HCBS Provider
Customized Support

STAR Services provides free customized support (training and consulting) to HCBS waiver providers on topics such as:

  • Community access and engagement
  • Person-centered organizational change
  • Person-centered service delivery
  • Promoting competitive employment
    Transportation

To be eligible, HCBS providers must have a licensed site (DT&H site, Adult Day Services site, Day Support Services site, registered or licensed Housing with Services site, Family Foster Care home, Community Residential Setting home, etc.) Services provided to a person in their own home or family home do not qualify for this free support.

This customized support is to help providers deliver services that support choice and autonomy for people who receive HCBS services. The free consulting and training are not available for 245D or 9544 compliance support. If you would like our assistance with compliance support, click here to learn more about our consulting services.

If you qualify and are interested in free customized support around the areas listed at the top, you can apply by completing the HCBS customized support application.

For more information about the free customized support, visit the HCBS settings transition webpage.

The HCBS provider toolkit is another resource available to providers. It contains frequently asked questions, guidance and examples of provider practices that support choice and autonomy for people who receive HCBS. We encourage providers to use this toolkit to help generate ideas on how we can all better serve older adults and people with disabilities.

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Understanding Legal Guardianship for Providers (2 hrs)

Working positively together with members of the support team including legal guardians and case managers can lead to better support for people. Unfortunately, there is often a misunderstanding of the roles and responsibilities of each team member. These misunderstandings often result in tension, concern, lack of trust, and inability to communicate well. Legal guardians are responsible for legally advocating on behalf of the person based upon the person’s needs, wants, preferences, and interests. This important role is often vital in obtaining the support that best meets the needs of the person.

This virtual classroom will focus on several topics including the:

  • Role of the legal guardian including the different types of representation
  • Powers and limitations for a person that has full legal guardianship on behalf of another
  • Possible perspectives of legal guardians in making decisions and advocating for another
  • Ways in which a provider can be a compassionate advocate, facilitator, and educator with legal guardians

As providers it is vital that we follow all regulatory requirements when supporting people. During this time, we will also explore ideas to help legal guardians understand what providers can and cannot do. The purpose of this virtual classroom is to create a culture of understanding, awareness, and empathy for legal guardians as a successful support team is built around the person.

CEU Contact Hours: 2.4 for Nurses, 2 for Social Workers

Five Keys for Approaching Licensing Reviews with Confidence (1.5 hrs)

Preparing for a licensing review happens well before you received your Notice of Reinspection (NOR) from DHS-Licensing. How can you prepare yourself, well, for success? In this virtual class, we will provide five strategies you can implement every day to ensure you feel confident when it’s your turn for a licensing visit.

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Licensing Trends from 2023 (1 hr)

We all want to support people in the best way possible. This means understanding licensing requirements to ensure that we are providing services that are compliant with the rules and regulations. In this training, we will look back at 2023 licensing trends and review the top three violations as identified in 245D correction orders. Whether you are brand new to the field and want to set yourself up for success by avoiding common mistakes, or you are a current provider who wants to ensure your current practices are matching what licensors looking for, we hope you join us for this informative class. We encourage you to take additional virtual classrooms that STAR offers to expound on the topics discussed in this course. In those virtual classrooms, you will learn how to be in compliance in that specific area. For this course, we will discuss:

  • The top 3 licensing violations including their applicable citations
  • Details involved in the violations
  • Methods to recognizing these potential violations in your own documentation
  • Tips to remaining compliant to 245D and the Positive Supports Rule (PSR) regulations

Don’t let “I didn’t know that” guide you in how you address compliance requirements and instead change the “I didn’t know that” to “I know it and I’ve got it!” STAR Services is there to help you in that exciting journey towards compliance!

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Medication Set Up, Assistance, Administration (< 30 mins)

MN Statutes, section 245D.05 defines three different types of medication-related support that can be provided to a person based upon their wants and needs. These assigned responsibilities includes medication set up, assistance, and administration. We will define in detail what each of these types of support include, how to document them, and how to determine what type of support would best meet the needs of the person.

Psychotropic Medication Definition (< 30 mins)

With so many medications available, both prescription and over-the-counter, it is hard to keep it all straight especially for those medications that are considered psychotropic. This microlearning module will define what psychotropic medications are and their major classes. Then, we will discuss some common questions about certain medications and their purpose related to treating mental health including sedatives, medications for agitation, anticonvulsants, and over-the-counter medications.

Medication Administration Record Review (< 30 mins)

For providers who administer medications, a quarterly review of the medication administration record must be completed. But what is included in this necessary review? What is its purpose? This microlearning module will discuss what this review is, its purpose, and how you document the results.

Completing the Financial Form 6790O and Companion Document for ICS (1 hr)

This course explores completing the 6790O and the companion document for Integrated Community Supports (ICS). The process for calculating a person’s amount of in-person and remote individual average staff hours per-day requires some time and experience, but we are here to be your guide and give you the tools you need! We will explore the four community living service categories; community participation, health, safety and wellness, household management and adaptive skills to determine how to populate the 6790O companion document and that capture how you will assess appropriate services in the scope of ICS. We will also look at the DWRS public framework to determine how staffing hours and licensed capacity affect daily rates for ICS.

Housing Stabilization Services (1.5 hrs)

Are you thinking about becoming a Housing Stabilization Service provider? Have you recently added Housing Stabilization Services to your enrollment record and need to know where to start? Learn more about this MN Medical Assistance benefit that helps people with disabilities, mental illness, substance use disorder, and seniors find and keep their housing. Explore with us how to become an eligible provider, guidelines and requirements for service delivery, and best practices. Together, we will explore the three service categories provided within Housing Stabilization Services: Housing Consultation, Housing Transition, and Housing Sustaining. We will provide you with information regarding each service and provide you with resources to continue your learning. With more and more home and community-based providers branching into this service, now is a great time to learn!

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Microlearning Module: 245D Homemaker Services Overview (<30 mins)

Did you know that there are three different types of homemaker services but only two are licensed by 245D? If you are a basic support service provider and offer homemaker services, then this microlearning module is for you! We will explore the three types of homemaker: homemaker-basic cleaning, homemaker-assistance with ADLs, and homemaker-home management. We will discuss what types follow basic support service standards as required by 245D and applicable billing codes to double check service agreements. It is recommended to review the specific types of homemaker services and their billing codes that you currently provide to ensure you are implementing correct regulatory standards.

Adult Day Services: Positive Supports Rule (1 hr)

When ADS providers are supporting people with Developmental Disabilities or related conditions (DD/RC), the standards of the Positive Supports Rule must be followed for the person(s). The Positive Supports Rule (PSR) or MN Rule 9544, sets the standards for person-centered planning and services and positive support strategies for all applicable persons. Employees are also mandated to take additional levels of training in order to provide the person’s services and supports. This class will cover the requirements of the PSR including: person-centered planning, positive support strategies, permitted, restricted, and prohibited procedures, and employee training. When a person receives support under the PSR, semi-annual review of their person-centered planning and positive support strategies is necessary. This topic will be discussed as well as the semi-annual Quality Assurance review. If an ADS provider supports anyone with DD/RC, this class is a must!

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Adult Day Services: Physical Site Requirements for Adult Day Centers (1 hr)

What does a welcoming and safe environment look like for Adult Day Services? All centers are mandated to follow the physical site standards provided in the Adult Day Care Center Rule. Many Correction Orders delivered by the Department of Human Services include violations to the physical site requirements. These can easily be avoided by understanding these requirements and taking the time to ensure that the center has them all and keeps them in good working condition! Physical site-related topics to be discussed will include occupancy codes, space requirements and physical plant standards (temperature, ventilation, equipment), safety requirements related to incidents and emergencies, hazardous materials, equipment and furniture, kitchen requirements for food prepared on site, designated smoking areas, and pets. Information regarding the physical plant and population of people supported are included in the Program Abuse Prevention Plan (PAPP). Regulations regarding the PAPP and the standards for development and maintenance will be reviewed as well.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Adult Day Services: Personnel and Training Requirements (1.5 hrs)

Having trained and competent staff is absolutely essential to providing person-centered care and amazing support! The Adult Day Care Center Rule identifies the standards for training and personnel records including consultant qualifications and contracts. We will discuss what documents must be in a personnel file, what and how much training employees must have to provide support, and the requirements for consultants of the program. The Center Director plays a vital role in the oversight of the program and has qualifications necessary to the position. We will discuss these standards as well as staff coverage of the center. This class will help learners feel confident in their training and the support their employees provide!

