1. A Collaborative Approach for Improved Outcomes
New York State Talent Development Consortium: DSP Competency Project Update
A Collaborative Approach for Improved Outcomes

2. Goal of the Consortium
Design, implement and maintain a consistent, enterprise wide outcome focused approach to developing and sustaining talent in the field of developmental disabilities and thereby provide consistent, high quality supports and services to all individuals we support.
Karen

3. Positive Quality Outcomes for the People We Serve
System Wide Talent and Development Approach
Efficient Use of Resources
Highly Developed Employees
High quality services for all individuals within our system
Karen

4. Statewide Steering Committee A True Collaboration
Provider Associations
Employee Labor Unions
Parents
OPWDD Senior Staff
OPWDD DDSO
Self Advocates
Agencies
Voluntary
National Workforce Experts
Karen

5. Priority Project for the Consortium
Develop a standardized set of competencies for Direct Support Professionals (DSP)
Create a training plan that outlines resources to master DSP competencies
Develop evaluation tools for use by supervisors and others
Establish evaluation methods focused on person-centered outcomes
Jeremiah

6. Progress on DSP Competency Development
Researched DSP competencies currently in place and identified best practices
Developed competencies targeted to NYS DD System and vetted the competences with stakeholder groups and national experts
Developed evaluation tools for use by supervisors and others and vetted evaluation tools with stakeholder groups and national experts
Currently identifying and compiling a list of learning resources to support the competencies
Piloting DSP Competencies
Jeremiah

7. What is a competency based program?
Setting standard of support
How our staff should be performing everyday
Not just a training or evaluation program
Skill based competency program
Objectives are measurable through defined tasks

8. Competencies
Aligned with the mission, vision, and goals of our system. Based on Strategic Framework.
Encompasses 7 Goal Areas
Includes a Code of Ethics
Leads to improved quality of life for people with developmental disabilities.
Jeremiah

9. Competency Structure Goal Statement Competency Areas Skill Statements
Tasks
Jeremiah

10. Structure of Competencies
Goal
Competency Area
Skill
Time Frame
Task
Goal 1. Putting People First
Competency Area A: Supporting a person’s unique capacities, personality and potential
Skill 1: Demonstrates respect for all others
Core: 0-3 Months
a. Communicates directly with individuals
b. Begins to use person-first language when communicating about the individual
c. Uses body language and eye contact to show attention to others comments
d. Monitors own tone of voice and volume when providing instruction and direction to individuals
e. Assists individuals to dress and groom in a way that demonstrates his/her self-respect and dignity to others in the community
Core: 3-12 Months
a. Consistently uses person-first language when communicating about the individual
b. Develops a respectful and genuine relationship with the individual that is demonstrated through tone of voice, interpersonal interactions, and content of conversations
Skill 2: Demonstrates support for individual choice-making in order to enhance confidence and assertiveness
a. Supports choices made by the individual while taking into account health and safety concerns
b. Demonstrates the use of positive feedback
a. Recognizes and supports choices made by the individual while taking into account health and safety concerns
b. Provides positive feedback and encouragement to the person supported as the person assumes his/her leadership role in choice-making
c. Assists individuals in sorting through choices

11. Goal 1: Putting People First
Supporting a person’s unique capacities, personality and potential
Getting to know the person through assessment and discovery
Advocacy
Facilitating personal growth and development
Facilitation of services
Barbara

12. Goal 2: Building and Maintaining Positive Relationships
Meaningful communication
Barbara

13. Goal 3: Demonstrating Professionalism
Professional relationships
Professional behavior
Diversity and inclusion
Documentation
Education, training and self-development
Organizational participation
Ethics
Barbara

14. Goal 4: Supporting Good Health
Promoting positive behavior and supports
Supporting health and wellness
Recognizing, preventing and reporting abuse
Barbara

15. Goal 5: Supporting Safety
Safety first
Supporting crisis prevention, intervention and resolution
Ensures safety of individuals during environmental emergencies
Barbara

16. Goal 6: Having a Home
Supporting people to live in the home of their choice
Perry

17. Goal 7: Being Active and Productive in Society
Active participation in the community
Employment, educational and career goal attainment
Perry

18. Code of Ethics
The DSP Workgroup recommended and the Steering Committee adopted, the NADSP Code of Ethics for DSP’s in the NYS DD System.
The NADSP Code of Ethics has been added to the Core Competencies document.
Implementation of the Code will be integrated into the plan for the competencies as well.
Perry

19. How do DSPs learn skills?
OJT
Teaching and Modeling
Observation and Feedback
Coaching/Repetition/Feedback
Learning Resources (Webpage)

20. Accountability Evaluation Provide Feedback Develop learning plan
Review 3 Evaluation Tools

21. Evaluation Tools Initial (3 Month) Annual
Individual, Family, or Other Advocate
Tools can also be used for Self-Evaluation

