TH

E N

EW

JE

RS

EY

DIR

EC

T

SU

PP

OR

T P

RO

FE

SS

ION

AL

W

OR

KF

OR

CE

D

EV

EL

OP

ME

NT

CO

AL

ITIO

N

T H E N J D S P C A R E E R P A T H N E W S L E T T E R F A L L 2 0 0 9

V O L U M E 2 , I S S U E 1

M A K I N G A D I F F E R E N C E S Y M P O S I U M F O R D I R E C T S U P P O R T P R O F E S S I O N A L S H E L D I N S E P T E M B E R

This Summer, Governor Corzine signed a proclamation dedicating the week of September 13-19, 2009 as National Direct Support Professional Week in the State of New Jersey.

As part of this week, The Boggs Center coordinated Making a Difference: A Symposium for Direct Support Professionals on September 18, 2009 in Iselin, NJ to recognize the work of Direct Support Professionals in the state.

This event was part of the NJ Direct Support Professional Workforce Development Coalition's Career Path Pilot Project funded by the New Jersey Council on Developmental Disabilities. Pilot Agencies currently participating in the Career Path are: The Arcs of Atlantic, Middlesex, Somerset, and Warren Counties; Allies, Inc; Bancroft NeuroHealth; Matheny Medical and Educational Center; and United Cerebral Palsy of Hudson County.

Nationally, experts in workforce development initiatives are recommending Career Paths as a method to enhance the skills and professionalism of Direct Support Professionals and decrease turnover through incentivized career preparation and recognition. It is exciting to know that New Jersey is paving the way. New Jersey’s Career Path is unique in that is combines online learning with mentoring and competency demonstration through portfolio development.

The event featured an educational presentation by Bill Gaventa, M.Div., Director of Community and Congregational Supports at The Boggs Center, and a panel presentation with Direct Support Professionals facilitated by Colleen McLaughlin, M.Ed., Training & Consultation Specialist at The Boggs Center. Panelists included the following DSPs: Janetta Ewers (UCP of Hudson Co.), Zoubir Bittout, Brian Odenath (Bancroft NeuroHealth), Nakia Godbold (Allies, Inc.), Beverly Pavloff, and Antoinnette Wiggins (The Arc of Atlantic County). Mary Ann Basileo of the Division of Developmental Disabilities and Linda Cobb of The Arc of Atlantic also shared their insight on the panel.

Heartfelt remarks were made to the Career Path graduates by Kenneth Ritchey, Assistant Commissioner, Division of Developmental Disabilities, and Elaine Buchsbaum, Chair, of the New Jersey Council on Developmental Disabilities. The DSP of the Year Award, “Making a Difference,” was presented to Colleen Quinn of The Arc of Somerset County. Eighty-Five Direct Support Professionals were recognized with certificates during a culminating recognition ceremony.

Page 2 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

S E C O N D Y E A R O F T H E C A R E E R P A T H P I L O T S E E S G R E A T S U C C E S S

The second year of the Career Path pilot saw great success. There are currently 184 Direct Support

Professionals (DSPs) enrolled in the Career Path. Of these DSPs, 71 received Level 2 certificates of

completion and 33 received Level 1 certificates at September’s DSP Symposium held in their honor. An

additional 124 staff are enrolled in the College of

Direct Support, taking courses on a course-by-course

basis. A total of 7,637 learning hours have been

completed by everyone enrolled. In addition, eight

family members have enrolled to review the

curriculum and/or to offer to their staff.

Another success of the pilot project was the

recommendation by a community college faculty

committee that the Career Path be worth 9 credits

toward an Associates Degree in Human/Social

Services. The full report has been distributed to

Community College Presidents for their review and

final determination. It is anticipated that most NJ Community Colleges will approve the Career Path for credit.

The NJ Community College Consortium on Workforce and Economic Development continues its collaboration

with the NJDSPWD in these efforts and in support of a sustainable Career Path and educational opportunities

for DSPs.

Enthusiasm on part of the DSPs has been reported through various meetings,

surveys, and the outcome of the successful Symposium. Feedback obtained

through DSP meetings and surveys show that,

although the Career Path is hard work, DSPs

appreciate the opportunity to participate, earn

incentives and recognition, and are learning new skills

that they can apply on the job to help improve the

lives of people with disabilities. The provider agency

survey yielded similar results, with agency project coordinators stating that the CDS

lessons addressed competency needs of DSPs and the majority stating that they would

recommend that other agencies also offer the Career Path.

