Limited public previews adapted from the Academy’s curriculum and operations materials. These samples illustrate the structure of the work; they are not completed client deliverables, empirical findings, or a full curriculum release.
01 / PLAN
Excerpt from the revised twelve-course annual selection. Exact dates, policies, priorities, and supervisor actions are customized to the facility. This is a planning example, not an annual compliance certification.
| Month | Selected course | Scheduled time | Illustrative reinforcement |
|---|---|---|---|
| 1 | Module 21: Child & Adolescent Development | 120 minutes | Review how expectations fit a youth’s developmental needs. |
| 2 | Module 23: SOGIE-Affirming Residential Care | 120 minutes | Reinforce respectful language and the facility’s relevant procedures. |
| 3 | Module 13: California Integrated Core Practice Model | 120 minutes | Observe an agreed engagement or teaming practice. |
| 8 | Module 16: Documentation That Matters | 120 minutes | Apply the agreed rubric to an authorized, deidentified note sample. |
| 9 | Module 18: Workforce Resilience | 120 minutes | Follow up on one staff-support or workload action. |
| 10 | Module 20: High-Performing Residential Teams | 120 minutes | Review handoff completeness and action ownership. |
Six selected months are shown. The annual partnership contains twelve selected courses and 24 scheduled course hours. Onboarding occurs before Month 1; supervisor meetings and leadership reviews are tracked separately.
02 / PRACTICE
Adapted learning excerpt from Module 16, Documentation That Matters. The example below is fictional. Practice fields are temporary and are not submitted or stored by the website.
A draft note says: “He had a good day.” The available observations are: he attended school, completed the evening chore after one prompt, and participated in recreation for 45 minutes.
Follow facility documentation procedures. This educational activity does not replace required reports, clinical judgment, or authorized record systems.
03 / DOCUMENT
Unpopulated field excerpts adapted from the Academy’s operations forms. Attendance, demonstrated learning, and workplace application are distinct records.
Individual results are handled through the agreed record process. Leadership reporting uses appropriate aggregates. A completion record does not itself confer professional CE, administrator CE, or an independent credential.
04 / REVIEW
Unpopulated reporting outline adapted from the implementation handbook. No outcome values have been invented.
Reporting period; sites and cohorts; courses delivered; unique learners; participant-session completions; expected and actual completions.
Knowledge and demonstration results; actual attended hours; initial and reassessment results separately.
Agreed practice measures: documentation quality, complete handoffs, and supervisor follow-up, where included in scope.
| Measure | Definition | Evidence to report |
|---|---|---|
| Documentation quality | Authorized sampled notes meeting the agreed rubric ÷ notes sampled | Rubric, sample size, period, and limitations |
| Handoff completeness | Sampled handoffs meeting the agreed criteria ÷ handoffs sampled | Criteria, observation method, and sample size |
| Action follow-through | Actions closed by due date ÷ actions due | Owner, due date, and evidence of closure |
Open barriers, resource needs, assigned actions, recommended adjustments, and next review date.
Baseline and follow-up comparisons identify missing data and contextual changes. Satisfaction and observed practice are reported separately; broader youth or retention outcomes are not attributed to training without supporting evidence.