Maximizing Collaboration for Deaf-Blind Learners - PowerPoint Presentation

1. Maximizing Collaboration for Deaf-Blind LearnersNancy Steele, National Center on Deaf-Blindness (NCDB) Rose Moehring, South Dakota Center for Disabilities Deaf-Blind Project Sherri Nelson, North Dakota Dual Sensory Project

2. What is Open Hands, Open Access (OHOA)?In 2012, OSEP requested that modules be made to address recommendations to develop a national open-access intervener-training curriculum that aligns with the Council for Exceptional Children’s Specialization Knowledge and Skill Set for Paraeducators Who Are Interveners for Individuals with Deaf-blindness.A participatory approach was used to create modules. Parents, interveners, teachers, and state Deaf Blind Project staff created the first 4 modules. Those 4 modules were field tested and released to the public in September 2013.

3. A Little History 2014-2015 NFADB (National Family Association for Deaf-Blind) hosted their first cohort for parents.Modules 5-8 were created and field tested. 3 State Deaf-Blind Projects were given copies of Modules 1-4.A Welcome and Orientation Module was created to help participants with technology.A formalized Technical Assistance process was put in place to teach state Deaf-Blind Project how to use Moodle.27 cohorts through Deaf-Blind Projects and 6 University cohorts were trained on how to use Moodle.Moodle Users Group was formed an met quarterly.

4. August 1, 2015- July 6, 2016 71,910 Sessions19.17 pages per Session18:08 minutes per Session

5. A Little History 2015-2016Modules 9-18 were created, field tested and released to the public.40 cohorts by State Deaf-Blind Projects and 10 University cohorts have been copied. Moodle Users Group started sharing how each state is using the modules to implement change in their states. Monthly meetings Modules 19-27 were created and field tested.

6. August 1, 2014-July 31, 201552,526 Sessions19.96 pages per session17:59 minutes per session

7. Open Hands Open Access Modules:Welcome and OrientationAn Overview of Deaf-Blindness and Instructional StrategiesThe Sensory System, the Brain and LearningThe Role of the IntervenerBuilding Trusted Relationships and Positive Self ImageAvailability for LearningUnderstanding Communication PrinciplesEmergent CommunicationProgression from Non-Symbolic to Symbolic Communication and complex languageRoutines for Participation and LearningConcept Development and Active LearningIntervener StrategiesMaximizing Vision and HearingCalendarsIntroduction to Orientation and Mobility for IntervenersOrientation and Mobility in Everyday RoutinesSelf DeterminationSocial SkillsCollaborative Teaming and Family PartnershipsSexualityAssistive Technology and Access to CurriculumValues, Ethics and ProfessionalismTouch for Connecting and LearningTouch for Connection and CommunicationBehavioral and Environmental SupportsTransition to Adulthood and Community LivingIntroduction to Sign Language and BraillePutting It All Together

8. Deaf-Blind Network EffortsApproximately 187 people participated in their creation. During the creation, 3009 videos were collected and edited A minimum of 26,000 hours were spent meeting, planning, and perfecting the modules. Throughout the creation, one and only one goal was anticipated ...… we sought to improve the lives of children and youth who are deafblind.

9. User 4,258 total user accountsOn average, more than 100 new user accounts have been registered every month in 2016.1,079 users have self-enrolled in at least one open, self-paced Master module1,088 course pages32 new cohorts have started working through the modules so far this year

10. OHOA Next StepsRelease Modules 19-27 on September 30, 2016Moodle Users building a question bankSearchable GlossaryExploring options to get CEU’s for Related Service ProvidersSpanish translation of modules

11. The Dakota Cohort: Began in the Summer of 2015State collaboration:South Dakota, Rose Moehring, Project Director, University of South Dakota, Center for Disabilities, Deaf-Blind Project. The Center for Disabilities is a UCED North Dakota, Sherri Nelson, Project Director, employed by the North Dakota School for the DeafUse of NCDB on-line training modules

12. State Demographics: Size: SD: 7581 square milesND: 6900 square miles Population:SD: 858, 469ND: 756,727Largest Cities:SD: Sioux Falls (64,676), Rapid City (73, 569), Aberdeen (28,102), Brookings (23,657, and Watertown (22,073)ND: Fargo (118,523), Bismarck (71,167), Grand Forks (57,011), Minot (49,450), and West Fargo (33,597)A large percentage of residents reside across the state, in small communities or on farms/ranches

13. Educational Demographics: Numbers in special education:SD: 19,423ND: 13,987Number of schools:SD: 151 ND: 181 SD has 14 educational cooperativesND has 31 educational unitsNumber of children on the Deaf-Blind Census: SD: 30ND: 35