The NJ DSP Workforce Development Coalition would like to thank the NJ Council on Developmental Disabilities for their continued support of this initiative and their continued funding through June 2010. The participating agencies look forward to having the College of Direct Support and the Career Path available to their DSPs in the coming year.

“I have become more well-rounded. It [the

Career Path] has enhanced the way I provide supports.”

- Janetta Ewers UCP of Hudson County

TABLE OF CONTENTS

DSP SYMPOSIUM 1

CAREER PATH

2

NJ DSP-REGISTERED 3

SUCCESS IN

MENTORING

4

A PARENT’S

PERSPECTIVE

6

CREATIVE USE OF

THE CDS

7

Page 3 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

N A T I O N A L A L L I A N C E F O R D I R E C T S U P P O R T P R O F E S S I O N A L S :

M O R E N J D S P S A T T A I N R E G I S T E R E D S T A T U S

Eleven DSPs from Matheny Medical and Educational Center have applied for Direct Support Professional –

Registered status through the National Alliance for Direct Support Professionals (NADSP). These DSPs,

Theresa Bryant, Colleen Shaw, Mulualem Yihune, Elfinish Wondafrash, Senait Tesfaye, Peter Njenga, Toyin

Akinpeloye, Paula Fadell, Binta Badji, and Ethredge Hansen are following in the footsteps of Brenda Hoagland,

their agency’s Career Path coordinator and NJ’s first DSP-R.

DSP—Registered is the first of three levels of credentialing offered by NADSP. This credential recognizes

people in the direct support profession and their desire to continue their careers in the field of community

services for people with developmental disabilities. Requirements for this credential include: proof of passed

criminal background check; letter from employer indicating that the DSP has completed all required training

and orientation as prescribed by the state and organization in which the DSP is employed; proof of continuous

employment with an employer in community human services or with a person self-directing services for six

months; letter of intended professional commitment from the DSP which describes the DSPs values,

commitment to and purpose of entering the profession; and signed commitment to adhere to NADSP's Code

of Ethics. DSPs who have achieved DSP-R status have the opportunity to apply for the second level of

credentialing (DSP-Certified) upon completion of Levels 1 and 2 of NJ’s Career Path. For more information on

national credentialing please visit www.nadsp.org.

Page 4 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

M E N T O R I N G B E N E F I T S D S P S I N M A N Y W A Y S B Y S H E L L Y A N N D A C R E S

A key component of the College of Direct Support is the role of a mentor to help, guide, and support mentees as they move through the Career Path. Mentoring occurs when an experienced Individual helps someone with less knowledge and skill to reflect on their experiences, current practices, outlook, and values, and to expand, refine, and build new skills. A mentor is a role model and coach who provides social support and serves as a peer resource. The mentor/ mentee relationship is based on developing listening skills and effective communication.

Brian Odenath and Zoubir Bittout are both Direct Support Professionals that work at Bancroft NeuroHealth and are enrolled in the College of Direct Support. Both have completed Levels 1 and 2 of the Career Path. Although Brian and Zoubir both work at the same agency, in the same program (Adult Residential), it wasn’t until participating in the Career Path (Zoubir – mentor; Brian – mentee) that they got to know each other and developed a real and lasting friendship.

At Bancroft the mentors and mentees met once a week in the beginning, then made changes as they went along and the DSPs became more comfortable with the College of Direct Support. The large group of Career Path DSPs met once every other week, then once every three weeks, then once every month.

Brian and Zoubir were both excited to participate in the Career Path and decided to be a part of the process because they wanted to take advantage of the opportunity to make a positive impact in the field. Brian admits that he was overwhelmed at first and didn’t think he would complete the first level. As he reflects back, Brian remembers thinking to himself “oh my goodness, I’m back in school.” Over time with help from his mentor (Zoubir) he became more comfortable with the curriculum, and did the courses according to his own schedule.

Zoubir describes being a mentor as being part of something bigger than just himself and to serve as an example to others of what being a DSP is all about. As a result of participating in the Career Path, Zoubir states that he felt a “sense of accomplishment and status” within his organization because of the respect he received from his co-workers, supervisor, and director whom all supported his efforts. Zoubir decided to become a mentor because he felt it was an “opportunity to lead but not as supervisor but more as a peer, co-worker, friend in other words collaborating with mentee to attain a higher

level of professionalism.” He felt challenged and a sense of increased responsibility to himself, the mentee, his other co-workers, the organization, and the people he supports daily.

