview of the diagnosis provided to your group
ii. List any common sub-types from the information and resources
provided.
iii. What are the behavioral indicators
iv. Work together to identify Protective Capacities, Threats of
Maltreatment, and Child Vulnerabilities based on those behavioral
indicators provided.
v. Give a case example from your practice where the mental health
issue assigned to your group is present with a parent or caretaker.
Discuss among your group and decide on a scenario to present.
Make sure to consider:
1. What was the presenting issue(s)?
2. What were the behavioral indicators present?
3. What behaviors were placing the child at risk?
II. Video example of specific MH topic area after each group presentation.
i. Bipolar: Silver Linings Playbook
ii. Depression: Skeleton Twins
iii. PTSD: American Sniper

iv. Anxiety: Matchstick Men
Purpose: To teach mental health content through other learning methods in a way that
is not lecture focus and to allow participants an opportunity to directly apply newly
acquired knowledge to specific case examples. Through direct and immediate practice,
this will also reinforce the message of being conversant and deepen retention and
integration into practice.
Measurement: Test deeper learning of common mental health disorders, their
behavioral indicators, and how to make decisions using the safety construct framework.
Check learning against prepared handouts that include behavioral indicators and the
potential safety construct considerations. (participants will get a laminated copy after
activity)
Meets Learning Objectives 1 & 2:
and child safety.
Lunch (1 hour )
Complete Activity 4 Learners as Teachers 1-1:30 pm: If needed
6. Applying Safety Constructs to Personality and Psychotic Disorders (45 minutes
combined lecture and activity)
I. Lecture & discussion – Psychotic Disorders *This will be more direct lecture since
these disorders are more complex and less understood.
i. Overview / definitions
ii. Behavioral indicators
iii. Video example and sticky note activity: Canvas
iv. Sticky note activity (see below)
II. Lecture & discussion– Personality Disorders
i. Overview / definition
ii. Behavioral indicators for the three cluster types (Odd/Eccentric,
Dramatic/Emotional, Anxious/Fearful)
iii. Video example and sticky note activity: Precious
iv. Sticky note activity
Purpose: To demonstrate learning through practice on how to apply behavioral
indicators directly to safety construct framework to determine safety. Through direct and
immediate practice, this will also reinforce the message of being conversant and deepen
retention and integration into practice.
Activity 5 - Sticky note activity: Participants will be directed to watch for each of the
constructs (Child Vulnerability, Threats of Maltreatment, Protective Capacity) as they
watch each video. Participants will be asked to write one of each on individual sticky
notes and post on the laminated safety construct triangle in the correlating area. Large
group will review items for each construct for discussion and questions.

Measurement: Test deeper understanding (become more conversant) of personality
and psychotic disorders and their behavioral indicators. Check learning against prepared
handouts that include behavioral indicators and the potential safety construct
considerations.
(What do you see?)
and child safety. (What does it mean?)
7. Engagement (15 minutes)
I. Review and Present Mental Health Screening tool
II. Barriers and strategies for engaging – starts from first impression
i. Examples of potential barriers
ii. Balance confidence and empathy (resource vs authority / boss vs leader)
iii. Examples of strategies for different diagnostic areas
Purpose: To provide workers with training and resources on engagement strategies with
clients who have possible mental health issues. Teach workers how to use behaviorally
descriptive language when addressing possible mental health issues related to child
safety.
Break 15 min
*Through the rest of the afternoon, workers will use a clip from “Canvas” as the family
scenario to practice engagement, writing, and identifying next steps (service activities) to
address the behaviors present and reduce ongoing risk of harm to the child.
Activity 6 - Engagement Practice (25 minutes – Time Check 2:55-3:10pm)
After watching the clip and identifying behavioral indicators observed, learners will each
take a few minutes to think about specific engagement questions to ask “Mary” (from the
clip). One learner will volunteer to be in front of the group representing Mary.
Individuals will take turns asking Mary questions. Mary will step forward if the question
makes her feel more likely to engage, or backward if the question makes her feel less
likely to engage (more comfortable / less comfortable). Trainers may ask for alternative
questions when Mary steps back, and engage class is discussion of what made
questions more or less successful.
Measurement: Test worker’s ability to identify behavioral indicators, ask appropriate
assessment questions, and engage with a parent or caretaker who is displaying
concerning mental-health related behaviors that place children at risk.
and child safety.

8. Behavioral Writing (15 minutes)
I. Lecture - Teach the components of behaviorally specific writing to describe what
is observed
i. Why this is important
ii. Components of a good behavioral note or entry
1. Identify and discuss what makes a good note
a. Emphasize limiting documentation to what is relevant to
the reason for DHS involvement. Protect privacy of family.
2. Use behaviorally specific language (list in participant guide and
laminated tables)
iii. Provide example of poor practice documentation based on Canvas clip.
1. Poor practice example will be reviewed as a group, then start
activity
Purpose: Teach workers how to demonstrate behaviorally specific, descriptive
documentation when mental health issues are present. Example will also be contained in
the booklet.
Activity 7 - Pair and Share Documentation Practice (15 minutes 3:25-3:40)
Provide poor practice documentation example based on video clip. Each learner will re-
write the case note entry using best practice strategies presented. Trade with a partner
(or in triads) who will review for components of behaviorally specific language. Be
prepared to share your case note entry with the class.
Measurement: To measure participant’s ability to use assessment information to write
behaviorally specific language into the various places where they will need to document
properly.
and child safety.
9. Service Activities and Referrals (10 minutes)
I. Lecture - Teach workers how to develop a plan that addresses risk when mental
health issues are present
i. Review of Reasonable Efforts
ii. When to make a referral for additional services / what makes a good
referral
iii. Provide list of possible service activities for families when mental health
issues are present.
Purpose: Teach workers how to develop meaningful service activities that address the
needs of the family.
Activity 8 - Group Activity-Service Activities (15 minutes)
Using handout illustrating the key stakeholders / partners working with the family,
learners will identify how they can develop meaningful service activities to help families

