Module II:  
How are UCEDD’s Connected?


Goal of Module:  The goal of this module is to give CAC members an understanding of how UCEDDs are connected at the national level. 

Objectives of Module:  At the completion of this module, participants will be able to:
1. Describe the mission of ADD in general terms 
2. Name the Federal Agency in which ADD is housed
3. Give a brief description of the role of the Commissioner of ADD 
4. Name the three types of members of the Association of University Centers on Disabilities
5. Describe one function of the AUCD’s Council on Community Advocacy 

Notes for Instructor:  If you have internet capabilities, it would be helpful to go to the websites for ADD, AUCD, and COCA as you go over each topic.  

ADD: http://www.acf.dhhs.gov/programs/add/ 

UCEDD page on ADD’s website: http://www.acf.dhhs.gov/programs/add/states/ucedds.html 

AUCD: http://www.aucd.org

COCA:  http://www.aucd.org/template/page.cfm?id=41 

Module Outline

Introduction (10 min.)

Topic 1:  The Administration on Developmental Disabilities (ADD) (10 min)

Topic 2:  The Association of University Centers on Disabilities (AUCD) (10 min.)

Topic 3:  AUCD’s Council on Community Advocacy (COCA) (5 min.)
	  
Summary (<1 min.)	

Questions & Comments from Participants (10 min.)

Criterion Check  (5 min.)

 
Preparations: 
 
Materials for Module II:
Note paper
Pens
Copies of the PowerPoint slides
Flip chart paper 
Criterion Checks (“How Did We Do?”) 


Administrative Details: 
Review content of module and make notes for yourself
Review agenda and time line for module
Discuss criterion checks, instructor, and module evaluations 

Hand Outs:  
Copies of the PowerPoint slides
Criterion Checks
Print out of full slide of the map of the network of UCEDDs (Slide #15  )
Print out of full slide of the map of the AUCD network  (Slide #17)

Additionally, if your state has a LEND or DDRC, obtain or prepare a fact sheet  (Slide #16)


Begin Slides.


Introduction 

Slides #1-3:  Introduction of purpose of the module. 

Explain that the following slides will go over the ways UCEDDs are connected at the National level.

Do introductions.
Briefly state you will be going over these topics:

The Administration on Developmental Disabilities (ADD)
The Association of University Centers on Disabilities (AUCD), the national association of UCEDDs, LENDs, and DDRCs.
AUCD’s Council on Community Advocacy (COCA).

Topic 1:  The Administration on Developmental Disabilities (ADD)


Slide #4:  The Administration on Developmental Disabilities  (ADD):

Explain the next set of slides will provide detailed information about ADD.


Slide #5:  What is ADD?:

If you have reviewed Module I, The Basics, refer participants back to the part of the presentation where ADD was introduced. 

Explain that ADD has responsibility for all the grant programs authorized by the DD Act, including the DD Councils, the P&As, the UCEDDs, and PNS grantees.

ADD is the only government agency that focuses on developmental disabilities.

ADD also administers the Help America Vote Act (HAVA).


Slide #6:  What is ADD?:

Explain that each year, Congress and the President identify the amount of money that all UCEDDs will get.

ADD is responsible for making sure that UCEDDs get their money.

The money does not pay for projects. The money is used to pay for people’s salaries, equipment, supplies, and CAC activities.


Slides #7-8:  Where is ADD located?:

Explain that ADD is part of the federal government and is not located in the State.

Explain ADD administers programs that are located in each state and territory.  


Slide #9:  What is ADD’s Mission?:

Use the slide to share with participants ADD’s mission.


Slide #10:  What is ADD’s organizational structure?:

Use the slide to show how ADD is organized.

ADD has an Office of the Commissioner.

There are two operating offices:

1. Office of Operations and Discretionary Grants, which oversees the UCEDD and PNS grants.
2. Office of Programs, which has the DD Councils and P&As.


Slide #11:  What is the role of the Commissioner?:

The Commissioner changes when the President changes

The Commissioner is the boss of ADD.

The Commissioner sets the priorities for ADD and its grantees.


Slide #12:  What are the functions of ADD?:

Use these slides to explain the operational aspects of ADD.


Slide #13:  How does ADD monitor its grantees?:

Use this slide to show the different ways in which ADD monitors its grantees.

Explain how the UCEDD has to provide evidence to ADD that they are meeting the requirements of the DD Act. 

Explain how your UCEDD does this and consider sharing a copy of your Annual Report with the participants.


Slide #14:  What is the MTARS?

Explain that the MTARS is a more in-depth monitoring activity.

