1. Creating And Tracking Student Growth Through
The Development Of Local Capacity Around The Child

2. Greatest Challenge:
Differences in who and how we serve them
https://bblovas1.wordpress.com/2018/11/05/
dbi-modules-series-2-protactile-principles/
https://www.thelittleanchor.org/wp-
content/uploads/2017/02/Practice.jpg
http://www.wsdsonline.org/wp-
content/uploads/2013/02/Transition-P2-Handouts.pdf

3. Today’s Discussion
Has your caseload increased with students who have multiple challenges and
more complex needs?
Itinerant/outreach providers supporting school staff to create capacity in staff
to be able to implement strategies with fidelity
What data do you collect and how to be able to report that your efforts had an
impact on the effects recorded?

4. Who are we talking about & their individual needs
(National Center on Deaf-Blindness, 2017)
OTHER: %
Orthopedic Physical Impairments 56
Cognitive Impairments 62
Behavioral Disorders 9
Complex Health Care Needs 48
Speech Lang Impairments 71
Other 19
HEARING: %
Normal (< 27 dB, ANSI) NA
Mild (27-40 dB, ANSI) 13
Moderate (41-55 dB, ANSI) 18
Mod-severe (56-70 dB, ANSI) 14
Severe (71-90 dB, ANSI) 10
Profound (91 dB &above, ANSI) 29
Documented Functional Loss 13
VISION: %
Low Vision 32
Legally Blind 25
Totally Blind 5
Documented Functional Loss 22
Cortical Visual Impairment 21
2005,13.1% had four or more
additional disabilities
2017, almost 43% had four or
more additional disabilities
2017 National Deaf-Blind Child Count Summary (Ages Birth – 21) 4

5. Collecting Data

6. Collecting Data Doesn’t Have to Be Difficult

7. Collection and Aggregation
Types
Service Provision Documentation
Efforts
Effects
Reporting
Input Once
Multiple Outputs

8. Our Goal/Outcome
Child Change through the development of Local Capacity
Our Obligation
Record and report out on the effects of our efforts

9. Setting the Target to Identify the Path
Effect
Outcomes
 Child Change
 Local Capacity
Effort
How
 Sustainable
Systemic Change
 Assessing,
Planning, Re-
Evaluating
 Reporting
Why
Guidance/Research
 Readiness for Change
 Implementation Science
 School Reform
 Mandates
9

10. Efforts and Effects
• Site Visit
• Phone Call
• Email
• Home Visit
• Training
• Committee
Member
• Assessment
• Dissemination
Service Provision Documentation of Efforts
• Individual
• Collaborated/Planned
• Measured/Evaluated
Reporting
• Effort
• Effect
• APR
• End of Grant
• Grant Application
• Publishing
• Justifying Effort
Basic
Targeted
Intensive
Level of TA

11. Types of Technical Assistance (TA)
Basic TA Category
Passive, one time
Targeted TA Category
Needs are common to multiple recipients, not extensively individualized
One-time, labor-intensive events, or episodic, less labor-intensive events
Intensive TA Category
Stable, on-going negotiated relationship
Purposeful, planned series of activities designed to reach an outcome
Valued by the individual recipient
Changes to policy, program, practice, or operations
Increased recipient capacity
Improved outcomes
Evaluation and continuous feedback

12. Service Provision Structure
Stages of Implementation,
• Exploration & Adoption
• Program Installation
• Initial Implementation
• Full Operation
• Innovation
• Sustainability
http://sisep.fpg.unc.edu/tools-and-resources/home
12

13. Service Provision Structure
Identify
Needs
•Observation
•Assessment
•Staff & Family Set
Goals
•Student’s Needs
•Recipient's Needs
Plan &
Implement
•Pick Format
•Schedule
•Provide
Follow Up
•Record Progress
•Re-Assess
•Adjust or New
13

