1. Pennsylvania Training Resource
College of Direct Support
Presenters:
Mary Kay Cunningham
Thea Phim
Mary Kay Cunningham, Statewide Administrator

2. College of Direct Support
CDS content is:
Designed for direct support professionals primarily supporting individuals with IDD in the community.
Delivered through Elsevier Performance Manager (Learner Management System)
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 
Aligns with Community Supports Skill Standards; NADSP Code of Ethics, Competencies & Skill Standards; and CMS DSW Core Competencies
University of Minnesota: leading experts in the field of intellectual and developmental disabilities.
Elsevier: a premier learning management tool

3. 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

5. NADSP Competency Areas
Participant Empowerment
Communication
Assessment
Community & Service Networking
Facilitation of Services
Community Living Skills and Supports
Education, Training, & Self- Development
Advocacy
Vocational, Educational & Career Support
Crisis Prevention & Intervention
Organizational Participation
Documentation
Building & Maintaining Friendships and Relationships
Provide Person-Centered Supports
Supporting Health & Wellness

6. 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
IM4Q Programs
ODP Staff
State Center Staff
Funded through Office of Developmental Programs

7. 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 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.

8. 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.

9. Crosswalk Example: Chapter 6400

11. 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

12. CDS Core Content
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

13. CDS Core Content 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

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

15. College of Frontline Supervision and Management (CFSM)
CDS curriculum includes access to the CFSM training.
Courses designed to empower managers and supervisors to continue developing leadership knowledge and skills in order to best support their staff.
CFSM course topics include:
Developing an Intervention Plan
Fueling High Performance
Preparing for the Supervisor’s Job in Human Services
Recruitment and Selection
Training and Orientation
Your First Few Weeks and Months as a Supervisor

16. CDS Fee Schedule Free to the following: Individuals with Disabilities
Families Members
Individuals and Families who self-direct
Supports Coordinators
Administrative Entities/ County Staff
IM4Q Programs
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 $ /annually.  
For agencies serving 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: :: Mobile: :: Fax: ::
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: ( ) or
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.

17. 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

18. Live Demo

19. Direct Course Video

20. CDS Persons of Contact Mary Kay Cunningham
Individuals Accessing CDS Free of Charge
Institute on Disabilities at Temple University
Mary Kay Cunningham
Phone:
Provider Organizations/Entities
The Elsevier Organization
Bill Waibel and Leigh Evans
Phone:
For more information regarding registration and/or fees.

21. Thank you!