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Adult Day Services: Overview of Person and Company-Specific Paperwork (1.5 hrs)

Paperwork, paperwork, paperwork! Perhaps seen as confusing, difficult, or time-consuming, paperwork for the people supported is often overlooked. All people have set requirements for screening, planning for, and supporting their care. These requirements are built into individual documents for each person. This class will cover all pre-admission to annual documents (as well as discharge) directed by the Adult Day Care Center Rule. In addition, company-specific paperwork including policies and procedures and the staff ratio will be reviewed. Avoid violations due to non-compliant paperwork by learning more about what those specific standards are!

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Adult Day Services: Overview of Services and Supports (1.5 hrs)

Providing services to people in an adult day setting is beneficial to their health, safety, and wellness. However, it is necessary that the ADS provider be knowledgeable of and implement all the service delivery and support requirements according to MN standards. Correction Orders are often filled with violations related to these areas. This class will cover these requirements in detail. Topics to be discussed include: social services, health services and exercise programs, daily program activities and activities of daily living, food service, nutrition and menus, and transportation. We will also understand the eligibility requirements for someone receiving Adult Day Services. If an ADS provider is determined to provide the best services possible, this class is the place to start!

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Microlearning Module: Basic Support Services Overview (<30 mins)

There are many people who require a level of support that may not be as intense as others. Individuals living on their own, with family, or with friends can benefit greatly from receiving basic support services. These services are designed to meet the basic health and safety needs of the individuals. We will define each of these services according to 245D and the Community-Based Services Manual (CBSM). After this module, you will have a solid understanding of these services and how they can be suited to the preferences of the people being supported.

Microlearning Module: 60 Day Meeting and Annual Reviews for Basic Support Services (<30 mins)

It is accurate to say that basic support service providers have less person-specific paperwork requirements than intensive support services. However, the 60-day review and annual review are just as significant to ensure ongoing person-centered, compliant services and supports. Together we will explore what it means to do a review and the paperwork/information needed for each review.

Microlearning Module: Residential Services and ICS Overview (<30 mins)

Did you know that there are 245D intensive support services that can follow the person-specific paperwork standards for basic support services? There are! Intervention services including crisis respite, positive supports, and specialist services are all part of this unique category. If your company is licensed to provide these services and you are interested in increasing your knowledge of what they are, this micromodule is for you! We will review what definition is for each type of service, what you do under that service, and what the person-specific paperwork includes. This microlearning module will not go in depth into the specific assessments or documents required; please refer to the microlearning module on our other virtual classrooms or microlearning modules for more information.

Microlearning Module: Intervention Services Overview (<30 mins)

Did you know that there are 245D intensive support services that can follow the person-specific paperwork standards for basic support services? There are! Intervention services including crisis respite, positive supports, and specialist services are all part of this unique category. If your company is licensed to provide these services and you are interested in increasing your knowledge of what they are, this micromodule is for you! We will review what definition is for each type of service, what you do under that service, and what the person-specific paperwork includes. This microlearning module will not go in depth into the specific assessments or documents required; please refer to the microlearning module on our other virtual classrooms or microlearning modules for more information.

Microlearning Module: Intensive In-Home Services Overview (<30 mins)

What a fantastic opportunity to provide support to people who are living according to their preferences-independently! There are different types of community-based services where the service provider goes into the homes of individuals to provide support. Individuals typically live on their own, with family, or friends. This microlearning module will provide information on the differences between Individualized Home Supports with Training, Individualized Home Support with Family Training, and Semi-Independent Living Services. Remote support will also be discussed as it applies to these three categories of services. Learn more about how you can help someone do that by implementing supports with these services and in the four community living service categories.

Microlearning Module: Employment Services Overview (<30 mins)

Everyone has the right to be engaged in employment according to their preferences and in the community. 245D provides three different types of employment services to enable someone to determine if they want employment, find employment, and then keep their employment. We will discuss Employment Exploration Services, Employment Development Services, and Employment Support Services. In addition, we will discuss the role of Vocational Rehabilitation Services in helping an individual find employment. The Engage, Plan, Find, Keep framework will be weaved throughout all of these types of employment services.

Microlearning Module: Day Support Services Overview (<30 mins)

Did you know that Day Support Services provide 12 different types of support to individuals? That is a lot of amazing work to enable people to engage in their community, learn life-enriching skills, and increase activities and awareness of the greater community. Day Support Services provide so many opportunities for individuals to learn and grow! This microlearning module will explore the purpose of day support services, why are they important, and all of the different types of support offered underneath this licensed 245D service.

Microlearning Module: Annual Meeting for Intensive Support Services (<30 mins)

A year has flown by and what a year it has been! This year has provided valuable information about the person and what is important to them and for them. Have you observed and listened closely to the person? Are you seeing growth towards independence because of your services and supports? This microlearning module will focus on the annual meeting and paperwork requirements for intensive services while implementing person-centered practices.

Microlearning Module: 45 Day Meeting for Intensive Support Services (<30 mins)

It’s already been a few weeks of providing services and it’s now time to have the 45-day meeting. This opportunity gathers the support team together to reflect on the previous few weeks and to plan for the year ahead. We will explore the paperwork that is developed or updated for the intensive services’ 45-day meeting. Additionally, addendum service and support information will be explored as well as what do you do with this information after the meeting.

Microlearning Module: Training Records (<30 mins)

It is essential that direct care staff receive thorough, person-centered training. By having trained and competent staff, a person has greater opportunities to learn, grow, and reach their best life. This microlearning module will explore the ways in which training can be provided and the documentation requirements for that staff training. Additionally, competency will be defined and methods for determining competency reviewed. But the training requirements don’t stop there! Providers must also have compliant training documentation and this important topic will be discussed as well.

Microlearning Module: Service Termination (<30 mins)

Just like service suspensions, service terminations are stressful and hard! Some service suspensions lead to terminations and some terminations occur on their own. Only after “everything” has been tried, when possible, can a service termination proceed. Participants will explore the intense, detailed process and paperwork that is required when a provider terminates services to a person. In addition, information on what needs to be tried before and during the termination period will be discussed.

Microlearning Module: Service Suspension (<30 mins)

No one starts providing services with the expectation that those services will be suspended. On occasion, the needs of the person may be more than what the provider is able to meet. However, suspension is never the “first resort.” These situations are often stressful and hard for everyone. This microlearning module will provide detailed information on the limitations and requirements for service suspension, but this is not all! What needs to be tried before suspension, what happens during suspension, and the follow up from a suspension will also be discussed.

Microlearning Module: Navigating Regulations (<30 mins)

Have you ever wondered where all of the regulations come from in order to provide 245D licensed services? Or perhaps you have the book or a download of the hard copy of a statute or rule, but don’t know where to find the actual regulation. If you haven’t had the opportunity to explore the Office of the Revisor’s website, this microlearning module is for you. Learn how to navigate the Office of the Revisor, find statute or rule, understand the language used, how the regulation is formatted, and how to find requirements within the regulation.

Microlearning Module: Positive Supports Rule Six Month Reviews (<30 mins)

The Positive Supports Rule (9544) “establishes methods, procedures, and standards to be used by providers…for the use of positive support strategies with persons receiving services…” Through the completion of three separate six-month reviews, the provider is able to determine if their services and supports are meeting person-centered principles and using positive support strategies. We will discuss how and when these reviews occur, what the documentation includes, and who is responsible for completing them. At the end of this microlearning module, participants will understand that these are not “just more things to do,” but that they actually can and do improve the lives of individuals.

Microlearning Module: Intensive vs Basic Services (<30 mins)

Have you ever wondered…what’s the difference between 245D intensive support services and basic support services? In this microlearning module, you will learn the regulatory difference between intensive and basic services including the policies that are required for each and the scope of their services. DHS Licensing Lookup and the Community Based Services Manual (CBSM) will be used to help us understand the services a company is licensed to provide and what those services actually look like. This is a great introduction to 245D services and an overview of the requirements for both.

