U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart PR/Award # (11 characters): H326T

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1 U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart PRAward # (11 characters): H326T SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.) 1. Project Objective [ ] Check if this is a status update for the previous budget period. Objective 1. Collaborate with state and local agencies to identify, refer, and track children with deaf blindness from birth through 21 years of age. Objective 1 stated here Include in the table below the program and project measures that align with the Project Objective (e.g., Project Objective 1). There may be multiple project measures and program measures for each objective. 1.a. Performance Measure Measure Type Quantitative Data Common Project Measure 1: Percentage change in the number of children newly identified during the project period. For all Common Project Measures, insert Common Project Measure 1-7 in the title of the measure 999 Enter 999 in the raw number 999 boxes for target and actual data for all Common PROJ measures in b. Performance Measure Measure Type Quantitative Data (Sample) Percentage increase in dissemination of information on identification and referral Enter the Target and Actual data in boxes for PROJ 1.c. Performance Measure Measure Type measures. For PROJ Quantitative measures, Data enter a raw number AND percentage. (Sample) Staff presentations will result in a percentage increase in awareness of best practices for students with dual sensory impairment % 1

2 1.d. Performance Measure Measure Type Quantitative Data Include all additional project measures for Objective 1 in additional boxes Explanation of Progress (Include Qualitative Data and Data Collection Information) 1.a. this is a common project measure which will be fully implemented in The project measure consists of all newly identified children with deafblindness, cumulative count from beginning of Project Year 1, divided by the total number of children with deafblindness in the state from the prior year s child count, minus children who have died, left the state, or reached age 23. Calculation: Percent change = (1a-1b)1b * 100 1a a. Number of children newly identified as deafblind this year on NCDB National Child Count: 1a b.total number of children on the NCDB National Child Count: The target may be set based on the federal deafblind census, which indicates that the prevalence rate of deafblindness is approximately 1.56 children per 1,000 in special education nationwide. 1.b.(Sample Description): Data is to be collected as project staff disseminate information on identification and referral through meetings, child observations, s, texts, phone calls, and websites. Staff attended six (6) meetings and conducted 27 observation visits relating to identification of children as deafblind. In addition staff exchanged 110 s, and held 25 phone calls to assist in identification.of students. This represented a 10 percent increase in dissemination efforts over the prior year (120) Calculation: Percent change = (1a-1b)1b * 100 1b a. Number of dissemination events in current project period: _143 1b b.number of dissemination events in prior project period: _120 1.c. (Sample Description) In this reporting period Project staff disseminated rating forms after 4 presentations (: 3t o medical residents at Children's Hospital, one (1) to graduate students in the Audiology program at State University). A total of 55 rating forms were returned.of these, 42 reflected an increase awareness of dual sensory impairment. Calculation: Percentage compared to target (last year) = (1ca)1cb * 100 1c a. Number of surveys reflecting increased awareness in current project period: _42 1c b.number of surveys returned during the current project period: _55 2

3 PRAward # (11 characters): H326T U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.) 2. Project Objective [ ] Check if this is a status update for the previous budget period. Provide service providers with an array of technical assistance and professional development activities that incorporate evidence-based and promising practices in the education of students who are deafblind, promote academic achievement, functional outcomes, and access to the general education curriculum. Objective 2 stated here 2.a. Performance Measure Measure Type Quantitative Data Common Project Measure 2: Percentage of intensive child-specific Target Actual Performance Data TA plans for children who are deafblind in grades K-12 which include strategies to help those children access the general education Number target and actual % data Number for all Common Ratio PROJ measures % in PROJ Ratio Enter 999 in the raw number and percentage boxes for curriculum % b. Performance Measure Measure Type Quantitative Data Common Project Measure 3: Percentage of intensive child-specific TA plans for children who are deafblind (all ages) that include strategies to help the child s education team implement an appropriate communication system and intervention. Ratio Number Enter 999 % in the Number raw number Ratio and percentage % boxes for target and actual data for all Common PROJ measures in a. This is a common project measure for which data will be partially implemented in fiscal year Calculation: Percent = 2a a 2a b *100 1 Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child. An IEP must take into account a child s present levels of academic achievement and functional performance, and the impact of that child s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities. The state, is permitted to define alternate academic achievement standards for children with the most significant cognitive disabilities. Source: U.S. Department of Education Office of Special Education and Rehabilitative Services. (2015, November 16). OSERS Policy Guidance on Free Appropriate Public Education. 3