Brian appreciated having a mentor to help guide him through the computer lessons and written assignments, someone to “share experiences” and network with in the organization. There were also times when Brian reached out to DSPs in other departments that he and Zoubir were not familiar with. For example, Brian sought out someone from the Vocational Department who could provide him with the

“The mentor is a coach, cheerleader, a friend, but most im-portant a great tool

for the Mentee to use to complete the

program”.

- Brian Odenath Bancroft NeuroHealth

Page 5 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

information he needed to complete the competency on Employment Supports: Individual Preferences and Opportunities for Job Attainment. Brian feels that working with a mentor made him feel comfortable

enough to seek out assistance and advice from other DSPs when necessary which helped him on the job with people he supports.

Brian commented that Zoubir motivated and encouraged him through Levels 1 and 2, “he was always positive in his approach, which was very important. We talked every week for review – and at times I may not have completed a lesson or writing assignment, but Zoubir remained positive and rooted for me to get it done for the next week.” Brian believes that having a mentor is important because “when you get stuck on a lesson or writing assignment you can count on your mentor to help get you through it” and that “the mentor is a coach, cheerleader, a friend, but most important a great tool for the mentee to use to complete the program.”

Pete Cartwright, Staff Education Manager and CDS sub-administrator for Bancroft, comments that “it has been a positive experience for the DSPs because they are being recognized for the work they do.” He feels that the success of the DSPs

weighs heavily on the staff that was chosen to be a part of the process, because they were staff that were really interested in participating and committed to making a difference.

Brian and Zoubir have developed a friendship over the last two years and they are now both mentoring new DSPs enrolled in the Career Path as they await the release of the Level 3 courses.

Brian and Zoubir offered up some helpful tips for mentors:

• Don’t try to be the mentee’s supervisor.

• Do not pass judgment on your mentee and/or their work.

• Be a listener, share and communicate, be avail-able, and flexible.

• Be positive, supportive, and open-minded.

• Don’t be afraid to admit that you don’t have all the answers, but be willing to work with mentee on trying to obtain these answers.

• Be a partner in the learning experience.

• Be organized.

• Be a role model.

• Celebrate achievements.

• Be committed to your job and the Career Path.

• Make time to review and talk with your mentee.

• Commit to the process.

• Don’t be afraid to reach out to others that can provide you relevant information.

“It [the Career Path] has been a positive experience for the DSPs because they

are being recognized for the

work they do.”

- Pete Cartwright Bancroft NeuroHealth

Page 6 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

I N S U P P O R T O F T H E D I R E C T S U P P O R T P R O F E S S I O N A L A P A R E N T ’ S P E R S P E C T I V E B Y G A I L F R I Z E L L

Direct Support Professionals play a vital and necessary role in the life of my daughter, Lauren, who self-directs her services. She currently has three Direct Support Professionals that she self-hires. Lauren’s staff’s duties include: feeding, dressing, grooming, bathing, toileting, transfers, transportation, meal preparation, activity coordination, and range-of-motion exercises. They help Lauren interact with the community and help her communicate. They must be observant of her physical needs and always be prepared for seizures. They are the only other people in her life on a daily basis, besides her parents. They are her friends. Lauren needs to be able to pay these individuals a salary that recognizes the important role that they play in her life.

DSP salaries need to reflect the skills they require and the level of care that they provide. DSPs are responsible for individuals that, for the most part, cannot provide their own care. The DSP provides a full range of care, the intensity of which depends on an individual’s level of disability. They may be guiding an individual through every aspect of their day or they may be providing all manner of personal care. They oversee medication, health status, transportation, activities, and promote inclusion in the community. They must respect an individual’s right to privacy, personal choice, and cultural differences. They must possess the skill necessary to help an individual communicate their needs and desires and may need to provide the support that will enable an individual to be employed. They must know how to deal with a myriad of behaviors and protect the individual as well as themselves. They must keep records and complete reports. They often fill the role of friend, confidante, or substitute parent when needed.

The staff that we currently have are enthusiastic, creative, and caring women. They are constantly coming to me with ideas for activities, new food options, and questions to help them understand Lauren and their jobs better. They are my eyes, and ears, and heart as Lauren tries to live a life restricted by so many challenges. I place my vulnerable, dependent, only child in their hands everyday and they have earned my trust and confidence in their abilities.