ADD used MTARS to closely examine how a program is meeting the requirements of the law.

ADD considers issues of compliance. Compliance means following the rules in the DD Act. 

Explain that this an intensive and time consuming process.

If you know if you have an MTARS coming up, let the participants know.


Slide #15:  What is the role of the CAC in MTARS? 

Explain that the CAC can play an important role in the MTARS.

ADD likes to interview all members of the CAC so making every effort to attend the interview will be very helpful.

If you cannot participate in the face-to-face meeting with ADD, consider writing a letter or an email to ADD to share information about the UCEDD.

Topic 2:  The Association of University Centers on Disabilities (AUCD)


Slides #16-17:  Suggested script:

All UCEDDs voluntarily belong to AUCD, which  connects the UCEDDs.  Each UCEDD pays membership dues.  The organization is coordinated by a central office near Washington DC.  The Association is governed by a board of directors who are elected leaders from their membership. 

Slide #18:  Notes for Instructor:   
If your state has a LEND or DDRC either obtain materials from that program or prepare a fact sheet/profile to hand out to participants.

Suggested script:  
AUCD has 3 member networks.  In addition to the UCEDD network, the two other networks are the LENDs and DDRCs.  

(Explain what these acronyms mean):
LEND: Leadership in Early Neurodevelopment Disabilities 
DDRC: Developmental Disabilities Research Centers 

Talking points for LENDs:

The Maternal and Child Health Bureau provides core funding for the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs.  

LEND programs provide long-term, graduate level interdisciplinary training to health professionals. 

The purpose of LEND is to improve the health of infants, children, and adolescents who have, or are at risk for developing, neurodevelopmental and other related disabilities. 

LEND programs work toward this goal by preparing trainees from a wide variety of professional disciplines (nursing, social work, pediatrics, etc) to assume leadership roles and to ensure high levels of interdisciplinary clinical competence.

LEND trainees graduate with an ability to care for children with developmental disabilities by looking at many different approaches instead of the old model which just looked at the medical model approach of fixing the disability.  

Talking points for DDRCs:

The National Institutes for Health provide core funding for the Developmental Disability Research Centers (DDRCs).  

DDRCs are a national resource that grew out of Congress’ mandate in 1963 to establish centers of excellence in mental retardation and developmental disabilities research. 

DDRCs work to prevent and treat disabilities through biomedical and behavioral research. 

DDRCs are located within research universities and/or are affiliated with major medical centers.

DDRC activities represent a multidisciplinary, vigorous, and innovative research agenda on developmental disabilities.  

Investigators in the DDRC network are also working to train the next generation of scientific investigators and clinicians.


Slide #19:  Show map of UCEDDs.


Slide #20:  Show map of all 3 networks.

Some universities host a UCEDD and a LEND, and some host a UCEDD, LEND, and DDRC.


Slide #21:  Use talking points on slide to describe how the 3 AUCD networks compliment each other.  


Slide #22:  AUCD helps programs in the network share information and practices with each other.

Topic 3:  AUCD’s Council on Community Advocacy (COCA)


Slide #23:  Notes for Instructor:   

If you have a CAC member that has experience with COCA have them present this section with you.


Slides #24-27:  Use talking points on slides.
Summary

Questions & Comments from Participants

Criterion Check 
It is suggested that participants complete a brief questionnaire regarding the topics discussed in this module.  This is a way to make sure participants have learned the basic content and gives both the instructor and participant a chance to go over what might have been unclear or over-looked.  

Emphasize that these surveys are to help the participants and the instructors determine if they have learned new information from this session and to assist the instructors in improving their presentations and curriculum.  You can conduct the criterion check in a way that works best with your participants.  Some suggested uses:

Make a game out of it (like a quiz show).

Ask for each participant to volunteer an answer for each question then write the answers on a flip chart and go over what people feel they have not fully understood.

Have people work in small groups to answer the questions.

Make sure each participant has the tools to participate.  For example, someone might need a large print version or the questions read out loud to them.   


Module II Criterion Check

“How Did We Do?”

Topics:

The Administration on Developmental Disabilities (ADD) 
The Association of University Centers on Disabilities (AUCD) 
AUCD’s Council on Community Advocacy (COCA)


1. Describe the mission of ADD in general terms: 


2. Name the federal agency in which ADD is housed:


3. Give a brief description of the role of the Commissioner of ADD: 


4. Name the three networks that are members of AUCD:


5. Describe one function of the AUCD’s COCA: 

Consumer Advisory Orientation Curriculum
Instructor’s Manual