14. Interveners in the Dakotas:South Dakota: 3North Dakota: 0Training opportunities for interveners:Utah State University Dakota Cohort

15. Dakota Cohort Training Progression: Summer 2015: Series 1 (modules 1-4)Fall 2015: Series 1 and Series 2 (modules 5-8) Spring 2016: Series 1, 2 and 3 (modules 9, 10, 11 and 13) Summer 2016: Series 1, 2, and 3, and 4 (modules 12, 14, 15, and 16)

16. Credit Options: University of South Dakota Credit (graduate and undergraduate) Interpreter Registered Interpreter of the Deaf Credit (RID)Dakota Cohort Certificates of Completion State level continuing education (SLP, OT, Interpreters) American Speech Hearing Association (ASHA continuing education unit) NCDB Badges

17. Graduate Credit Assignments:Assignments (explore and write 1 page reflection paper): Series 1: Perkins School for the Blind, Barbara Miles Video “Reflections on Deafblindess Hands & Touch”: http://www.perkinselearning.org/videos/webcast/reflections-deafblindness-hands-touch Series 2: Communication Matrix Website: https://www.communicationmatrix.org/Series 3: (2 options)Texas School for the Blind, Calendars Website: http://www.tsbvi.edu/distance/communication/calendars/introduction/ NCDB Literacy Site: http://literacy.nationaldb.org/ Series 4: (3 options): Texas School for the Blind: ADAMLS Document:  http://www.tsbvi.edu/component/content/article?id=4906:adam-lsLearning Media Assessment:  http://www.tsbvi.edu/curriculum-a-publications/3/1037-learning-meadia-assessment-a-resource-guide-for-teachers-2nd-edPerkins School for the Blind:Learning Media Assessment, Web link:  http://www.pathstoliteracy.org/learning-media-assessmentLearning Media Assessment, Presentation by Tom Miller:  http://www.pathstoliteracy.org/resources/learning-media-assessment-tom-miller-7-part-video 

18. Advertisement Efforts: South Dakota: Center for Disabilities website email list serv. Deaf-Blind newsletter Teacher flyerAdministrator flyerFamily flyerUSD summer booklet for teachersSD Department of Education websiteState Interpreter list serv. SD School for the Blind newsletter

19. Advertisement Efforts (2):North Dakota list serv. mailings: Teachers of the Deaf/Hard HearingTeacher of the Visually ImpairedFamily Voices and Pathfinder parent organizations Vocational Rehabilitation Programs statewideNewsletters Early Intervention DirectorsUniversitiesInterpreters

20. Dakota Cohort Summer 2015:Series 1: Adobe Meeting, Welcome and Orientation and Modules 1-4: Number of Registrants: 20 Number of Active Participants: 18Number completing all modules: 11Number receiving university credit: 8Location: SD-4 (Aberdeen & Sioux Falls)ND-14 (Grand Forks, Fargo, Bismarck, Dickinson, Valley City, Mott, Belcourt)Wyoming -1

21. Participant Composition Summer 2015: Profession:Early Interventionist: (2) Special Education Teacher: (5) TVI: (2)TOD: (1) Interpreter: (2)Librarian: (1) Psychologist: (1)SLP: (2)Para Educator: (1) OT: (1)Number of Participants seeking University Credit: 8EI (1),Spec. Ed, (2) TOD (1), TVI (2), SLP (1) O.T. (1)

22. Dakota Cohort Building Capacity Efforts!

23. North Dakota Summer 2015:

24. South Dakota Summer 2015:

25. Surveys:A Scale to Measure Teacher’s Self-Efficacy in Deaf-Blindness Education” (TEDE) by Elizabeth Hartmann (revised version of 22 questions): For Series 1 Participants only Rating Scale: very low, low, 50/50/, high, and very highPre-Test and Post-TestCenter for Disabilities Training Satisfaction Surveys: For all participants to completeSatisfaction Rating Scale: Strongly Agree, Agree, Neural/Not Sure, Disagree, Strongly DisagreeKnowledge Before Training: None, Basic, Intermediate, Advanced, ExpertKnowledge After the Training: Decreased, None, Some, Definite Increase, Substantial Increase

