Coordinating the NJ Direct Support Professional

Career Path at Your Organization: Steps to take in implementing a successful

workforce development program

4th Edition January 2014

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Table of Contents

Topic Page # Overview of the NJ Career Path 2 Getting Started 4 Implementation 10 Portfolio Instructions Appendix A Portfolio Review Rubric Appendix B Certificate Request Form Appendix C College Credit FAQ Appendix D

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OVERVIEW OF THE NJ CAREER PATH

The NJ Career Path in Developmental Disabilities is a robust voluntary training program designed to provide continuing education, recognition, and professional opportunities to direct support professionals and in turn increasing the retention rate. Enhanced professionalism and educational opportunities increases the skills and confidence of staff. Increased retention leads to significant cost savings to organizations which can provide them with resources needed to invest in their staff and the supports they provide. The NJ Career Path takes a multi-faceted approach to continuing education. Each DSP completing the Career Path must:

• complete the required courses for each level • be mentored by an experienced peer, and • complete one portfolio activity for each course (7 activities per level).

Upon successful completion of each level, DSPs receive a Certificate in the New Jersey Career Path in Developmental Disabilities. The NJ Career Path aligns with requirements for National Alliance of Direct Support Professionals Credentialing so that DSPs successfully completing have the opportunity to receive certificates from the State of NJ and national credentialing from NADSP. Coursework: Coursework in Levels 1 & 2 is completed online through the College of Direct Support and must be assigned by the agency’s CDS Administrator. Each level consists of 7 online courses. The courses are listed in on the table below. Each course contains between 4 and 8 1.5hour lessons, each ending with a test. Staff must complete the test with an 80% and have up to 3 times to take it.

Level 1 Courses Level 2 Courses Direct Support Professionalism Employment Supports: Exploring Individual

Preferences and Opportunities for Job Attainment

Safety Person-Centered Planning Professional Documentation Practices Supporting Healthy Lives Community Inclusion You’ve Got a Friend: Supporting Family

Connections, Friends, Love, and the Pursuit of Happiness

Individual Rights & Choices Positive Behavior Support Teaching People with Developmental Disabilities

Working with Families and Other Support Networks

Cultural Competence Everyone Can Communicate

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Level 3: Those who complete Levels 1 & 2 are able to move on to an additional level of the Career Path. Level 3 combines online learning and classroom/seminar/conference workshops and courses with mentoring and portfolio development. The first Level 3 Concentration is focused around Mental Health Supports and a copy of the guide is available on the DDD website: www.nj.gov/ddd/DSPWD. Mentoring: Each DSP completing the career path is assigned, by their agency, an experienced mentor to work with them. The mentor is someone who has already completed the career path and has demonstrated skills and dedication to the profession of direct support. The mentor is provided with training. The mentor and mentee are provided with work related topics focused on each lesson in the College of Direct Support to guide their conversation and help the mentee use learning on the job. Portfolio: The portfolio provides a mechanism for the DSP to report on how s/he has used what was learned in the coursework on the job as they provide supports to a person with disabilities and/or enhance their professional role within the organization. Each DSP is required to complete 1 portfolio activity per CDS course taken. Each portfolio activity aligns with at least 1 NADSP Competency area, further promoting DSP opportunity to apply for national credentialing. The DSP is provided with a list of 3 suggested activities per course along with 1 option to design their own based on something they’ve done on the job. It is highly recommended that DSPs complete the portfolio assignment before moving on to the next course. At this time, it is the responsibility of the DSP’s employing agency to review portfolio materials to ensure successful completion and give feedback prior to submitting the certificate completion form described in the following paragraph. Certificate: Upon successful completion of each level and review, approval, and submission of necessary documentation by the agency coordinator the DSP is issued a certificate in the New Jersey Career Path in Developmental Disabilities by the Boggs Center.

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GETTING STARTED

There are many reasons organizations would want to offer the Career Path to its staff. Creating Buy-In

Career Paths are aimed at enhancing the quality of supports and services through providing the innovative training staff need to do their job well. While doing this, Career Paths also increase the professionalism of staff through increasing competence, confidence, and skills related to problem-solving and team work. Overall Career Paths and similar professional development opportunities have led to improved job satisfaction and reduced turnover. Career Paths are a recommended method for increasing retention from the Direct Support Workforce Resource Center (funded through the Centers for Medicare and Medicaid Services) - http://dswresourcecenter.org/tiki-index.php?page=Recruitment+and+Retention. The Lewin Group, and organization contracted by CMS to do research for the DSW Resource Center as found that:

- There is a link between quality training and mentoring and higher retention - Research supports competency based training based on specific outcomes that are

essential for employment - DSPs that are supported by co-workers are more likely to stay and mentoring programs

have been found effective in reducing turnover and preventing burnout - Efforts to increase responsibility and involvement of staff in decision making have been

linked to increased job satisfaction and decreased turnover. - Support from supervisors can decrease job related stress and the relationship between

supervisors and staff plays a significant role in job satisfaction and intent to stay - Wright, B. (2009), Strategies from Improving DSP Recruitment,

Retention, and Quality: What we know about What Works, What Doesn’t, and Research Gaps

When discussing bringing the Career Path to an organization it is important to bring a variety of people to the table. The first people agencies tend to bring together are those holding administrative positions (Executive Directors, Directors, Trainers, HR Staff, etc…). It is also important to include those holding manager positions and DSPs as well as they will likely have important planning information related to need, interest, and making it work within the job structure. An organization’s board (including stakeholders such as people using supports, family members and other public representatives) can also give useful perspective related to professional development.

