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MN Collaborative for Children who are Deaf, DeafBlind , and Hard of Hearing

MN Collaborative for Children who are Deaf, DeafBlind , and Hard of Hearing. April 8-9, 2013. MN Collaborative for Children who are Deaf, DeafBlind , and Hard of Hearing. Welcome – Michele Isham Agenda Review – Kathy Arnoldi Welcome – Cheryl Johnson. MN Collaborative Implementation.

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MN Collaborative for Children who are Deaf, DeafBlind , and Hard of Hearing

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  1. MN Collaborative for Children who are Deaf, DeafBlind, and Hard of Hearing April 8-9, 2013

  2. MN Collaborative for Children who are Deaf, DeafBlind, and Hard of Hearing • Welcome – Michele Isham • Agenda Review – Kathy Arnoldi • Welcome – Cheryl Johnson

  3. MN Collaborative Implementation TODAY! Dec 2012 – March 2013 Survey Data Collection Plan Review Plan Revision Plan Implementation Plan Expansion Data Analysis March 2013 Agency Commitments Nov 2011 – July 2012 Survey Development Aug 2012 – Dec 2012

  4. Review and Implementation Cycle Baseline/ Annual Data Collection/ Analysis

  5. Parking Lot Sustainability of teacher prep program. Guidance for appropriate use of IQ testing. ESY Funding Central data collection site Reinstate DHH annual conference Statewide assessment team especially for mental health

  6. Roles and Expectations of Stakeholders • Participation expectations • Inform and guide the plan implementation process • Be ambassadors for the plan - “Rally the Troops”; “Together we can” • Respect the process • Provide the constructive input and feedback that will support its success • Bring issues to the table, leave no “elephants” in the room

  7. Communication Guidelines • Speak one at a time; allow for lag time • Be positive; assume good intentions • Divergent opinions are welcome • Stay on task • Make sure everyone has equal opportunity to participate • Be discreet: nothing discussed should be shared outside the room except as published

  8. MN Collaborative for Children who are Deaf, DeafBlind, and Hard of Hearing • Table Introductions (15 min) • Your name • What do you do? • Why are you here? What was important enough for you to be here today and tomorrow? • Large Group

  9. The Big Picture: Collaborative Planning through the U.S.Cheryl Johnson

  10. State Systems Organizations IDEA Part C IDEA Part B • Other entities • Private Schools • Therapy providers • Other entities • Private & public centers • Therapy providers

  11. Model 1. Schools for the Deaf in Predominant Role IDEA Part C IDEA Part B • Other entities • Private & public centers • Private Schools • Therapy providers • Parent Advocacy

  12. 1a – ASDB: School for the Deaf with Satellite Day School, Regional Cooperatives and EI • All outreach programs managed by ASDB • Hiring, supervision, staff development, pay • Early intervention program statewide • Co-ops housed in local school district facilities • Co-ops are also resource centers for region • Local districts pay for service • Larger school districts have their own programs • Limited role by department of education • Educational Interpreting • Technical assistance • Policy/Compliance

  13. 1b – UTAH: School for the Deaf with EI, Residential, Day School, Magnet, Outreach Services • USDB/Outreach • USDB representative attends ALL initial IEP/504 meetings in LEAs • USDB designated as a related service provider on the IEP or 504 plan for students served in home LEA (“itinerant outreach”), fee for service • Technical assistance, consultation and professional development provided statewide at not charge to school districts • Required to report (1) academic achievement data, including longitudinal, for both current and previous students served by USDB, (2) graduation rates, & (3) placement after exiting USDB • Larger school districts may have their own programs • Limited role by department of education

  14. Model 2. State Departments in Predominant Role IDEA Part C IDEA Part B • Other entities • Private & public centers • Private Schools • Therapy providers • Parent Advocacy

  15. PA: Department of Education, Regional Co-ops • Regional and statewide services under Department of Education through Training and Technical Assistance Centers • Staff development • Technical assistance • IUs provide programs and services to students in local school districts • Assessment • Consultation • Assistive technology • Direct services • Peer-social events by region • Additional outreach services by schools for the deaf (by request and fee-based) • Educational Resources for Children with Hearing Loss (ERCHL) Advisory Committee guides school-age services • EI services by contracted providers through Bureau of EI Services

  16. Model 3. Shared Roles DOE/DOH and School for the Deaf IDEA Part C IDEA Part B • Other entities • Private & public centers • Private Schools • Therapy providers • Parent Advocacy

  17. 3a – CO: Shared Models • Outreach services by Department of Education • Technical assistance • Professional development • Policy/Compliance • Educational interpreting • Educational audiology • Outreach services by CSDB • Assessment • Consultation • Assistive technology • Direct services • Peer-social events by region • Early intervention program by CSDB • Co-ops (BOCES) collaborate to share and provide programs and services (not part of school for the deaf • Statewide leadership team in deaf education to guide services (DOE, CSDB)