Microlearning Module: Electronic Records (<30 mins)

Technology has dramatically changed the way providers complete, organize, and store paperwork for the company, employees, and persons supported. Using a variety of methods, electronic records are becoming more and more popular. This microlearning module will discuss the regulations for electronic records as well as ways in which files can be organized in a uniform manner. Regardless of what electronic record methodology a provider uses, data privacy and record retention requirements must be known and followed. Learn what those requirements are and discover new ways of doing paperwork!

Microlearning Module: Admission Meetings and Paperwork (<30 mins)

We all want to build services off of the best, most compliant foundation. The admission meeting is the place to start getting to know the person and to have comprehensive, compliant paperwork. This microlearning module applies to both basic support and intensive support providers. Walk through the process and paperwork requirements for before, during, and after the admission meeting to effectively begin service provision.

Quality Assurance and Program Improvement for All 245D Licensed Providers (1 hr)

Quality Assurance and Program Improvement is required for providers in both 245D and 9544; but what does Quality Assurance mean? In this virtual classroom we’ll take a closer look at how providers can evaluate quality including levels of satisfaction of people supported and effectiveness of services provided. HOW do you evaluate? WHAT do you identify? WHEN do you implement additions or revisions to the way you provide services? This course will provide you tips to using those critical thinking skills to identify, implement and monitor the quality of services that your program provides.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

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Part 2: Continuous Quality Improvement Process for ICS (0.5 hrs)

In addition to understanding overall program quality assurance and improvement for 245D licensed services, some prospective ICS providers are expected to submit a Site-Specific Review including a policy for a Continuous Quality Improvement Process for the Community Integration Plan. Join us for this virtual classroom where we’ll look at the requirements of this process, which is to include strategies and measures for monitoring, remediation and quality improvement as well as review and updating of the Community Integration Plan.

CEU Contact Hours: 0.6 for Nurses, 0.5 for Social Workers

Quality Assurance and Program Improvement (1 hrs)

Quality assurance and program improvement is required for providers according to both 245D and 9544. What does quality assurance mean? In this course, we’ll take a closer look at how providers can evaluate quality including levels of satisfaction of people supported and effectiveness of services. How do you evaluate? What do you identify? When do you implement additions or revisions to the way you provide services? This course will answer those questions and provide you tips to using critical thinking skills to identify, implement and monitor the quality of services that your program provides.

Course topics:

  • Review Designated Manager responsibilities related to quality assurance and program improvement
  • Learn the process to identify, implement, monitor, and repeat the process to ensure quality
  • Recognize what documents or systems can support you in this area
  • Learn resources such as checklists to move your process forward as you assess quality
  • Understand what corrective action is and how it can be used to improve the program

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Room and Board Payments (1 hr)

Are you getting the appropriate Room and Board payment from the people you support? Funding is frequently a combination of a few different sources – some of which are (but not limited to) personal earnings, SSDI, SSI, and Housing Support (formerly GRH). Don’t miss out on receiving this vital payment; learn how to ensure you are getting the payments your license allows by attending this course.

245D Licensing Visits: Before, During, and After (3 hrs)

Has your company experienced a DHS 245D Licensing Review yet? If not, you may have heard stories about how another provider’s review went and perhaps formed an opinion about it. Or have you experienced one yet? What thoughts or feelings do you have about them? Licensing reviews are intended to provide the oversight necessary to implement 245D services. Yet many providers may feel that the experience is a challenging one. This course will help you understand what happens before, during, and after a licensing visit. Whether you are still waiting to hear when you will have one or maybe it is coming soon this course will be valuable!
Course topics:
  • Learn about what the Notice of Reinspection entails and how to complete it including company, person specific and staff specific information
  • Explore ways that you can prepare for the licensing review
  • Identify what to do during the licensing review including preparing the environment and responding to questions
  • Learn about correction orders and the follow up required after the review
  • Understand violations and licensing sanctions that can result from the licensing review
  • Understand corrective action orders and what you can do to respond to the correction orders

CEU Contact Hours: 3.6 for Nurses, 3 for Social Workers

Developing the Community Integration Plan for ICS  (1 hr)

Integrated Community Supports is becoming a popular service type under MN Statute, Chapter 245D. Are you licensed to provide ICS or are interested in this service type? If so, then you know the very key to providing amazing Integrated Community Supports is inclusion! ICS providers have high expectations on them to have a comprehensive Community Integration Plan (CIP) developed, implemented, and maintained. Many providers are required to have a CIP which largely includes strategies to reduce the potential effects of isolation. This is vital in ensuring that your setting and your supports are integrated into the community and that people have every opportunity to be a part of the community.

This class will explore:

  • What true community integration is
  • Why community integration is so important
  • How to gather the information you need to create a quality Community Integration Plan.
  • Tools you need to create a plan unique to your ICS setting and the people you support
This course will be instructed by a consultant with extensive experience in writing CIPs and supporting ICS providers to write their individual, unique CIP.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Writing the Program Abuse Prevention Plan (1 hr)

​What do you know about your Program Abuse Prevention Plan (PAPP)? If your agency owns, rents, or leases the physical site where you provide services, then a PAPP is needed. Each Community Residential Setting, Family Foster Care/Family Residential Services setting, Integrated Community Support setting, Day Services Facility, Supported Living Facility (SLF), and ICF/DD (Intermediate Care Facility for people with DD) must have a PAPP developed for the location. The PAPP assesses the people receiving services, the physical location and design of building, and the surrounding environment where services are provided for factors which may encourage or permit abuse. Once the assessment has been completed, it must be reviewed and updated to address proactive steps to reduce each risk area. What are those proactive steps? Do you know when you need to review the PAPP? Do you know who needs to sign the PAPP? Does your PAPP do a good job in identifying potential areas of risk and appropriate measures to reduce the risk for abuse? Join us in our virtual classroom to answer all these questions and more!

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Exploring the Four Community Living Service Categories (1.5 hrs)

Minnesota is on the forefront of service provision and person-centered practices. We see this throughout systems and processes used to promote independence and a high quality of life for each person receiving supports. Individualized Home Supports and Integrated Community Supports are just two of these services. These services are built around providing support and/or training in four different community living service categories to people living independently. What are these categories and how do you support people in these different areas? After the session, participants will have the confidence and understanding to implement these supports according to their 245D license.

Course objectives:

As a 245D service provider, it is likely that you want to expand your services to include supports for people across all walks of life. This training will enable you to implement those services and provide the highest level of support that MN is looking for!

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Psychotropic Medications: 245D Requirements (1 hr)

Many people supported take psychotropic medication to support them in their quality of life. If you have been in the field for a long time, you may be familiar with psychotropic medication monitoring under our previous statute. But what does MN Statute, chapter 245D require for psychotropic medication monitoring? It is actually a small component in 245D listed under the health needs that a person may require as part of supports. This session will provide detailed information on the requirements of psychotropic medication and its associated regulatory standards. Join us as you increase your understanding of psychotropic medication and what 245D requires of providers.

Topics include:

  • Psychotropic medication definition and their different classifications
  • Observable and measurable behaviors and target symptoms for each psychotropic medication
  • Authorizations that are required and when to obtain them
  • 245D documentation requirements for psychotropic medication including refusals, data collection of behaviors and symptoms, and reporting that data as directed

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Photo of Brittney ZellerBrittney has 11 years of experience in disability services, primarily focused on serving individuals with severe and persistent mental illness (SPMI). She started out working in a Customized Living setting and spent a few years working as an Independent Living Skills Coach before transitioning to a supervisor role and later, a director role overseeing process development and program quality. Brittney graduated from Dordt College with a Bachelor of Social Work degree. She is passionate about helping providers understand compliance and paperwork requirements so they can focus on providing excellent care to the individuals they support.

Creating a Lasting Leadership Plan

Over the past sessions, participants in this leadership series have been exposed to ideas and opportunities to help them grow in their professional development. We have looked at best practices in the areas of: building trust, promoting good boundaries, effective communication, encouraging coaching, having difficult conversations, combatting drama in the workplace, maintaining positive habits, understanding workplace preferences, fostering employee engagement, and strength-based leadership. In this session, we will reflect on the topics from the previous sessions and plan ways that we can incorporate what we’ve learned into our workplaces. We will look at how each skill plays a critical role in creating a long lasting leadership framework that supports great teams and leaders.