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The first thing to do is to determine how your organization’s career path will be structured. In order to determine this you should answer these questions:

Developing a Plan

1. How many DSPs will go through the career path at a time?

It is important for organizations to have an idea as to how many DSPs they can successfully support to get through the career path at a time. It’s usually good to start with a small manageable number. Organizations should also realize that all those that start may not finish for a variety of reasons so it’s acceptable to add a few extra to keep the momentum.

2. How much time do you want them to have to finish the first level? When would you

start a second cohort? The Career Path should be offered using a specific schedule. Organizations should avoid offering the career path on a staff-by-staff/rolling basis as this can be extremely difficult to coordinate and keep track of. It is recommend that organizations start a cohort on a given date and have them go through the first level in 6-8 months. After this these staff could move onto the next level and a new cohort could start the first. Scheduling the Career Path in this manner makes things manageable and gives the DSP a clear schedule for completion.

3. When with the Career Path work be completed? There is great flexibility for how agencies offer the career path. Some organizations give staff time on-the-clock to complete the work. Others require that the work be done on staff’s on time. Some give their staff a set amount of time during the month on the clock and require that any extra be done on their own time. While giving staff time on the clock for training is most effective from a professional development perspective, any of these options can work given appropriate agency support.

4. How will you meet with the participating DSPs? Experience has proven that staying in touch with the DSPs is critical to success. Many organizations have found that having monthly or bi-monthly meetings scheduled with the cohort helps to increase motivation and ensure successful completion. These meetings pose as a time for DSPs to share ideas, get technical assistance, and discuss their portfolio activities. Some organizations have coordinated meetings with just their mentors and have left it up to the mentors to keep the DSPs moving along. This has also been successful. The important thing to remember is that coordination and follow-up are crucial to the success of any project.

5. Who will review the DSPs transcripts and portfolios? At the present time it is the responsibility of the organization to review the DSP’s College of Direct Support transcripts and portfolios for successful completion. Typically

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it is the organization’s Career Path coordinator tasked with this job. Other possibilities include having a team of reviewers that take the time to review and comment on the portfolios. A review rubric, similar to that used by the National Alliance for Direct Support Professional, has been created. This useful tool is available for organizations to use in their review processes and can be found in Appendix B. Once it has been determined that the DSP has met all the requirements of the level (coursework, mentoring, and portfolio development) the agency completes a form and sends this to the Boggs Center for a certificate of completion to be issued to the DSP.

Mentors Recruiting Staff to Participate

Getting Started: Unless you already have a set of qualified, experienced staff with knowledge of the courses in the Career Path, it is likely you will have to have a grandfathered method of mentoring for your first cohort of DSPs completing Level 1 of the Career Path. This can be done through having a trainer and/or career path coordinator perform the duty of a mentor by meeting with the first cohort of DSPs either as a group or individually to complete the required mentoring discussions. The First Mentors: Once the first cohort of DSPs completes the first level, it can easily be a natural progression, if provided necessary training, to become the mentors for the second cohort of DSPs starting Level 1. Supporting these DSPs to be mentors provides yet more advantages to organizations by further reinforcing the knowledge of both mentors and DSPs, providing additional professional opportunities by way of mentoring, and increased the ability of staff to practice effective communication and work as a team. Selecting Mentors: It is important to recognize that just because a DSP complete the career path, it doesn’t automatically make them a good mentor. The DSP may not want the added responsibility or s/he may not have the skills or qualities of a good mentor. Organizations may want to consider a selection process for choosing mentors that will support future career path DSPs. Some organizations have opted to hand pick their mentors through the recommendation of supervisors, trainers, and or career path coordinators. Many have found an application process to be useful in selecting quality mentors.

Regardless of the process your organization chooses to select its mentors there are some qualities that good mentors typically have. They include:

Qualities of a Good Mentor

• Willingness to share skills, knowledge, and expertise. • Demonstrates a positive attitude and acts as a role model.

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• Takes a personal interest in the mentoring relationship. • Exhibits enthusiasm in the field. • Values ongoing learning and growth in the field. • Provides guidance and constructive feedback. • Respected by colleagues and employees in all levels of the organization. • Sets and meets ongoing personal and professional goals.

Since the role of mentor is important to the development of skills and competency, they must understand what there role is. The role of a mentor includes:

Role of a Mentor

• Be seen as a leader & role model throughout the organization. • Completed courses and demonstrate knowledge of the topics presented in the Career Path coursework • Support DSPs to actively use what they’ve learned through courses while on-the-job. • Have conversations (face-to-face, phone, email, etc…) with DSPs about the coursework, on-the-job

competencies, and portfolio activities. It is recommended that a DSPs direct supervisor not also be their mentor as this can inhibit the supportive relationship. It is however important that supervisors/managers be informed about the mentoring relationship in order for them to understand the difference between the two roles. Mentoring can prove to be a benefit to supervisors as it supports them in helping staff to develop good problem-solving and communication skills while promoting work related competency.

It is important that mentors be trained in their role and the process of being an effective mentor. Many agencies already have or may develop a training outlining the role of mentors. Contact DSP Workforce Development staff at the Boggs Center if you need more information about mentoring

Mentor Training

cdsta@umdnj.edu. Direct Support Professionals (DSP)

There is no single way to select DSPs to participate in the Career Path. The main idea to keep in mind is that those participating should be the DSPs you want to stay at your organization. In New Jersey as DSP must have completed all of his/her mandatory Pre-Service Training prior to participating in the career path. Some agencies make specific qualifications for a DSP to participate and consider some of the following:

Selecting DSPs

- Time on the job - Quality of Work - Desire for further professional development - Recommendations from supervisors and/or other colleagues.