4 2b. This is a common project measure for which data will be partially implemented in fiscal year Calculation: 2b(a)2b(b)*100. (continued next page) Note: When collecting this measure, ensure that when you have determined that a communication system is not required by a deafblind student that you have documentation that the child does not need these strategies (e.g., because they re already in place and working well) Calculation: 2b.a. Number of intensive child-specific TA plans for children who are deafblind (all ages) conducted this year that include strategies to help the child s education team implement an appropriate communication system andor intervention for children who require them. 2b b.. Total number of intensive child-specific TA plans (all ages) conducted by the SDBP this year: 4

5 PRAward # (11 characters): H326T c. Performance Measure Measure Type Quantitative Data The percentage of Technical Assistance and Dissemination services deemed to be of high quality by an independent review panel of experts qualified to review the substantive content of the products and services. Note this is Program measure #1. Make sure to develop and list an aligned project measure in the following box [ see 2.d.]. PROG Target Actual Performance Data Always enter 999 in the raw number boxes for all Program 2.d. Performance Measure Measure Type measures. Include actual data for Project measures. Quantitative Data Sample: Percentage of TA recipients who rate the TA to be of high quality reflective of evidence based practices. Enter the target 85 you have established 910 for your performance measure and the actual data demonstrating pro- 90 gress toward the target 2.e. Performance Measure Measure Type Quantitative Data The percentage of Special Education Technical Assistance and Dissemination products and services deemed by an independent review panel of qualified experts to be of high relevance to educational and early intervention Note this policy is Program or practice measure #2. Make sure to develop and list an aligned project measure in the following box [ see 2.f.]. PROG Target Actual Performance Data f. Performance Measure Measure Type Enter Quantitative 999 in the raw Data number boxes for all Program measures. Include actual data for Project measures. Sample: Percentage of Parents who receive technical assistance who rate the TA as highly relevant to the needs of their child andor the family. Explanation of Progress (Include Qualitative Data and Data Collection Information) 2c. This is a program measure for which actual data are not reported. Always enter 999 for this measure. See 2.d. for the aligned project measure 2.d.(Sample Description of aligned project measure) Results of evaluations of technical assistance plans collected by Project staff indicated that 99% of recipients rated the TA plan as high quality, and reflective of evidence-based practices (4.95 on a 5.0 scale). Calculation: number rated high quality total rated *100 2.e. This is a program measure for which actual data are not reported. Always enter 999 for this measure. See 2.f. for the aligned project measure 2.f. (Sample Description) Percentage of Parents surveyed at the end of Parent TA Sessions who rate the TA as highly relevant. Calculation: Number rating high relevanttotal number *

6 2.g.. Performance Measure Measure Type Quantitative Data The percentage of all Special Education Technical Assistance and Dissemination products and services deemed by an independent review panel of qualified experts to be useful to improve educational or early intervention policy or practice. Note this is Program measure #3. Make sure to develop and list an aligned project measure in the following box [ see 2.h.]. PROG Target Actual Performance Data Enter 999 in the raw number and, percentage boxes for all Program measures. Include actual data 2.h. Performance Measure Measure Type Quantitative for Project Data measures. Sample: Percentage of parents who receive technical assistance who rate the TA as easy to understand and highly useful i. Performance Measure Measure Type Quantitative Data Common Project Measure 4: Percentage of intensive child-specific TA plans for students who are deafblind ages that include strategies to help those students obtain employment experiences Enter 999 in the raw number and percentage 2.j. Performance Measure Measure Type boxes Quantitative for target and Data actual data for all Common PROJ measures in Common Project Measure 5: Percentage increase in the number of individuals enrolledparticipating in intervener certificatecredential training and achieving certificationcredential k. Performance Measure Measure Type Common Project Measure 6: Percentage increase in the number of service providers participating in training at increasing levels of qualityintensity. PROJ 2. l. Performance Measure Measure Type. PROJ Include all additional project measures for Objective 2 in additional boxes Enter 999 in the raw number and percentage Number Ratio boxes for % target and Number actual data Ratio for all Common % PROJ measures in