achieve safe case closure (contrast with ‘cookie cutter’ service activities that may or may
not fit for that family).
Meets Learning Objectives 1, 2, and 3:
and child safety.
 Develop a plan that addresses risk when mental health issues are present in
family members.
10. Confidentiality and Dissemination (20 minutes)
I. Lecture & discussion about rules and guidelines concerning confidentiality and
dissemination of protected information. Prepared in consultation with Tony
Montoya.
i. HIPAA Compliance
ii. DHS as the Custodian
iii. When/how to redact MH information
iv. Disclosure of MH information
II. Discussion of Common Confidentiality Issue and scenarios
III. Hand out: Confidentiality FAQ prepared by Tony.
Purpose: Increase general knowledge and reinforce best practice. Address errors in
practice related to improper dissemination and distribution of confidential mental health
information.
*Activity 9 - Quiz w/Remote Control Clickers or Group Discussion (10 minutes)
Measurement: Test learning of key takeaways of rules regarding the management and
distribution of confidential mental health information.
11. Wrap-up, Final Questions and Adjourn
I. Give a final reinforcement of the message that workers are not to diagnose. Their
role is to observe, describe, assess, and when appropriate make a referral
II. Check in with participants to make sure all sticky notes questions from the
beginning have been answered.
III. Glossary of Treatment Interventions
IV. Resources
i. Community Mental Health Centers
ii. Websites Links
iii. Glossary of Treatment Interventions / Medications
V. Workers complete a 3 question action plan/reflection:
As a result of this training, I:
o Will talk to my supervisor about the following skills I need to develop:
o Will explore the following resources or seek to find resources related to the following
topics:
o Will commit to make the following changes in my practice:

APPENDIX F: POWERPOINT PRESENTATION TIPS
Helpful PowerPoint tips to help you get your presentation started.
DO DON’T
PowerPoint
Use a light-color background Use a dark background
Use images that are approved (copyright) and
contain no watermarks
Use images that have copyright
restrictions or watermarks
Include a variety of visual techniques to
engage learners:
 Images
 Tables
 Graphs
 SmartArt
 Animations
Use only text
Include slide numbers Omit slide numbers
Content
5 words per bullet/5 bullets per slide Include full sentences or large
paragraphs
Include objectives at start (see presenter
examples page 3)
Leave out objectives
Proofread all materials Skip the proofreading step
Timing
Average guideline is 1.5-3 minutes per slide,
but that depends on complexity of the content
Allocate an average of 1 minute per
slide or less; this leads to not being
able to cover all the content
Allow time for opening, closing, and questions Neglect to allow time for opening,
closing, and questions
Interactivity
Include questions and sharing opportunities.
Types of questions include:
 True/False
 Multiple Choice
 Short Answer
Ask no questions or ask complex
questions that require a lengthy
response

APPENDIX G: INSTRUCTOR BIO
Include your educational background, work experience, and significant achievements.
Amy Peters, L.M.S.W.
Amy, LMSW is a Human Services Training Facilitator with the Child Welfare Research and Training
Project at Iowa State University. She has a B.A. in Social Work from Marquette University and a
Masters of Social Work from the University of Kansas. Amy has over 20 years of experience working in
adult mental health services in Iowa, including in the community, in facilities and within the correctional
system. She was a member and Chair of the Story County Mental Health/Criminal Justice Task Force for
the last 2 years.
Leah Vejzovic, L.M.S.W.
Leah is the Domestic Violence Response Coordinator for the contract between Iowa State University's
Child Welfare and Training Project and the Iowa Department of Human Services. She earned her
bachelor's degree from Luther College and her Master of Social Work degree from the University of
Northern Iowa. She provides training around domestic violence to a variety of audiences including DHS
workers and social service providers. In addition, she develops curriculum and resource materials and
assists DHS in improving policy related to domestic violence. She is also available for consultation on
cases complicated by domestic violence issues. Prior to joining Iowa State University, Leah worked for 5
years in other areas of social services including adolescent residential treatment services, child therapy,
and domestic violence and sexual assault victim services.

APPENDIX H: VENUE PLANNING
Click here or on the form to access digitally.

APPENDIX I: PRINTING
Click here or on the fom to access digitally.

APPENDIX J: SUPPLIES
Click here or on the form to access digitally.

APPENDIX K: EDUCATON AND TRAINING VERIFICATION
(ETV) FORMS
DHS employees will need to turn this Education and Training Verification form (ETV) in with their
expense receipts because it provides the appropriate accounting codes. They will fill out and sign the
middle section of the form and turn it in at their office. Unless otherwise notified, contract trainers do not
need to collect these forms. Just make them available to DHS employees.

Contracted Trainer Guide

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