Many organizations have a short application process in order to have a fair and equitable way to select DSPs to participate. Often it takes some promotion and individual recommendations to get the first couple cohorts of DSPs started. Interest in participation tends to increase after

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the first few cohorts, so having an application process can be advantageous especially as the project progresses in an organization. Some agencies are getting DSPs started with the Career Path during their orientation processes. They accomplish this by including a College of Direct Support, Career Path Level 1 course (or selection of lessons) as part of orientation related training. While this doesn’t make a new DSP an active participant in the Career Path it does help them to get started in the coursework while providing them with basic knowledge they need on the job.

There are no statewide specified requirements related to providing incentives to staff completing the various levels of the NJ Career Path. It is, however, important for organizations to recognize that a great deal of time and effort go into completion. Agencies have provided staff a variety of different incentive options for completing the Career Path which include, but are not limited to: salary increases, bonuses, an extra day off, a funded trip to a national/state professional conference, gift cards, etc…

Incentives & Recognition

Recognition is also critical and often affordable way organizations can highlight the dedication and work of the DSPs participating in the Career Path. Recognition can take place in a variety of ways including: a luncheon, an organization-wide event where the participants are presented with certificates, participants names displayed publically, change in position title (i.e. DSP), role of mentor, etc… College Credit: Another incentive is college credit. Staff that complete levels 1 & 2 of the Career Path are eligible to receive 9 credits toward an associate’s degree in human/social services if enrolled in that program at select NJ Community Colleges. This is currently available at Raritan Valley Community College http://raritanval.catalog.acalog.com/preview_program.php?catoid=3&poid=262&print. Thomas Edison State College http://www.tesc.edu/embcdd/ will accept the Career Path for up to 7 credits toward a bachelor’s degree in Human Services, Social Sciences, or Psychology. Other academic institutions are being pursed for acceptance as well. A special form and/or certificate is needed for presentation to each college – this can be obtained through the Boggs Center upon request after completion of the Career Path.

Letting Staff Know about the Career Path Opportunity Marketing

Communication is an essential function of any successful organization. Getting the word out about the Career Path is a key to making it a success within an agency. You need to make sure that all staff are aware of its availability and what they need to do to participate. Here are some of the ways organizations have let their staff know the Career Path is available:

- Presentation at a Staff Training Day - Individual Presentations at Staff Meetings - Article in an Organization Newsletter

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- Flyers in pay checks - Keeping it an agenda item at: Staff meetings, manager meetings, organization

administration meetings, etc… Include managers and DSPs in your marketing efforts. Nothing is more effective than hearing about a professional development opportunity from those actually on the frontline. Managers are critical components of a successful career path so it is important to have them on board promoting it to their staff. Hearing from other DSPs about how participation in the Career Path can enhance their professionalism is of great benefit too.

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IMPLEMENTATION

In order to start the Career Path you will need the following materials: Materials you’ll need

1. List of the Courses found in each Level of the Career Path (see page 2). 2. Portfolio Materials

There are specific portfolio materials for each course found in the Career Path. The Boggs Center will send organizations all the necessary materials including instructions for completion using either a zip file sent via email or mailing a CD. Instructions on Portfolio Completion can be found in Appendix A. Agency Career Path Coordinators may request the required portfolio packet by emailing CDSTA@umdnj.edu The portfolio materials for each course consists of the following: - A list of discussion topics for each lesson

These topics are to be used by the DSP and his/her mentor to have conversations based on what s/he learned in the lesson. The DSP is to choose discussion 3 topics for each

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lesson

and share ideas with his/her mentor. This important mentoring component helps to reinforce knowledge and promotes use of knowledge on the job.

- A list of Portfolio Activities/Work Samples for each courseUpon completion of each full course the DSP is expected to complete a Portfolio Activity/Work Sample. A list of 3 examples are given for each course, the DSPs may opt to complete one of these or they may also opt to complete an activity they design on their own. An activity they design on their own, must demonstrate how they used information from the lesson on the job and align with at least one of the NADSP core competencies (included with the portfolio completion instructions). Completion of these portfolio activities not only helps DSPs meet the requirements for a NJ issued certificate, but completion will also aid in application for national credentialing through NADSP.

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Portfolio activities/work samples may be completed through use of a variety of media including: Written essays, videos, audiotapes, demonstration of documentation, project development, scrapbooks, pictures with descriptions, etc… The goal is to demonstrate use of the information found in the course that was just completed and mastery of a given DSP competency area. If a DSP wishes to apply for NADSP credentialing they are also required to complete a summary statement for each portfolio activity/work sample. Questions that can guide the development of this summary are included in the portfolio section for each course. These are not required for NJ certification, but do provide a mechanism for thoughtful reflection on the work that has been done.

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Upon completion of the mentoring and portfolio activities/work samples, the DSP, mentor, and agency career path coordinator reviews materials and sign off thus approving completion. For useful reviewing rubrics, see Appendix B.

3. Career Path Certificate Request Form

Once a DSP has successfully completed all the coursework, mentoring, and portfolio activities/work samples for a level the agency career path coordinator shall review the DSPs portfolio. Once reviewed, a Certificate Request form (Appendix C) must be completed with the appropriate signatures. Complete of this form confirms that all the requirements have been met. Upon receipt and review of this form by the Boggs Center a certificate will be issued to the DSP.

Your Agency CDS Administrator will need to assign the required Career Path courses to the participating DSPs. It is highly recommended that these courses be assigned one at a time and

Assigning Courses

not

all at once. It is to an organization’s advantage to select a timeframe for which each course will be assigned. You want to set enough time for the DSP to complete the course, be mentored, and complete the portfolio assignment related to the course. Ideally, the Career Path coordinator should meet with the cohort during this time. Assigning a course each month to six weeks tends to work well.

