System reform System reform through through

collaborative collaborative transformationtransformation

National Agenda Summit National Agenda Summit 20082008

MontanaMontana

After the Summit 2004After the Summit 2004

No answersNo answers

Great direction!Great direction!

Developing the Roundtable Developing the Roundtable

NC CARENC CARE

North Carolina Communication and North Carolina Communication and Access Rights in Education for Access Rights in Education for Children who are Deaf and Hard of Children who are Deaf and Hard of HearingHearing

Composed of over 35 membersComposed of over 35 members Began work in 2005Began work in 2005

CompositionComposition

Parents Parents TeachersTeachers OES and NC DPI – Education agenciesOES and NC DPI – Education agencies VR, Mental Health, EDHI, VR, Mental Health, EDHI, NCAD and NCHLANCAD and NCHLA Organizations- BEGINNINGS, CASTLEOrganizations- BEGINNINGS, CASTLE Universities Programs for teacher Universities Programs for teacher

training and interpreter training training and interpreter training programsprograms

Who’s chief? Who’s chief?

All of us!

Developing NC’s ReportDeveloping NC’s Report

Facilitation of initial meetingFacilitation of initial meeting

NDEP involvementNDEP involvement Coming to consensus on how to develop Coming to consensus on how to develop

our planour plan Divided into 8 Goal workgroupsDivided into 8 Goal workgroups Examine each of the strands under each Examine each of the strands under each

goal through 3 lenses.goal through 3 lenses.

Three LensesThree Lenses

Where is NC now?Where is NC now?

Where are NC’s weaknesses?Where are NC’s weaknesses?

What are our recommendations to What are our recommendations to improve those weaknesses?improve those weaknesses?

Developing our reportDeveloping our report

Due out this summerDue out this summer

A living documentA living document

Building support for the goals at Building support for the goals at hand.hand.

Goal 1: Early Goal 1: Early Identification and Identification and

InterventionIntervention

Families of deaf and hard of hearing Families of deaf and hard of hearing infants will be provided, at the infants will be provided, at the earliest possible moment after the earliest possible moment after the birth of the child:birth of the child:

ScreeningScreening Appropriate identificationAppropriate identification InformationInformation ServicesServices

Current Practices in North Current Practices in North CarolinaCarolina

IdentificationIdentification ReferralReferral AssessmentAssessment ServicesServices

Strengths in the 0-5 Strengths in the 0-5 Programs in North CarolinaPrograms in North Carolina

The NC Early Intervention The NC Early Intervention Program:Program:

Is one programIs one program All teachers are licensed Teachers of the DeafAll teachers are licensed Teachers of the Deaf Has a thorough assessment protocolHas a thorough assessment protocol Is involved in Local Interagency Coordinating Is involved in Local Interagency Coordinating

Councils throughout the stateCouncils throughout the state Has a strong parent involvement and training Has a strong parent involvement and training

componentcomponent Works collaboratively with the CDSAs, CHACs, Works collaboratively with the CDSAs, CHACs,

BEGINNINGS and Audiologists BEGINNINGS and Audiologists Encourages parents to become their child’s best Encourages parents to become their child’s best

teacherteacher All communication options are offered and respectedAll communication options are offered and respected Makes sure at age 3 that services are in place in the Makes sure at age 3 that services are in place in the

LEAs before suspending servicesLEAs before suspending services

Assessment ProtocolAssessment Protocol

Early I ntervention Assessment Protocol

Due at Initial Rossetti PLS-4 Auditory Skills Program Placement I-T Speech Inventory MacArthur-Bates Bloom and Lahey Auditory Learning Guide Sign Skills Assessment Report

Due at Mid-Year Rossetti I/T Speech Inventory MacArthur-Bates Progress on ALG Progress on Bloom and Lahey Progress on Auditory Skills Placement Sign Skills Assess. IFSP Review/Update Progress Report

