Pennsylvania Training Resource College of Direct Support Mary Kay Cunningham, Statewide Administrator 866-865-6170 CDSPA@temple.edu

Direct Course Curricula College of Direct Support Introductory Video www.directcourseonline.com Introduce the different curricula in the DirectCourse Suite of Learning We have FIVE separate DirectCourse curricula. CDS (DIC, FFT are part of CDS) CFSM, CES, CPAC, & CRCI.   CDS - includes 227 lessons across 36 Courses - approx. 146 hours of training - for direct Support professionals primarily supporting individuals with IDD in the community Intro video: http://directcourseonline.com/ (2 mins 42 seconds)

Benefits of CDS Based on National Standards – content is developed by UCEDD Provides access to high quality training Increase Learning and Development Available anytime Videos, vignettes and stories Excellent Resource Management Tool

College of Direct Support For direct support professionals primarily supporting individuals with IDD in the community. CDS content is developed by the Research and Training Center on Community Living at the University of Minnesota. 227 lessons across 37 Courses  approx. 146 hours of training  Content delivered through Elsevier Performance Manager. University of Minnesota: leading experts in the field of intellectual and developmental disabilities. Elsevier: a premier learning management tool

Administration of CDS Institute on Disabilities, Temple University – Coordination and Administration Individuals with Disabilities Families Individuals and Families that Self Direct Supports Coordinators and Supervisors Administrative Entitles/County Staff ODP Staff State Center Staff Funded through Office of Developmental Programs

Competency Based Training Pre/Post tests Item analyses Randomized pool of test questions organized by learning objectives OJT observations and skill demonstration A set of skills that managers can use to evaluate integration of learning on the job. Portfolio Demonstrated work sample linked to learning objectives ASSESSMENT – We take great pains to make all our curricula competency based. We do this by incorporating several levels of competency measures.   All of our courses offer pre and post tests. All questions are tied to a learning objective that is covered in the content. We regularly perform item analyses on our test questions to make sure that they are testing the knowledge we intend to test. Each course includes 5 -10 questions per learning objective. OJT OJT stands for on the job training and helps the learner make the connection between the content of the course and the use of the skills in daily practice. Learner, supervisors, employers, trainers, and educators can use OJT lists in a variety of ways. They can be used to develop training opportunities in the work setting. They can be used as part of a classroom practicum. They can be used to develop or revise a job description. They can also be used as part of a performance review. Each OJT assessment statement is directly connected to the content of the course and lesson. However, not all OJTs will apply to every learner's situation. They can be selected and adapted to match activities that most closely relate to the work of the learner. A checklist of these OJT statements can be made available to mentors and supervisors. A record of the observed outcome can be recorded in the learning management system and become part of the learners transcript. This is one way to assure competence in necessary skills. PORTFOLIOS Portfolios help demonstrates the knowledge, skills, and attitudes that should be learned by completing CDS content. These activities show a deeper understanding and applicability of the content through development of work samples showing how a learner applies knowledge to everyday practice. These examples will help learners begin a portfolio for the National Alliance for Direct Support Professionals (NADSP) Voluntary Credentialing program. Learners will need to submit additional work samples and refinement to complete a credentialing portfolio showing competency in one of the 12 NADSP competency areas.  Many portfolios include samples of actual work the learner has done.

CDS Meeting Training Needs in PA The Pennsylvania Code Title 55 Department of Human Services Chapter 2380 – Adult Training Facilities Chapter 2390 – Vocational Facilities Chapter 6400 – Community Homes for Individuals with Mental Retardation Chapter 6500 – Family Living Homes Chapter 6600 – Intermediate Care Facilities for the Intellectual Disability (ICFs/ID) Several training plans and learning modules have been created for use by agencies and providers in PA. These include meeting some of the PA Department of Human Services training requirements. The training plan and learning modules were created with careful scrutiny. A rigorous review of the staffing and training requirements was done and then results cross-walked to the College of Direct Support courses. From this crosswalk a suggested training plan was developed using content aligned with the required training topics. There is a suggested learning module for orientation to which providers add training on the required policies and procedures. And there are several learning modules available to meet the annual training topic requirements as well. --------------------------------------------------------------------------------- Several training plans and learning modules have been created for use by agencies and providers in MN. These include meeting some of the new 245D training requirements, the Adult Foster Care Mental Health Certificate for corporate foster home serving individuals with mental health needs, and Moving Home Minnesota. The 245D training plan and learning modules were created with careful scrutiny. A rigorous review of the staffing and training requirements was done and then results cross-walked to the College of Direct Support courses. From this crosswalk a suggested training plan was developed using content aligned with the required training topics in 245D. There is a suggested learning module for orientation to which providers add training on the required policies and procedures. And there are several learning modules available to meet the annual training topic requirements as well.