According to CareerBuilder.com the national average yearly income for a DSP is $20,700. A comparison to various other jobs and their national average yearly incomes is very interesting:

These are national averages and may not be accurate for all geographic areas, but they are very telling. Direct Support Professionals do not receive payment for their work commensurate with the level of support that they provide. We need to be attracting caring, motivated individuals to rewarding careers as DSPs. We will never do that at a pay rate that does not allow them to support themselves or their families. Individuals with developmental disabilities are struggling to be valued citizens included in their communities. That struggle will not end if the people that support them are not appreciated and respected as well.

Dishwasher

Construction Flagger

Grocery Clerk

Fast Food Worker

Receptionist

Convenience Store Clerk

Ticket Taker

Gas Station Attendant

Dog Groomer

Crossing Guard

Meter maid

In-store Greeter

$21,600

$27,800

$25,700

$19,800

$30,000

$23,800

$23,200

$25,700

$28,700

$26,500

$30,700

$25,300

Page 7 T H E N J D S P C A R E E R P A T H N E W S L E T T E R

T H E A R C O F A T L A N T I C C O U N T Y C R E A T I V E L Y E X P A N D S U S E O F C D S C U R R I C U L U M B Y L I N D A C O B B

We at The Arc of Atlantic County put on our thinking caps to find a way to get more staff involved in The College of

Direct Support online courses, as we awaited news of pilot continuation. Our Career Path participants continued to

work through the courses, but I wanted to get a few more staff involved. Not knowing how much longer we would

have access to the courses, I did not want to start another round of mentees, so I chose 2 online courses and

opened it up to staff in a group class setting. Individual Rights and

Choices and Supporting Healthy Lives were selected as the

beginning courses. Knowing that we have many staff that still fear

the computer, I had several volunteer to take the courses in a

group setting, where I ran the computer on a projector and they

worked together through the courses.

The seminars took place every other week. I found that the staff

really enjoyed the courses. K. Trembley, assistant manager, said it

was a great refresher for her. S. Quinn, DSP, liked the group

discussions and felt she was able to brainstorm as and group. She

liked that she learned more about guardianship. L. Doughty liked

that she was given structured times for the module, because when

she was going through the classes on her own, she never seemed to have enough time to get it done. This method

of utilizing the online classes has been a big success. I already have staff wanting to take the next course,

Everyone Can Communicate.

A B O U T T H E N J D S P W O R K F O R C E D E V E L O P M E N T C O A L I T I O N

The New Jersey Direct Support Professional Workforce Development Coalition’s mission is to promote the recruitment and retention of a professional workforce to enhance the quality of direct supports for people with disabilities and their families.

We do this by:

• Supporting the choice of direct support professional as a life long career

• Building partnerships among agencies, funding sources, educational institutions, families, and consumers

• Improving the quality of the work environment for direct support professionals

The Coalition’s membership includes: Direct Support Professionals

Families of People with Developmental Disabilities Alliance for the Betterment of Citizens with Disabilities

The Arc of New Jersey Consortium for Workforce and Economic Development/Community Colleges of New Jersey

Division of Developmental Disabilities, New Jersey Department of Human Services Division of Disability Services, New Jersey Department of Human Services

The Elizabeth M. Boggs Center on Developmental Disabilities New Jersey Association of Community Providers

New Jersey Council on Developmental Disabilities

If you are interested in joining the Coalition’s Listserv, please send an email to elizabeth.ong@umdnj.edu

The Elizabeth M. Boggs Center on Developmental Disabilities

UMDNJ-Robert Wood Johnson Medical School

335 George St. ● P.O. Box 2688

New Brunswick, NJ 08903-2688

Phone: 732-235-9300 Fax: 732-235-9330

T H E N E W J E R S E Y D I R E C T S U P P O R T P R O F E S S I O N A L W O R K F O R C E

D E V E L O P M E N T C O A L I T I O N

Staff Contacts:

Project Coordination:

colleen.mclaughlin@umdnj.edu - 732-235-9313

CDS System Administration:

shellyann.dacres@umdnj.edu - 732-235-9321

http://rwjms.umdnj.edu/boggscenter

TH

E N

EW

JE

RS

EY

DIR

EC

T

SU

PP

OR

T P

RO

FE

SS

ION

AL

W

OR

KF

OR

CE

D

EV

EL

OP

ME

NT

CO

AL

ITIO

N

T H E N J D S P C A R E E R P A T H N E W S L E T T E R F A L L 2 0 0 9

V O L U M E 2 , I S S U E 1

T H E I N F O R M A T I O N Y O U N E E D A B O U T N E W J E R S E Y ’ S D I R E C T S U P P O R T P R O F E S S I O N A L W O R K F O R C E D E V E L O P M E N T I N I T I A T I V E