Onboarding and Retention Strategies for Successful Companies

So much effort goes into recruiting and hiring employees, but we often neglect the more important aspects of onboarding new staff and creating strategies for retaining good employees. Employees who are intentionally nurtured through their first several months of work are more likely to be happy at work, speak highly of their company, and refer other top talent to the organization. Similarly, your existing staff hold a wealth of knowledge about your practices and the people they support. Retaining your talent is crucial in this difficult market. This training will focus on specific strategies to ensure both your HR and management teams are aligned in focusing on creating onboarding and retention practices that will benefit your company.

Creating a Positive and Engaging Workplace Culture

Creating a positive and engaged workplace isn’t just about offering recognition events and trying to satisfy our employees; it’s about employee engagement. Engagement happens when we foster and nurture the mutual commitment between employees and the organization – so both succeed. It requires us to be open-minded to the preferences and ideas suggested by our teams and be willing to adapt and change to achieve our goals. This training will discuss the ways supervisors and leaders can encourage employee engagement through building trust, encouraging professional development, mindful goal setting, and thoughtful communication.

Nurturing Your Professional Passion

Nurturing your professional passion is different that just being happy at work. There is a depth and process that comes when we are engaged and excited about our work. We are able to connect the activities of our day to something bigger. We can find both happiness and meaning in our positions, creating a sense of purpose that fuels our employment. In this session, we will examine our needs and wants in the workplace. Fulfillment at work is often a matter of perspective. Before we can foster these outcomes in our teams, we have to ensure that we feel them in ourselves. Creating a positive workplace culture starts with each of us!

Reducing Workplace Drama and Conflict

Conflict and drama are a top culprit of workplace frustration. Everyone hopes to work at a job where people get along and happily go about doing their jobs, but you have likely experienced a different reality at some point in your career. This topic will look at the causes of workplace conflict and drama, the high cost such behaviors have on our teams, and what supervisors can do to help change the tone. Using the tools we’ve learned about coaching, mentoring and having difficult conversations, we will create strategies to hold individuals accountable for their role in disrupting the workplace and find ways to support and elevate employees who are doing a great job.

Getting Comfortable with Discipline and Having Difficult Conversations

Many of us are uncomfortable when it comes to talking to employees about performance issues. We sometimes let the little things go only to find ourselves dealing with much bigger issues just a few weeks or months later. We also struggle with challenging staffing issues and worry that if we hold staff accountable, they’ll just quit. But there is a middle ground. There are ways to voice concerns about performance and walk out of the meeting without tears or anger. Getting better at difficult conversations starts with building trust with our teams, continues with our supervisory approach, and culminates when we discuss and hold staff accountable in a positive and growth-driven way. This training will help participants gain confidence and skills to improve their ability to succeed at the difficult parts of supervision.

Effective Communication and Coaching

Being an effective communicator is one of the most important skills a supervisor can possess. At work, we use a variety of methods of communication, both in person and using technology, and sometimes our tone or the content can be misunderstood. Communication is also a very important skill when you are coaching an employee. Whether you are working with a new staff or trying to help a seasoned staff improve their performance, effectively coaching employees can be the difference between your workplace feeling like a revolving door or feeling stable. This topic will center on improving your skills to deliver information, instructions, and feedback in a way that offers clarity and builds trust with your team members.

Understanding Workplace Styles and Preferences

Each of us have preferences that dictate the ways that we prefer to collaborate, execute, and communicate at work. Successful supervisors need to understand the variety of different preferences and styles that are possessed by their team members in order to bring people together, assign tasks and ensure success. This session will use True Colors® to help us determine our dominant style preferences, while helping us better understand how to work, collaborate, and supervise people who approach work differently than we do. Through engaging exercises and activities, we’ll learn how we can be better peers, co-workers and supervisors through improved understanding of the strengths and attributes each person brings to our team.

Cultivating Trust in Your Workplace

Successful supervisors, managers and leaders recognize the need to develop organization, delegation, and communication skills to support successful teams. But those traits fall flat if they aren’t demonstrated within a culture of trust. A team that focuses on building and maintaining trust will also enjoy lower turnover, better connection and productivity, and happier employees. In this training, we will build a framework within the 4 Cs (Care, Communication, Competence and Consistency) to support building trust at all levels of your agency. We will examine actions that build and erode trusting relationships, including the difference between support and surveillance. Participants will gain knowledge and skills to bring back to their teams to cultivate trust in their workplace.

Boundaries and Relationships for  Supervisors

Figuring out how to create and maintain professional boundaries at work is common struggle for supervisors. Employees report wanting to feel connected, respected and valued by their supervisor, but supervisors sometimes struggle in those gray areas between friendship and authority. In this session, we will look at how appropriate boundaries can actually be freeing and help prevent conflicts while fostering positive, interpersonal, workplace relationships. Learn how to set clear and customized boundaries for yourself, those you supervise and your team as whole. Recognizing boundaries not only as limitations, but as ways to empower your team, will also help you in achieving your goals for coaching, counseling and motivating staff.

Embrace the Power of Habits

We all have things we’d like to accomplish, goals that we set, and stories of giving up in failure. We hear a lot of about the importance of self-care in our field, but occasionally doing something nice for ourselves creates only a moment of happiness, not a path to longer term contentment and growth. Learning how to evaluate, understand and tweak our habits is the key to achieving our goals, and living a more successful personal and professional life. In this training, we will examine the role of habits in our lives. We will look at the choices that we make at home and at work, and how they influence what we accomplish. We will look at how habits are formed, how they are changed, and how they are maintained. This training will help you be better able to identify, evaluate, and find a path to achieving your personal and professional goals.

Cost Reporting (1 hr)

Have you recently learned that you are one of the 20% of providers required to complete Cost Reporting in order to continue receiving waiver payments? First, don’t worry! If your payments have stopped, all missed funds will be paid out to you in full once your cost reporting to the state is done! You may have many questions – what is Cost Reporting? Why do I need to do it? And most importantly…Why do I need to do it? We have created this session specifically to answer those questions! Taking this virtual classroom will help calm the nerves and empower you to complete what has been asked of you. Let us help you by sharing the critical information you need to complete this required report!

Course objectives:

  • Discover how to get started with the process
  • Walk through the entire Cost Report form
  • Learn how to complete the form and answer the sections correctly
  • Gain tools needed to gather all required information and successfully input it into the report

Completing the Financial Form 6790C – Advanced Part 2 (1 hr)

This virtual course is intended for someone who knows the basics of the 6790C form. We will look at examples of more complicated staffing patterns to calculate the numbers for the 6790C form, and examples of homes where not everyone leaves during the day so the staffing ratio is not based on the licensed capacity. We will also look at how interpretations to the system have changed over the years.

Basic Support Services: Incident Response and Reporting (1 hr)

​As basic support service providers it may feel like much of MN Statutes, chapter 245D doesn’t apply. But…much of 245D does apply! This includes recognizing, responding, and reporting incidents! Basic support service providers under chapter 245D may not even be specifically required to have an incident response and reporting policy – though it is highly recommended. Incidents require a response from the provider including reporting, identifying patterns, and taking corrective action. So what is an incident and what do you need to do? This course will take the provider through identification of incidents to the final follow up.
Course topics:
  • Define what is an incident and discuss examples of type
  • Identify correct reporting timelines to all required parties (including DHS and the Ombudsman)
  • Learn ways to track for patterns of incidents
  • Identify types of corrective action and the importance of follow through
  • Discover how staff responses are important and how to train them on incident response and reporting
Be prepared for incidents with the information you receive in this class! Preparing and responding quickly and correctly to incidents can help the people you support trust that you are there to provide for their health and safety. Now that is a reason to take action!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Basic Support Services: Positive Support Strategies (1 hr)

Positive support strategies are a focus of 245D licensing reviews with resulting violations on how they are not being implemented. Each person supported is required to have positive support strategies in place, regardless of the service they receive. Does your documentation reflect the PSS requirements in 245D and the Positive Supports Rule? You may be asking, what are they? Why does my basic support services documentation need to include PSS? Those are excellent questions and this course is designed to answer them and provide insights into so much more! You will learn and practice strategies to develop PSS in a practical and person-centered way including:
  • What positive support strategies are and how they affect the people you support
  • The steps to discovering more about the person to develop positive support strategies
  • Determine and then developing positive support strategies in a person-centered, compliant way
  • The PSR requirements for the six month reviews of positive support strategies and person-centered principles
Learning about positive support strategies is exciting! After this course, you will feel ready to develop your skills in writing positive support strategies. This isn’t necessary only to meet licensing requirements, but also to positively impact the lives of the people you support!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Basic Support Services: DC and DM Job Duties (1 hr)