As stated throughout this document, agencies are required to review the DSPs portfolio to determine successful completion. The goal is to review the portfolio materials to ensure that mentoring was completed and that the portfolio activities demonstrate competency in the area presented. In other words, the DSP understood the information from the online coursework and were able to apply it on the job.

Portfolio Review

A rubric is provided, Appendix B, to help agency Career Path Coordinators review the DSPs portfolio.

Regular Meetings Supporting Career Path Participation

Agencies offering the Career Path have found that one of the best ways to keep their staff moving through the coursework is to hold regularly scheduled meetings to discuss their efforts. These meetings can take place on a monthly or bi-monthly basis and can be framed to have an agenda that focuses on: current course, portfolio assignment feedback, and peer-to-peer support time. Technical Assistance Agencies using the College of Direct Support and/or the Career Path should have a key point of contact for their staff to obtain technical assistance from. This person may be the Career Path coordinator. While participating DSPs should be encouraged to use their mentors first for

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assistance related to the coursework and portfolio, there should be a second line of leadership that can be supportive of their efforts. This person should also be available if there are issues related to computer technology, overall questions about the program, issues with mentoring, etc… Support with Portfolio Development As mentioned in the previous pages, Portfolio Activities/Work Samples can be completed using a variety of media options. Writing still tends to be the most commonly used method of completion and for many staff (particularly those who have been out of the classroom a while) this can be intimidating. Some agencies have assisted staff in portfolio development by offering the following support:

- Including Portfolio review as part of their cohort meeting agenda (peer review/mentor review)

- Career Path Coordinators give feedback on first portfolio activity/work sample before the DSP moves on to the next.

- Holding writing workshops that not only benefit portfolio development, but also enhance the quality of documentation and other educational efforts as well.

- Mentors review portfolios and give feedback with DSPs prior to submission Keeping Momentum It is important to recognize that no program can be successful if there isn’t follow-through and support. The Career Path is no different. Organizations that gave little support to their staff and did meet with them frequently to touch-base saw less staff complete the work. Evaluation Organizations are encouraged to find the way that works best for them to offer the Career Path. Periodic evaluation of processes is encouraged to determine if the way an organization is offering the career path is effective, building competency, and yielding the desired results. Evaluation may include: feedback from staff, surveys, review of impact over time, etc… Upon evaluation, agencies may learn that some adjustments are needed to improve their Career Path program. NADSP Credentialing As mentioned throughout this manual. The NJ Career Path aligns with NADSP credentialing. This is the only nationally recognized credential for Direct Support Professionals. It aims at further professionalizing the field of direct support and lends to the provision of quality supports. To learn more about this credential and how to apply go to: www.nadsp.org. Technical Assistance to Organizations Organizations are encouraged to network with each other around sharing best practices for offering the Career Path. Boggs Center Staff are available to provide technical assistance to agencies as they develop their Career Path processes. Materials related to the Career Path are available by contacting

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Colleen McLaughlin or Shellyann Dacres (732-235-9300 or cdsta@rwjms.rutgers.edu). They also offer a workshop entitled “Making the College of Direct Support Work for Your Agency” that focuses on using the College of Direct Support Curriculum and offering the Career Path. Please go to: http://rwjms.rutgers.edu/boggscenter/projects/direct_support.html for more information.

Appendix A Career Path - Portfolio Instructions

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In order for a DSP to receive NJ Career Path in Developmental Disabilities certification the following must be completed: DSPs must complete all required College of Direct Support coursework, be mentored on a selection on-the-job competencies and complete portfolio assignments. Upon completion of coursework, mentoring, competencies and activities, portfolios and transcripts shall be reviewed by the person designated by the agency to sign off. A signed approval form for each DSP shall be sent to the Boggs Center by the agency and a certificate will be printed and distributed.

Overview

Agency Career Path Coordinators may obtain the necessary packet of portfolio materials by contacting CDSTA@umdnj.edu.

On-the-Job Training Competencies

On-the-Job Training (OJT) statements are observable measures of skill that a Direct Support Professional (DSP) can demonstrate. OJT statements as created by the College of Direct Support (CDS) are listed for each of the lessons found in Levels 1 and 2. The instructions for documenting the demonstration of On-the-Job Competencies are as follows:

For each

lesson select three (3) topics to discuss. With a mentor, the DSP shall discuss and check off the (3) topics as they are discussed. Include comments with regard to the discussion and ideas related to your shared observation as to how you used/will use what you’ve learned on the job.

The statements for each course can be found by going to the introduction of the course in the College of Direct Support and select the OJT button. Agencies should give the DSPs hard or electronic versions of the Portfolio. This will allow your employer to have readily available documentation of progress. A sample is found below. Date Lesson Completed: Total Time:

Lesson 1: Becoming a DSP

• Describe how the supports you provide do and do not assist people in leading self-directed lives, in contributing to their

community, and in developing attitudes and behaviors that enhance inclusion in their community.

• Describe three ways you can demonstrate professionalism at your worksite.

• Identifies two examples where professional support may have assisted in resolving work related conflicts with coworkers and individuals you support.

• Identify three professional areas that added support from coworkers and supervisors can assist you in becoming a more effective professional.

• Explain how the Community Support Skill Standards and the National Association of DSP Code of Ethics can guide your professional work.

• Describe the many roles they take on as a DSP. Consider the roles you take on for those you support, yourself, and your work.

• Describe how the role of the DSP has changed over time.

Comments: Type summary of discussion with mentor here.

