Developing an Effective Case Plan for Individuals on Community Supervision

Developing an Effective Case Plan for Individuals on Community Supervision 

Many community corrections agencies are moving away from a compliance-focused supervision strategy (e.g., did the supervisee fulfill the conditions of supervision) to a more targeted supervision strategy. In a targeted supervision strategy, the focus is on helping individuals create long-term change. Ultimately, this helps promote long-term public safety, as opposed to short-term public safety and compliance with court-ordered conditions. To promote behavioral change of individuals on community release, you cannot approach the supervision of each individual from a one-size fits all approach. Targeted interventions must be driven by an individual's unique risk, needs, and responsivity factors. Utilizing a risk and needs assessment instrument is essential to identify factors that an officer can address with a supervisee using a case plan. This course will provide community supervision officers working in adult probation and parole agencies with instruction on how to develop an initial individualized case plan (sometimes referred to as supervision plans) with a supervisee when they are first placed on supervision.


Hours: 1.75


Certificates provided by accrediting body (2 Match)

American Probation and Parole Association

1.75 HOURS

This activity is approved for 1.75 contact hours.

California Board of State and Community Corrections

1.75 HOURS

This activity is approved for 1.75 STC credit hours.

Course Details

Course Code: REL-PS-0-DECP
Hours: 1.75
Type: Online Course
Content Expiration Date: 7/31/2024
Learning Objectives:
Explain the purpose of a case plan.
Discuss 5 considerations for case plan development.
Discuss 4 components of a case plan.
Describe 3 important checkpoints for effective case plans.

Section 1: Introduction

About This Course

Learning Objectives

Section 2: Considerations for Case Plan Development

Purpose of a Case Plan

Setting the Foundation

Considerations for Case Plan Development

Policy and Legal Directives

Conditions of Supervision

Risk, Needs, and Responsivity Factors

Knowledge Check

Know Where They Are in the Change Process

Knowledge Check

Motivation Level



Section 3: Components of a Case Plan

Components of a Case Plan


Practice: Recognizing SMART Goals

Action Steps

Barriers or Challenges to Completing Goals

Strengths or Protective Factors

Checkpoints for Effective Case Plans



Section 4: Conclusion

Course Contributors




Staff Writer: Kimberly Cobb, MS
Mrs. Cobb is a Lead SME Writer/Trainer at Relias. Her primary writing responsibilities are in the Health and Human Services vertical, in the content areas of public safety and behavioral health. Mrs. Cobb is also the onboarding trainer for new Relias staff joining the Content Department. Mrs. Cobb has a Bachelor of Science Degree in Correctional and Juvenile Justice Studies and a Master of Science Degree in Criminal Justice. She has over 24 years of experience working in criminal and juvenile justice. Her work includes direct service, research, and training and technical assistance. She was the statewide evaluator for the Commonwealth of Kentucky for adult, juvenile, and family drug courts; a Research Associate for the American Probation & Parole Association providing training and technical assistance to Native American Nations/Alaska Native Villages on systemic criminal and juvenile justice initiatives; and a Research Administrator for the University of Kentucky. Disclosure: Kimberly Cobb, MS has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: John A. Klavins

John A. Klavins M.S. is a subject matter expert (SME) in case planning and evidence-based practices in corrections. Mr. Klavins is currently the Director for the Ramsey County Community Corrections Department in St. Paul, MN, overseeing juvenile and adult probation services and 3 correctional facilities. Mr. Klavins has worked in numerous positions with multiple agencies while serving in the field of corrections since 1985, including: Director of Court Services, Community Corrections Supervisor, Cognitive Skills Programming Coordinator, Day Treatment Program Manager, Juvenile Probation Officer, Juvenile Detention Center staff member, Volunteers In Corrections, and as a Police Reserve Officer. Mr. Klavins also served as an adjunct faculty member for 10 years at Minnesota State University in Mankato, where he earned his master's degree and conducted a research study on the implementation of cognitive-behavioral interventions by probation officers in Minnesota. He also chaired the MN Statewide Evidence-Based Practices Policy Team for over 10 years, under the sponsorship of the MN Commissioner of Corrections and administrators from around the State of Minnesota. Mr. Klavins is an active member with the American Probation & Parole Association (APPA) and the MN Association of Community Corrections Act Counties (MACCAC).

Disclosure: John A. Klavins has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Correctional Officers; in the following settings: Adult Corrections.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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