MN Statutes, chapter 245D, requires all service providers to have a Designated Coordinator (DC) and a Designated Manager (DM). But what exactly are these positions responsible for? This session is designed for agencies and DCs/DMs who are responsible for oversight of basic support services specifically.
Course objectives:
  • Explore what educational and experiential qualifications are required to be a DC and DM.
  • Identify each DC and DM job duty provided in chapter 245D
  • Discuss examples of these job duties and how a basic support provider can fulfill these responsibilities
  • Brainstorm practical tips to being a DC and DM including organization, communication, scheduling, and tracking of all necessary information
Being a DC and DM can feel overwhelming especially when more and more responsibilities fall onto the shoulders of these positions. Many DCs and DMs find themselves being held accountable for compliance to chapter 245D without understanding how their role is vital to that area. This session is a fantastic introduction to the DC and DM world of responsibilities. Once completed, other STAR Services virtual and live trainings are available to advance a DC’s and DM’s understanding and skills to the next level.
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Basic Support Services: Admission to Annual and Everything in Between (1 hr)

Do you know is required for you as a Basic Support Service provider? What does the year look like for someone receiving a basic service? If you aren’t completely sure, this class is for you! Or perhaps you are sure, but you are hoping for validation – please, come join us!

Course objectives:

This virtual classroom is designed specifically for basic support services providers licensed under MN Statutes, chapter 245D.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

An Introduction to 245D and the Disability Field (1.5 hrs)

This virtual classroom is ideal for brand new 245D service providers or managers who have little to no previous experience in the field or for those wanting a basic 101 course. During this course, we will explore many different topics that are foundational to understand in the world of chapter 245D and licensed services.
Course objectives:
  • Understand human service and statutory language and terminology
  • Explore the statutes and regulations that providers are required to follow
  • Learn waiver-related information and how these waivers are funded and pay for services
  • Discover the purpose of licensure for service provision and the provider’s responsibilities to meeting licensure requirements
  • Discuss policy and procedure standards and how to implement 245D services driven by statute and policy
  • Learn support team positions, their roles, and how they impact services provided to the individual
  • Gain an introduction to person-centered approaches and service delivery

Though specifically geared to new providers or those who have limited experience yet in the field, long term human service professionals would also benefit from the information as a refresher.

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Notify Me

Fraud Prevention (1.5 hrs)

Preventing fraud is a responsibility many organizations overlook until it is too late. As a Medicaid provider, you are required to have fraud prevention measures in place. What does a Designated Manager and a Public Funds Compliance Officer need to do about fraud prevention? Every 245D licensed agency needs a Designated Manager and Public Funds Officer and both are responsible for ensuring public funds are being used correctly. In this course we will examine:

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Writing the Self-Management Assessment (1 hr)

The Self-Management Assessment (SMA) is often misunderstood and under utilized. This person-centered document is one that reflects the person’s strengths and functional skills and abilities! Designated Coordinators and Designated Managers (DCs/DMs) should use this document to identify the person’s knowledge and ability. Once assessed, any behaviors and symptoms that may impact those are identified and staff support is determined.
This session is designed for providers of Intensive Support Services and who want to advance their skills in understanding and developing the SMA. Your supports to people and your compliance standards will only improve!
Course objectives:
  • Recognize the purpose of the SMA and the timelines for completion
  • Understand the difference between strengths, functional skills and abilities, and behaviors and symptoms
  • Identify when staff supports are needed to address the behaviors and symptoms
  • Learn writing techniques to develop a strong, person-centered document
  • Review the SMA document and learn how to assess and understand the required areas

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Writing the Individual Abuse Prevention Plan (1 hr)

Have you ever just thrown something together for supper and afterwards felt underwhelmed and hungry for more? The Individual Abuse Prevention Plan (IAPP) is much like that when a person begins receiving services at a new company. The DC or DM quickly throws together whatever information may be available for the admission meeting and unfortunately sets the foundation for inaccurate or incomplete services and supports. The IAPP is a necessary and important document that identifies areas where a person may be vulnerable. Upon assessment of their vulnerabilities, person-centered and effective supports can be specifically developed for the person to minimize or eliminate the risk of harm to the person. Failure to have adequate IAPPs can result in harm to the person, maltreatment or incidents, poor staff training, and inadequate service and support implementation. It is critical that the IAPP is written well immediately at admission and continuously reviewed and updated (when needed) as the person changes and throughout the year.
Course Objectives:
  • Understand the purpose and intention of the IAPP and where the regulations are found
  • Objectively assess the person’s vulnerabilities using a variety of tools including previous documents, observation, and interviewing
  • Determine the best proactive and reactive measures to meet the needs of the person to minimize or eliminate the risk of harm
  • Discuss examples of proactive and reactive measures that can be taken by the person, staff, and the program
  • Determine who signs the IAPP and gives feedback on its content
  • Improve ways to train staff on understanding and implementing the IAPP
Be on the front of developing comprehensive IAPPs that support the person in their health, safety, and well-being!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Writing the Support Plan Addendum: Intensive Support Services (3 hrs)

The Support Plan (SP) Addendum requirements have been included into MN Statutes, chapter 245D regulations since its inception. But what exactly is the SP Addendum? The Addendum requirements are spread throughout the statute and can seem complicated and hard to understand. What exactly are these requirements and how do you, as a DC or DM, assess those areas and implement them? At the heart of all compliant and well-written documents is an understanding of what those documents are intended to do and how to write them in a person-centered way. This course will help each DC and DM understand compliance, but also how to write all aspects of the Addendum in a way that will have positive benefits for each person.
Course Objectives:
  • Explore the difference between the Support Plan and the Support Plan Addendum and who is responsible for writing them
  • Document timelines for completion of the SP Addendum
  • Understand what the requirements are and how to write them
  • Incorporate person-centered philosophy and practice into the Addendum along with positive support strategies
  • Document the general service and health-related supports for each person
  • Determine what permitted actions may be used with persons supported and how to write them into the Addendum
This session is designed specifically for intensive support service providers licensed under 245D to explore all of the necessary regulations for the Addendum. Breaking this topic into two days will allow time for discussing and documenting the relevant areas of the Addendum. Participants must attend both sessions in order to receive complete information and the certificate of completion.
CEU Contact Hours: 3.6 for Nurses, 3 for Social Workers

Basic Support Services: Writing the Support Plan Addendum (1 hr)

It is recognized that 245D licensed basic support services do require less documentation that intensive support services. However, they are still required to have SP addendum information in each person’s file. This information directs the services that each person receives from the provider.
This session is designed specifically for basic support service licensed providers. We will explore the 4 Ws (who, what, when, and why) and the how of the SP addendum.
Course objectives:
  • Learn what the Support Plan and Support Plan Addendum are and who develops them
  • Discuss the timelines for when the addendum is developed, reviewed, and updated
  • Understand what is required to be included in the addendum
  • Discover writing techniques to documentation of the required information
  • Review examples of documented SP addendum information

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Writing Positive Support Strategies (1 hr)

Positive support strategies are a focus of 245D licensing reviews with resulting violations on how they are not being implemented. Each person supported is required to have positive support strategies in place, regardless of the service they receive. Does your documentation reflect the PSS requirements in 245D and the Positive Supports Rule? You may be asking, what are they? What does my documentation need to include to adequately address PSS? Those are excellent questions, and this course is designed to answer them and provide insights into so much more! You will learn and practice strategies to develop PSS in a practical and person-centered way including:
  • What positive support strategies are and how they affect the people you support
  • The steps to discovering more about the person to develop positive support strategies
  • Determine and then developing positive support strategies in a person-centered, compliant way
  • The PSR requirements for the six month reviews of positive support strategies and person-centered principles
Learning about positive support strategies is exciting! After this course, you will feel ready to develop your skills in writing positive support strategies. This isn’t necessary only to meet licensing requirements, but also to positively impact the lives of the people you support!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

What’s Due and When for DCs and DMs Offering Intensive Services? (1.5 hrs)

As a Designated Coordinator or Designated Manager, it can be hard to keep everything straight! We will walk through all the requirements from intake to annual for the people you support as well as take a look at staff employment and training needs from date of hire through their first year anniversary. In addition to 245D, we will also discuss requirements in some regulations you may not be as familiar with, but still require your compliance, such as the Positive Supports Rule, Vulnerable Adult Act, and more. We will give tools you can use to help keep the requirements organized and help you to avoid missing the deadlines you are required to uphold.