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Portfolio Assignments/Work Samples

Portfolio Assignments/Work Samples are examples of the DSPs hands-on work in human services. The assignments/work samples are concrete products of the DSPs every day work. The instructions for documenting the completion of Portfolio Assignments/Work Samples are as follows:

Complete at least one (1) of the listed assignment options. Share your ideas with and discuss project outcomes with your mentor. If applying for NADSP certification, complete the Summary Statement to describe your learning. Attach completed assignments to portfolio.

A sample Portfolio Assignments/Work Samples page is found below:

Option 1: Learning About and Encouraging Self-Advocacy NADSP Competency: Advocacy Research various advocacy organizations (via the internet, telephone, literature, etc…) to understand their positions on self-determination and community inclusion. Gather the information, summarizes it, types it out and presents it to colleagues and people being supported. For this project you must include the summary and describe response from colleagues and people supported. Provide comments on how research findings were similar and different from the work being done at their agency or in-home support work site. If people being supported are interested in becoming a member of a self-advocacy group, or already are, describe your involvement in supporting the person.

Option 2: My Professional Development Plan NADSP Competency: Education, Training & Self-Development Write a critical reflection of your own professional work by responding to the following questions. Describe examples when professionalism was demonstrated well. What did it look like and what did you do? What are some examples of when professionalism could have been improved? What did that look like and what did you do? What are some of your professional weaknesses. Include a description of how these weaknesses may influence your work as a DSP. Create a professional development plan addressing your professionalism. Include information on how you will enhance your strengths, address your weaknesses, and continue your professionalism. Include in the plan where and how you will get additional training and support as needed.

Option 3: Using Best Practices to Empower the People I Support NADSP Competency: Participant Empowerment Write a list of ideas on how to promote choice for a person you support. Include a description of these ideas and a plan for how you can implement the ideas to provide the best service and support. Describe potential barriers and how they may be overcome. As you implement your ideas take pictures (remember to get photo releases) and create a photo essay demonstrating outcomes that are consistent with best practices (for example, with the person’s permission, include photos of the person you support participating and being included in community life). Write a narrative of how you supported this process and how you overcame barriers that might have existed.

Option 4: DSP Choice (Create your own activity and title) NADSP Competency: (Choose one of the 15 NADSP Competency Areas to focus on) Develop a work sample that demonstrates your hands-on work in community human services. Include in your portfolio any materials you have used or developed, any relevant video or pictures you may have taken to show your accomplishments, a brief written summary of the activity, and a personal reflection. The work sample you create must accomplish the following:

• Focus on what you've learned in the Direct Support Professionalism Module found in the College of Direct Support; • Be completed on-the-job to improve the life/lives of people you support and/or increase your professionalism; • Demonstrate mastery of one (1) of the competency areas outlined by NADSP (See Appendix A); and • Demonstrate Best Practice.

In order to receive NJ Certification, the DSP, his/her mentor, and the agency’s career path coordinator must sign off at the completion of the portfolio for each module. Upon completion of each Level the employer must complete a Certificate Request Form and send a signed copy to the Boggs Center in order for your College of Direct Support transcript to be reviewed and the certificate to be printed and distributed.

Procedure for Receiving NJ Certification

Portfolio Review Rubric 1.14 -- Acknowldegement: NADSP 1 | P a g e

Appendix B - Portfolio Review Rubric DSP: ____________________________________________________________________

Portfolio Reviewer: _________________________________________________________

Date of Review: ___________________________________________________________

Total Portfolio Score:

Score # Activities Practice Proficient Advanced Direct Support Professional successfully completed portfolio assignments. Instructions: Each portfolio activity/work sample is designed to align with a National Alliance for Direct Support Professionals (NADSP) competency. This has been done in order for the DSP to be able submit their portfolio (with required supporting documentation) to NADSP for national credentialing if they so desire. The NADSP competency addressed is listed with each option. Portfolio reviewers are encouraged to use the rubric (pages 2 - 4) to score the portfolio activities in accordance with the competency addressed. The DSP shall be scored based on whether the activity submitted addressed the competency at a practice, proficient or advanced level based on the descriptions (pg. 5) and the competency definition and skill statements (pgs. 6-13) . For purposes of the NJ Career Path the DSP must successfully complete 14 portfolio activities/work samples. This may result in a competency being addressed more than 1X. If the DSP is to submit their portfolio to NADSP, they must submit eight (8) portfolio activities/work samples focused around eight (8) different competencies.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 2 | P a g e

CAREER PATH - LEVEL 1

Course Name Competency Area Addressed (Check 1)

Score (Check One) Practice Proficient Advanced

1. DSP Professionalism Advocacy Education, Training, & Staff Development Participant Empowerment Other (specify): _______________________

2. Safety Crisis Prevention & Intervention Other (specify):________________________

3. Professional Documentation Practices

Professional Documentation Practices Organizational Participation Other (specify): _______________________

4. Community Inclusion Community & Service Networking Assessment Other (specify): _______________________

5. Individual Rights & Choices

Advocacy Participant Empowerment Other (specify):_______________________

6. Teaching People with Developmental Disabilities

Facilitation of Services Community Living Skills & Support Vocational, Educational, & Career Support Other (specify):_______________________

7. Cultural Competence Provide Person-Centered Support Communication Education, Training, & Self-Development Other (specify): __________________________

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 3 | P a g e

CAREER PATH - LEVEL 2

Course Name Competency Area Addressed (Check 1)

Score (Check One) Practice Proficient Advanced

1. Employment Supports Vocational, Educational, & Career Supports Education, Training, & Staff Development Other (specify): _______________________

2. Person-Centered Planning

Facilitation of Services Person-Centered Support Education, Training & Self-Development Other (specify):________________________