22. Structure of Evaluation Tools
Goal
Competency Area
Exceeds Skill Standard
Meets Skill Standard
Does Not Meet Skill Standard
Not Applicable N/A
Skill
Examples of tasks which demonstrate the skill
Goal 1. Putting People First
Competency Area B: Getting to know the person through assessment/discovery
Skill 1: Evaluates the ways in which past, and current events, and environmental factors, affect the way the person acts/reacts to others.
a. Reviews files and relevant information.
b. Meets with the individual and their circle of support to learn more about the person
c. Recognizes that challenging behavior can be a form of communication and responds to it appropriately.
Skill 2: Using a holistic approach participates in the individual’s life planning activities and assists in their implementation.
a. Implements goals as written to achieve desired outcomes.
b. Has access to and can interpret and question the plans.
c. Is able to respectfully contribute, within the team setting, to the identification of desired plans for an individual.
Skill 3: Encourages and supports problem-solving and coping skills.
a. Talks about problems/concerns with the individual to gain understanding of his/her point of view.
b. Helps the person better cope with their problem by providing emotional support.
Skill 4: Is informed about formal and informal assessment, and can conduct informal assessments in a variety of settings, to gain information about the individual and his/her response to the environment.
a. Can demonstrate the use of informal assessment techniques used on a daily basis in each setting in which he/she works with individuals (home, work, travel, neighborhood, etc.), such as observation, active listening, etc.
Skill 5: Practices self-direction of services as the main method for supporting service-related decision-making
a. Can describe the concept of self-determination and how it applies to the person receiving support
Comments (Optional):

23. Implementation of Competencies
Workgroup and Steering Committee pilots
Agencies
Processes and feedback
Present at Provider Association and Agency Conferences
NYSACRA Regional Activities
Mid Hudson Coalition
NYSRA
Others
Recommendations

24. Align Performance Management Systems
DSP Performance will be measured by their ability to demonstrate the new competencies
Supervisory training and resources are being identified/developed to support supervisors’ ability to evaluate skills using the new tools
Perry

25. Develop Outcome Measures
DSP Workgroup has met with OPWDD Strategic Planning and Performance Measurement staff
Outcome measures encompassing both the technical skills and the value-based skills in the new competencies will be applied to determine the effect on the desired outcomes
Jeremiah

26. DSP Competencies Overview Talking Points
Introduction- Need for Change
Improve Quality of Supports Delivered
Focus attention on the person served & achievement of desired outcomes
Standardize Training Topics
Improve Professionalism
Support for Current Employees 
Improve Portability of Skills & Decrease Re-training Costs
Why a Code of Ethics?
What are the new components?
Will this cause a need for additional training and more work?
Do we already do this?

27. Workgroup Early Lessons Learned
Involve human resources and leadership early
Identify DSP job titles
Identify stakeholders
Crosswalk competencies with current training to identify gaps
Consider hiring Individuals with Developmental Disabilities to help with training
Feedback indicates that supervisory staff really like the tool so get them to use it

28. Workgroup Early Lessons Learned (Cont)
Know your agency and system
Just do it
Combine forms and evaluation tools…don’t want 2 separate evaluation forms
Identify champion in agency to be positive leader
Review overview document (talking points)
Supervisor preparation is essential

29. Next Steps for DSP Competencies
Identify supervisory training and resources to support the use of the new tools
Create an online learning resource library
Expand pilot to other agencies
Jeremiah

30. Next Steps for DSP Competencies (Cont)
Begin regional roll out of the new competencies and supporting tools
Consortium members are making themselves available to share information on the competencies at association meetings and/or professional conferences
Jeremiah

31. Regional Implementation Plan
Sept 2012 – DSP Workgroup agencies continue implementation
Sept/Oct 2012 – Steering Committee agencies begin organizational readiness activities
Nov Jan 2013 – Workgroup members meet with OPWDD DDRO Regional Directors and Voluntary Provider Regional Representatives to begin planning rollout of competencies. Regional Directors meet with stakeholders and plan for regional implementation. Regions finalize plans and start implementation.
Nov Jan 2013 – Workgroup members meet with OPWDD DDSOO Regional Directors to begin planning stateside rollout of competencies. Regional Directors meet with stakeholders and plan for regional implementation. Regions finalize plans and start implementation.
Nov 2012 – Steering Committee agencies begin implementation
Nov/Dec 2012 – Develop person centered outcome measures

32. Regional Implementation Plan (Cont)
Nov/Dec 2012 – Workgroup completes any final edits based on feedback
Dec 2012 – Launch of website. Competencies, Tools, Learning Resources, and other web based supporting materials will be made available
Jan 2013 – Announcement to field
Jan 2013 – Steering Committee meeting
March 2013 – Regional agencies begin organizational readiness activities
April 2013 – Workgroup provides Steering Committee update on progress
April 2013 – Regional agencies and OPWDD begin implementation
May 2014 – Complete implementation
May 2014 – Ongoing – Assessment

33. Organizational Readiness
1. Form Implementation Team including ambassador from workgroup 2. Educate leadership team 3. Assess current performance evaluation system 4. Crosswalk current staff development resources with competencies 5. Identify skills that will be developed on the job through mentoring and coaching 6. Identify gaps 7. Research and identify necessary learning resources 8. Educate and prepare supervisors

34. Next Project for the Consortium
Develop Supervisory Competencies
Assemble a diverse team to adopt supervisory competencies for the NYS Developmental Disabilities System.
Jeremiah

35. Communication/Feedback Plan
DSP Competency Website will provide information about program
account being set up for questions and comments
Workgroup members will serve as ambassadors to regions

36. Table Talk
With the people at your table, discuss the following points:
What are the benefits to having established core competencies that you can see?
Consider how you currently learn the skills you use daily. Can you think of other ways and resources to develop the new skills represented in the core competencies?
Based on the goal statements and competency areas, in what skill areas might you personally need to build your skills?
Do you know of any good resources we should encourage trainers to use to develop these skills in new DSPs?
Karen

37. Thank you! Questions and Answers
Additional feedback, questions, and/or concerns can be sent to:
Perry Samowitz at
Jeremiah Coleman at
All