Due at the Annual Rossetti PLS-4 I/T Speech Inventory MacArthur-Bates Progress on ALG Progress on Bloom and Lahey Progress on Auditory Skills Placement Sign Skills Assess. IFSP Update Progress Report

Due at Transition Rossetti PLS-4 I/T Speech Inventory MacArthur-Bates Progress on ALG Progress on Bloom and Lahey Progress on Auditory Skills Placement Sign Skills Assessment IFSP Update EVT PPVT (optional) Progress Report

The North Carolina Public The North Carolina Public Schools 3-5 Services:Schools 3-5 Services:

Makes sure IEPs are written by age 3Makes sure IEPs are written by age 3 The larger LEAs have a variety of The larger LEAs have a variety of

services and options available for services and options available for childrenchildren

Is involved in Local Coordinating Is involved in Local Coordinating Councils throughout the stateCouncils throughout the state

Staffs strive to find appropriate services Staffs strive to find appropriate services and resources for children and families and resources for children and families when they are not offered locallywhen they are not offered locally

Preschool ServicesPreschool Services

Statewide there are at least:Statewide there are at least: 3 Colleges and Universities with 3 Colleges and Universities with

Education of the Deaf programsEducation of the Deaf programs 5 Colleges and Universities with 5 Colleges and Universities with

interpreter training programsinterpreter training programs Many larger communities have Many larger communities have

strong family support groupsstrong family support groups

GapsGaps

Critical Mass is problematic in rural Critical Mass is problematic in rural countiescounties

There are 115 LEA’s with no systematic There are 115 LEA’s with no systematic provision of servicesprovision of services

LEAs often provide services based on LEAs often provide services based on availability of staffavailability of staff

Parent empowerment and trainingParent empowerment and training 3-5 year olds are not evaluated as often as 3-5 year olds are not evaluated as often as

needed to measure progress or lack of needed to measure progress or lack of progressprogress

5% of newborns are not initially tested may 5% of newborns are not initially tested may fall through the cracksfall through the cracks

LEAs understanding of hearing losses LEAs understanding of hearing losses sometimes limitedsometimes limited

Early Intervention teachers are not usually Early Intervention teachers are not usually on the initial IEP teamon the initial IEP team

There is no systematic way to identify There is no systematic way to identify children with a hearing loss beyond newborn children with a hearing loss beyond newborn screeningscreening

LEAs often do not share resources or LEAs often do not share resources or regionalize servicesregionalize services

Appropriate methods of teaching non-Appropriate methods of teaching non-speaking deaf and hard of hearing children speaking deaf and hard of hearing children is still being debatedis still being debated

Medical communities do not fully understand Medical communities do not fully understand communication options for children, nor do communication options for children, nor do they always recognize the signs of hearing they always recognize the signs of hearing lossloss

RecommendationsRecommendationsFamilies:Families:

Will be provided with unbiased and Will be provided with unbiased and complete information from the medical, complete information from the medical, educational and other allied fields on all educational and other allied fields on all language and communication optionslanguage and communication options

Will receive ongoing training to support Will receive ongoing training to support their communication choicestheir communication choices

Will be connected with others who use Will be connected with others who use the same mode of communicationthe same mode of communication

Recommendations, Cont…Recommendations, Cont… Develop regional preschool programs to Develop regional preschool programs to

address the special needs of children with address the special needs of children with hearing loss and to provide age hearing loss and to provide age appropriate language models appropriate language models

Publish Resource Guide for Programs for Publish Resource Guide for Programs for Children with Hearing Loss and Their Children with Hearing Loss and Their FamiliesFamilies

Increase public understanding of hearing Increase public understanding of hearing loss in children loss in children

Educational entities will provide Educational entities will provide information and training to the medical information and training to the medical communitiescommunities

Goal 2: Goal 2: Communication, Communication,

Language, & Language, & LiteracyLiteracy

The fundamental The fundamental importance of, and human importance of, and human right to, the development right to, the development of appropriate of appropriate communication and communication and language skills. language skills.

