Carla: ”Governance and Management are two words describing leadership – but what do they mean when describing a Council?”
Governance is the “what” – the planning and leadership of the Council carried out by Council members. It is about planning and overall direction of the Council that is reviewed on a regular basis.
Management is the “how” – the delivery of the plans and the work of the Council. It is the day-to-day running of the Council and supporting members, staff, and others to understand and carry out the vision of the Council.
There are three major roles within the DD Council:
Council members
Staff
Executive Director (ED)
Primary Role of Council Members:
The Council provides direction
The Council provides oversight
The Council approves funding
Primary Role of Staff:
The staff helps the Executive Director more efficiently implement the directives set by the Council.
The Council watches progress and investments:
Is the Council moving in the right direction?
Are Council activities creating results?
Is the funding being used?
The ED is responsible for making things happen with the help of the rest of the staff.
Carla: “We’re now aware of some general characteristics of the Council—what type of entity it is, what rules it must follow, and which offices oversee it. It is now time for the Final Quiz. You may take the quiz as many times as needed, but must earn a minimum of 80% to successfully complete the course and earn your course completion certificate.”
It’s important that Councils rely on the lived experience of people with disabilities. At least 60% of the Council members must be people with intellectual and developmental disabilities, parents, or guardians of children with ID/DD or a close relative or guardian of adults with ID/DD who cannot advocate for themselves. Council members have roles and responsibilities – which are what is expected.
The role is the position you have. All people in an organization have a role.
Responsibilities are what you do in that position. For example, a Teller is a role at a bank, and their responsibility is to help customers who come in. A Teller has different responsibilities from the Lender, who helps people who need to borrow money from the bank. A teller’s responsibility differs from a lender’s even though they both work at the bank.
Conduct is the last item. Conduct is how we act within our roles and responsibilities. For example, at the bank, a bank teller might be friendly – that is because a teller is expected to conduct themselves in a friendly manner. Conduct is how we act within our roles and responsibilities.
Roles Example
Natalie is a council member interested in helping people with disabilities access transportation. Natalie has Down syndrome and relies on public transportation to get to her job in the mall. Natalie is often late to work because there is no transit spot near her apartment, and any delays cause her to miss the bus. Natalie knew there had to be other people with developmental disabilities who had similar issues, and she wanted to help. She was appointed to the Council as a member, and together they advocate for additional transit services in her state.
Council Member Roles
A member can have more than one role on the council. For example, Natalie served as a Coucncil member, and on the Transportation Committee.
DD Council Member
Council Committee Member
Elected Leader of the Council
Appointed Leader of the Council-sometimes Governors appoint the chair of a Council
Regardless of role, Council members act in a governance role. The DD Council members are the governing body that makes the decisions. The staff carry out the work.
Key federal offices that guide the work of the Council are:
Administration for Community Living (ACL)
Administration on Disabilities (AoD)
Office of Intellectual and Developmental Disabilities (OIDD)
The Administration for Community Living (ACL), The Administration on Disabilities (AoD), and The Office of Intellectual and Developmental Disabilities (OIDD) are federal offices that provide oversight, develop regulations, provide help, and guide state & territory DD Council programs.
The Office of Intellectual and Developmental Disabilities (OIDD) program and Fiscal staff assist and support Councils. Their role includes:
Approving DD Council State Plans & performance reports
Developing reports to Congress based on DD Council information (AoD assists with this too)
Annually sponsoring a Training and Technical Assistance Institute for Councils through the Technical Assistance contract
Carla: ”The Council is guided by the ACL, AoD, and OIDD. These offices provide help and guidance for state and territory DD Council programs. But how do these offices provide technical assistance? Select the next topic to continue.”
The DD Council Program is supported by the Developmental Disabilities Assistance and Bill of Rights Act of 2000 Public Law 106-402 (the DD Act). The purpose of the DD Council is to help people with developmental disabilities be self-determined, independent, productive, integrated, and included in all parts of community life.
There is a DD Council representing people in every state and most territories.
Title I, Subtitle B talks about the three primary functions of a Council:
The Council engages in advocacy, capacity building, and systems change activities.
