1. Presenters: Mary Kay Cunningham, Thea Phim & Sarah Mueller

2. For more information go to:
Learning Objectives
College of Direct Support
College of Frontline Supervision and Management
College of Employment Services
For more information go to:
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
CFSM - includes 33 lessons across 6 Courses or approx. 27 hours of training - for frontline supervisors and managers supporting DSPs supporting individuals with IDD in the community. 
CES - 47 lessons over 12 courses -Approximately hours of training – for community employment services and support professionals across all disability sectors   
There are 71 separate courses across all curricula: 
CRCI = 7, CPAC = 8, CES = 12, CFSM = 6, CDS = 37
We have 423 lessons across the 71 courses. 
This equals approximately 256 hours of training!
Some lessons are approx. 2 hours of training, most are worth about 1 hour and the newer lessons in our shorter format are worth about .25 hours of training. 

3. Place your screenshot here
Introductory Video
A brief overview of Direct Course

4. College of Direct Support
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: (2 mins 42 seconds)

5. For direct support professionals primarily supporting individuals with IDD in the community.

6. Elsevier Performance Manager
CDS Content
Developed by
Research and Training Center on Community Living at the University of Minnesota
Delivered through
Elsevier Performance Manager
University of Minnesota: leading experts in the field of intellectual and developmental disabilities.
Elsevier: a premier learning management tool

7. CDS Administration in PA
Coordinated and Administered by
Institute on Disabilities at Temple University
Supported through
Office of Developmental Prgorams

8. Benefits of College of Direct Support
Based on National Standards
Provides access to high quality training
Increase learning and development
Available anytime
Videos, vignettes, and stories
Excellent resource
Management tool

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

10. Meeting National Standards: CMS Direct Service Workforce Competencies
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

11. Meeting PA Standards: DHS Code Title 55
Chapter 2380 – Adult Training Facilities
Chapter 2390 – Vocational Facilities
Chapter 6400 – Community Homes for Individuals with Intellectual Disabilities
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.

12. CDS Access Access to CDS is free for: Individuals with Disabilities
Family Members
Individuals and Families that Self Direct
Supports Coordinators and Supervisors
Administrative Entities/County Staff
IM4Q Programs
ODP Staff
Support Brokers
State Center Staff

13. Using CDS
Training
High quality, consistent, universal training for your DSPs.
Customize
Develop your own content specific to the individual or agency.
Manage
Keep track of courses and training hours completed by DSPs.

14. 227 lessons across 37 Courses with approximately 146 hours of training

15. CDS Courses Civil Rights and Advocacy Community Inclusion
Cultural Competence
Direct Support Professionalism
Professional Documentation Practices
Emergency Preparedness
Employment Supports
Everyone Can Communicate
Functional Assessment
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

16. CDS 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
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

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

18. Competency Based Trainings
Testing
Pre & Post Tests with item analysis and randomized pool of test questions organized by learning objectives.
On the Job Training (OJT)
Observations and skill demonstration 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 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 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.

19. College of Frontline Supervision and Management

20. Empower your managers and supervisors to continue developing their leadership knowledge and skills.

21. CFSM Content
Included in
CDS curriculum
Education for
Frontline teams so that your entire staff will be more effective and your support impactful through leadership skill development.

22. CFSM Courses
Your First Few Weeks and Months as a Supervisor – 6 lessons
Preparing for the Supervisor’s Job in Human Services – 6 lessons
Fueling High Performance – 6 lessons
Recruitment and Selection – 4 lessons
Training and Orientation – 6 lessons
Developing an Intervention Plan – 4 lessons
Each course approx. 2 hours in length.

23. Competency Based Trainings
Testing
Pre & Post Tests with item analysis and randomized pool of test questions organized by learning objectives.
On the Job Training (OJT)
Observations and skill demonstration that managers can use to evaluate integration of learning on the job.
*Example included
Portfolio
Demonstrated work sample linked to learning objectives.
*Example included
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 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 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.

24. CFSM OJT Example
The learner solicits feedback from staff, people being supported, and their families regarding skills needed to reach the desired outcomes.
The learner uses effective training methods when teaching employees the skills they need to meet job expectations.
The learner can describe competency-based training and give an example of 2-3 benefits of this training model.