Three Essential Three Essential Components in Components in

Children’s EducationChildren’s Education

Effective Communication/Language Effective Communication/Language AssessmentAssessment

Direct, on-going and rich Direct, on-going and rich accessaccess to to communication and language with communication and language with peers and staffpeers and staff

Communication/language Communication/language developmentdevelopment

Language FoundationLanguage Foundation

Without a language Without a language foundation a student simply foundation a student simply cannot learn and certainly cannot learn and certainly cannot understanding of cannot understanding of content areas. This gap only content areas. This gap only grows wider as the child grows wider as the child becomes older.becomes older.

North Carolina Deaf North Carolina Deaf EducationEducation

AccessAccess varies greatly across the varies greatly across the state.state.

ChoicesChoices in communication and in communication and instructional programs limited by instructional programs limited by the size of LEA. the size of LEA.

Lack of critical mass of age and Lack of critical mass of age and language peers (signed or spoken language peers (signed or spoken language).language).

PedagogyPedagogy

A great variation in A great variation in both both communication communication modes and modes and languages that languages that deaf and hard of deaf and hard of hearing use.hearing use.

Current Current programmatic programmatic options are limited.options are limited.

Many students Many students are not served are not served effectively.effectively.

Accessing and Accessing and developing developing communication communication and language. and language.

Most at basic Most at basic level!level!

TechnologyTechnology Role of technology Role of technology

impacting on impacting on child’s ability to child’s ability to access a truly access a truly appropriate appropriate communication communication and language-and language-appropriate appropriate educational educational program.program.

Full range of Full range of technological needs technological needs be assessed and be assessed and addressed. addressed.

Lack of consistent Lack of consistent use of state of the use of state of the art amplification art amplification systems such as systems such as digital hearing aids, digital hearing aids, cochlear implants, & cochlear implants, & FM system.FM system.

Adequate InformationAdequate Information

Insufficient information re: hearing loss, Insufficient information re: hearing loss, residual hearing, communication modes, residual hearing, communication modes, & language of deaf and hard of hearing & language of deaf and hard of hearing children in NC. children in NC.

Lack of assessment and development of Lack of assessment and development of communication mode and languagecommunication mode and language

Information from the Early Intervention Information from the Early Intervention to Preschool to Elementary to High to Preschool to Elementary to High School. A need for a Communication School. A need for a Communication Profile…Profile…

AssessmentAssessment

Knowledge is important. Knowledge is important. Know student’s communication Know student’s communication

and language skills for language and language skills for language readinessreadiness

Inconsistent and inappropriate Inconsistent and inappropriate approach to communication and approach to communication and language assessment in NC. language assessment in NC.

Program Choice & Program Choice & OptionsOptions

IDEA requires that every child in IDEA requires that every child in special education have a “full range” special education have a “full range” of program options. of program options.

Yet, many deaf and hard of hearing Yet, many deaf and hard of hearing children in the public schools and children in the public schools and the schools for the deaf are limited the schools for the deaf are limited in their “access” to programs in in their “access” to programs in which they can easily and fluidly which they can easily and fluidly communicate with peers and staff.communicate with peers and staff.

Program Choice & Program Choice & OptionsOptions

There is not full range of There is not full range of communication/language communication/language appropriate programs in appropriate programs in NC. NC.

North Carolina LEAsNorth Carolina LEAs

0

10

20

30

40

50

60

70

Number of Students

1-10 Students11-20 Students21-40 Students41-70 Students71+ Students

NC LEAsNC LEAs

Most LEAs are rural and have less than Most LEAs are rural and have less than 10 students.10 students.

75% of NC LEAs are in need of support 75% of NC LEAs are in need of support to best serve Deaf and hard of hearing to best serve Deaf and hard of hearing children.children.

Most do not have the human resources Most do not have the human resources needs.needs.

Some LEAs offer limited programmatic Some LEAs offer limited programmatic options (Oral or Manual)options (Oral or Manual)

NC Rural LEAsNC Rural LEAs

Deaf and HoH Students in Deaf and HoH Students in generic classes with children generic classes with children who are developmentally who are developmentally delayed: behaviorally delayed: behaviorally troubled. troubled.

