Deaf-Blind Summit 2017 Day One Technical Assistance [email protected]

Deaf-Blind Summit 2017 Day One Technical Assistance info@nationaldb.org

Deaf-Blind Summit 2017 Day One Technical Assistance [email protected] nationaldb.org The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. Day One - Agenda 9:00 Overview of the meeting, purpose, structure

Linda McDowell, Sam Morgan 9:15 The National Deaf-Blind Needs Assessment: What does it tell us? Mark Schalock 10:00 Overview and Explanation of the TA Guide Peggy Malloy and Elizabeth Bell 10:30 An Example of a State TA Process Tracy Luiselli 10:45 Break 11:00 State TA conversations: Group 1 Exploration 12:15

Lunch 1:30 State TA conversations: Group 2 -- Preparation 2:45 Break 3:00 State TA conversations: Group 3 Initial Implementation 4:15 Examples of State Collaborations Linda McDowell 5:00 Adjourn State TA Conversations: General Info Materials State reflection form TA Conversations Potential Collaborations Form (1 per group)

TA Guide State TA Conversations: Discussion Objectives Primary To provide state project personnel with an opportunity to learn about a variety of TA delivery issues and solutions from each other and get ideas about how to improve their own projects processes and methods. Secondary To identify common tools and processes useful for the network in the provision of child-specific TA.

State TA Conversations: Groups Group Facilitator Megan Elizabeth Peggy Shelby Mike F. Mike B Gail Jeff Mark Linda Julie

Robbin Sam Time 1: Exploration Time 2: Preparation Time 3: Initial Implementation School/Agency

School/Agency State DOE State DOE State DOE State DOE School/Agency School/Agency

IHE IHE UCEDD IHE IHE UCEDD Large State (population) Large State (population) Small state

(population) Small state (population) Rural Rural Urban State DOE State DOE Urban Summary of National Deaf-Blind Needs

Assessment Mark Schalock, NCDB Data and Evaluation Coordinator [email protected] nationaldb.org The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. Overview of the Assessment I. Needs, Challenges and Priorities in Your State

Child Needs and TA Family Needs and TA Service Provider Needs and TA Systems Level Needs and TA Current Assets and Supports Needed II. Existing and Future National Deaf-Blind Network Assets

I. Needs, Challenges and Priorities in Your State Section I focuses on individual state level DeafBlind technical assistance considerations. Child Needs and TA What are the most critical needs, or emerging needs faced by infants, toddlers, children and youth? Check all that apply (Top responses in order of frequency) Categories include: Birth 2, Preschool, School Age, Transition Age Child Needs and TA: Birth2

What are the most critical needs, or emerging needs faced by infants, toddlers, children and youth? Birth 2 1. Communication System 2. Appropriate Identification 3. Access to information, environment and others 4. Qualified knowledgeable personnel at local level 5. Comprehensive Assessments

Child Needs and TA: Preschool What are the most critical needs, or emerging needs faced by infants, toddlers, children and youth? Preschool 1. Communication System 2. Qualified knowledgeable personnel at local level 3. Quality Instruction 4. Access to information, environment and others

5. Comprehensive Assessments Child Needs and TA: School Age What are the most critical needs, or emerging needs faced by infants, toddlers, children and youth? School Age 1. Quality Instruction 2. Qualified knowledgeable personnel at local level 3. Administrative support

for teachers and interveners 4. Communication System 5. Comprehensive Assessments Child Needs and TA: Transition Age What are the most critical needs, or emerging needs faced by infants, toddlers, children and youth? Transition Age 1. Quality Transition

planning 2. Qualified knowledgeable personnel at local level 3. Quality Instruction 4. Communication System 5. Access to information, environment and others Child Needs and TA: More Details Please add detail and/or identify additional needs here. (Responses to open-ended question: Top responses in order of frequency) 1. Solid identification at ALL ages - kids are not being appropriately served

2. Quality of instruction and services varies so much by district/school 3. Yes to all these needs 4. Lack of qualified knowledgeable personnel 5. State does not recognize interveners - no awareness or support 6. State teacher prep requirements do not include low incidence populations Child Needs and TA: Highest Priorities Based on the needs of children in your state, which should be the highest priorities for your State DeafBlind Project TA? * 1. 2. 3. 4.

