Coffee and TA Series: Core Function Basics

Technical Assistance

June 27, 2019

2:00 – 3:00 pm EST

Introductions

PRESENTERS

Colleen McLaughlin, M.Ed.

Associate Director, The Boggs Center on Developmental Disabilities, Rutgers Robert Wood Johnson Medical School

Jana Ferguson, M.Ed.

Project Coordinator, Institute on Community Integration, University of Minnesota

Terri Vandercook, Ph.D.

Assistant Director, TIES Center, University of Minnesota

Kelly Nye-Lengerman, Ph.D.

Research Associate, Institute on

Community Integration, University

of Minnesota

Barbara Kleist, M.Ed., JD,

FAAIDD

Program Director, Institute on

Community Integration, University

of Minnesota

Luis Valdez, M.P.H.

Program Specialist, UCEDD TA

AUCD

Webinar Overview

• Welcome and introductions

• Federal guidance

• Highlights and examples from the network:

– The Boggs Center on Developmental

Disabilities

– Institute on Community Integration

• Question and answer period

• End

Coffee and TA Series

Core Function Basics

1) Interdisciplinary Pre-service Preparation

2) Continuing Education

3) Community Training

4) Technical Assistance5) Direct Clinical Services

6) Other Direct/Model Services

7) Demonstration Services

8) Research

9) Product Development and Information Dissemination

10) Developing Core Function Plans

DD Act

H.R. 4920 — 106th Congress: Developmental Disabilities Assistance and Bill of Rights Act of 2000.

www.GovTrack.us. 2000. August 30, 2018 https://www.govtrack.us/congress/bills/106/hr4920

Section 153(B) Provision of community services –

(i) That provide training or technical assistance for individuals with developmental disabilities, their families, professionals, paraprofessionals, policymakers, students, and other members of the community

Developmental Disabilities Program

Final Rule

o. The UCEDD must integrate the mandated

core functions into its activities and

programs and must have a written plan for

each core function area.

45 C.F.R § 1388.6 2015

45 CFR Parts

AIDD – UCEDD Program Funding

Opportunity

According to each application for core funding, it must describe a five-year plan for meeting the purpose of the DD Act of 2000.

The five-year plan must describe how the applicant will carry out each of the following four UCEDD core functions:

• Interdisciplinary Pre-service Preparation and Continuing Education

• Community Services

• Research

• Information Dissemination

HHS-2018-ACL-AOD-DDUC-0251

AIDD’s Definition of Technical

Assistance

Direct problem-solving services provided by

UCEDD faculty/staff to assist individuals with

developmental and other disabilities, families,

programs, agencies, or other entities in

improving their outcomes, services,

management, and/or policies.

UCEDD Logic Model

Rutgers, The State University of New Jersey

Colleen A. McLaughlin, MEd

Associate Director

colleen.mclaughlin@rutgers.edu

The Technical Assistance Core Function

Building Capacity in New Jersey

Why Technical Assistance?

• Organizational buy in and support is critical.

• Training provides info – TA puts it into action

• Training combined with strategic planning and

coaching leads to action and sustained practice.

Primary TA Focus Areas

• Educational System [DOE]

• Children’s System of Care [DCF CSOC]

• Adult Supports and Services [DDD]

Educational System

• Positive Behavior Support in Schools (PBSIS)

– Whole School Approach

– Universal, Secondary, and Individual Interventions

• Community Based Instruction (CBI)

– Implementation of strategies that lead to successful employment

– Support from Administration to Practice Level

• Person-Centered Approaches in Schools & Transition

(PCAST)

– Infusing PCP into IEP Development

– Increased Student Engagement & Self-Determination

– Increase focus on Planning for Adult Life

Children’s System of Care

• TA to teams working with Children with Intensive Behavior

Support Needs

– Support with effective assessment of needs

– Identification and prioritization of necessary supports

– Transitioning back to family home/community life

– Preventative strategies

• Feedback Loop to State Systems Leaders

– Change practice based on identification of needs, successes, and

practices

Adult Supports and Services

• Positive Behavior Supports & Dual Diagnosis

– Effective & Collaborative PBS Teams

– Implementation of credentialing through NADD

• Quality Improvement

– Council on Quality & Leadership (CQL) Personal Outcome Measures

(POM)