3. Supporting Healthy Lives

Supporting Health & Wellness Other (specify): _______________________

4. You’ve Got a Friend… Building & Maintaining Friendships & Relationships

Community & Service Networking Other (specify): _______________________

5. Positive Behavior Support

Crisis Prevention & Intervention Facilitation of Services Education, Training, & Self-Development Other (specify):_______________________

6. Working with Families & Support Networks

Building & Maintaining Friendships & Relationships

Providing Person-Centered Support Other (specify):_______________________

7. Everyone Can Communicate

Communication Other (specify): __________________________

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 4 | P a g e

Overall Reviewer Comments: Overall Strengths: Overall Areas for Continued Professional Development:

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 5 | P a g e

Rating Level Descriptions Rating Level Description

Practice

The work sample demonstrates a basic level of knowledge and skill in the competency area necessary to be somewhat effective in building participant trust, competence, and achievement of goals in an ethical manner. The work sample demonstrates: • basic mastery of the knowledge and skill standards in the competency area leading to the achievement of some

desired outcomes of the person s/he supports in an ethical manner; • beginning ability to support personal choice and self-determination, individualization, community inclusion, and

advocacy with the persons s/he supports; and, • modest abilities in observation, organization of information, assessment, analysis, problem solving, flexibility,

creativity, communication, interpersonal competence, and teamwork.

Proficient

The work sample indicates mastery of a sufficient level of the knowledge and skill standards in this competency area necessary to be moderately effective in building participant trust, competence, and achievement of goals in an ethical manner. The work sample demonstrates: • intermediate mastery of the knowledge and skill standards in the competency area leading to the moderate

achievement of desired outcomes of the person s/he supports in an ethical manner, • strong understanding and a solid practice supporting personal choice and self-determination, individualization,

community inclusion, and advocacy with the persons s/he supports; and • Intermediate abilities in observation, organization of information, assessment, analysis, problem solving, flexibility,

creativity, communication, interpersonal competence, and teamwork.

Advanced

The work sample demonstrates full mastery of the knowledge and skill standards in this competency area necessary to be highly effective in building participant trust, competency, and achievement of goals and outcomes in an ethical manner. The work sample demonstrates: • full mastery of knowledge and skill standards in the competency area resulting in a significant achievement of the

desired outcomes of the person s/he supports in an ethical manner; • Work practices that are highly effective in supporting personal choice and self-determination, individualization,

community inclusion, and advocacy with the persons s/he supports; and, • superior abilities in observation, organization of information, assessment, analysis, problem solving, flexibility,

creativity, communication, interpersonal competence, and teamwork.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 6 | P a g e

Area 1: Participant Empowerment The Direct Support Professional enhances the ability of the participant to lead a self-determining life by providing the support and information necessary to build self-esteem, and assertiveness; and to make decisions. Skill Statements

• The competent DSP assists and supports the participant to develop strategies, make informed choices, follow through on responsibilities, and take risks.

• The competent DSP promotes participant partnership in the design of support services, consulting the person and involving him or her in the support process.

• The competent DSP provides opportunities for the participant to be a self-advocate by increasing awareness of self-advocacy methods and techniques, encouraging and assisting the participant to speak on his or her own behalf, and providing information on peer support and self-advocacy groups.

• The competent DSP provides information about human, legal, civil rights and other resources, facilitates access to such information and assists the participant to use information for self-advocacy and decision making about living, work, and social relationships.

Area 2: Communication The Direct Support Professional should be knowledgeable about the range of effective communication strategies and skills necessary to establish a collaborative relationship with the participant. Skill Statements

• The competent DSP uses effective, sensitive communication skills to build rapport and channels of communication by recognizing and adapting to the range of participant communication styles.

• The competent DSP has knowledge of and uses modes of communication that are appropriate to the communication needs of participants.

• The skilled DSP learns and uses terminology appropriately, explaining as necessary to ensure participant understanding.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 7 | P a g e

Area 3: Assessment The Direct Support Professional should be knowledgeable about formal and informal assessment practices in order to respond to the needs, desires and interests of the participants. Skill Statements

• The competent DSP initiates or assists in the initiation of an assessment process by gathering information (e.g., participant's self-assessment and history, prior records, test results, additional evaluation) and informing the participant about what to expect throughout the assessment process.v

• The competent DSP conducts or arranges for assessments to determine the needs, preferences, and capabilities of the participants using appropriate assessment tools and strategies, reviewing the process for inconsistencies, and making corrections as necessary.

• The competent DSP discusses findings and recommendations with the participant in a clear and understandable manner, following up on results and reevaluating the findings as necessary.

Area 4: Community and Service Networking The Direct Support Professional should be knowledgeable about the formal and informal supports available in his or her community and skilled in assisting the participant to identify and gain access to such supports. Skill Statements

• The competent DSP helps to identify the needs of the participant for community supports, working with the participant's informal support system, and assisting with, or initiating identified community connections.

• The competent DSP researches, develops, and maintains information on community and other resources relevant to the needs of participants.

• The competent DSP ensures participant access to needed and available community resources coordinating supports across agencies.

• The competent DSP participates in outreach to potential participants.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 8 | P a g e

Area 5: Facilitation of Services The Direct Support Professional is knowledgeable about a range of participatory planning techniques and is skilled in implementing plans in a collaborative and expeditious manner. Skill Statements

• The competent DSP maintains collaborative professional relationships with the participant and all support team members (including family/friends), follows ethical standards of practice (e.g., confidentiality, informed consent, etc.), and recognizes his or her own personal limitations.

• The competent DSP assists and/or facilitates the development of an individualized plan based on participant preferences, needs, and interests.

