from deliberate to dynamic:
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From Deliberate to Dynamic:. Jay Gense , Jon Harding (NCDB) Katie Humes (WA DB project), Susan Edelman (VT DB project) Session #. How TA projects are using tech to increase efficiency, improve outcomes, and transform service delivery. The challenge of complex children. (OSERS, 2010). - PowerPoint PPT PresentationTRANSCRIPT
2012 OSEP Leadership ConferenceLeading Together to Achieve Success from Cradle to Career
From Deliberate to Dynamic:
How TA projects are using tech to increase efficiency, improve outcomes, and transform service delivery.
Jay Gense, Jon Harding (NCDB) Katie Humes (WA DB project), Susan Edelman (VT DB project)Session #
The challenge of complex children
SEPARATE PLACEMENTS: • 33.9% of students with DB & 45.1% of students with multiple disabilities were being
served outside the regular class more than 60% of the day
MORE DEMANDS ON TEACHERS:• Nearly 80% of SPED teachers were serving students with 2 or more primary
disabilities.• 32% were serving students with four or more primary disabilities.
LESS SUPPORTS:•Only 37% of LEAs provide hearing/audiology services•Only 26% of LEAs offer vision services
(OSERS, 2010)
“Deliberate” models of TA
Frustration
URGENT request for
help
On-site visit by “expert”
A crowd gathers
Assessments are conducted
Reports are created
Hope for change!
Why adopt a new TA model?
Increased demand for Technical Assistance
Expense of on-site TA
Limited resources (time, money,
personnel)
Teachers need time to practice,
observe, and reflect
OSEP encouragement
Limited effectiveness of
traditional models
Innovation is necessary!
To Recap:
Complex children in rural
settings
Lack of trained personnel
Shrinking TA resources
A need to innovate!
The “Dynamic” approach: Distance Mentorship
http://www.news.ku.edu/2011/september/26/deafblind.shtml
Field-initiated practice Phase I research
Innovative Model + Implementation
Distance Mentorship
Video Clips
Web Conf
Wiki
DB Content
Improved Outcomes for children@ families
Installation
Initial Implementation
Full Operation
National ImplementationResearch Network
NCDB facilitates a CoP
NCDB
WA
NEC
ID
VT
TX
GA
Learn
ImplementShare
Improve
DM CoP
Not just for students with Deaf-Blindness!
• TBI• Autism
Cognitive
Washington State Project:
Distance Mentorshi
p
Distance Mentoring Components
Video Capture & Share
“Team Toal” Google Site
Washington:Early Intervention Team
Brielle
Renton Cheney
Bellingham
KentAuburn
Washington (Early Intervention Team)
“Team Jacob” Google Site
Lessons Learned
• Distance Mentoring is a cost-effective way to provide specialized support for teams
• The model can be adapted to fit needs of teams
• Keeps team members on same page• Creates a permanent record of student
progress and programming for current/future teams
• Pulls together elements into a cohesive process
For High Tech, This is Relatively Low Tech!
Hmm…
“……now that our IT team is on board,
this Distance Consultation just might work. . .”
“We’re excited to get started this fall!”
Auburn S.D. Team:Staff & Parent
Vermont Project
• Distance Technology Initiatives
VT I-Team
Serving children with significant and multiple disabilities, their families and teams since 1977
A look at our state
Need for Distance Technology in VT
• Geography• Limited resources
– I-Team level funded for years– VSAP grant small
• Inclusion– History of serving children in
home schools
Elements of VSAP Distance Technical Assistance Initiative
– Video capture using VIMEO– Web conferencing using Adobe Connect Pro– Online communication interaction using Wiggio
Same Elements, Different Tools
Shelby and Ashlynn
Collaboration in Distance Technology is Key to Impact on Systems in VT
• Build on past successes• Interagency collaboration• Multi-state collaboration
Questions
• How might this model be adapted and utilized by other agencies to support teachers in working with students who are complex?
• How might Part B and Part C leadership promote the use of these innovative delivery systems in their schools or EI settings?