– Implementation at Provider Level

– Use in Planning and Service Monitoring

• Families & People with Disabilities

– Increasing Voice

– Peer Trainer Coaching

– System Navigation

Adult Supports and Services

• Employment

– Capacity Building & Organizational Growth

– Shift from Sheltered Work to Employment

– Shift from Traditional Day Habilitation to Meaningful Community Day

w/strategies to increase employment skills and opportunities

• Workforce Development

– Implementation of Credentialing – NADSP, Apprenticeship

– Use of the College of Direct Support

• State Systems TA

– Quality Improvement and policy development as related to direct service

provision, support coordination, support brokerage, and related training

& TA Needs

TA Tips for Increased Success

• Enlist Leadership & Create Buy-In

• Document Progress – Success, Challenges, Next Steps

– Use to follow-up with TA recipient – increase action

– Use to make changes to process and replicate with others

– Use collective data to create a systems feedback loop

• Always leave with next steps.

• Build capacity, but don’t get out too soon.

• Maintenance TA & follow-up increases long-term

sustainability.

Technical

assistance,

challenges

and successes

ABOUT THE INSTITUTE ON COMMUNITY INTEGRATION

Our mission

Through collaborative research, training, and information sharing, the Institute improves policies and practices to ensure that all children, youth, and adults with disabilities are valued by, and contribute to, their communities of choice. We work with service providers, policymakers, educators, advocacy and self-advocacy organizations, researchers, families, and individuals with disabilities around the world to provide state-of-the-art information and practices that support the community inclusion of individuals with disabilities.

TIES Center is supported through a cooperative agreement between the University of Minnesota (# H326Y170004) and the

U.S. Department of Educational Rehabilitative Services (OSERS), Office of Special Education Programs. The materials do not

necessarily reflect the position or policy of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert.

The national technical assistance center on inclusive practices and policies for students with the most significant cognitive disabilities.

Terri Vandercook, Ph.D.

Assistant Director

TIES Stands for:

IncreasingTime

InstructionalEffectiveness

Engagement

StateSupport

For InclusivePractices

These four elements represents the complexity of systemic change to

support increased student engagement and improved learning outcomes for

students with significant cognitive disabilities.

Three Levels of Technical Assistance

• Universal

• Targeted

• Intensive* (will focus here, due to limited

time)

Intensive Technical Assistance

–One state selected this past year –Maryland!

–Second state will be identified for this coming year

State Technical Assistance Organizational Chart

State Leadership Team

• SEA

• District

• School

• TIES Personnel

District Leadership Team

• District

• School

• SEA

• TIES Personnel

School “A”

School Leadership Team

District

TIES Personnel

School “B”

School Leadership Team

District

TIES Personnel

District Leadership Team

• District

• School

• SEA

• TIES Personnel

School “A”

School Leadership Team

District

TIES Personnel

School “B”

School Leadership Team

District

TIES Personnel

Support at all levels

• Communicative Competence

• Standards-based Academic Instruction/ IEPs

• Organizational Change

• English Learners with Disabilities

• Use of Demonstration Site

Challenge and Success

• Creating a TA model that a

state could use that would be

manageable and effective in

supporting inclusive education

for all students, including

those with significant cognitive

disabilities.

• State providing significant

monetary resources to the two

identified focus districts,

indicating a large commitment

to the work of our partnership.

Community Living & Employment

Cycle of learning

Research

Technical Assistance

Training

Planful TA

“Just in time”

TA

Examples of of TA:

Community Living & Employment

Universal

• Self Advocacy Online

• RISP reports

Targeted

• CoPs for Employment Consultants

• Business acumen for community based organizations (ACL)

Intensive

• PROMISE TA Center

• Regional cohort model of Positive Supports and PCP

Check & Connect is a mentoring intervention used

with K-12 students who show warning signs of

disengagement with school and who are at risk of

dropping out. C&C is the only dropout prevention

intervention listed on the IES What Works

Clearinghouse found to have positive effects on

staying in school.

Training and Technical Assistance

• All training participants receive a copy of the Implementing with Fidelity manualImplementing with Fidelity

• Provides administrators with the C&C framework and guides participants through the steps for implementing with fidelity

Preparation & Implementation Training

• Provides mentors with in-depth training on C&C

Mentor Training

• Provides sites after 1 year of implementation customized training and support

Fidelity of Implementation Training

C&C Trainings by State from 2009-2017

12

International implementations include: Canada, South Africa, Australia, New Zealand, Micronesia

Types of Technical Assistance

• Customized Presentation for Stakeholders

• Planning for Professional Development

• Facilitate Decision-Making to Support Implementation

• Customized Monitoring Form

• One-on-One Assistance

• Special Request

TA Challenges

• Facilitating time to support sites

• “I don’t know what I don’t know”

TA Successes

• Planning in advance!