26. Summer 2015 Surveys: Pre-test/Post-Test: (18 participants)Pre-test: 16 respondents—very low/ low responses were obtained in all 22 questions (ranged from 19% to 93%)Post-test: 5 respondents –there were NO very low/low ratings reported on any of the 22 questions; all 22 questions received high or very high ratings. Results: Most significant gains seen in the following areas: Help student’s with Deafblindness enjoy communication and interaction Express views freely on important matters about student's with Deafblindness Build trusting relationship Encourage student’s who are Deafblind to expand their communication Accommodate or adapt lessons for student’s with Deafblindness

27. Summer 2015 Surveys:Center for Disabilities Satisfaction Survey: 5/18 respondedLevel of satisfaction: Strongly Agree/Agree (100%)Knowledge prior to training: Basic (60%), Intermediate (40%)Rate change in knowledge after training: Define increase (100%)Training relevance: Agree/Strongly Agree (100%) Training improved knowledge and skill: Agree/Strongly Agree (100%) Training will likely result in better outcomes: Agree/Strongly Agree (100%)

28. Dakota Cohort Fall 2015Series 1: (Adobe, Welcome & Orientation, Modules 1-4)Number of registrants: 40Number of active participants: 24Number completing modules W&O and 1-4: 14Number completing W&O and 1-2: 4Number completing W&O and other combinations of 1-4: 4Number receiving university credit: 14 (3 took incompletes)Composition: (Special Ed. Teacher 15, Interpreters 5, TOD 1, TVI 2, Early Intervener. 1)Series 2: Modules 5-8 (series 1 is a pre-requisite) Number of registrants: 8Number of active participants: 5Number completing all modules: 4Number completing module 5: 1Number receiving university credit: 4Composition: SLP (1), TVI (1-Wyoming), Spec. Ed.(1), TOD/Interpreter (1)

29. North Dakota Fall 2015:

30. South Dakota Fall 2015:

31. Fall 2015 Surveys: Pre-test/Post-Test: (Series 1 had 25 participants, Series 2 had 5 participants)Pre-test: 29 respondents, very low/ low responses were obtained in all 22 questions (ranged from 37-73%)Post-test: 14 respondents, only 4 of 22 questions had very low/low ratings. Very High responses improved in 16/22 questions Results: Most significant gains seen in the following areas: Motivate students who are DeafblindHelp students who are Deafblind enjoy communication and interaction Express views freely on important matters about children who are Deafblind Build trusting relationship Encourage student‘s who are Deafblind to expand their communication

32. Fall 2015 Surveys (2): Center for Disabilities Satisfaction Survey (Series 1)10/24 Respondents: Level of Satisfaction: Agree/Strongly Agree (100%)Knowledge prior to training: No knowledge (50%), Basic (40%), Intermediate (10%)Rate change in knowledge after training: Definite Increase (50%) Substantial Increase (40%)Training relevance: Agree/Strongly Agree (90%) Training improved knowledge: Agree/Strongly Agree: (90%)Training will likely result in better outcomes: Agree/Strongly Agree (80%)Training was useful to my work: Agree/Strongly Agree (78%)

33. Fall 2015 Surveys: Center for Disabilities Satisfaction Survey (Series 2) 2/5Respondents: Level of Satisfaction: Strongly Agree (100%)Knowledge prior to training: Basic (100%)Rate change in knowledge after training: Definite Increase (50%) Substantial Increase (50%)Training relevance: Agree/Strongly Agree (100%) Training improved knowledge: Strongly Agree: (100%)Training will likely result in better outcomes: Agree/Strongly Agree (100%)Training is useful in my work: Strongly Agree (100%)

34. Dakota Cohort Spring 2016: Series 1: (Adobe, Welcome & Orientation, Modules 1-4)Number of registrants: 41Number of active participants: 33Number receiving university credit: 17 plus 3 working on incompletesParticipant composition: SLP (7), Interpreter (7), Early Childhood (7), Special Ed. (4) TVI (3), TOD (1), University Student (1), Para (3), Administrator (1), PT (1), OT (1)

35. Dakota Cohort Spring 2016: Series 2: Modules 5-8 (series 1 is a pre-requisite)Number of registrants: 12Number of active participants: 10Number receiving university credit: 4Participant Composition: TOD (3), TVI (2), Interpreter (3), SLP (1) and Early Childhood (1)

36. Dakota Cohort Spring 2016 (2): Series 3: (Modules 9-11 and 13)Number of registrants: 7Number of active participants: 6Number receiving university credit: 5Participant composition: TVI (2), TOD (2), SLP (1), and Spec. Ed (1) Three students taking series 1 and 3 at the same time.