7 Explanation of Progress 2 g. this is a program measure for which actual data are not reported. Enter 999 each year in the quantitative data section for this measure. See 2.h. for the aligned project measure 2.h. (Sample Description) Percentage of Parents surveyed at the end of Parent TA Sessions who rate the TA as highly useful. Calculation: number rated highly useful total ratings *100 2.i. This is a common project measure for which data will be collected in fiscal year Calculation: intensive TA plans with employment strategies total plans *100 2.j. This is a common project measure for which data will be collected in fiscal year Include the percentage increase of interveners progressing towards or achieving certificatecredential. If not training interveners, leave this measure blank and include an explanation. Calculation: Percent increase = (2ja 2jb) 2jb * 100 2ja. Number of individuals who were enrolled in or participated in intervener certificatecredential training during this year. 2jb. Number of individuals who were enrolled in or participated in intervener certificatecredential training during last year. 2.k. This is a common project measure for which data will be collected in Include the percentage increase of service providers participating in training at increased levels of qualityintensity. This is draft language for this measure to use as a placeholder on the APR. Final language and measurement methods will be developed in the coming year and the language may change. Calculation: Percent increase = (2ka 2kb) 2kb * 100 2ka. Number of service providers who were enrolled in or participated in higher qualityintensity training during this year. 2kb. Number of service providers who were enrolled in or participated in higher qualityintensity training during last year. 7

8 U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart PRAward # (11 characters): H326T SECTION A - Performance Objectives Information and Related Performance Measures Data (See Instructions. Use as many pages as necessary.) 3. Project Objective [ ] Check if this is a status update for the previous budget period. Conduct comprehensive evaluation activities to measure the Project s impact on services to children with deafblindness, their families, and service providers 3.a. Performance Measure Measure Type Quantitative Data Objective 3 stated here The cost efficiency of the Special Education Technical Assistance and Dissemination Program as measured by milestones achieved and funds drawn down in Note a reporting this is Program year. measure #4. Make sure to develop and list an aligned project measure in the following box [ see 3.b.]. PROG Target Actual Performance Data b. Performance Measure Measure Type Quantitative Data Sample: Percentage of proposed milestones for the current reporting period substantially completed. 90% c. Performance Measure Measure Type Quantitative Data Common Project Measure 7: Percentage increase in the number of systems change activities PROJ Target Actual Performance Data Ratio Number Enter % 999 Number in the raw number and Ratio Percentage % boxes for target and actual data for all 999 Common PROJ measures in d. Performance Measure Measure Type Quantitative Data Include additional project measures for Objective 3 in additional boxes. Explanation of Progress (Include Qualitative Data and Data Collection Information) 8

9 3.a. This is a program measure where actual data are not reported. See 3.b. for the aligned project measure. 3.b. (Sample) This measure was collected by Project staff through a review of activity logs against planned milestone activities listed in the application for year c. This is a common project measure for which data will be collected in fiscal year Measure will include a worksheetrubric. Systems change activities will include: Transition, EI, Family Engagement, Qualified Personnel, Child Count Activities. General Calculation: Percent change = (3ca.i 3cb.i)3cb.i * 100 3ca. Types of systems change activities this year: 3cb. Types of systems change activities last year: NOTE: Include additional pages for all remaining objectives project measures as needed. 9