Training & PersonnelTraining & Personnel

Educators, audiologists, psychologists, Educators, audiologists, psychologists, & other support personnel NEED & other support personnel NEED training in evaluation and provision of training in evaluation and provision of communication and language to Deaf communication and language to Deaf and Hard of Hearing Children. and Hard of Hearing Children.

Many of them can not communicate Many of them can not communicate effectively and directly with children. effectively and directly with children.

Lack of educational audiologists, Deaf Lack of educational audiologists, Deaf educators, interpreters, and language educators, interpreters, and language facilitators: A huge problem in NCfacilitators: A huge problem in NC

LiteracyLiteracy

Strong communication and language Strong communication and language skills = stronger literacy skillsskills = stronger literacy skills

Deaf children lag behind their hearing Deaf children lag behind their hearing peers by 28% on their End of Grade peers by 28% on their End of Grade Reading tests.Reading tests.

IEPs do not address literacy issuesIEPs do not address literacy issues Schools do not understand how to use Schools do not understand how to use

visual and auditory approaches to visual and auditory approaches to reading programs. reading programs.

Educational Paradigm Educational Paradigm Change Required!Change Required!

Quality, communication and Quality, communication and language-driven education language-driven education programs are needed. programs are needed.

National AgendaNational Agenda The National Deaf Education The National Deaf Education

Project's Statement of PrincipleProject's Statement of Principle NASDSE GuidelinesNASDSE Guidelines

Educational Paradigm Educational Paradigm Must Shift.Must Shift.

Communication & Language Communication & Language AssessmentAssessment

Communication ProfileCommunication Profile Communication PlanCommunication Plan Communication AccessCommunication Access Communication DevelopmentCommunication Development Regional ServicesRegional Services Training & EducationTraining & Education

Communication & Communication & Language AssessmentLanguage Assessment

Assessment must be appropriate and Assessment must be appropriate and provided at the earliest possible moment provided at the earliest possible moment in the child’s life. in the child’s life.

Must have a consistent assessment Must have a consistent assessment procedure with appropriate assessment procedure with appropriate assessment tool used at least on a yearly base.tool used at least on a yearly base.

Deaf.net provides a comprehensive guide Deaf.net provides a comprehensive guide along with recommended assessments.along with recommended assessments.

Children with additional disabilities must Children with additional disabilities must be assessed as well.be assessed as well.

Communication ProfileCommunication Profile

Complete an annual Communication Complete an annual Communication Profile for every child with hearing Profile for every child with hearing loss.loss.

Communication profile will aid the Communication profile will aid the development of appropriate IFSP or development of appropriate IFSP or IEP on their communication and IEP on their communication and language skills. language skills.

Monitor age-appropriate English Monitor age-appropriate English skill progress for every childskill progress for every child

Communication PlanCommunication Plan

Plan to be included and attached to the Plan to be included and attached to the student’s IEP which contains detailed student’s IEP which contains detailed information:information:

Regarding the student’s communication Regarding the student’s communication and language level and language level

His or her communication and language His or her communication and language needs and needs and

How s/he will be provided communication How s/he will be provided communication and language development and access.and language development and access.

Communication AccessCommunication Access

Full communication access should Full communication access should be available for all students with be available for all students with hearing loss. hearing loss.

All subject areas should be taught in All subject areas should be taught in a language that deaf and hard of a language that deaf and hard of hearing students can understand.hearing students can understand.

Communication AccessCommunication Access

Program must hire fully qualified Program must hire fully qualified interpreters, transliterates, and language interpreters, transliterates, and language facilitators, facilitators,

Critical mass of age and language peers, Critical mass of age and language peers,

Teachers who can communicate proficiently, Teachers who can communicate proficiently,

Access to all language/communication in Access to all language/communication in school.school.