DD Council work is:
coordinated (meaning multiple agencies are working together toward the same goal)
consumer and family-centered, and directed (meaning people with disabilities and their families lead the conversation about goals and services)
a part of systems of community services,
targeted toward individualized supports, and other assistance
DD Council work aims to help people with developmental disabilities exercise:
self-determination,
independence, and
productivity and
be integrated and included in all facets of community life.
DD Councils support people with developmental disabilities and their families to participate in designing individualized services and for people with developmental disabilities to access needed community services and support.
Carla: “DD Councils provide advocacy, capacity building, and systems change activities for every person in the nation, improving the lives of people with disabilities.
Before the passage of the DD Act in 1970, families received almost no help. Children could not attend schools, and many people with disabilities were sent to institutions for life. Over the past 50 years, DD Councils have helped to drive change.
But what does the federal government do to help support the DD Councils? What federal offices cooperate with and guide Councils? Select the next topic to learn more.”
Gross motor skills involve the large muscles of the body that enable such functions as walking, jumping, kicking, sitting upright, lifting, and throwing a ball. Children should have at least 7 gross motor skills stimulated through equipment indoors and outdoors.
Gross motor equipment can be stationary, such as a basketball goal or climbing structure, or portable, like a ball, hula hoop, or trike.
Look at the following pictures (click the image to enlarge). What gross motor skills are stimulated by the equipment?
What skills are stimulated on the balance beam?
The balance beam is gross motor equipment that stimulates balance, postural control, and coordination.
What skills are stimulated on the slide?
The slide builds climbing, core strength, and coordination skills.
Which gross motor skills are stimulated by playing with the ball?
Playing with a large ball improves throwing and catching skills.
What skills does the hula hoop stimulate?
The hula hoop encourages the development of core strength.
What skills are stimulated by the bean bag toss?
The bean bag toss helps to develop coordination and tossing skills.
Which gross motor skills are stimulated while jumping rope?
The jump rope builds coordination, jumping, and endurance skills.
What skills does the trike stimulate?
The trike is gross motor equipment that stimulates muscles used for pedaling and steering.
Watch this video on Language for Learning. While you are watching the video jot down notes in your handouts and answer the following questions. Use the space provided in your handout to make notes.
In what learning centers do the teachers ask children open ended questions?
How did the teachers incorporate nature/science and math/number concepts in different types of play?
What specific techniques are used to help children engage in their environment?
Video must be watched entirely in order to progress through the course. You do not need to watch any related videos that pop up at the end.
One gram of poop – that’s the weight of a single paper clip – can contain one TRILLION germs?
1,000,000,000,000 germs
One of the best ways you can keep yourself and the children healthy is to instill good hand washing hygiene.
Watch this short video that can be used to help children (and adults!) understand the concept of spreading germs and the importance of proper hand washing.
Video must be watched entirely in order to progress through the course, you do not need to watch any recommended videos that pop up at the end.
Welcome to Part 2 of Building Your First Online Course – Creating a Canvas Training.
I am excited to have you back for Part 2 and am looking forward to working with you on your training and seeing the finished product!
Just a quick reminder, you will have work to complete before our face-to-face session and post work after the face-to-face session. You will receive a total of 6 adult learning hours upon successful completion of the training.
The focus of our face-to-face session is to help you upload your content into Canvas, not to be creating content. For our limited time to be most productive, you must complete the requested activities prior to our face-to-face session.
All activities and lessons in this training will be designed specifically to enable you to create and publish a training in Canvas.
Training Outcomes
Create a course utilizing Canvas.
Self-Assess course draft and get Training Coach Feedback.
Workplace Outcome
Publish first online course and list it in ECE-TRIS.
If at any point in this training you decide you would rather create a training using WordPress you are welcome to switch! Please reach out and we will get you added to the WordPress training.
This is the first of three separate assignments, each one must be submitted and approved before you proceed to the next one.
Time to submit your website budgeting sheet. You should have completed this when you encountered the green boxes as you went through each step under Plan Your Course Platform.
The blank sheet is linked on the Research and Track Costs page. Once it’s complete, take a look at the whole sheet and make any adjustments, and then submit below. You need to make these decisions before you show up at face to face day, so we can focus on installation and setup, and getting started with entering course content.
If you want to move forward to explore, but don’t have/want to spend much money on setting up your platform, the free option for hosting is Google Cloud and the free LMS is MasterStudy.
If you are confused or have questions, get in touch with Julie or your Training Coach.