10 U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart PRAward # (11 characters): H326T SECTION B - Budget Information (See Instructions. Use as many pages as necessary.) Please see the Instructions for Section B for the information that must be reported in this section. Enter expenditures in the table below or use the 524 B budget sheet. For grantees that will have any unexpended funds at the end of the current budget period, explain why the allocated funds have not been expended, and provide an estimate of the amount to be carried over to the next budget period in the last column of the table. Indicate how you plan to use these unexpended funds (carryover) during the next budget period. Personnel Fringe Benefits Travel Equipment Supplies Other Indirect Costs Total Costs Expenditures Budget Period 1 Expenditures Budget Period 2 Expenditures Provide a column for each Budget Period Total Remaining Funds (Carryover) - Includes All Budget Periods Statement to explain unexpended funds that will be carried over to the next budget period. (Sample Description): The Project will carry over funds for the following activities: Other: Western Regional Early Intervention Conference June 2019 including registration for five Project staff members and two family leaders Travel: Hotel for two people and contributions to presenter fees and conference overhead costs ( $3,000) Other: Related Service Providers for rescheduled clinic (originally scheduled for April to be held in October)( $5,000) 10

11 U.S. Department of Education Grant Performance Report (ED 524B) Project Status Chart PRAward # (11 characters): H326T SECTION C - Additional Information (See Instructions. Use as many pages as necessary.) Please see the Instructions for Section C for the information that must be reported in this section. Submit Milestones Achieved during the reporting year (through February 28, 2019) Achieved Milestones in Year 1: (Sample Description) Conduct awareness presentations at universities, school districts, and to medical residents. Disseminate information through website, Facebook, and mailings, with specific educational and family focused information. Identify at least 90% of anticipated number of children predicted to have a combined vision and hearing loss. Provide technical assistance and training to family members, especially parents. Provide a Family Experience for families of children on the State Deafblind Registry. Collaborate with other states deafblind projects to provide topical conference calls for English speaking families. Encourage Spanish speaking family members to attend webinars specifically geared to them, and host these webinars at a location where families can watch together and discuss the topic after viewing. Collaborate with state projects in the region to continue to update and disseminate information for the Family-to-Family Network Directory. Provide technical assistance to service providers at all levels defined by OSEP (universalgeneral, targetedspecialized, and intensivesustained), including classroom and program consultation visits with deafblind strategy recommendations, attendance at IEP and IFSP meetings, assistance with identifying children as deafblind, coaching, Provide in-services and other trainings to service providers. Provide three in-depth Intervener Team Training workshops to the teams in all TA service areas. Collaborate with the National Center on Deaf-Blindness on initiatives in TA products on communicative competence. Mentor interveners to build their e-portfolios for national certification. Collaborate with agencies and organizations in the state supporting services to the deafblind citizens, including the Governor s Council, the SSP Task Force, the SSP Curriculum Advisory Committee, the State Association for the Deaf-Blind, and the Retinitis Pigmentosa Task Force. Conduct an annual Evaluation Survey with parents and service providers. Work with the Project s advisory committee on development of strategies for improving family involvement. 11