37. South Dakota Spring 2016

38. North Dakota Spring 2016:

39. Spring 2016 Surveys: Pre-test/Post-Test: (Series 1 had 33 participants)Pre-test: 7 respondents, a majority rated very low/ low responses in all 22 questionsPost-test: 19 respondents, high/very high responses in all 22 questions. Results: Most significant gains seen in the following areas: Understand students with Deafblindess who are not learningMotivate students who are DeafblindHelp students with Deafblindess enjoy communication and interaction Express views freely on important matters about children who are Deafblind Build trusting relationship Encourage student who are Deafblind to expand their communication

40. Spring 2016 Surveys (2): Center for Disabilities Satisfaction Survey (Series 1) 16/33 Respondents: Level of Satisfaction: Satisfied/Strongly Satisfied (100%)Knowledge prior to training: None (25%), Basic (56%), Intermediate (19%)Training improved overall knowledge: Agree/Strongly Agree (100%)Rate change in knowledge after training: Basic (6%), Intermediate (38%), Proficient (44%), Advanced (13%)Training relevance: Agree/Strongly Agree (100%) Training will likely result in better outcomes: Agree/Strongly Agree (100%)Training is useful in my work: Agree/Strongly Agree (100%)Training is of high quality: Agree/Strongly Agree (100%)

41. Spring 2016 Surveys (3): Center for Disabilities Satisfaction Survey (Series 2) 6/10 Respondents: Level of Satisfaction: Strongly Satisfied (100%)Knowledge prior to training: Basic (80%), Intermediate (20%)Training improved overall knowledge: Agree/Strongly Agree (100%)Rate change in knowledge after training: Intermediate (20%), Proficient (80%)Training relevance: Agree/Strongly Agree (100%) Training will likely result in better outcomes: Agree/Strongly Agree (100%)Training is useful in my work: Agree/Strongly Agree (100%)Training is of high quality: Agree/Strongly Agree (100%)

42. Spring 2016 Surveys (4): Center for Disabilities Satisfaction Survey (Series 3) 6/6 Respondents: Level of Satisfaction: Strongly Satisfied (100%)Knowledge prior to training: Basic (83%), Intermediate (17%)Training improved overall knowledge: Agree/Strongly Agree (83%)Rate change in knowledge after training: Basic (17%), Intermediate (67%), Proficient (17%)Training relevance: Agree/Strongly Agree (82%) Training will likely result in better outcomes: Agree/Strongly Agree (100%)Training is useful in my work: Agree/Strongly Agree (67%)Training is of high quality: Agree/Strongly Agree (100%)

43. Dakota Cohort Summer 2016:Series 1: (Adobe, Welcome & Orientation, Modules 1-4)Number of registrants: 11Number of active participants: 6Number receiving university credit: 2Participant composition: SLP (3), Early Childhood (1), Special Ed. Teacher (1), Special Ed. Teacher/Parent (1)

44. Dakota Cohort Summer 2016 (2):Series 2: (modules 5-8) Note: series 1 is a pre-requisiteNumber of registrants: 18Number of active participants: 17Number receiving university credit: 8Participant composition: SLP (4), Interpreter (4), Early Childhood (2), Special Ed. Teacher (1) TVI (3), TOD (2), Para (1)

45. Dakota Cohort Summer 2016 (3):Series 3: (modules 9,10, 11, 13)Number of registrants: 12Number of active participants: 11Number receiving university credit: 8Participant composition: SLP (2), Interpreter (2), TVI (3), TOD (3), Special Ed. Teacher (1)

46. Dakota Cohort Summer 2016 (4):Series 4: (modules 12, 14, 15, 16)Number of registrants: 7Number of active participants: 6Number receiving university credit: 4Participant composition: SLP (2), TVI (2), TOD (2)

47. North Dakota Spring 2016 (2):

48. South Dakota Spring 2016 (2):

49. Summer 2016 Surveys: Pre-test/Post-Test: (Modules 1-4 only) 7/7 Respondents:Pre-test: higher confidence levels found in this group, which could be due to the fact that some of the participants either work with or are parents of a child with Deaf-Blindness. Highest scores found in 7 questions were ranked 50/50. This does not include 8 that were tied in number with a low rating. Post-test: Not available at this timeCenter for Disabilities Satisfaction Survey: Not available at this time

50. Outcomes:Reaching rural areas of our statesBuilding capacity of Deafblind Projects Increasing umber of participantsTrained over 150 people in SD and ND Five participants completed all 4 series (over 120 hours) North Dakota 3South Dakota 1Wyoming 1Some participants connected with NCDB and helped develop and field test modules

51. Feedback for Participants: “Loving these modules! Wish we would have had training like this while working on my Masters” “I know this experience has made me a better teacher.”“I highly recommend this training for anyone in the education field.”“LOVE,LOVE, LOVE the information I am learning.”“What an eye opening experience.”