• Deliver, evaluate, review

• Responsive to evaluation tools

The DSW Workforce Training and Technical Assistance

• Human Resources and Management

• Retention & Recruitment

• Supervision & Mentoring

• Training

• Workforce Development Strategies

Examples of Direct Support Workforce Technical Assistance

Universal

•NADSP Direct Support Professional Core Competencies

•National Frontline Supervisor Competency Set

•Invaluable: The Direct Support Profession

Targeted

•DSW Workforce Toolkits for ANCOR & The Arc

•NADSP Code of Ethics

•DirectCourse, online curriculum for life in community

Intensive

•TennCare DSW Workforce Investments Data Collection, Training and Technical Assistance

•Minnesota DSW Workforce Survey

•New York OPWDD Credentialing Study Evaluation and comparative analysis

Workforce Development Toolkits

• Tools

– Targeted Marketing Flyers & Job Announcements

– Ready-made PSA’s

– Realistic Job Preview for DPS’s

– Structural Behavior Interview Guide for Hiring DSP’s

• Options

– ANCOR • http://www.nationaladvocacycampaign.org/welcome

– The Arc of the United States • https://www.thearc.org/for-chapters/dsp-toolkit

– Find, Choose and Keep Great DSPs (self-direction)• https://rtc.umn.edu/rtc/index.php?product

By the Numbers…

80 Courses/486 Lessons

More than 400 online instructional hours with CEU’s

available through IACET

38 States, other countries

447,119 active learners completing over 8 million

lessons (as of 12/31/17)

DirectCourse is a collaboration between Elsevier and theUniversity of Minnesota's Research and Training Center on Community Living

Workforce Challenges and Successes

Positive Progress:

• Occupational Title = DSP

• Credentialing options exist

• Excellent tools available• Growing evidence base

• Status and Image • Recognition

• Codified core competencies• DSPs + FLSs• Policy

• CMS letter to states/toolkit

• CMS minimal data set

Remaining Challenges:

• Challenging demographic changes

• Wages are worse when adjusted for inflation

• Turnover remains challenging

• Vacancies and growth stagnation continue

• Little to no real penetration of post secondary

• Pervasive lack of IDD data

National

• AIDD National Health Surveillance Workgroup (2017-2019)

– Presentation at 2-day meeting with multiple federal agencies and researchers

– Special analysis of data from previous prevalence study

– Co-author of AIDD white paper on prevalence gaps for adults with IDD

– Co-author two journal articles for special issue of IDD

• NASDDDS

– Provide state and national data on long-term supports and services for people with IDD

• PowerPoint slides for presentations in states

• Collaborate on special reports

• NASDDDS collaborates on our research projects as well

• Case for Inclusion report – provided data to inform analyses (no endorsement of final product)

State and Local

Press

– Interviews with journalists and reporters, customized analysis from Residential Information Systems Project data to inform stories

– Example: FOX 9 story on high cost residential services for people with intense support needs

Protection and Advocacy

– Provide research data to inform advocacy and litigation (residential settings for service recipients

– Example: provided research data to lawyers for Class action lawsuit on residential services

Individual Families, Researchers, Students and Others

– Respond to questions using data from research, interpret findings, discuss implications of findings, create custom analyses

– Example: Translated research data for a sister wanting to know which state her brother with IDD should live it to have the best access to services

– Example: Shared data with researcher for presentation on effectiveness of Money Follows the Person

Questions?

Presenter Contacts

Colleen McLaughlin, M.Ed.

The Boggs Center on

Developmental Disabilities

colleen.mclaughlin@rutgers.edu

Jana Ferguson, M.Ed.

Institute on Community Integration

jahallas@umn.edu

Terri Vandercook, Ph.D.

TIES Center

vande002@umn.edu

Kelly Nye-Lengerman, Ph.D.

Institute on Community Integration

knye@umn.edu

Barbara Kleist, M.Ed., JD, FAAIDD

Institute on Community Integration

kleis041@umn.edu

AUCD Contacts

Dawn Rudolph

Sr. Director, Technical Assistance

& Network Management, AUCD

240.821.9387

drudolph@aucd.org

Luis Valdez

Program Specialist

240.821.9460

lvaldez@aucd.org