Communication Communication DevelopmentDevelopment

Deaf and Hard of Hearing students Deaf and Hard of Hearing students must develop:must develop:

Age appropriate communication and Age appropriate communication and language skills. language skills.

Interpersonal and academic Interpersonal and academic communication and language skills, communication and language skills, expressive and receptive skills, expressive and receptive skills, functional language skillsfunctional language skills

Goal 3: Collaborative Goal 3: Collaborative PartnershipsPartnerships

CollaborationCollaboration

TransitionTransition

ServicesServices

Developing goals that improve Developing goals that improve connections!connections!

Improving Our Continuum Improving Our Continuum of Servicesof Services

Necessary to fill in the gaps that Necessary to fill in the gaps that exist in NCexist in NC

Placement for children is either Placement for children is either inclusion or School for the Deaf inclusion or School for the Deaf with very little betweenwith very little between

Parent-School Parent-School CollaborationCollaboration

A parent perspectiveA parent perspective

Goal 4:Goal 4:System Responsibility: System Responsibility:

Accountability, High-Stakes Accountability, High-Stakes Testing, Assessment, and Testing, Assessment, and

Standards-Based Standards-Based EnvironmentsEnvironments

What is working now in NC?

NC has developed a communication profile for the IEP

NC has a variety of placements available in the continuum of services

3 strong programs for training HI teachers

Outreach for HI teachers across the state Multiple resources for training for

professionals

NC’s Biggest Room? NC’s Biggest Room?

The Room for The Room for ImprovementImprovement

NC lacks strong leadership NC lacks strong leadership in accountability issuesin accountability issues

Need more training for teachers in Need more training for teachers in using/interpreting test resultsusing/interpreting test results

Need nationally HI-normed tests for use Need nationally HI-normed tests for use as acceptable alternatives to state testsas acceptable alternatives to state tests

Need consistent testing standards for Need consistent testing standards for students using ASLstudents using ASL

Need tests and procedures that are Need tests and procedures that are more individualized to each student’s more individualized to each student’s unique profileunique profile

Testing drives Testing drives ALL ALL students’ students’ educational experiences in educational experiences in

NCNC No awareness of need for alternative No awareness of need for alternative

tests/testing situation for ECtests/testing situation for EC Use of state test results the same for EC as Use of state test results the same for EC as

for non-disabled peersfor non-disabled peers Gateways and promotion are driven primarily Gateways and promotion are driven primarily

by testingby testing D/HH students suffer because they are tested D/HH students suffer because they are tested

on grade level curriculum, usually above on grade level curriculum, usually above their language leveltheir language level

D/HH students who have language delays D/HH students who have language delays cannot be excused from testing for 2 years cannot be excused from testing for 2 years like their ESL peerslike their ESL peers

What NC needs nowWhat NC needs now Mandatory use of the communication profileMandatory use of the communication profile Differentiation of testing protocol based on the Differentiation of testing protocol based on the

communication profilecommunication profile Formal research regarding students with hearing loss, Formal research regarding students with hearing loss,

their progress on state mandated testing, and the their progress on state mandated testing, and the programs availableprograms available

Assurance of equal access to programming and fair Assurance of equal access to programming and fair testing procedurestesting procedures

Programmatic regionalization to achieve more services Programmatic regionalization to achieve more services along the continuumalong the continuum

School psychologists with more training related to the School psychologists with more training related to the comprehensive evaluation of students with hearing losscomprehensive evaluation of students with hearing loss

A case management approach to serving all EC A case management approach to serving all EC students to ensure that a 360 degree picture of the students to ensure that a 360 degree picture of the student is matched with appropriate servicesstudent is matched with appropriate services

Goal 5: Placement and Goal 5: Placement and ProgramsPrograms

Current practice in NCCurrent practice in NC

LEAs vary in services and programs LEAs vary in services and programs depending on geographic location and depending on geographic location and proximity to major urban cities (75% proximity to major urban cities (75% of students are located in rural areas)of students are located in rural areas)

Two (2) residential schools, K-12 – Two (2) residential schools, K-12 – one in eastern N.C. and one in one in eastern N.C. and one in western N.C.western N.C.