5. 6. Knowledgeable/Qualified personnel at local levels Identification/Awareness of impact of dual sensory loss Development of communication systems Ongoing support for high quality instruction Transition Planning ID and serving Infants and toddlers *(Responses to open-ended question: Top responses in order of frequency) Family Needs and TA

What are the most important things that families need to support their children? * 1. Ability to communicate with their child 2. Advocacy Skills 3. Knowledge about the impact of combined hearing and vision loss 4. Network of supports for child and family 5. Transition knowledge and skills for all levels of transition *Check all that apply. (Top responses in order of frequency) Q: Family Needs and TA Priorities? Based on the needs of families in your state, which should be a priority for your State Deaf-Blind Project TA? *

1.Developing Communication systems/methods 2.Networking/support opportunities with other families 3.Advocacy skills 4.Transition supports (EI-School age; school to adulthood) 5.Increasing family understanding of child's needs/impact of VL&HL 6.Providing information and strategies parents can use in the home *(Responses to open-ended question: Top responses in order of frequency) Q: Service Provider Needs and TA? Based on your responses to items 1-4, what do service providers need most to work with children and youth who are deaf-blind? (Responses to open-ended question:

Top responses in order of frequency) A: Service Provider Needs and TA Answers to service provider needs: 1. Understanding the impacts of combined vision and hearing loss 2. Specific Instructional strategies 3. Strategies to develop communication system 4. Understanding the unique nature of deafblindness 5. Modifying the curriculum Q: Systems Level Needs and TA? What are challenges you face in working with the in systems your state? (e.g., Department of

Education, Part C Lead Agency, Medical, Public Health, DD, VR.) Check all that apply. (Top responses in order of frequency) A: Systems Level Needs and TA Answers to state systems challenges: 1. Lack of knowledge and skills related to working with individuals who are deaf-blind 2. Awareness of deaf-blindness 3. System priorities that do not include low incidence populations including deaf-blindness 4. Lack of infrastructure for deaf-blindness and low incidence populations 5. Lack of resources generally

Q: Current Priorities for State Agencies? What are the current priorities of agencies in your state that impact children who are deafblind and their families? (e.g., Department of Education, Part C Agency, DD, VR, etc.)? How do children/youth who are deaf-blind fit into these priorities, if at all? (Responses to open-ended question: Top responses in order of frequency) A: Current Priorities for State Agencies Answers to current priorities of state agencies: Priorities where Deaf-Blindness is included 1. Transition planning starting in middle school

2. Child Find Priorities where Deaf-Blindness is not directly included 3. Deaf-blindness not on radar-have to work to get it there 4. Early Literacy, understanding the law, vision and hearing don't always apply to Deaf-Blindness 5. Instruction and communication Deaf-Blindness is lumped with severe/multiple disabilities Q: Acceptance of Interveners? Do you think that there is a growing acceptance in your state for interveners as a result of advocacy for this position, the offering of training, and now the possibility of certification? (Responses to open-ended question: Top responses in order of frequency)

A: Intervener Acceptance Answers to growing acceptance of interveners: 1. Yes (23) 2. No (13) 3. Mixed. Some at LEA level, but not yes at SEA level (7) Q: Most Valuable Assets? What are your most valuable assets within your state for addressing these system needs? Check all that apply. (Top responses in order of frequency) A: Most Valuable Assets

Answers to most valuable assets: 1. In-state relationships and partnerships with programs and agencies 2. Project staff expertise 3. Project resources 4. Project approach to providing TA 5. Existence of other resources in the state to address the needs of individuals with deaf-blindness Q: Successes, Struggles, Needs? What are you successful at with your TA (with children, families or systems), what do you struggle with, what type of support do you need? Please note that the items below are

organized into three areas: Child Specific TA, TA Strategies, and Systems TA. Check all that apply (Top responses in order of frequency) A: Successes, Struggles, Needs (1 of 2) Answer to successes, struggles, supports needed for TA, part 1: Greatest Areas of Strength 1. Providing on-site consultation (TA strategy) 2. Planning and conducting training events (TA strategy) 3. Identifying effective practices to best meet the childs needs (Child Specific TA) 4. Assessing needs and outcomes for a child (Child Specific TA) 5. Building relationships with teams (Child Specific TA)

A: Successes, Struggles, Needs (2 of 2) Answer to successes, struggles, supports needed for TA, part 2: Needs Additional Development 1. Facilitating peer-to-peer learning (TA strategy) 2. Assessing systemic needs and determining solutions and outcomes ecological assessment (Systems TA) 3. Cultivating Communities of Practice (TA strategy) 4. Project Evaluation (Systems TA) 5. Project dissemination of impact and outcomes (Systems TA) II.

Existing and Future National Deaf-Blind Network Assets Section II focuses on the broader national network made up of other state deaf-blind projects, the national center and other organizations and projects. Q: Support Out of State? Who do you rely on outside your state for support to meet your needs? What kinds of supports do you need or want? (e.g., NCDB, Other state DB projects, other national organizations (e.g., NFABD, Perkins, HKNC, CHARGE, etc. national TA projects, national experts, etc.).