25. CFSM Portfolio Example
The learner uses an accurate job analysis and/or job description as a basis for designing and developing a training module that is competency-based for other employees. An outline and instructor materials are included as the sample. After delivering the training, a summary statement is included which explains the following:
Why the specific topic and method(s) of training were chosen
Methods of assessing competency of the employee to ensure competency
Methods of customizing of allowing for test-out for experienced employees
Changes, if any, the learner would make after delivering the training

26. College of Employment Services

27. For agencies, providers, and professionals providing employment services for people with IDD.

28. Elsevier Performance Manager
CES Content
Developed by
Institute for Community Inclusion at the University of Massachusetts Boston
Delivered through
Elsevier Performance Manager
Umass Boston: leading experts in the field of intellectual and developmental disabilities.
Elsevier: a premier learning management tool

29. CES Administration in PA
Coordinated and Administered by
Institute on Disabilities at Temple University
Supported by
Office of Developmental Programs

30. Benefits of College of Employment Services
Based on National Standards
Provides access to high quality training
Increase learning and development
Available anytime
Videos, vignettes, and stories

31. Meeting National Standards: APSE Compentency Areas
Application of Core Values and Principles to Practice Assessment
Individualized Assessment and Employment / Career Planning
Community Research and Job Development
Workplace and Related Supports

32. Meeting PA Standards
Individuals must have one of the following by January 1, 2019, or within six months of hire if hired after July 1, 2018:
Hold a Certified Employment Support Professional (CESP) credential from the Association of People Supporting Employment First (APSE).
Have been awarded the Basic Employment Services Certificate of Achievement or a Professional Certificate in Employment Services from an Association of Community Rehabilitation Educators (ACRE) organizational member that has ACRE- approved

33. Meeting PA Standards
Supported Employment Providers
Small Group Employment Providers
Community Participation Support Providers who are providing prevocational services to participants

34. CES Access – Part 1 Access to CES is free for:
Support Service Professionals (SSPs) Who Provide Employment Services through a Participant-Directed Service Model
Organizations that already provides training through CDS

35. CES Access – Part 2
Access Part 2 of CES
Learners must register through
There is a promotional code ACRE2018 to get the discounted rate of $170/learner through December 31, 2018

36. Using CES
Training
High quality, consistent, universal trainings for employment trainees.
Manage
Keep track of courses and training hours completed through self-directed modules.

37. 11 Courses with 4 instructor led webinars

38. CES Courses – Part 1 Foundations of Employment Services
Funding Employment Services
Principles of Career Development
Networking
Using Work Incentives To Increase Self- Sufficiency
Strategies for Job Development, Part 1
Strategies for Job Development, Part 2
Business Perspectives
Job Creation
Performance Coaching and Support, Part 1
Performing Coaching and Support, Part 2

39. CES Courses – Part 2
Four instructor-led webinars, discussion forums, case studies, and field assignments that are reviewed and approved by an instructor from the Institute for Community Inclusion (ICI).
To obtain the complete ACRE Basic Certificate of Achievement, participants must complete both Part 1 and Part 2 of the CES Certified Training.

40. Competency Based Trainings
Testing
Pre & Post Tests with item analysis and randomized pool of test questions organized by learning objectives.
On the Job Training (OJT)
Field assignments to evaluate integration of learning on the job.
Discussions
Discussion forums to demonstrate skills linked to learning objectives.

41. interested in providing CES training.
CES Protocol
Obtain administrative rights for the number of learners for which your organizations is
interested in providing CES training.
After completing Part 1, register UMass Boston’s ICI via the following link:
Decide up to 15 individuals for whom your organization wishes to undergo CES training.

42. Course Demo Notice… On the Job Training Portfolio
Read aloud and closed captions
Activities
Test

43. Institute on Disabilities at Temple University
Contact Us
Institute on Disabilities at Temple University
College of Direct Support: or
College of Employment Services: or
The Elsevier Organization
Leigh Evans: or
Institute for Community at the University of Massachusetts Boston
For more information regarding registration and/or fees.
Lara Enein-Donovan:

44. THANKS!
Any questions?
Contact Mary Kay Cunningham, Thea Phim, or Sarah Mueller at
&
Phone: &