Crosswalk Example: Chapter 6400

CMS Requirements College of Direct Supports meets the Direct Work Force core competencies developed by the Center for Medicare and Medicaid Services (CMS).  Competencies areas are: Communication Person-Centered Practices Evaluation and Observation Crisis Prevention and Intervention Safety Professionalism and Ethics Empowerment and Advocacy Health and Wellness Community Living Skills and Supports Community Inclusion and Networking Cultural Competency Education, Training and Self-Determination

CDS Current Courses The Health Insurance Portability and Accountability Act (HIPAA) Hiring Great Direct Support Professionals Home and Community Living Implementing Participant Directed Supports Individual Rights and Choice Introduction to Developmental Disabilities Civil Rights and Advocacy Community Inclusion Cultural Competence Direct Support Professionalism Professional Documentation Practices Emergency Preparedness Employment Supports Everyone Can Communicate Functional Assessment

CDS Current Courses Supporting Jobs and Careers in the Community Supporting Older Adults Teaching People with Developmental Disabilities Understanding Transitions Across the Life Span Universal Precautions Working with Families and Other Support Networks You’ve Got a Friend Introduction to Medication Support Introduction to Mental Health & Mental Illness Maltreatment: Prevention and Response Personal Care Person-Centered Planning Positive Behavior Support Professional Documentation Practices Safety Supporting Healthy Lives

CDS Disability Focused Courses Autism Brain Injury Cerebral Palsy Depression Diabetes Epilepsy Each course approx. 2 hours in length.

CDS Film for Thought Body and Soul (2 hours) Breaking Shells (2 hours) Body and Soul: Diana & Kathy originally aired on PBS in 2009. This film tells how Kathy Conour, a woman with cerebral palsy, and Diana Braun, a woman with Down’s syndrome, became two of the most remarkable advocates for people with disabilities. Breaking Shells (2 hours) Breaking Shells follows Art and Steve, two men with developmental disabilities, as they cross the state of South Dakota talking to self-advocates about how to take charge of their individual planning processes, thereby empowering them to take charge of the decisions that impact their lives. For advanced practice. These courses use reflection and portfolio as ways to assess skill development.

CDS Fee Schedule Free to the following: Individuals with Disabilities Families Members Individuals and Families who self-direct Supports Coordinators Administrative Entities/ County Staff ODP staff State Center Staff Fee Schedule: Providers serving 101 or more individuals with disabilities (NOTE: For the College of Direct Support this is “individuals being supported” not number of employees) will pay a licensing fee of $2950.00/annually.     For agencies serving 10 - 100 individuals with disabilities the cost of the licensing fee is $500.00/annually.  For more information on these two options contact: Bill Waibel, Director, Business Development - Workforce Development Elsevier :: MC Strategies Office: 865-692-8486 :: Mobile: 865-622-1419 :: Fax: 865-531-4708 :: Email: b.waibel@elsevier.com Additionally, DHS will offer CDS for free to the following: Individuals with disabilities who self-direct their services and supports Families of individuals with disabilities who self-direct services and support DHS, county and tribal personnel groups including advisory groups and members of the board For more information on this option contact: Nancy McCulloh, MS, Project Coordinator Minnesota's CDS Lead Learning Administrator Phone: (320-253-5661) or Email (mccul037@umn.edu) To use CDS each agency or self-directed participant (or family) will need to have at least one point person who is designated as a learning administrator. This person will be responsible for creating learner accounts and then creating and assigning training modules to learners. He or she will also provide support to the learners from the agency.

CDS Fee Schedule – Providers Licensed Providers: Under 60 Learners = $500 60 to 119 Learners = $950 120 to 199 Learners = $1,950 200 Learners and Over = $2,950

CDS Persons of Contact Mary Kay Cunningham Individuals Accessing CDS Free of Charge Institute on Disabilities at Temple University Mary Kay Cunningham Email: CDSPA@temple.edu Phone: 866-865-6170 Provider Organizations/Entities The Elsevier Organization Bill Waibel and Olivia Sullivan Email: b.waibel@elsevier.com; o.sullivan@elsevier.com Phone: 860-432-1485 For more information regarding registration and/or fees.

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