(Responses to open-ended question: Top responses in order of frequency) A: Support Out of State Answers for the support you rely upon outside of your state: 1. 2. 3. 4. 5. 6. 7.

NCDB Other State Project staff (directors and coordinators) HKNC NFADB Perkins State/National experts CHARGE/other etiology specific organizations Q: Addressing Your Needs? How do current National Initiatives, products or type of TA (collaborative, peer to peer, etc.) address your needs? (EI&R; Literacy; Interveners and Qualified Personnel; Transition; Family Engagement)

(Responses to open-ended question: Top responses in order of frequency) A: Addressing Your Needs Answer to the products or types of TA that address your needs: 1. 2. 3. 4. 5. 6. 7.

Interveners & Qualified Personnel Literacy EI&R Family Engagement Transition Library/Information Services Child Count Q: Helpful for You? What changes or modification to the current national initiative activities would be most helpful to you? (EI&R; Literacy; Interveners and Qualified Personnel; Transition; Family Engagement)

(Responses to open-ended question: Top responses in order of frequency) A: Helpful for You Answers to changes with the current national initiatives that would be helpful: 1. 2. 3. 4. 5. 6. 7.

Great/fine as they are Not sure Need to make sure continued support for using OHOA/NICE More Culturally Appropriate Materials More field wide (ala OHOA Modules) work in the initiatives More frequent updates like we had at summit National supports/networks for Teachers of the Deaf-Blind Q: New national Initiative Development? Based on your state priority need areas, what new national or collaborative Deaf-Blind Network initiatives should be developed? (Responses to open-ended question: Top responses in order of frequency)

A: New national Initiative Development Answers to what new national initiatives should be developed: 1. Personnel prep-teachers and interveners 2. Assessment for programming 3. Intervener sustainability 4. Opportunities to train project staff 5. Cultural awareness and inclusion, outreach and identification 6. Communication 7. Systems Change Initiatives 8. Technology 9. UDL/inclusive instructional strategies Q: Upcoming National Grant Priorities?

What priorities should be included for a National Center in the next grant cycle? (Responses to open-ended question: Top responses in order of frequency) A: Upcoming National Grant Priorities Answers for national center grant priorities: 1. Personnel preparation and professional development for low incidence populations 2. Maintain current ones 3. Communication 4. Early Intervention strategies 5. Systems change support at state level (tools, TA, etc.)

6. Culturally/linguistically relevant materials Q: Current Health of the Network? Given the directive from OSEP to function as a network, where do you see that happening already? What could help strengthen the network and facilitate and support collaboration at the national level and between states? (Responses to open-ended question: Top responses in order of frequency) A: Current Health of the Network Answers to functioning as a network:

1. Doing a good job building a network - National Initiatives (happening) 2. Coordinating face to face time to work on common things (needed) 3. Support state project collaboration around topic areas (needed) 4. DB Summit - opportunity to build relationships (happening) 5. NCDB website (happening) 6. Need more information about what states are doing (needed) Additional Comments Please feel free to add any additional comments around Section II here. (Responses to open-ended question:

Top responses in order of frequency) 1. Thank you for support, leadership and collaboration 2. We need some mechanism to make it easier to exchange $ across state projects to make it easier to collaborate 3. As new coordinator, need face to face time with others Implementing Evidence-Based Practices for Children Who Are Deaf-Blind A TA Reference Guide

[email protected] nationaldb.org The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. Discussion Groups State TA Conversations: Group 1 Exploration Group 2 Preparation Group 3 Initial Implementation

Discussion Group Purposes 1. Learn about a variety of TA delivery issues and solutions from each other and get ideas about how to improve project processes and methods. 2. Identify common tools and processes useful for the network. Presentation Outline Development of the guide Structure and use Review of discussion group topics: Group 1: Exploration Phase

Group 2: Preparation Phase Group 3: Initial implementation Phase Questions Implementation Science Implementation science = study of how to promote high-quality use of effective practices by practitioners. Students cannot benefit from education practices they do not experience. - Dean Fixsen Guide Development

Synthesis of existing implementation science frameworks and other literature SISEP Center (State Implementation and Scaling Up of Evidence-Based Practices) Other expert literature, including Wandersman and colleagues (practical implementation science) Adapted with extensive input from state deafblind projects An Overview of NECs Level 3 Intensive TA Form March 5-6, 2017