Full continuum is offered in N.C. but Full continuum is offered in N.C. but not always accessible to all studentsnot always accessible to all students

GapsGaps

Not all LEAs provide a full range of Not all LEAs provide a full range of placement optionsplacement options

Programs and services tend to drive Programs and services tend to drive placement vs. language and placement vs. language and communication needs driving placementcommunication needs driving placement

LEA is single portal of entry for studentsLEA is single portal of entry for students Resource limitation personnel, critical Resource limitation personnel, critical

mass of peers, agencies, etc.mass of peers, agencies, etc.

RecommendationsRecommendations Develop systematic plan to make Develop systematic plan to make

language/communication needs drive language/communication needs drive placement, not programsplacement, not programs

Communication planCommunication plan Checklist of recommended Checklist of recommended

accommodations /modifications specific to accommodations /modifications specific to students with hearing lossstudents with hearing loss

Train LEA’s in LRE for students with Train LEA’s in LRE for students with hearing losshearing loss

Referral to residential schools consider Referral to residential schools consider parental choiceparental choice

Focus training on the comprehensive needs Focus training on the comprehensive needs of the childof the child

Services in Rural NC Services in Rural NC LEAsLEAs

Services in Rural NC Services in Rural NC LEAsLEAs

BackgroundBackgroundPersonal InterestPersonal InterestQuestionnaireQuestionnaire

QuestionnaireQuestionnaire

16-20 questions pertaining 16-20 questions pertaining to issues pertinent to rural to issues pertinent to rural areas and servicesareas and services

11 responses11 responses 3 main topics3 main topics

Human ResourcesHuman Resources Teachers D/HH 8 = Itinerants; 2 = PreschoolTeachers D/HH 8 = Itinerants; 2 = Preschool

Audiologist Audiologist 5 = contracted; 5 = contracted;

Speech-Language Therapist- Speech-Language Therapist- 7 of 11 did not mention SLP Services7 of 11 did not mention SLP Services

Educational Interpreter- 7 of 11 LEAs have Educational Interpreter- 7 of 11 LEAs have interpreters (5 interpreters (5 counties all passed EIPA)counties all passed EIPA)

Language Facilitator- 4 of 11 counties (no Language Facilitator- 4 of 11 counties (no specific training or qualifications for various specific training or qualifications for various grades- preschool through 6th)grades- preschool through 6th)

ConcernsConcerns

Funding for materials, equipment and staff.Funding for materials, equipment and staff. Hiring and keeping qualified staff.Hiring and keeping qualified staff. Isolation of students and professional staff.Isolation of students and professional staff. Lack of planning and direct service time for Lack of planning and direct service time for

individual students due to travel time, individual students due to travel time, caseload, and number of schools.caseload, and number of schools.

Lack of continuous, appropriate services Lack of continuous, appropriate services from preschool through graduation (ages 3-from preschool through graduation (ages 3-5 especially).5 especially).

Low parent participation Low parent participation

NeedsNeeds LEAs say educational needs are not being metLEAs say educational needs are not being met Ages 3-5 have the most needs ( 7 of 11)Ages 3-5 have the most needs ( 7 of 11) More personnel so more direct services can be More personnel so more direct services can be

givengiven More workshops pertaining to field in rural areas More workshops pertaining to field in rural areas Administrative support from DPI down to school Administrative support from DPI down to school

principals ( 3 of 11)principals ( 3 of 11) Access to others teachers for deaf/hard of hearing Access to others teachers for deaf/hard of hearing

(regional meetings, continuation of DPI’s Listserv, (regional meetings, continuation of DPI’s Listserv, symposium,…)symposium,…)

FundingFunding Combined resources (satellite/regional sites, Combined resources (satellite/regional sites,

cluster-based programs, neighboring systems that cluster-based programs, neighboring systems that have personnelhave personnel))

QuestionsQuestions