• The competent DSP assists and/or facilitates the implementation of an individualized plan to achieve specific outcomes derived from participants' preferences, needs and interests.

• The competent DSP assists and/or facilitates the review of the achievement of individual participant outcomes.

Area 6: Community Living Skills & Supports The Direct Support Professional has the ability to match specific supports and interventions to the unique needs of individual participants and recognizes the importance of friends, family and community relationships. Skill Statements

• The competent DSP assists the participant to meet his or her physical (e.g., health, grooming, toileting, eating) and personal management needs (e.g., human development, human sexuality), by teaching skills, providing supports, and building on individual strengths and capabilities.

• The competent DSP assists the participant with household management (e.g., meal prep, laundry, cleaning, decorating) and with transportation needs to maximize his or her skills, abilities and independence.

• The competent DSP assists with identifying, securing and using needed equipment (e.g., adaptive equipment) and therapies (e.g., physical, occupational and communication).

• The competent DSP supports the participant in the development of friendships and other relationships. • The competent community based support worker assists the participant to recruit and train service

providers as needed.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 9 | P a g e

Area 7: Education, Training & Self-Development The Direct Support Professional should be able to identify areas for self improvement, pursue necessary educational/training resources, and share knowledge with others. Skill Statements

• The competent DSP completes required training education/certification, continues professional development, and keeps abreast of relevant resources and information.

• The competent DSP educates participants, co-workers and community members about issues by providing information and support and facilitating training.

Area 8: Advocacy The Direct Support Professional should be knowledgeable about the diverse challenges facing participants (e.g., human rights, legal, administrative and financial) and should be able to identify and use effective advocacy strategies to overcome such challenges. Skill Statements

• The competent DSP and the participant identify advocacy issues by gathering information, reviewing and analyzing all aspects of the issue.

• The competent DSP has current knowledge of laws, services, and community resources to assist and educate participants to secure needed supports.

• The competent DSP facilitates, assists, and/or represents the participant when there are barriers to his or her service needs and lobbies decision-makers when appropriate to overcome barriers to services.

• The competent DSP interacts with and educates community members and organizations (e.g., employer, landlord, civic organization) when relevant to participant's needs or services.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 10 | P a g e

Area 9: Vocational, Educational & Career Support The Direct Support Professional should be knowledgeable about the career and education related concerns of the participant and should be able to mobilize the resources and support necessary to assist the participant to reach his or her goals. Skill Statements

• The competent DSP explores with the participant his/her vocational interests and aptitudes, assists in preparing for job or school entry, and reviews opportunities for continued career growth.

• The competent DSP assists the participant in identifying job/training opportunities and marketing his/her capabilities and services.

• The competent DSP collaborates with employers and school personnel to support the participant, adapting the environment, and providing job retention supports.

Area 10: Crisis Prevention and Intervention The Direct Support Professional should be knowledgeable about crisis prevention, intervention and resolution techniques and should match such techniques to particular circumstances and individuals. Skill Statements

• The competent DSP identifies the crisis, defuses the situation, evaluates and determines an intervention strategy and contacts necessary supports.

• The competent DSP continues to monitor crisis situations, discussing the incident with authorized staff and participant(s), adjusting supports and the environment, and complying with regulations for reporting.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 11 | P a g e

Area 11: Organizational Participation The Direct Support Professional is familiar with the mission and practices of the support organization and participates in the life of the organization. Skill Statements

• The competent DSP contributes to program evaluations, and helps to set organizational priorities to ensure quality.

• The competent DSP incorporates sensitivity to cultural, religious, racial, disability, and gender issues into daily practices and interactions.

• The competent DSP provides and accepts co-worker support, participating in supportive supervision, performance evaluation, and contributing to the screening of potential employees.

• The competent DSP provides input into budget priorities, identifying ways to provide services in a more cost-effective manner.

Area 12: Documentation The Direct Support Professional is aware of the requirements for documentation in his or her organization and is able to manage these requirements efficiently. Skill Statements

• The competent DSP maintains accurate records, collecting, compiling and evaluating data, and submitting records to appropriate sources in a timely fashion.

• The competent DSP maintains standards of confidentiality and ethical practice. • The competent DSP learns and remains current with appropriate documentation systems, setting priorities

and developing a system to manage documentation.

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 12 | P a g e

Area 13: Building and Maintaining Friendships and Relationships Support the participant in the development of friendships and other relationships. Skill Statements

• The competent DSP assists the individual as needed in planning for community activities and events (e.g., making reservation, staff needs, money, materials, accessibility).

• The competent DSP assists the individual as needed in arranging transportation for community events. • The competent DSP documents community activities and events. • The competent DSP encourages and assists the individual as needed in facilitating friendships and peer

interactions. • The competent DSP encourages and assists the individual as needed in communication with

parents/family (e.g., phone calls, visits, letters). • The competent DSP implements individual supports regarding community activities. • The competent DSP provides incentive or motivation for consumer involvement in community outings. • The competent DSP assists the individual as needed in getting to know and interacting with his/her

neighbors. • The competent DSP encourages and assists the individual as needed in dating. • The competent DSP encourages and assists the individual as needed in communicating with social

workers and financial workers. Area 14: Provide Person Centered Supports Skill Statements

• The competent DSP provides support to people using a person centered approach. • The competent DSP modifies support programs and interventions to ensure they are person centered. • The competent DSP challenges co-workers and supervisors to use person centered practices. • The competent DSP is knowledgeable about person centered planning techniques. • The competent DSP assists individuals in developing person centered plans .