12 New Services developed in the reporting period: (Sample) New Services 1. Sponsored a Statewide Conference with Dr. Karen Erickson who presented on assessment and communication strategies for children who are deafblind and those with significant cognitive disabilities. 2. Sponsored a Family Music Day, which was an interactive, experiential activity for families (parents, children who are deafblind, siblings, grandparents, interveners, and SSPs). Musicians demonstrated their instruments (large hand drum, harp, harmonium, and sitar), and children had the chance to try them out, and also feel the vibrations of the instruments while they were being played by others. Some children sat in groups or in a circle while listening, and with assistance of a parent or intervener, clapped, tapped, swayed, or bounced to the rhythm. One of the musicians was a person who is totally deafblind herself, which demonstrated to families that music can be enjoyed with any level of combined vision and hearing loss. 3. Regional conference calls with new topics for English speaking parents. Although the calls are part of an ongoing year-to-year regional activity, the topics and presenters for each are new. 4. A webinar for Spanish speaking parents was held. Parents came to a central location to view them, and brought a potluck lunch, visited with each other, and had a chance to share and network. Note: New Products No new products were developed, although some power point presentations from NCDB were updated, and multiple flyers and save-the-date postcards for upcoming events were developed. Unanticipated outcomes or benefits (Sample): 1. Family Specialist: In this reporting period, parent participation in Project activities has steadily increased since hiring the family specialist. In past grant cycles, Project staff have tried numerous ways of engaging families, but were quite frustrated because of lack of participation. The current year saw an increase in family engagement which can be attributed in large part to more frequent and regular communications from the specialist with parents, and more regularly occurring activities being offered by the Project. In addition, the family specialist is actively involved with the national network of family engagement specialists. The activities and communications from the family specialist have provided increased visibility of the Project to parents in general, and particularly to Spanish speaking parents. A core group of parents is being established which has begun to build a real sense of community within the State s families of children who are deafblind. 2. Intervener Team Training Program: There has always been strong interest in, and good attendance at, the Intervener Team Training Program (ITTP). However, during the past year the Project received double the number of applicants for the intervener training program as were received in Project Partners (Sample): In-state collaborative partners include: Staff of the State Schools for the Deaf and the Blind, including the two campus programs, Regional Cooperative programs, and the early intervention programs Local Education Agencies across the state and the schools within their districts State Department of Education State Early Intervention Program State Rehabilitation Services Administration State Division of Developmental Disabilities 12

13 State Universities including the University of X, Y, and Z and ABC Parent Training and Information Centers, including Raising Special Kids (statewide) The Project s advisory committee which is made up of community members, parents, university representatives, early intervention representatives, key administrators, educators, and others as appropriate The Deafblind Issues Committee of the Governor s Council on Blindness and Visual Impairment The Support Service Provider Task Force The State Association of the Deaf-Blind State Commission on Deaf and Hard of Hearing Community Outreach Program for the Deaf and their sister agency the XYZ Center of the Deaf Southern State Association for the Visually Impaired Foundation for Blind Children Part C State lead agencies and local service agencies and programs Regional and national collaborative partners include X Y Z State deafblind projects Helen Keller National Center List of Milestones for Year 2 (Sample): Conduct awareness presentations at universities, school districts, and to medical residents. Disseminate information through website, Facebook, and mailings, with specific educational and family focused information. Identify at least 90% of anticipated number of children predicted to have a combined vision and hearing loss. Provide technical assistance and training to family members, especially parents. Provide a family event, either a workshop or a family activity. Encourage Spanish speaking family members to attend webinars specifically geared to them, and host these webinars at a location in Phoenix where families can watch together and discuss the topic after viewing. Send Family Specialist to attend the NFADB Symposium if one is held. Collaborate with state projects in the west on activities for service providers or families. Provide technical assistance to service providers at all levels defined by OSEP (universalgeneral, targetedspecialized, and intensivesustained), including classroom and program consultation visits with deafblind strategy recommendations, attendance at IEP and IFSP meetings, assistance with identifying children as deafblind, coaching, consultation to administrators, etc. Provide inservices and other trainings to service providers. Provide Intervener Training, either through face-to-face workshops or through the Open Hands Open Access modules developed through NCDB. Collaborate with the states of XYZ to plan the 2019 Regional Early Intervention Conference and host said conference in June Sponsor Project staff, the Regional Deafblind Consulting Teachers, the Family Specialist, and State family leaders to attend the Western Regional Early Intervention Conference. Collaborate with the National Center on Deaf-Blindness on initiatives and other key projects, including the Intervener Initiative if work is left to be accomplished. Mentor State interveners to build their e-portfolios for certification. 13