14. Service Provision Structure for Creating Student Progress
Evaluate
Gather Needs Data:
•Identified Needs from Assessments
•Needs presented by Staff/Family
(technique, strategy, content, etc)
In-Formal:
•Observation
•Interview
•Documentation Review
•Where to Begin Checklist
•Likes/Dislikes
•Sensory Channel Inventory
•Student’s individual Schedule
Formal:
•Functional Assessment (vision,
hearing, CVI)
•Communication Matrix
•Callier-Azusa
Baseline:
•Student’s Strengths
•Staff’s Skill Set Towards
Recommendations
Effort
Plan
Reviews Needs Data:
•Meeting with Team/Teacher
Create Service Provision Plan:
•Identify IEP/IFSP Goals that the Deaf-
Blind Service Provision Focus will
support
•Create Focus for Service Provision
(outcomes as a result of DBRT services
provided)
•Provide Recommendations for staff
to be able to achieve
•Help Create Data Collection forms to
measure effect of efforts
Effort
Implement
Services Provided:
•On-Site Visits
•Home Visits
•Training/PLCs/Workshops
•Coaching/Mentoring
•Functional Assessments for vision,
hearing, CVI
•IEP/IFSP Support
Effort
Assess Progress
Review and Analysis of Data Collected
Data Collection forms based on DBRT
Focus from Service Plan
Comparative Analysis:
Use same evaluation tool(s) used to
create baseline,
evaluate current level and compare to
baseline data
Completion of Service Provision:
•Student Progress recorded for use in
IEP, Triennial, DPAS, other
•Create new Service Provision Plan
based on new data
Effect of Efforts
We Track All Of It Using Technology i.e. Online Database

15. Assessments for
Showing Change
Communication Matrix
• Refusal
• Obtain
• Social
• Information
Present
Not Present
More of …
People
Activity
Thing
Data For
Creating
Change
Preference Inventory
Sensory Channel Inventory
Schedule
Measure Child Change in:
Engagement &
Communication
(both needed to teach)

16. Types of Documentation for TA
Documenting Efforts:
 Service Logs - demographics, performance measures
 Trainings – demographics, performance measures, evaluations
 Service Plans - demographics, performance measures, evaluations

17. Correlating Your Efforts to Effect Data
Through Technology

18. Basic Technical Assistance – One & Done
• Site Visits
• Phone Calls
• Emails
• Home Visits
• Trainings
• Committees
• Assessments
• Dissemination
Service Provision Database
• Service Log
• Training Evaluated
Reporting
• APR
• End of Grant
• Grant Application
• Publishing
• Justifying Effort

19. Basic Technical Assistance – One & Done
Database
• Service Log
Student/Non-Student
Grant Outcome Measure (Program/Project)
Amount of Time
Attach Doc Disseminated
Type of Service
Reporting
• APR
• End of Grant
• Grant Application
• Publishing
• Justifying Effort
• Training
Student/Content/Both
Grant Outcome Measure (Program/Project)
Amount of Time
Attach Doc Disseminated
Learning Objective
Attendees
Evaluations
(1x)

20. Targeted Technical Assistance – Some Labor
Database
• Service Plan
Focus - Student/Staff/Family/System
Grant Outcome Measure (Program/Project)
Content Area
Delivery Method
Materials
Best Practices
Staff/Family involved
Evaluations
Reporting
• APR
• End of Grant
• Grant Application
• Publishing
• Justifying Effort
Service Log
Data
Training
Data
Intensive Technical Assistance – Labor Intensive

21. Service Plans
Service Logs Trainings
Counts &
Details of
Counts &
Details of
Evaluations Evaluations
Counts &
Details of
Aggregated
For Reports
Evidenced Based Assessments
for Comparative Analysis
Fidelity Checklists for Service
plans & Accommodations

22. Database Screenshot Team
Member Page

23. Database Screenshot Service
Plan

24. Database Screenshot Service
Plan Evaluations

25. Database Screenshot Trainings Page

26. Database Screenshot
Training Evaluations

27. • 8 active contracts
• 6 contracts being process
• 10 other states asking about “how”
50 states – Beta Version

28. Using Technology Helps
Using Technology Helps:
• Compare apples to apples national
• Limited data on low incidence high needs
• Ease of access anywhere you have internet connection
• 2 week process for APR becomes 5 minutes

29. Thank You For Your Attention and Time