52. Feedback from Participants:“I participated in the first four OHOA Modules over the summer, and it was a valuable experience for me. My experience with students who have dual-sensory loss is limited, but the learning activities and insights that the modules provided are useful for every educator, and I learned tools and methods that will make me a better educator for every student. I especially enjoyed the discussions that occurred between the participants, as well as the activities that required us to share our ideas and questions with colleagues, even if they were not enrolled in the Modules. I’m sure we learned as much from each other as we did from the material itself. I plan to continue making my way through the modules, and even if my experiences with students who have dual-sensory loss is small, I know having this experience has made me a better educator.” School for the Blind Librarian

53. Feedback from Participants: “I recently participated in the taking of modules for the DB Project. These modules are packed with loads of information as it relates to this low incidence population of students receiving services in special education. The modules are easy to follow, show real hands-on taped lessons and make learning such specialized instruction fun and engaging!!! Many of the examples and lessons contained within the modules can be applied to working with other special education students as well! The modules all follow a similar format and build knowledge in digestible bites to assist with their understanding! I found it an easy, affordable way to attain graduate and continuing education credit for licensure. There are so few opportunities to find credit opportunities that apply to such a specific area. While the modules are aimed at training in becoming an intervener, they provide so much more, as anyone in the area of special education knows, it takes a TEAM for student achievement and success. I am currently working on the next set of modules and because they are offered online, you can work at your own pace, and be successful. I would encourage more people to partake in these modules. What an eye-opening experience!!!” Teacher of the Visually Impaired

54. Feedback from Participants (2):“The Training has been an exceptional learning experience. As a new early intervention professional, I had very little experience working with the deaf-blind population before starting the co-hort. I can now say I feel prepared to teach and assist in the learning process of individuals with deaf-blindness. These modules not only provide you with valuable information and research on educating the deaf-blind population, but with hands-on learning. The hands-on simulations you complete helps put the information being presented into real life application. Whether you have experience or do not have experience in working with individuals who are deaf-blind, I highly recommend this training for anyone who is in the education/special education field.” Residential Setting Early Interventionist

55. Feedback from Participant:In response to taking more modules in the series we provide “I really would like to, at some point, complete all the modules you are going to make available; however, I was hoping you would continue to offer them each semester, so students could take a semester off if they needed to, but resume again the next. I took on WAY too much this fall (these modules, a book study, teaching a class at church, etc.), besides work, so thinking I may need a break this spring semester. LOVE, LOVE, LOVE the information I am learning through these modules though, and would definitely continue taking them, no matter when they are available.”Speech Language Therapist

56. What Worked: NCDB:High Quality ContentTechnical SupportMoodle SupportCredit options Co-Host BackgroundsTargeted FlyersTip Sheet

57. Challenges: Working with adult learners: Diverse backgroundsVarying computer abilitiesDiverse working habitsGetting interveners and parent participationProviding accessibility Adhering to University guidelinesCollecting and analyzing data

58. Lessons Learned: Ongoing communication with co-host is essential!!Need a monitoring formProvide immediate feedback and reminders on assignmentsSend mass updates weekly to participants (award badges)Provide immediate trouble shootingUse discussion board for introduction (Welcome and Orientation)Require Series 1 be completed before any other seriesDuring registration, ask for profession in order to keep track of participant background, assist in knowing participant background and helping them

59. Lessons Learned (2): Post examples of assignments if neededManage workload (keep first and last week free)Use Adobe room meeting to explain/demonstrate process and understand expectations Ensure participants know time commitment and expectationsOngoing persistence is needed for survey completion

60. Dakota Cohort Trends and Future: Trends:Groups of teachers from same school working togetherSchools willing to pay or provide time for completion of the modulesIncreased participation from parentIncreased participation from Intervener or potential intervenersFuture Plans:Continue Series 1-4, and add more options down the roadPursue Teacher of Deaf-Blind endorsement

61. Questions:Meeting the needs of learners who live in rural settings can be an enormous challenge to technical assistance providers. 1) In what ways can technical assistance projects use technology to connect families to needed support and training? 2) Connect service providers to needed support and training?

62. Rose Moehring: PH: 605-357-1437 or Email: rose.moehring@usd.eduSherri Nelson: PH: 701-239-7376 or Email: shnelson@nd.gov Nancy Steele: PH: 516-393-8007 or Email: nancy.steele@hknc.org Questions?