Deafblind Summit Austin, Texas [email protected] nationaldb.org The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. NEC Level 3 TA Defined: Intensive, Sustained TA TA services often provided on-site and requiring a stable, ongoing relationship between the project staff and the TA recipient. TA services are defined as a negotiated series of activities designed to reach a valued

outcome. This category of TA should result in changes to policy, program, practice, or operations that support increased recipient capacity and improved outcomes at one or more systems levels. Department of Education. (2013). Applications for new awards; technical assistance and dissemination to improve services and results for children with disabilitiesstate technical assistance projects to improve services and results for children who are deaf-blind and national technical assistance and dissemination center for children who are deaf-blind. Federal Register, 78, 39260-39271. Confessions of a Project Director Lots of forms Staff confused and low compliance Confession: If TA process and forms are not clearthe APR is agonizing

Over the years TA angst and data collection struggles Level 3 Form Targets 1-2 OPIs MAX! (using short OPI list) TA could be over a few months or entire year Section A: Intervention BEFORE and AFTER Strategies SP or F Skills) (Measures Section B: Goal Attainment Scale (Measures Child Change)

Section C: Narrative/Verbal Feedback on BEFORE and AFTER Strategies Level 3: Why soooo intensive??? Dean Fixen: This is hard work. Cant implement EBPs without knowledge and skill in basic principles of systematic instruction Lack of knowledge regarding prompting strategies for children who are deafblind Frequent rapid fire and inappropriate prompting Service Providers not establishing joint attention before NEC LEVEL 3 form Form will be shown using actual document.

Section C: DATE: BEFORE Strategies: SUPPORT/FEEDBACK Strategies: Other Thoughts/Resources: DATE: BEFORE Strategies: SUPPORT/FEEDBACK Strategies: Other Thoughts/Resources: A Real Life Level 3 Observation Story

Excellent Teacher 5 yr old with CHARGE (LV and Mod HL w/CI) Very serious SIB Task: Matching Shapes Prompts: Show me, where is it?, look all around, hands down, its right in front of you, Come on Little Missy, where is it, it looks like this one (model), is it up or down; its blue can you find it?

Lizzys Level 3 Form Completed When: Morning Desk Work Where: Classroom side desk With What: Foam Shapes How: T points to a shape from a field of 12 Sign/Ask Show me one thats the same Waits 8 seconds for response Correct Response: Child points to correct shape within 8 seconds Teacher: Sign/Say: Great thats right! Move on to next shape

Incorrect Response: C doesnt point to shape within 8 seconds Teacher: T repeats prompt and waits 8 seconds; T repeats prompt and waits 8 seconds; T models correct response and moves on to next shape If C points to incorrect shape T Sign/Say Not right Try Again, 2 xs, move on to next shape 4 TA Sessions: SP Fidelity BEFORE Strategies: ST Fidelity AFTER Strategies: Goal Attainment Score: Technical Assistance Report Level 3 Connecticut Consultant A Total # of L3 - C Total # of L3 - F

Fidelity - Average % BEFORE Strategies (SP) Fidelity - Average % AFTER Strategies (SP) Fidelity - Average % BEFORE Strategies (F) Fidelity - Average % AFTER Strategies (F) Average % Goal

Attainment Score (C) Part C Maine Part B Part C Massachusetts Part B Part C

New Hampshire Part B Part C Part B Lessons Learned: More time needed to assess readiness but not always practical due to lack of staff meeting time and urgency of the problem Notion of readiness is not static; need for frequent check-ins and reinforcement Need better clarity in setting team goals and explaining NECs mission.

We often think we are clear but need to improve our message. TA Provider fidelity and commitment issues Salesforce database Now. Happy Project Director with a Sense of Direction Collaboration with Dr. Jennifer Grisham-Brown and the Birth of NECs Level 3 TA Form DB Summit 2017 Examples of State Collaborations Linda McDowell

[email protected] nationaldb.org The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. End of the Day Conclusions Setting the Stage for Tomorrow Linking (1) Todays thinking and conversation about the Child Focused TA Implementation Guide (2) Tomorrows focus on collaboration around topics of need (3) Recent national survey

The Flow for the next 30 minutes (1) Final Phase of Implementing Evidence-Based Practices for Children Who are Deaf-Blind: TA Reference Guide (2) Collaboration of all kinds not new (3) Examples of Collaboration Final Phase of Child Focused TA Implementation Following Exploration (Gathering Information)

Preparation (Planning and Agreements) Initial Implementation (Building Skills) is Full Implementation (Using Effective Practices) Goals of Final Phase of TA Wrapping Up and Learning from Experiences Wrapping Up a TA relationship Sustain and share the knowledge and skills gained (by the team and the school/agency) Continue evaluation and responding to the needs (of the child)