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Positive Supports Rule: Permitted Actions (1 hr)

When people think of permitted actions, they often assume they don’t use them with the people they support. However, permitted actions are quite common and are a frequently missed documentation requirement. Permitted actions are not a negative way to interact with people. In fact, they are ways in which we can better support someone through touch and positive redirection.

Topics include:

When we can increase our knowledge of these actions, we can then train our staff to understand and implement them correctly. Helping staff know the difference between permitted actions and prohibited procedures can help reduce or eliminate possible maltreatment. Now, that is a great benefit to providing person-centered, high quality supports to people.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Viewing Inclusion as the #1 DSP Job Duty (1 hr)

Even after all of the amazing person-centered thinking and actions that have been taken in MN over many years, there can still be an incorrect perception. This perception is “I am solely responsible to meet the person’s health and safety needs.” Though meeting this requirement is necessary, it is far from the only responsibilities we have. Much of what providers do involves community integration and inclusion, promoting a person’s level of independence and autonomy, and choice.  These actions as well as the inherent belief of it, can change the very way we see our role and how we lead our staff. How can we increase awareness and action in our direct support staff to help people become an integral part of their community? If we changed how we trained our staff, what results would we get? What would life look like for the people we support? Come explore:
  • What true community inclusion is
  • How direct care staff, managers, and directors can shift their thinking and action
  • What specific activities can be taken to help people live fully engaged and involved lives
Perhaps you have taken other person-centered classes and wonder what could be different here. Often we view person-centered thinking, language, and action to supplement or come alongside our job duties, not be our job duties! This session will help you change that thinking!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Sharpen the Use of Your Person-Centered Tools (1 hr)

The term “person-centered” seems to mean so many things and can often become a “catch phrase.” You may be wondering, am I doing this right, or how do I start? Person-centered tools are a great, and fairly simple, way to capture important information as a basis for person-centered support. This class will empower you to use person-centered tools to enhance the lives of the people you support. We will discuss how to complete those tools and how they can be practically applied. Let’s use these the person-centered tools, not lose them!
Course topics:
  • Understand how to complete the following tools: Important To and Important For, Good Day/ Bad Day, Positive Reputation, What’s Working/Not Working, Routine and Rituals, and 4 + 1.
  • Identify how to incorporate and implement what you learn from these tools
  • Recognize the ways using PC tools can improve your quality of support
  • Understand how these tools can help a person you support live the life they desire.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Rights and Rights Restrictions (1 hr)

Throughout history, we have seen people experiencing lack of choice, freedom, and the ability to assert their own rights. In Minnesota, we believe strongly in the power of rights for people supported. This course is dedicated to reviewing and understanding the rights that people have through 245D licensed services. It is a privilege as a provider to help people understand and assert their rights.
We will explore:
  • 245D service-related and protection-related rights including those rights specific to residential sites
  • Provider responsibilities related to orienting the person and their legal representative (if any) to their rights
  • How to ensure the person understands and is able to exercise their rights
  • Staff training requirements on the rights of persons supported
  • 245D documentation requirements for a rights restriction
  • Alternative options to rights restrictions
Through strong understanding of 245D rights and their implementation, people supported can have greater power and authority of their own lives than ever before. You can be a strong advocate for every person you support, and this course will move you in that direction.
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Positive Supports Rule: Restricted and Prohibited Procedures (1.5 hrs)

A common misunderstanding that providers have is that MN Rules, Chapter 9544, “the Positive Supports Rule (PSR)” doesn’t apply to them because they do not support anyone with “negative or challenging behaviors.” The PSR does apply including what staff cannot do and what staff may be able to do when needed. “We didn’t know!” is not a reason to have inadvertently implemented a prohibited procedure or used an EUMR or PSTP in an incorrect manner. This course will provide important information related to restricted and prohibited procedures so that services and supports can be provided in a positive, confident way.
Topics include:
  • Prohibited procedures listed in MN Statutes, Chapter 245D and the PSR – several will be discussed in depth
  • Restricted procedures including Emergency Use of Manual Restraint (EUMR) and the Positive Support Transition Plans (PSTP)
  • Chapter 245D and the PSR requirements for reporting, reviewing, and documenting an EUMR
  • When a PSTP is required to support someone in decreasing target behaviors while increasing positive, adaptive behaviors
​After the course, participants will leave with a greater understanding of these two types of procedures and the confidence to then train their staff!
CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Random Bits and Pieces: Commonly Missed Requirements (1 hr)

How many of us can actually say “Yes! I know MN Statutes, Chapter 245D like the back of my hand”? Likely not all of us. It is one thing to know the “big” pieces of compliance requirements such as addendum paperwork, but what about those small just-as-important compliance pieces​? What if something was missed? MN Statute, Chapter 245D is not the only regulation we must follow. These intense requirements can become mixed up and confused.
This virtual classroom will cover commonly overlooked components of 245D and related regulations. Some of the topics we will discuss include:
  • The admission and discharge register and how to keep it up to date
  • The importance of policies, how and when to make  revisions and how to notify support team members of those revisions
  • Reviewing temporary service suspension and service termination requirements and what to do about the discharge inventory
  • Exploring environment and safety standards applicable to site-based services
  • Learning about volunteers and temp staff how they can be utilized and what training they require
This session is taught by an experienced consultant who know the “ins and outs” of Chapter 245D and other applicable regulations like the back of their hand!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Physical Site Requirements for Day Services (1 hr)

If you are an operator or manager within a Day Service Facility (DSF) licensed under MN Statute, chapter 245D, it is imperative that you understand the facility-based requirements. Though this physical site is the place where people come to increase their knowledge and skills, it should still be a place that is safe, healthy, and comfortable. In this course, participants will learn the “ins and outs” of regulations for DSF settings and how they can ensure they are compliant to them.
Course objectives:
  • Dive into what Chapter 245D states about the requirements of a DSF setting
  • Explore what standards must be met for health and sanitation
  • Understand the safety requirements for the site and people supported
  • Review what constitutes an emergency and what is required for preparing and responding when emergencies occur

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Physical Site Requirements for Community Residential Settings (1 hr)

Many 245D providers have the unique opportunity to support people in a location that they can call home. Even though this house is the person’s home, the provider is responsible for ensuring that all Community Residential Setting requirements are met when the house is licensed as a 245D-CRS satellite site. It is essential that all people supported are able to live in a clean, safe, and comfortable home. How can you, as the provider, balance the comfort of a home while fulling state statutory requirements? Come and review these CRS requirements and leave with refreshed knowledge on how you can make a house, a home. This class will cover the following topics:

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Physical Site Requirements for Family Residential Services/Family Adult Foster Care (1 hr)

Families have the unique opportunity to provide support to people who live with them in the provider’s own home. This type of support offers people a chance to live with others while receiving services. Because the service is provided in a licensed site (oversight of the home by the county) requirements for health, safety, and well-being must be met.  Come review all of these requirements and leave with refreshed knowledge on how you can make the home a place that is compliant to 245D and county licensing standards.
This class will review licensing requirements including:
  • Ensuring bedroom and living area guidelines are met
  • Following correct and compliant “clean and hazard-free” standards
  • Ensuring the home is clean and healthy
  • Maintaining safety of people supported
  • Preparing for emergencies including having well-developed plans
  • Maintaining necessary emergency-response equipment

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Person-Centered Outcomes (1 hr)

What do you dream about? What are your hopes for yourself? Everyone has desires that motivate them to improve and grow in their lives. Too often, the people we support experience “dreams” or “outcomes” that are forced or placed upon them. Person-centered outcomes are solely developed by the person and for the person. How can we as providers understand the heart of person-centered outcomes while meeting the requirements of regulations? The first step is changing our mindset from “old school” to “new school!” Counteracting traditional or service-based philosophies with person-centered philosophies is the heart of change and learners will feel empowered to do just that after this session!
Course objectives:
  • Understand what the regulations tell us about person-centered outcomes
  • Define and describe what are meaningful outcomes to the person
  • Compare and contrast person-chosen versus support team chosen outcomes
  • Explore traditional supports that leave the person behind versus person-centered supports that move the person forward
  • Review outcome regulatory requirements including implementation and documentation strategies
  • Move forward with positive changes to develop person-centered outcomes

