1. Welcome to Summit 2019 Linda McDowell, NCDB Co-Director
Shelby Morgan, NCDB Content Management
Peggy Malloy, NCDB Information Services
Robbin Bull, NCDB Child Count
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326T However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.

2. Summit Outcomes Increased knowledge of
Practices & resources relevant to national TA initiatives
Early Identification and Intervention (EII)
Family Engagement (FE)
Interveners and Qualified Personnel (IQP)
Transition
Potential systems TA activities
Planning time for
Systems TA work
Network collaboration

3. Summit Resources The Summit 2019 folder The App The session presenters
Agenda
Discussion Guide
Map of Meeting Rooms
Restaurant Listing
The App
The session presenters
Opportunity for evaluation
Guidance for Summit 2020 at PDM
Suggestions for future NCDB TA

4. Resource Review: NCDB Products
nationaldb.org/products

5. Resource Review: Initiative Pages
nationaldb.org/groups

6. Example: Transition Initiative Page

7. Resource Review: OHOA Modules
nationaldb.org/modules/ohoa/en/ohoa-overview
Format 1: Moodle
Coursework
Cohorts
Interactive
Requires registration/login
Format 2: Website
Self study
Provides content for coursework/cohorts, but not interactive
No registration
No quizzes
Arranged topically

8. Resource Review: OHOA (Web)
environments

9. OHOA Tips Share (Whole or Part)
Download Slide Presentations
Under each presentation you will see “Download PPT or PDF Version of Slide Presentation”
File –> “Make a Copy” and save to your own Google Drive
File –> Download (save as PDF or PPT)
Share (Whole or Part)
Send url for full module or just one segment to another person or group
Add urls to learning management systems

10. OHOA En Español Web-version only (not Moodle)
nationaldb.org/modules/ohoa/es/los-modulos-de-aprendizaje-para- interventores-de-sordo-ciegos

11. State Project Portal
nationaldb.org/stateprojectportal

12. Project Management Resources
Resources for Operating a State Deaf-Blind Project – new web page
Connections – NCDB Support – Information – and more
Combines two previous resources:
Resources for Planning for the Future
Resources for New State Deaf-Blind Project Staff
nationaldb.org/wiki/page/22/1005

13. Library Services
Not everything is on the web! (or it’s there, but you can’t find it)
Jennifer Arnott – Perkins Hayes Research Librarian and part-time NCDB employee
Need information—an article, a lit review, help finding resources?
Send reference questions to:

14. Assessment, Planning, and Instruction Initiative
Lead: Kristi Probst
Goals:
Share existing high-quality information via website
Develop “practice profiles”
Adapt model process from SISEP/NIRN
Define essential functions of practices
Have convened and work group and had initial meeting
Developing and prioritizing topics

15. National deaf-blind child count
Robbin Bull
National Deaf-Blind Child Count Coordinator

16. Historical review

17. History of the Annual Child Count
The annual National Child Count of Children and Youth who are Deaf-Blind (Birth –21) has been conducted since 1986.
It represents a “snapshot” count on December 1st of each year to supplement OSEP’s federal Child Count, which includes children as deaf-blind when deaf- blindness represents their only disability.
It is the first, and longest running, registry and knowledge base for children who are deaf-blind.
The Child Count, often referred to as “the Census” represents a point-in-time snapshot of the characteristics, educational settings and living arrangements of children and youth identified by the state project's as deaf-blind.

18. Comprehensive set of demographics, such as..
Age distribution, ethnicity, and primary etiology
Documented vision and hearing loss
Primary IDEA classification categories and additional disabilities
IDEA special education status
IDEA placement and living settings

19. Why do we collect this information?
To assure current and accurate state-level needs assessment data is available and used in the design and delivery of TA and to inform current research needs and personnel preparation.
So that…all children who are deaf-blind are getting the highest quality services available to meet their individual needs.

20. Questions we seek to answer
Who are the children and youth with deaf-blindness throughout the country and how many are there?
What is the relationship of the Deaf-Blind Child Count (DBCC) to the IDEA Part B and Part C Annual Child Counts?
What is the extent of the vision and hearing losses of those reported on the DBCC, and what additional disabilities do they manifest?
Where are those reported receiving services and what types of supports are they receiving, and how does this impact technical assistance and training needs?
Where are they living and how does this impact technical assistance and training needs?