Wrapping Up Activities Evaluation data used for identifying strengths and needs (of the team) Organized information used for moving forward (information on the child) Success sharing o communicating accomplishments to all who were involved in the current effort - motivating sustained use of skills o team members communicating what was learned - to others Goals of Learning from Experience Retrospective analysis and reflection

on the strengths and weaknesses of the implementation process Identifying factors that enhanced or impeded the ability of team members to implement new practices Learning from Experience Activities Reviewing evaluation data to shed light on what increased or what hindered success Using the knowledge gained (to improve your projects TA processes) Considering implementation of systemic intervention, if there is a common pattern of need

Using the knowledge gained to inform colleagues in other state deaf-blind projects Final Phase of TA - for the Network One of the deaf-blind networks greatest assets is the combined knowledge and expertise of its members. State project personnel can share insights, strategies, planning tools, evaluation tools, and forms via: The State Portal, a private group on the NCDB website The TA Reference Guide (contribute to the Advice from Colleagues and Tools & Resources)

Collaboration of all kinds not new An article from our past http ://documents.nationaldb.org/dbp/pdf/sept94. pdf Recent materials on stages of collaboration Collaboration between state DB TA projects and parent centers Working Together (for Families) https ://nationaldb.org/pages/show/working-together -for-families/home - Consider when evaluating instate, across state

lines, and national collaboration - Collaboration stage varies, based on desired outcome for your project TA efforts First Stage of Collaboration Networking stage Very informal interacting Organizations aware of each other, general understanding of what each does Communication limited, no joint decision making taking place (Frey et al., 2006) Second Stage of Collaboration

Cooperation stage Organizations beginning to establish professional relationships (e.g., know each other well enough that they feel comfortable calling to ask for help) Communication becoming more formal (Frey et al., 2006) Share information, exert some effort to limit duplication of similar resources Gaining a better understanding of the services offered by each others organization and strengths of personnel Descriptors: attend each others events, share materials Third Stage of Collaboration Coordination stage Organizations consistently share information and

resources in a way that increases their efficiency, thus reducing duplication of effort with respect to common goals Some shared decision making and frequent communication (Frey et al., 2006) Descriptors: involved in each others activities, meeting regularly, disseminating materials for each other, sharing of expertise and staff development Collaboration Characterized by thorough communication based on mutual trust Organizations have established processes that drive and organize shared work and consensus is reached on decisions

related to all joint activities (Frey et al., 2006) Descriptors: working together on activities to achieve mutual goals, on systems change activities, involving other stakeholders, developing a formal work agreement, strong professional and personal relationships, serving on each others committees, developing materials together, collaborating on training events, working together on data collection, sharing of financial resources, evaluation of collaboration outcomes DB TA Network Collaboration Examples of Collaboration to consider tomorrow when addressing topics of need that rose to the top during the national DB TA survey

Instate Collaboration Across State Line Collaboration National Collaboration (from state TA project Portal on NCDB website) Instate Collaboration 1 of 13 (pulled from the state TA project Portal on NCDB website) State Departments of Education provide Housing for TA project (WV, AK, PA, etc.) Funding contribution (MD) Funding for professional development (KS, VA) Opportunity to plan for meeting personnel development needs, related to low incidence disabilities (MT)

Opportunity to infuse DB content in alternative paths to certification (RI) Partnership in developing state level language for recognizing intervener credential/certificate and endorsement of teachers of DB (IL) Instate Collaboration - 2 State Departments of Education provide Opportunity for membership in low incidence task force, resolve barriers to education (NM, MD) Opportunity to participate in other Part B state and federal initiatives, i.e. SPDG State Improvement Project steering committee membership, assisting in meeting Part B SPP indicators (MO, CA, IN)

Opportunity to participate in alternate assessment planning (MT) Opportunity to participate in furthering access to general curriculum / inclusive education (VT, MD) Inclusion in the organization of local school district special education director meetings (MO) Instate Collaboration - 3 State Departments of Education provide Advertisement of training events, and other dissemination (SD, OK, VA) Inclusion in annual conference presentations (SD, VA, MD) Distribution of annual census (SD, CA, IL) Referral to DB project (OK, NM)

Partnership, particularly low incidence outreach, i.e. DB assessment, coaching of DB teams (NY, KY, MI, OR, TX, NE, MS, ND, LA, UT, NC, GA, IN, AZ, TN, AL, MO) Instate Collaboration - 4 School for Blind, School for Deaf provides Collaborative outreach for training and TA (KY, NM) Functional vision assessment (OK) Linkage to APH (TN) Opportunity for intensive project TA in intervener department and/or with other staff (VA, MD) Partnership (MI, TX, MT, MS, PA, SC, AZ, MD, TN, IL, MO) Statewide Assistive Technology Program provides