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

A Person-Centered Approach to Progress Reports and Team Meetings (1 hr)

​Facilitating another dull support team meeting? Writing another dry progress report? Are you bored by yet another task that must be done for compliance purposes? Writing reports and facilitating meetings don’t need to be this way, in fact they shouldn’t be this way! Providers should take each opportunity available to bring in the positive and uniqueness of each person served! Yes, paperwork and meetings must be done and compliance must be met, but how we do that as providers is up to us! Be creative and have fun in writing these reports and conducting the meetings!
Course objectives:
  • Learn how to change a boring, uninviting, and intimidating support team meeting into a fun gathering to support the person
  • Recognize the “what, when, where, why, and how” of person-centered team meetings
  • Discover ways to focus on strengths to create outcomes and move forward in service provision
  • Learn different, creative, and fun ways to report on progress or status of a person’s life
  • Identify what is required at an annual meeting for intensive providers and an annual review for basic providers
Don’t get stuck in the mindset of “This is how we do it” or “This is the way we have always done it!” The heart of person-centered approaches is looking for different, positive ways of meeting a person’s needs and wants. No one wants to be involved in a boring or negative meeting or report. Take time to brainstorm ways to change how you facilitate meetings and write reports (and other documents too)!
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

One Page Descriptions (1 hr)

Imagine being introduced to someone new and only the negative things about you were discussed! Your medical conditions, psychological profiles, and any negative behaviors pinpointed and turned in to a label that stays with you for a very long time. How would you feel? Alone? Angry? Depressed? Isolated? This type of information wouldn’t be a true reflection of who you are, but too often that is the case for the people we support. They are often labelled by their conditions, behaviors, and past without many people taking the time to truly get to know them beyond those labels. A One Page Description is a positive introduction to a person. It always includes three major topics: what is important to a person, what people like and admire about them, and how the person wants to be supported. It can include much more and can be used for a variety of purposes to help ensure the people we support aren’t defined by old school, system-based thinking.
Course objectives:
  • Identify who a One Page Description is for
  • Learn what the intention of each of three major areas
  • Understand Important To vs Important For and how to find the balance between
  • Discuss how to gather information about the person to develop those areas
  • Explore how to document the information and build a One Page Description
  • Learn additional person-centered tools that can be used in building a One Page Description
Participation in the session is expected and appreciated, so please be prepared to engage with examples and hear from your fellow attendees.
CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Maltreatment and Internal Reviews (1.5 hrs)

We all have heard stories or reports of the maltreatment of vulnerable adults or minors. Though this is a situation we desperately do not want to happen to the people we support, we must be prepared in the event it does. We need to understand what the Vulnerable Adult Act states as well as MN Statutes, Chapter 245D regarding the reporting and review requirements for maltreatment. It is vitally important to understand situations in which an internal review must be done and how to properly complete one. A thorough internal review can assist in identifying patterns, taking corrective action, and preventing major incidents in the future. Internal reviews also serve as guidance towards employment and program compliance-related issues.
Course objectives:
  • Define maltreatment for vulnerable adults and minors
  • Discuss situations when internal reviews are needed: maltreatment, death or serious injury, EUMRs, and grievances
  • Define the reporting requirements for maltreatment incidents for adults and minors
  • Recognize the components of an internal review and how to address each area
  • Learn how to conduct necessary interviews and gather information for internal reviews
  • Identify what corrective action is and ways to implement it
  • Learn ways to put all the information together and communicate with the support team and DHS
Participants will leave with a greater understanding of situations requiring internal reviews and how to complete them correctly. Providers need to be confident in recognizing, responding to, reporting, and reviewing maltreatment. This course will enable participants to have the confidence they need to do all of those steps!
CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Important To/For (1 hr)

We all have choices throughout the day and we likely make our decisions by balancing what we want and like, while also considering our health and safety. When supporting others, helping people balance Important TO and Important FOR can be challenging. “It was her choice to eat 6 donuts,” or “He can’t hang out with her because she’s a bad influence.” How can we support people to live their best and fullest life – one away is to use and implement the tool Important To and Important For.

Together we will discuss:

This virtual class will give you the skills you need to support people in making an informed choice that balances TO and FOR. Participation is encouraged so please be prepared to engage with examples and hear from your fellow participants.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Incidents and Emergencies (1.5 hrs)

As a provider, we always hope that an incident or emergency doesn’t happen, but we understand that they easily can happen. When incidents and emergencies occur, there is usually great stress and confusion surrounding the event. There is much confusion and stress when they do occur, so it is important to be prepared for them and know what to do and when. Not only do we need appropriate action during an incident or emergency, we also need to ensure proper documentation when the incident or emergency is over. In this course, you will gain insight into what qualifies as an incident, what a response should be, and what reporting requirements must be met. After the course, you will feel prepared to complete documentation requirements for incidents and emergencies.

Course objectives:

  • Define incident and emergency events
  • Examine the reporting requirements for differing incident types including serious injury, death, EUMR, and maltreatment
  • Understand how and when an incident is to be reported
  • Explore what an incident review is and how to identify and track for patterns
  • Discover corrective actions that may be taken in response to an incident
  • Discuss different scenarios and determine what type of incident or emergency is involved

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Health Needs (1 hr)

An often overlooked but vital aspect of the Support Plan addendum is the provider’s responsibility in assisting with a person’s health needs. A person’s health needs are varied: medication, appointments, health conditions, medical-related equipment, just to name a few. Do you know what your responsibilities are? Have you developed documentation to adequately address all of the required 245D components for each person you support? This isn’t only about compliance, but also ensuring your responsibilities are clearly outlined to avoid liability for areas outside your scope of service. Join us as we discuss important information to ensure you are compliant and consistent in the area of health needs. Topics will include:
  • Definitions of medication-related supports
  • Assistance with health-related appointments
  • Support of the person using medical equipment
  • Health conditions that require monitoring
  • Compliance documentation required when meeting health needs

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Handling Conflict and Stress During Challenging Times (1 hr)

Managers are being asked to do even more than normal. We are being challenged to not only complete our traditional job functions, but we are also are also dealing with new challenges supporting our teams, the individuals we support, and our own families as they cope with the COVID-19 pandemic. These stressors can cause conflict. Conflicts can manifest between staff and the people we support, between team members, and between managers and those they supervise. This session will focus on understanding how to cope with challenging times, developing and fostering self-awareness and self-care patterns, and finding the balance between empathy and accountability so staff can be more effective in their positions while creating a healthier team.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Growing Your Skills as a Supervisor (1 hr)

Supervising is hard. Many staff report that the day-to-day challenges of supervising people leaves them perplexed and overwhelmed. Supervisors sometimes find solace in hiding behind projects or tasks, rather than figuring out how to navigate difficult and complex situations with people. In this class, we will look at 5 common challenges supervisors face, while looking for solutions that can work across teams as well as customized approaches for particularly difficult employee situations.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Designated Manager Qualifications and Job Duties (1.5 hrs)

​A Designated Manager (DM) is an important member of your company. They must be knowledgeable about regulations, your company’s compliance, and program quality and improvements. There are specific 245D responsibilities and requirements for a DM and often providers aren’t ensuring the DM is adequately prepared for these duties. This important position has significant responsibilities to the people, staff, the program, and company as a whole.  Every provider wants their company to be the best, have a great reputation, and to provide person-centered services. The DM is directly responsible ensuring high quality in all those areas. When quality needs improvement, the DM focuses on ways to correct those areas and works with other team members to make that happen. Taking time to invest in education now can ensure a smoother future of compliance and oversight. Participants will gain confidence in their knowledge of their job responsibilities so they can meet compliance requirement head on!
Course topics:
  • Explore the DM qualifications for education and experience
  • Recognize the difference in qualifications and job responsibilities between the DC and DM
  • Identify each DM job duty directed by chapter 245D
  • Discuss examples of these job duties and practical ways a DM can fulfill these responsibilities
  • Understand what compliance is and how the DM role is vital in finding and maintaining it

CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Designated Coordinator Qualifications and Job Duties (1.5 hrs)

MN Statutes, chapter 245D, requires all service providers to have a Designated Coordinator (DC). But what exactly is this position responsible for? Does the Designated Coordinator(s) (DC) at your company have the knowledge and competency to do their job according to 245D? Are they fulfilling their responsibilities as required? While many people think they know what a DC does, 245D has very specific responsibilities for the position including professional oversight of the services being provided to each person. Recent correction orders from DHS Licensing include violations about the DC because they have not met the requirements of 245D. Participants in this course will gain beneficial insights so that they can help guide their company away from licensing violations.

