Welcome to Summit 2019

1. Welcome to Summit 2019 Linda McDowell, NCDB Co-Director Shelby Morgan, NCDB Content Management Peggy Malloy, NCDB Information Services Robbin Bull, NCDB Child Count The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326T180026. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.

2. Summit Outcomes Increased knowledge of • Practices & resources relevant to national TA initiatives • Early Identification and Intervention (EII) • Family Engagement (FE) • Interveners and Qualified Personnel (IQP) • Transition • Potential systems TA activities Planning time for • Systems TA work • Network collaboration

3. Summit Resources • The Summit 2019 folder • Agenda • Discussion Guide • Map of Meeting Rooms • Restaurant Listing • The App • The session presenters • Opportunity for evaluation • Guidance for Summit 2020 at PDM • Suggestions for future NCDB TA

4. Resource Review: NCDB Products nationaldb.org/products

5. Resource Review: Initiative Pages nationaldb.org/groups

6. Example: Transition Initiative Page https://nationaldb.org/groups/page/13/transition

7. Resource Review: OHOA Modules Format 1: Moodle • Coursework • Cohorts • Interactive • Requires registration/login Format 2: Website • Self study • Provides content for coursework/cohorts, but not interactive • No registration • No quizzes • Arranged topically nationaldb.org/modules/ohoa/en/ohoa-overview

8. Resource Review: OHOA (Web) https://nationaldb.org/modules/ohoa/en/concept-development-and-responsive-environments

9. OHOA Tips Download Slide Presentations • Under each presentation you will see “Download PPT or PDF Version of Slide Presentation” • File –> “Make a Copy” and save to your own Google Drive • File –> Download (save as PDF or PPT) Share (Whole or Part) • Send url for full module or just one segment to another person or group • Add urls to learning management systems

10. OHOA EnEspañol Web-version only (not Moodle) nationaldb.org/modules/ohoa/es/los-modulos-de-aprendizaje-para-interventores-de-sordo-ciegos

11. State Project Portal nationaldb.org/stateprojectportal

12. Project Management Resources • Resources for Operating a State Deaf-Blind Project – new web page • Connections – NCDB Support – Information – and more • Combines two previous resources: • Resources for Planning for the Future • Resources for New State Deaf-Blind Project Staff • nationaldb.org/wiki/page/22/1005

13. Library Services • Not everything is on the web! (or it’s there, but you can’t find it) • Jennifer Arnott – Perkins Hayes Research Librarian and part-time NCDB employee • Need information—an article, a lit review, help finding resources? • Send reference questions to: support@nationaldb.org

14. Assessment, Planning, and Instruction Initiative • Lead: Kristi Probst • Goals: • Share existing high-quality information via website • Develop “practice profiles” • Adapt model process from SISEP/NIRN • Define essential functions of practices • Have convened and work group and had initial meeting • Developing and prioritizing topics

15. National deaf-blind child count Robbin Bull National Deaf-Blind Child Count Coordinator

16. Historical review

17. History of the Annual Child Count • The annual National Child Count of Children and Youth who are Deaf-Blind (Birth –21) has been conducted since 1986. • It represents a “snapshot” count on December 1st of each year to supplement OSEP’s federal Child Count, which includes children as deaf-blind when deaf-blindness represents their only disability. • It is the first, and longest running, registry and knowledge base for children who are deaf-blind.

18. Comprehensive set of demographics, such as.. • Age distribution, ethnicity, and primary etiology • Documented vision and hearing loss • Primary IDEA classification categories and additional disabilities • IDEA special education status • IDEA placement and living settings

19. Why do we collect this information? • To assure current and accurate state-level needs assessment data is available and used in the design and delivery of TA and to inform current research needs and personnel preparation. • So that…all children who are deaf-blind are getting the highest quality services available to meet their individual needs.

20. Questions we seek to answer • Who are the children and youth with deaf-blindness throughout the country and how many are there? • What is the relationship of the Deaf-Blind Child Count (DBCC) to the IDEA Part B and Part C Annual Child Counts? • What is the extent of the vision and hearing losses of those reported on the DBCC, and what additional disabilities do they manifest? • Where are those reported receiving services and what types of supports are they receiving, and how does this impact technical assistance and training needs? • Where are they living and how does this impact technical assistance and training needs?

21. Census over time

22. “Snapshot in time” • Since 2003 we include only those who are in SpEd and eligible to receive SDBP services on December 1 each year • First table only shows those eligible to receive state deaf-blind project services on December 1, regardless of whether they are in Part C or Part B.

23. Relationship to Part B and Part C • 2003 - Part B and C exiting data elements included (created “snapshot” count) • 2006/2007 - Realignment of data elements with IDEA, section 618 data reporting requirements and changes in documentation procedures consistent with IDEA classification and reclassification regulatory changes • 2007 – IDEA definition of deaf-blindness adopted as consistent definition for DBCC • 2009 - Realignment of Part C codes with IDEA, section 618 data reporting requirements • 2010 – Race/Ethnicity updated to be consistent with new 618 requirements in IDEA 2004

24. Definition of deaf-blindness • IDEA 2004 definition of deaf-blindness states that: “Deaf blindness means concomitant hearing and vision impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness” • For infants and toddlers receiving Part C early intervention services, deaf-blindness is defined as: “Concomitant hearing and vision impairments or delays, the combination of which causes such severe communication and other developmental and intervention needs that specialized early intervention services are needed.”* *Defined by NTAC/SDBP workgroup in 2006

25. National totals, 10 years

26. Age groups, 7 years

27. Documented FUNCTIONAL vision loss and hearing loss • A Functional Vision Assessment is defined as “a non-clinical assessment, carried out by a trained vision specialist using commonly accepted assessment tools, checklists and measures for making educated judgments about the functional use of vision.” • A Functional Hearing Assessment is defined as “a non-clinical assessment carried out by a trained hearing specialist using commonly accepted assessment tools, checklists and measures for making educated judgments about the functional use of hearing.”

28. Documented Vision loss, 2017

29. Documented Hearing Loss, 2017

30. Vision loss by hearing loss, 2017

31. Race/Ethnicity, 2017

32. Top Etiologies, 2017

33. Other Disabilities, 2017

34. Early Childhood and School Age Ed Setting, 2017

35. Intervener Services, 2017

36. Living Setting, 2017

37. Submitting your child count

38. What you should be doing… • Collecting updates on children • Following up with districts that have not responded • Reviewing data within file for updates, out-of-dates, errors, missing data • Checking your codes against the DBCC Change Log

39. Submission • Due May 10 • Critical data fields: Birth Date, Vision, Hearing, Part C, Part B, and Project Exiting Status, and Intervener Services • File needs to be in Excel or CSV format • New online submission process • Contact me for extension if needed

40. What’s coming… • Systemic work around identification • Workgroup to review DBCC data elements for 2020 updates