Equipment demos, AT evaluation, short term loan of devices (MT, OK, MS, AK, SC, MD, MO, IN) Instate Collaboration - 5 Special Education cooperatives provide Regional service centers, with Deaf-Blind consultant positions; or with statewide DHH and VI consultants (OR, TX, SC, ND) Sharing of Vision Education and Services program coordinators for providing support to families and schools (RI) Settings for training for multiple LEAs (KY) Demonstration sites for intervener initiative (MI)

Instate Collaboration - 6 Universities in your state provide Deaf-Blind content in coursework multi disciplines (KS, KY, MT, RI, NE) Partnership with Center of Excellence for training and TA activities infused in greater work of Center of Excellence (KY, VT, RI, MS, GA, VA) Partnership with 4 year program academic departments &/or 2 year interpreter training programs &/or summer education programs for children, families, teachers and related service providers (MS, LA, UT, MO, MD, TN, AL, PA, IL) State Teacher Assistance Training Network provides Opportunity for offering of OHOA modules with the system (RI)

Instate Collaboration - 7 PTIs provide Training for all families transition, mentorship, and other topics for families (KS, SD Support to families advocacy; guidance for families on special education law & communication, common core, and transition (OR, OK, MT, AK, SC Shared office space, joint staff meetings, joint home visits and trainings (KY) Partnership i.e. sharing of information and training attendance (MI, RI, NE, MS, UT, MO, NM, IN, AZ, TN, PA) State level parent associations and advocacy organizations (including parents as teachers organizations, resources centers for parents who are Native American, military families family of children under stress) provide Partnership (MS, LA, MO, NM, AK, GA, MD, PA)

Family activities throughout the state (AL) Partnership with DB specific group assistance with parent leadership (NY, TX, NE, MO, MD) Instate Collaboration - 8 State level Association for the Deaf-Blind / National Federation for the Blind / AER / Society for the Blind / Children with VI / Council of HI / Association for the Deaf provides Partnership in awareness and advocacy training and content training opportunities annual conferences (KY, MS, MO, GA, SC, VA, TN, IL)

Instate Collaboration - 9 Part C agencies / Departments of Health provide Useful information to families on medical issues, insurance, etc. (OR) Referral to DB project (OK) Dissemination of DB materials and training opportunities (OK) Annual funding for DB project (WV) Collaborative projects such as DHH Community of Practice; an assistive technology camp for children; a statewide training event; webcasts, webinars and awareness training on a variety of topics (WV) Opportunity to participate in other Part C state and federal initiatives (MO) Joint home/daycare visits on a regular basis (ND) Partnership (KY, NE, MS, MO, NC, GA, IN, TN, PA)

Instate Collaboration - 10 EHDI / Department of Health and Human Services / Commission for Children with Special Health Care Needs provide Help in accessing services i.e. WIC, healthcare (KY, ND, AL) Help in child fine (KY, VT, MO) Acceptance of project assessment for eligibility determination (ND) Co-consultation with EIPs (RI) Opportunity for board membership to be DB advocate (OR) Partnership (MS, LA, MO, VA, TN) Medical Centers provide Opportunities for child find activities, openness for presentation during grand rounds, medical students shadowing project staff (KY) Partnership (NY, VT, NE, LA, AK)

Instate Collaboration - 11 Vocational Rehabilitation & Commission for the Blind & Commission for Deaf and Hard of Hearing provide Help individuals access materials and resources and support (KY, AL, PA) I Can Connect and DB consultants for transition (OK, NM, TN, PA) Solutions for transition-related issues, during interagency work groups, or in advocacy and training the personnel delivers (OR, VA, AL) Opportunity for training of personnel (SD, VA) Opportunity to transform transition and adult services, serving on task forces (RI, VA) Partnership at different levels of intensity identification and referral and TA delivery from project and counselors providing assessment, career, postsecondary training and employment planning or

independent living planning (NY, KY, MI, TX, MT, VT, OK, NE, MS, ND, LA, UT, MO, NM, AK, NC, GA, SC, AZ, TN, PA, IL) Instate Collaboration - 12 Department of Social Services or Human Services, DD Division, Medicaid funded adult services, non-profit vision services provide Resources (OK, NE, AL) Partnership (MO, GA, IN, SC, MD, TN, PA) Department of Mental Health provides Access to services (KY) Partnership (MS, MO) Council on Development Disabilities provides