Course topics:

  • Explore what the qualifications are for a DC’s education and education
  • Identify each DC job duty directed by chapter 245D
  • Discuss examples of these job duties and how a provider can fulfill these responsibilities
  • Walk through a year of service provision and required paperwork from admission to annual
  • Brainstorm practical tips to being a DC including organizing, communicating, scheduling, and tracking of all necessary information
  • Understand what compliance is and how your role is vital in finding and maintaining it
Being a DC can feel overwhelming especially when more and more responsibilities fall onto the shoulders of this position. Many DCs find themselves being held accountable for compliance to chapter 245D without understanding how their role is vital to that area. This session is a fantastic introduction to the DC world of responsibilities. Once completed, other STAR Services virtual and live trainings are available to advance a DC’s understanding and skills to the next level.
CEU Contact Hours: 1.8 for Nurses, 1.5 for Social Workers

Completing the Financial Form 6790C (1 hr)

Incorrectly filling out the 6790C (Family Residential Services [FRS]/Community Residential Services [CRS] financial form) can lead to major ramifications including being underpaid for the services you are providing or potentially committing fraud by over reporting your services. Not sure where the numbers for the 6790C come from? Or how these numbers determine your rate for each person you support? No worries! Avoid becoming overwhelmed and join us in this session to take the mystery out of completing this form.

Course objectives:

  • Learn about the DWRS rate frameworks and why this form is important
  • Review in detail how to complete each section of the form
  • Discover important information about FRS and CRS services as it relates to payment rates
  • Determine how to best answer each section and provide accurate and reliable information for the form
  • Find online resources to help guide you in understanding and completion of the form
Whether you’re a FRS/CRS provider or a case manager, this course will be beneficial for you. If you are wanting to gain the knowledge you need to ensure your 6790C is accurate, and not just your best guess, this course is for you!

245D Training Requirements (1 hr)

There is usually a great focus on the documentation for the people we support, but one of the most common violations providers receive in correction orders is in the area of staff training. There has been multiple changes over the years to staff training leaving many providers using out of date practices. In this course, we will cover the umbrella of current 245D staff training requirements, which encompasses many things including training hours, small details on how topics need to be documented, competency measures, frequency of training, what is required when a staff comes from another licensed program, and more. We will help ensure you have the information you need to get up-to-date on training standards and provide helpful tips to ensure your staff files are documented in an efficient and compliant manner.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

2020 Legislative Changes (1 hr)

Even in these unusual times, there have been legislative changes that will affect your services. The 2020 Legislative Session and Special Session included changes to 245D and the Maltreatment of Minors Act. These changes will impact your operations including policies, procedures, forms, and staff training. Join us as we walk through the changes and discuss what you need to do to implement them.

CEU Contact Hours: 1.2 for Nurses, 1 for Social Workers

Photo of Betsy GadboisBetsy has worked in the field of developmental disabilities since 1980 and executing person-centered planning since the early 1990s. She is a certified trainer and mentor for Person-Centered Thinking and Person-Centered Planning and one of five Person-Centered Thinking and Planning mentors in Minnesota. She has trained people all over the country including families, educators, county case managers, providers, and people receiving service. Betsy is passionate about people having positive control over a life they desire.

Photo of Jen BillingtonJen has been supporting people for 25 years. She has excelled in the role of Designated Manager, Designated Coordinator, and planner. Jen has recently begun formal planning using MAPs, Paths and Liberty Plan, but Person-Centered Thinking has been the foundation of her career. Each person has always been the focus for Jen and supporting them to reach their goals and dreams has been her mission. She has done this through educating others, families, guardians, case managers, and DSPs on what is Important To and Important For each person as well as Power With versus Power Over. Through careful listening and thoughtful questioning, Jen learns who each person is and facilitates growth.

Photo of Lillian Altendorfe-MoralesLillian has an Associate of Arts in Health Care Management and has worked in the Human Service field for over 25 years. A favorite of STAR’s students, Lillian’s experience includes working in ICF/DDs and In-Home Support Services. Outside of her work at STAR, Lillian is always on the move as a personal trainer and a volunteer firefighter. Lillian is also a MANDT and Crisis Prevention Institute instructor.

Photo of Eric PedersonEric has consulted with many providers over the past 15 years, primarily on financial issues such as budget forecasting, contract negotiation, and rate development. He also has over 10 years of experience developing and leading a Fiscal Support Entity that provided self-directed services. Eric has been a leader in promoting self-directed services in collaboration with advocacy groups, counties, and DHS.

Photo of Jennifer MayJennifer has been with STAR Services since 2002 and oversees several departments including online training, contracted staffing, and customer relations. She has a passion for staff training and development and enjoys presenting on Positive Psychology, management topics, workforce motivation, and strategic planning. In 2015, she was named as an Emerging Leader in the field of disabilities by ANCOR. Jennifer graduated from the University of Minnesota Duluth with BAs in Political Science and International Relations, and a MA in Liberal Arts with concentrations in Political Science and History.

Photo of Dennis TransueDennis has worked in the area of Human Services since 2005. His experience includes working in residential and day program settings. Prior to that, much of his work involved teaching in traditional and non-traditional settings, including 5 years in the Peace Corps where he worked side-by-side with people to improve their farms and manage resources. Additionally, he spent several years teaching a broad array of topics like Mathematics, Biology, First Aid, and CPR. Currently, in addition to working as a STAR consultant and trainer, he leads training for Person-Centered Thinking and facilitates Person-Centered Planning events.

Photo of Sarah SteinSarah has worked as a Designated Coordinator in residential settings and as a program manager for a vocational provider. She has a BA in Psychology and an AA in Medical Administrative Assistance. With over 20 years of experience working in the field of developmental disabilities, Sarah fully understands the training requirements and needs of direct care and management level staff. Sarah has a natural talent for helping participants improve their skills, confidence, and effectiveness.

Photo of Angie HartAngie Hart has over 25 years of experience working with people with developmental disabilities. Through her work as a corporate trainer and consultant, Angie has assisted companies with compliance issues and program development. She uses her experience as a direct support professional, QDDP, Manager of an ICF/DD, and Director of ICF/DD and Waivered Services to teach human service professionals the “ins and outs” of regulations, as well as leading and managing staff in social services. Angie is a Helen Sanderson Accredited Trainer for One Page Profiles and Person-Centered Reviews, received in 2018.

Photo of Becky EikmeierBecky began her career in Human Services as direct support staff in an ICF/DD and has since had experiences supporting children and adults with various diagnoses. Becky combines her BS in Psychology and her experiences as an ICF/DD program manager, director of a DTH, and 22 years as a licensor with the Department of Human Services, to create practical applications of the rules and regulations that are vital to providing effective and compliant services.

Photo of Shauna DeanShauna has 15 years of experience working with people with developmental disabilities. She started her career working as a Personal Care Assistant for children and then went on to work with adults as a direct support professional in both residential and day service settings and as a Manager of a community-based DTH and employment service. Shauna graduated from Gustavus Adolphus College with a BA in Sociology and Anthropology, and she uses her education and experience to help human service professionals provide person-centered services that are both meaningful and compliant.

Photo of Leane BrownLeane has experience in managing ICF/DD programs assisting individuals with various diagnoses and needs as well as unique experience in aiding in the inception of Minnesota’s first home specifically for adolescents with Fetal Alcohol Spectrum Disorder. She graduated from Clarke College and applies her combined studies in psychology and drama/speech with her first hand experiences to facilitate interactive, dynamic, and relevant training. Leane has received MAPS and PATH training from Inclusion Press, Jack Pearpoint and Lynda Kahn with permission to teach MAPS and PATH.

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