Portfolio Review Rubric 1.14 Acknowldegement: NADSP 13 | P a g e

Area 15: Supporting Health and Wellness Promotes the health and wellness of all consumers. Skill Statements

• Administers medications accurately and in accordance with agency policy and procedures. • Observes and implements appropriate actions to promote healthy living and to prevent illness and

accidents. • Uses appropriate first aid/safety procedures when responding to emergencies. • Assists individuals in scheduling, keeping, and following through on all health appointments. • Assists individuals in completing personal care (e.g., hygiene and grooming) activities. • Assists with identifying, securing and using needed adaptive equipment (i.e. adaptive equipment) and

therapies (e.g., physical, occupational, speech, respiratory, psychological). • Assists individuals in implementing health and medical treatments. • Assists individuals to take an active role in their health care decisions.

Appendix C – Certificate Request Form 1.14

Career Path Certificate Level 1 Request Form

In order to meet the requirements for Level 1 certification DSPs must complete the appropriate College of Direct Support Level 1 coursework, portfolio, and mentoring and receive agency approval. Please provide the information requested below for each DSP completing Level 1 of the Career Path. Upon receipt of this form and review of the DSP’s College of Direct Support transcript a certificate will sent to the person giving agency approval for distribution to the DSP. Please check spelling for accuracy. Thank you and congratulations.

Email or Fax the completed form to: Colleen McLaughlin

Colleen.mclaughlin@rutgers.edu The Elizabeth M. Boggs Center on Developmental Disabilities

Fax: 732-235-9330 Phone: 732-235-9313

DSP Name: _______________________________________________________________________________

Agency: ______________________________________________________________________________

Agency Address: ___________________________________________________________________________

City: ____________________________________ State: ________ Zip: __________________

Phone Number: __________________________ Email: ___________________________________

Date: ______________________________________________

Please check to indicate that coursework, mentoring, and portfolio has been completed.

Level 1

Direct Support Professionalism

Safety

Documentation

Community Inclusion

Individual Rights and Choices

Teaching People with Developmental Disabilities

Cultural Competence

Please sign in the spaces below. I confirm that the DSP has successfully completed the coursework, mentoring and portfolio as it applies to Level 1 certification.

_________________________________ _________________________________ _________________________________ Direct Support Professional Mentor Agency Approval

Appendix C – Certificate Request Form 1.14

Career Path Certificate Level 2 Request Form

In order to meet the requirements for Level 2 certification DSPs must complete Level 1, the appropriate College of Direct Support Level 2 coursework, portfolio, and mentoring and receive agency approval. Please provide the information requested below for each DSP completing Level 2 of the Career Path. Upon receipt of this form and review of the DSP’s College of Direct Support transcript a certificate will sent to the person giving agency approval for distribution to the DSP. Please check spelling for accuracy. Thank you and congratulations.

Email or Fax the completed form to: Colleen McLaughlin

Colleen.mclaughlin@rutgers.edu The Elizabeth M. Boggs Center on Developmental Disabilities

335 George Street, P.O. Box 2688 New Brunswick, NJ 08903-2688

Fax: 732-235-9330 Phone: 732-235-9313

DSP Name: _______________________________________________________________________________

Agency: ______________________________________________________________________________

Agency Address: ____________________________________________________________________________

City: ____________________________________ State: ________ Zip: __________________

Phone Number: __________________________ Email: ___________________________________

Date: ______________________________________________

Please check to indicate that coursework, mentoring, and portfolio has been completed.

Level 2

Employment Supports for People with Disabilities

Person-Centered Planning

Supporting Healthy Lives

You’ve Got a Friend

Positive Behavior Support

Working with Families and Support Networks

Everyone Can Communicate

Please sign in the spaces below. I confirm that the DSP has successfully completed the coursework, mentoring and portfolio as it applies to Level 2 certification.

_________________________________ _________________________________ _________________________________ Direct Support Professional Mentor Agency Approval

Career Path & College Credit Frequently Asked Questions

Appendix D – College Credit FAQ 1.14

Where can I receive college credit for completing the Career Path? This opportunity is currently available at: Raritan Valley Community College and will be accepted as 9 credits toward an AAS degree in Human Services. http://raritanval.catalog.acalog.com/preview_program.php?catoid=3&poid=262&print. Thomas Edison State College will accept the Career Path for up to 7 credits toward a bachelor’s degree in Human Services, Social Sciences, or Psychology. http://www.tesc.edu/embcdd/ Can I do the Career Path without support from my organization? No. At the current time, your employing agency needs to support you in order to complete the Career Path. They do this by assigning you the online courses you need, providing you with a mentor, reviewing and approving your portfolio, and submitting the necessary documentation to the Boggs Center for certificates. Can I just go to the college and get credit? No. You must be enrolled in one of the approved programs and submit the required paperwork to receive the credit. A special form and/or certificate is needed for presentation to each college – this can be obtained through the Boggs Center upon request after completion of the Career Path. Can I enroll in one of the college programs before completing the NJ DSP Career Path? Yes. You may enroll in the college program at any time. It may be to your advantage to enroll and start a degree program before you finish the career path. I already completed the Career Path; can I bring the certificates I have to the college to get credit? No. Special certificates and forms are needed to present to each of the colleges. You or your Career Path Coordinator may contact the Boggs Center to obtain these cdsta@rwjms.rutgers.edu. One of the program staff will verify your completion and issue the paperwork you need. How do I enroll in a college program? Each college’s enrollment procedures are different. Go to the college’s website to learn what you need to do to enroll. Can I get financial assistance for college tuition? That varies based on you and your family’s economic situation. Given the low salaries of DSPs, you may be able to receive financial aid. There are also federal school loan forgiveness programs for people working in service fields. Contact the school’s financial aid department to learn more about what may be available to you.