Training for families and individuals with DD (SD, AL) Opportunity to participate in annual Partners in Policy Making and COACH Process (WV) Annual funding for DB project transition efforts (WV) Partnership (MS, MO) Instate Collaboration - 13 State wide agency groups provide Advisory Board membership by all above entities (KY, TX, NE, MD, UT) DB Task Force membership for focus on issues related to education, but particularly transition and adult community life (TX, NM, SC, AL) Opportunity to participate in State Interagency Coordinating

Council or statewide resource network or statewide technical assistance center or statewide disability coalition (GA, IN, VA, TN) Shared staff position with state level Transition and Employment project (MT) Microboard linkage for families of students in transition (GA) Across State Collaboration 1 of 7 (pulled from the state TA project Portal on NCDB website) State project consortiums North East Consortium - NEC (ME, MA, CT, NH + VT) State Networking Teams with membership from key state agencies schedule trainings, align NEC activities with state Part B and Part C initiatives

Western States (OR, WA, AZ, NV, CO, ID, NM, WY, UT) Southeast States (MS, AL, AK, FL, GA, LA, NC, PR, SC, TN, VI, TX) Across State Collaboration - 2 TA and Outreach Sharing of TA (NY & VT / MD & VA) Sharing of Resources (MD & TX) including website information (MD & CA, MD & WA) Shared dissemination opportunities co-presenting at AER conference (SD & ND), at Midwest Deaf Conference (ND & MN), at Western Region Early Intervention Conference for Sensory Disabilities (Western States), at SERID

conference (SC & NC & HKNC), at statewide Literacy conference (VA & GA), at AHEAD and Pepnet2 conferences (PA & NY) Shared training opportunities joint use of expert from the field Paul Deeming (MN & ND) Patty Obrzut on active learning (MI & ND) Jan Van Dijk (MD & NJ) (AL plus others) Shared events for students (MN & ND) (AL plus others) Building Teacher of DB Community of Practice (TX & UT & IL & CA & AL) Across State Collaboration - 3 Professional Development and Training Multi-state Intervener Collaborative (VA, RI, PA, VT, DE, WV, VI, NE, MA, ME, CT, NH, NY, MD/DC) including hosting OHOA Modules (WV & VA & RI &

MD/DC) Multi-state Intervener Initiative, including offer of OHOA modules collaboratively, with for-credit option (CA & ID & MT) Hosting OHOA Modules (SD & ND) (NC & CO) (Southeast States) Intervener Coaching solutions (TX & UT) Professional development of TA project staff - i.e. Christine Roman CVI screening (VT, WV & MD) with CVI mentor training (GA & SC, GA & MD) Math & PLC activities (NC & CO) Tactual ASL (MD & NY) Literacy (MD & VA) Across State Collaboration - 4 Family Support Spanish speaking family support activities, including teleconferences (CA & FL &

NY & TX & MD) Region 2 Family Engagement Collaborative to coordinate and share topics of interest to families (MD/DC, WV, VA, SC, KY, TN, DE) Family 2 Family Communities Pilot in Southeast (AL, AR, FL, VI, GA, KY, LA, MS, NC, SC, TN, TX, NCDB, NFADB) Regional PTI Center conference presentations (ND Sean Roy, transition) Family Directory organized by major etiology categories (Western States) Family Conference Calls 3Xs a year on topics of interest to families (Western States) Family support activities (VA & MD/DC) Family learning weekend (MD & DE) Project SPARKLE (NY & PA) Across State Collaboration - 5

Transition Outcomes Expanding current transition activities for inclusion of student who have multiple disabilities using College and Career Ready infrastructure (KY & NC & IN) Using Reach for the Stars transition process (KY & NEC) Transition Institutes (Southeast)(Midwest - IN, IL, KY, MI, ND, OH, SD, WV, WI) ITTI and NEC transition team trainings (NY, NEC, NJ, RI, VT, PA, KS, MD/DC, VA, WV, MS, FL, VI) Across State Collaboration - 6 Tool Development Functional Hearing Evaluation (TX & MD, etc.)

