Goals of the Session

1. Envision the Possibilities: How to Promote Services and Improve Access for Multicultural Consumers Across VirginiaDMHMRSAS Workforce & Cultural Competency ConferenceOctober 24 & 25, 2007Marriott Newport News At City CenterSusan N. O’NellUniversity of Minnesota

2. Goals of the Session • Learn about the CDS and availability in VA. • Learn some about assessing Cultural Competence and why Cultural Competence is important. • Review the content in the Cultural Competence course. • Learn how to use this course in your organizations to improve CC.

3. CDS-Mini-“Train-The-Trainer” Agenda: (75 minutes) • Introduction to presenter/handout review (5) • Introduction to CDS-general (10) • Introduction to CDS and CC (55 total) --Methods and ground rules (10 each) --Content and interactions (35) • Questions/Wrap-up (5)

4. Susan N. O’NellUniversity of Minnesota Institute on Community Integration110 B Pattee Hall, 150 Pillsbury Drive SEMinneapolis, MN 55455tel: (612) 624-0386, email: onell001@umn.edu

6. Basic and Advanced CC include: • Valuing diversity (not just tolerating) • Understand culture influences EVERYTHING (not just dress, food, etc.) • Know some about other cultures • Willing to change behavior to meet the needs of others

7. www.collegeofdirectsupport.com

8. What is the College of Direct Support? • National training and learner management program for human service field. • For direct support professionals and/or their supervisors. • Supporting people with intellectual disabilities, mental health, age-related or physical disabilities in homes, at work, at school (community!) • Web-based, Multimedia, self-paced.

9. Why Was it Important to Develop CDS? • Increasingly demanding roles & responsibilities (DSPs & supervisors) • Geographic dispersion • Inadequate/poor DSP training • Lack of articulated skill sets and career paths • Need to respond to new support options

10. Qualities of the CDS • Validated Content • Based on job analyses (i.e. CSSS) • National Board of Editors (content/training experts) • Adherence to Adult Learning Principles • Multi-media, interactive • Integrated probes and tests for understanding • Self-paced with easy in/out • Prompts, supports and resources for advanced learning • Focus on “Real Work” • Accessible 24-7-365; anywhere with computer access • Permanent and transportable record of training • Real work examples and illustrations throughout • Focus on Teaching DSPs the Principles, Value and History of Their Work • Values of respect, self-determination and inclusion throughout • Importance, responsibility & value of DSP role • NADSP Code of Ethics

11. Learner Management System Assessment Pre/post OJT/portfolio Hours Course completion Scores on testing Supervisor assessment check off Surveys of staff Satisfaction Intent to stay Exit interview demographics Retention and Related Data Site number Crude separation Customization Options Annotations Lesson plans Content Linking Learner Management Systems

12. Organization of CDS Content • Course • A broad topical area • Includes 4-7 lessons • Lesson • Unit of instruction that is about 45 minutes to one hour in length • Module • A combination of courses and lessons combined together to make a module • Can be customized to the individual learner and purchaser

13. Commonwealth of Virginia-Usage 40 Facilities 5 Community Services Boards 15 Hospitals & Training Centers 20 Private Providers with all joining this summer 21 Administrators Supported 6581 Learners 231,437 lessons assigned 137,695 lessons completed

14. Commonwealth of Virginia-What’s New? • Increased Access October 1, 2007. • Pay for the Admin fee and then have access to all content • Contact information for CDS info www.dmhmrsas.virginia.gov • Office of Mental Retardation, contact person: Dawn Traver (757) 253-4316 dawn.traver@co.dmhmrsas.virginia.gov

15. Safety at Home and in the Community Maltreatment of Vulnerable Adults and Children Supporting Healthy Lives Individual Rights and Choice Community Inclusion Positive Behavior Support Documentation Cultural Competence Personal Care Intro to Medication Supports Direct Support Professionalism (rev. 2006) Intro to Developmental Disabilities Teaching People with Developmental Disabilities Person-Centered Planning and Supports Introduction to Employment Supports You’ve Got a Friend: Supporting Family Connections, Friends and the Pursuit of Happiness Functional Assessment Working with Families and Other Support Networks Everyone Can Communicate Current Courses For DSPs Red bullet = across disability groups Blue bullet = developmental disability TOTAL hours: 107

16. Current Courses Supervisors/Mgrs. • Preparing for the Supervisor’s Job • Training and Orientation • Fueling High Performance • Recruitment and Selection • Developing an Intervention Plan TOTAL hours:44 Red bullet = across disability groups Blue bullet = developmental disability

17. Safety at Home and in the Community (rev.) Supporting Careers (adv. Employment) Home & Community Living Managing Stress and Burnout Civil Rights and Advocacy Aging and Disability Disability and Sexuality Mental Health Disability Intensive Mini Courses Autism Brain Injury Diabetes Epilepsy Cerebral Palsy First Few Weeks and Months as A Superviisor Understanding HR Practices I Understanding HR Practices II Courses in Development For DSPs For Supervisors/Mgrs.

18. Safety at Home and in the Community Maltreatment of Vulnerable Adults and Children Supporting Healthy Lives Individual Rights and Choice Community Inclusion Positive Behavior Support Documentation Cultural Competence Personal Care Intro to Medication Supports Functional Assessment Working with Families and Other Support Networks Direct Support Professionalism Intro to DD Teaching People with DD Person-Centered Planning Introduction to Employment You’ve Got a Friend: Relationships Preparing for the Supervisor’s Job Training and Orientation Fueling High Performance Recruitment and Selection Dev. an Intervention Plan Everyone Can Communicate Current Courses- “Face Time”

19. Methods/Framework

20. Facilitator Attributes

21. GROUND RULES

22. GROUND RULES • Use a calm tone and calm words when disagreeing or asserting, no yelling, accusing or swearing. • Assume the best of others and respond accordingly. (An ignorant comment is just ignorance not malice) • Monitor your feelings and take responsibility for your behavior. (take a break if needed) • Engage for the purpose of understanding. There are no points to prove to each other, only things to be learned from each other.

23. Review some CDS CC content to: • Show off features and ways content is presented in CDS • Become more familiar with CC in general • Why it’s important to your organization and you personally. • Define/put boundaries on some terms • Journey toward increased CC • Walk away with some ideas.

24. Go to Live Website

25. Questions/Comment/Wrap-Up Remember: • Training (no matter how good) is only part of developing CC services. Push for resources, effort, and systems. • Treat the topic and people’s efforts with respect to maintain trust. • Assessment of self and org. will go up and down as more is learned. Don’t get discouraged (or too full of yourself!). • Enjoy!