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DBI World Conference 2019 - Creating and tracking student growth through the development of local capacity around the child

DBI World Conference 2019
Technology stream: Concurrent session 9E
Presenter: Mark Campano
Topic: Creating and tracking student growth through the development of local capacity around the child

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DBI World Conference 2019 - Creating and tracking student growth through the development of local capacity around the child

  1. 1. Creating And Tracking Student Growth Through The Development Of Local Capacity Around The Child
  2. 2. Greatest Challenge: Differences in who and how we serve them dbi-modules-series-2-protactile-principles/ content/uploads/2017/02/Practice.jpg content/uploads/2013/02/Transition-P2-Handouts.pdf
  3. 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. 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. 5. Collecting Data
  6. 6. Collecting Data Doesn’t Have to Be Difficult
  7. 7. Collection and Aggregation Types Service Provision Documentation Efforts Effects Reporting Input Once Multiple Outputs
  8. 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. 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. 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. 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. 12. Service Provision Structure Stages of Implementation, • Exploration & Adoption • Program Installation • Initial Implementation • Full Operation • Innovation • Sustainability 12
  13. 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. 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. 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. 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. 17. Correlating Your Efforts to Effect Data Through Technology
  18. 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. 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. 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. 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. 22. Database Screenshot Team Member Page
  23. 23. Database Screenshot Service Plan
  24. 24. Database Screenshot Service Plan Evaluations
  25. 25. Database Screenshot Trainings Page
  26. 26. Database Screenshot Training Evaluations
  27. 27. • 8 active contracts • 6 contracts being process • 10 other states asking about “how” 50 states – Beta Version
  28. 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. 29. Thank You For Your Attention and Time