Case intelligence · Practical course
Build a clearer picture of participant progress
A participant evidence plan your team can use across visits, locations and reporting periods.
For: Service and program teams following participants across visits, staff or locations.
Start the first lesson →See the course plan ↓A manageable place to begin
Use the supplied examples first. Bring one real workflow when you are ready to adapt the exercises. You do not need to buy software or prepare a complete dataset to start.
Each lesson should leave you with one decision or piece of your plan. Continue when it is useful, and return to the next unfinished lesson on this browser.
Download the course workbook (PDF)Your learning path
Build the plan one lesson at a time
- Lesson 1
Plan a useful record from intake through follow-up
- Lesson 2
Read notes and check-ins without losing the person’s meaning
- Lesson 3
Keep a person’s history connected across programs and staff changes
- Lesson 4
Define progress before comparing participant results
- Lesson 5
Share useful participant evidence with appropriate access
Completion is a personal checklist stored in this browser, not a certificate or an assessment of your work.
Examples and further guidance
More about what you will build
Start small. Build something you can use.
You can work through the example without preparing files or buying software. Then use the workbook to adapt the method to one real workflow. Work one lesson at a time; you can return to the next unfinished lesson on this browser.
By the end, you’ll be able to…
- Plan intake, notes and follow-ups around the same participant without repeatedly collecting stable profile details.
- Review qualitative evidence alongside a dated history, keeping observation, interpretation and the person’s own account distinct.
- Compare agreed measures across sites while protecting individual records and recording who follows up.
Make the practice useful.
First, try the supplied example. Then test your plan with a frontline colleague who writes notes or receives handoffs.
Reading explains the method; the exercises produce a first plan. Applying it to your organization may need further review and implementation work.
A fictional youth-support program follows a participant across sessions, staff changes and annual reviews. Staff observations, participant feedback and family contributions remain distinguishable.
Use these fictional inputs.
- Intake and consent; attendance or service records; recurring check-ins; practitioner notes; documents or transcripts; transitions and later follow-up.
First thought: What would the next worker need to understand this participant’s situation without asking them to repeat their story?
What this course covers
The course teaches planning and evidence review, not a universal outcome scale, automated diagnosis or predictive risk model.
Agree purpose, essential definitions and access before collecting. The lesson order deepens those practices; it does not postpone them.
How a connected workflow changes the work
Make the next question easier to answer.
When tools stay separate
Notes and documents are attached to a record but staff still open them one by one before a review.
The connected approach
Define how new qualitative evidence is reviewed and connected to the person’s history, with the source visible beside the finding.
Sopact’s approach brings collection, qualitative analysis, record context and operational control into the same working process. The benefit to test is how much reconciliation and specialist support your team needs each cycle—not simply how many features a tool lists.
A simple one-off survey may need no more than a form. This course is for work where evidence accumulates and must stay usable. Existing systems can remain sources; agree and test the relevant imports and access before relying on them.
See the example before you begin
Start with a question the record should help you answer.
Fictional example: A participant misses their first session. An attendance entry establishes the absence; it does not explain motivation or prove that support failed. A later conversation records a transport difficulty and a scheduling conflict. The participant and worker agree a different session and a transport referral.
Your collection plan needs to connect the attendance, the participant’s explanation, the agreed action and a later check-in. Record separately whether the referral happened, whether the participant attended and whether they found the support useful. A completed task is not automatically an improved outcome.
Try it: Name the record, contributor and date needed for each step. If several schools use different check-in questions, agree the few shared facts needed for this decision; retain each school’s useful local questions. Bring this sketch into module 1.
Review your completed plan
Test the plan you have built.
Use the pilot checklist on workbook page 7. Ask a colleague to trace a participant record through collection, analysis, review and an appropriate handoff. Record any gap, its owner and the next review point.
Download workbook (fillable PDF)Workbook answers stay in your saved file. Chapter completion is remembered only in this browser.
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