  18. 3b – TX: Shared Models • State Leadership Team manages efforts of education agency and school for the deaf programs • Regional and statewide outreach services by Department of Education • Technical assistance • Professional development • Educational Interpreters • Educational audiology • Policy/Compliance • Education agency oversees regional day school program system • Outreach services by school for the deaf

  19. Model 4. Statewide Center for Deaf/Hard of Hearing Children IDEA Part C IDEA Part B • Other entities • Private & public centers • Private Schools • Therapy providers • Parent Advocacy

  20. 4a – WA: Statewide Center • WA Sensory Disabilities Services (WSDS) under Department of Education in conjunction with CDHL is primary point of contact for all DHH students in WA • CDHL Statewide Outreach Team provides range of services using contracted experts around the state: • Training/professional development • Consultation • Technical assistance • Assistive technology • Educational interpreting • Educational audiology • Psychology • Literacy • Early intervention • Modality specialists (ASL, SEE, LSL) • Fee-based direct instruction services are contracted with local providers (public or private)

  21. 4b – NH: Statewide Center (no school for the deaf) • Department of Education contracts with Center (Project) to provide DHH services statewide • Center conducts data collection and reports to DOE • Center acts as single state resource for all information related to DHH • Consultation services provided to schools at no cost (exact services to be determined) • School districts may purchase services from Center; consultants are contracted by Center to provide: • Assessment • Training • Technical assistance • Assistive technology • Data management • Other services to be determined • School districts are encouraged to pool resources and work across district boundaries • Direct instruction services are usually not provided

  22. The New Model: MN Collaborative IDEA Part C IDEA Part B • Department of Education • Department of Human Services • Department of Health • Department of Education • Metro Deaf School Other Agencies and Programs Commission of Deaf, DeafBlindand Hard of Hearing Minnesotans Hands & Voices Northern Voices Vocational Rehabilitation – DEED State Services for the Blind U of MN – DHH Education Program PACER MN Ass, of Deaf Citizens

  23. Alignment Birth-Adulthood Goals, Plans, Policies Metrics Aligned for Birth to 21, M. Hartnett Transition to Adulthood Birth to Pre K K- 8 DHS Interveners , Family Mentors and Mental Health MDE RDHH Advisory PACER RLF Teachers MDH EHDI Advisory Parent Guides DEED VECTOR MEC

  24. The New Demographics: WA State Service Patterns for Students with Hearing Loss N=3614

  25. From the PAIN come the DREAM From the DREAM come the VISION From the VISION come the PEOPLE From the PEOPLE come the POWER From the POWER come the CHANGE Peter Gabriel, Fourteen Black Paintings (1992)

  26. History and Current Status of MN Collaborative PlanMary Hartnett Working together to measure and improve outcomes

  27. MN Collaborative for Children who are Deaf, DeafBlind, and Hard of Hearing • Collaborative Plan Interfaces: Efforts Around MN – Marion Hausladen • Greta Palmberg, Transition Guide • Sue Rose, AVE/DHH • Carolyn Anderson, PACER Transition Guide • Elise Knopf, VR Parent Handbook • Kathy Anderson, Pilot and part C data • Candace Lindow-Davies, H&V Advocacy Handbook, Parent Guides • DanelleGournaris, Deaf mentors

  28. Collaborative Plan Information Bases: Parent and Teacher SurveysKirby Pitman

  29. Anecdotal Data: Parent SurveyCandace Lindow-Davies & Melinda Marsolek

  30. Small Group Session 1: Plan Review • Objective: Participants will identify at least 5 findings from the surveys to inform their plan review • Report to large group • What did your groups come up with? • What key opportunities are emerging? • Is there room for coordination and collaboration among the four groups?

  31. Small Group Session 2a: Plan Revision • Objective: Using survey data, participants will identify revisions for their section of the 2013-24 MN Collaborative Plan including recommendations for statewide student progress monitoring procedures • Report to large group • What ideas do you have for making the process more user friendly? • What ideas for progress monitoring?

  32. Small Group Session 2b: Plan Implementation • Objective1 : Using newly revised data, participants will identify at least 3 activities to execute their section of the revised 2013-24 MN Collaborative Plan and determine who will be responsible for conducting the activities • Objective 2: Participants will identify potential public policy initiatives which will support the implementation of their section of the Collaborative Plan • Report to large group • Share findings and recommendations

  33. Small Group Session 2c: Plan Expansion • Objective: While considering the entire MN Collaborative Plan, participants will identify at least 5 factors which will promote the implementation of the plan across MN • Report to large group • Share highlights of the plan promotion

  34. MN Collaborative for Children who are Deaf, DeafBlind, and Hard of Hearing • Next Steps • The Future of the MN Collaborative Plan • Closing Remarks

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