Transition Assessment adapting WA 16 EvidenceBased Secondary Transition Predictors for Improving Post-Secondary Outcomes for Students with Disabilities for students with multiple disabilities (Western States) Vision and Hearing Screening Tool (Western States) Online training for ID of infants and toddlers for early interventionists (NM & WA & AZ) Across State Collaboration - 7 Website Collaboration State specific information in 3 focus areas transition to employment, communication, and standards-based instruction (MT & ID) Data Management

Filemaker Pro Database supported by DE (SC, MD) National Collaboration 1 of 4 National Initiatives (beyond co-creation of products to co-delivery of TA and training) Child Count Collective presentation of national child count EI/R Co-delivery of webinars for EI providers (joint training done by NCDB and state projects) for PA Part C and for DEC with VT and GA co-presenting Recognition (with the assistance of Part C work group) of joint need for training for Part C providers, leading to pulling together of resources, decisions for Part C Intervention Framework for coverage of training content, co-creation of new

materials, and provision of TA for use of training materials including peer to peer learning Presentation of NYDBC EI/R Medical Model (a successful way of state TA project collaborating with the medical system) National Collaboration - 2 National Initiatives (beyond co-creation of products to co-delivery of TA and training) Family Engagement Family 2 Family Communities Project sharing of real collaborative activities that work; learning from each other; 50 families, 10 facilitators, multiple states (AL, AK, FL, VI, GA, MS, NC, SC, TN, TX) The Mastermind Group peer to peer learning family specialists/FE Coordinators, in multiple states The Grief Group peer to peer support, multiple states

NFADB activity participation CHARGE Conference participation Transition NY hosted Transition webinar series (ITTI) for transition team participation from multiple states & NEC webinar series for multiple state transition team participation including VR counselors in the state team achieving team training, portfolio development, family engagement (NY, NEC, NJ, RI, VT, PA, KS, MD/DC, VA, WV, MS, FL, VI) Transition Institutes Midwest (IN, IL, KY, MI, ND, OH, SD, WV, WI) Southeast (MS, AL, AK, FL, GA, LA, NC, PR, SC, TN, VI, TX) HKNC National Collaboration - 3 National Initiatives

(beyond co-creation of products to co-delivery of TA and training) Literacy NCDB and VA co-presented on the Literacy website in MN VA collaborated with MD to co-present on Routines and Literacy Intervener/Qualified Personnel Collaborative OHOA hosting has occurred Multiple states with parents participating in the Module 3 hosted group Teacher of DB community of practice activities Professional development opportunities Intervener role advocacy Qualified personnel competency definition National Collaboration - 4 National Initiatives

(beyond co-creation of products to co-delivery of TA and training) TA Implementation Goal: Development of the TA Reference Guide with help from the implementation work group a product; not yet implementation. Collaborative implementation of TA guide comes with use - peer to peer learning National Needs Assessment Collective presentation of national need from state TA Projects and families Network Engagement Goal State project Portal for experienced and new project staff: sharing of ideas, resources, and processes and documents to support for state-to-state and multi-state collaboration UCEDD projects are collaborating to start up a Special Interest Group on Deaf-Blindness in The Association of University Centers on Disabilities (AUCD) so far: LA, VA, ND, VT, etc. Announcements Announcements about Special Interest meetings

Day One (5:00 6:30) Announcements for Day Two (8:30 3:00) Thank you for your participation today See you again tomorrow Deaf-Blind Summit 2017 Day Two State Collaborations [email protected] nationaldb.org

The contents of this presentation were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of the Teaching Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. Day Two - Agenda 8:30 Setting the stage for the day Linda McDowell, Sam Morgan

8:45 10:00 10:15 11:30 12:30 1:30 2:30 State Collaborations: Block 1 Break State Collaborations: Block 2

Lunch State Collaborations: Block 3 State Collaborations: Block 4 Closing: What have we learned about potential collaborations Linda McDowell, Peggy Malloy, Sam Morgan 3:00 Adjourn State Collaborations: General info Wikis One per topic (total of eight labeled by topic)

used by successive groups to aggregate information Take notes on your own for individual follow up State Collaborations: Discussion Objectives Primary To identify potential collaborations between state projects in identified areas of need and begin building a common understanding and ideas for shared work Secondary For state projects to identify areas where collaborative support could assist them in achieving project goals

State Collaborations: Groups NCDB Staff Group Facilitator Time 1 Time 2 Time 3 Time 4 Megan

Family Family Family Family Peggy Intervener (sys.)

Intervener (sys.) Intervener (sys.) Intervener (sys.) Mike/ Mike Transition Transition Transition Transition Gail / Jeff

Professional Dev Professional Dev Professional Dev Professional Dev Mark Early Inter.

Early Inter. Early Inter. Early Inter. Linda Teacher of DB Teacher of DB Teacher of DB Teacher of DB

Julie / Robbin Assessment Assessment Assessment Sam Cross Cultural Cross Cultural Cross Cultural

Cross Cultural Shelby / Elizabeth ID themes and ideas for closing Assessment

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