21. Census over time

22. “Snapshot in time”
Since 2003 we include only those who are in SpEd and eligible to receive SDBP services on December 1 each year
First table only shows those eligible to receive state deaf-blind project services on December 1, regardless of whether they are in Part C or Part B.
a point-in-time snapshot

23. Relationship to Part B and Part C
Part B and C exiting data elements included (created “snapshot” count)
2006/ Realignment of data elements with IDEA, section 618 data reporting requirements and changes in documentation procedures consistent with IDEA classification and reclassification regulatory changes
2007 – IDEA definition of deaf-blindness adopted as consistent definition for DBCC
Realignment of Part C codes with IDEA, section data reporting requirements
2010 – Race/Ethnicity updated to be consistent with new requirements in IDEA 2004
Aligned data elements with Section 618 data reporting requirements
All data elements reflect current section 618 IDEA data requirements. Existing data elements have been broken out into specific Part B and Part C elements using 618 language
Many changes made in 2007 (Part B Codes changed significantly)

24. Definition of deaf-blindness
IDEA 2004 definition of deaf-blindness states that:
“Deaf blindness means concomitant hearing and vision impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness”
For infants and toddlers receiving Part C early intervention services, deaf-blindness is defined as:
“Concomitant hearing and vision impairments or delays, the combination of which causes such severe communication and other developmental and intervention needs that specialized early intervention services are needed.”*
*Defined by NTAC/SDBP workgroup in 2006
Consistent definition was identified

25. National totals, 10 years
Average just over 9,500. Expect to see lower numbers this year. Up and down trends as projects clean their data – 2009, 2013 – 2014, ‘96-98
Part B (3-21) = 1,278

26. Age groups, 7 years
0-2 down 6.4% to 6.1%, up from 2016 (5.9%) % down to 15.3% leveled since 2014, 6 – 17 growing
2010
0-2 (6.4%), 3-5 (13.7%), 6-11 (29.7%), (30.8%), (18%) Over 21 (1.1%)

27. Documented FUNCTIONAL vision loss and hearing loss
A Functional Vision Assessment is defined as “a non- clinical assessment, carried out by a trained vision specialist using commonly accepted assessment tools, checklists and measures for making educated judgments about the functional use of vision.”
A Functional Hearing Assessment is defined as “a non-clinical assessment carried out by a trained hearing specialist using commonly accepted assessment tools, checklists and measures for making educated judgments about the functional use of hearing.”
Changed in 2007.

28. Documented Vision loss, 2017
Majority (80%) Doc Funct Loss, Low vision, Legally Blind. There has been a slight increase in the percentage of children and youth with low vision and a documented functional vision loss. The percentage of children who are legally blind has declined.
CVI now 29%. Rose from 11% in 2000 to 28% in 2010, but have not seen a great increase since then.
2010
Low vision (29.4%), Legally Blind (28%), Light Percept (6.9%), Totally Blind (6.2%), Diagnosed Progressive Vis Loss (3.6%), Further Testing Needed (7.1%), Documented Functional Vis Loss (19%)

29. Documented Hearing Loss, 2017
Mild to profound pretty equally distributed. Further testing needed fluctuates around 7 – 9%.
2010
Mild (15.2%), Moderate (16.9%), Mod Severe (13.9%), Severe (13%), Profound (19.2%), Diagnosed Progressive Loss (1.9%), Further Test Need (8.2%), Doc Hear Loss (11.8%)

30. Vision loss by hearing loss, 2017
Longitudinal tables and graphs are on website for all states.
Top 5
Low vision by Mod hearing loss 750 (8%)
Low vision by Profound hearing loss 642
Documented vision loss by Documented hearing loss 611
Low vision by Mild hearing loss 567
Low vision by Moderately severe hearing loss 541 (5%)
Low vis by Mod hear loss 5254
Doc vis by doc hear 4567
low vis by mild hear loss 4565
Low vis by Profound hear loss 4565 (Flipped in 2014 –Profound over mild)
Legally Blind by Profound Hearing Loss 4274

31. Race/Ethnicity, 2017 Comparable to Part B trends 2010
White (58.1%), Hispanic (20.1%), Black/Af Amr (15.4%), Asian/Pac Is (4.6%), Am Ind/Alaska Nat (1.8%)

32. Top Etiologies, 2017 Etiology Count Hereditary Syndromes/ Disorders
2552
Complication of Prematurity
1047
CHARGE Syndrome
933
Pre-Natal Congenital Complications
678
Post-Natal Non-Congenital
670
Usher Syndrome (I,II,III)
329
Down syndrome
315
Cytomegalovirus (CMV)
292
Microcephaly
214
Hydrocephaly
206
Asphyxia
194
Severe Head Injury
159
Stickler syndrome
137
Meningitis
Dandy Walker syndrome
115
Goldenhar syndrome
101
CHARGE Syndrome continues to increase.
2010
Usher I, II, III = 265
Down Syndrome = 228
CMV = 333
Congenital Rubella = 89 (75% over age 10)

33. Other Disabilities, 2017
2010
Physical 61%, Cognitive 69%, Behavioral 11%, Complex Health Care, 51%, Speech Lang 71%, Other 22%

34. Early Childhood and School Age Ed Setting, 2017

35. Intervener Services, 2017
Added in 2014 as pilot, “fully implemented” in 2015.

36. Living Setting, 2017

37. Submitting your child count

38. What you should be doing…
Collecting updates on children
Following up with districts that have not responded
Reviewing data within file for updates, out-of- dates, errors, missing data
Checking your codes against the DBCC Change Log

39. Submission
Due May 10
Critical data fields: Birth Date, Vision, Hearing, Part C, Part B, and Project Exiting Status, and Intervener Services
File needs to be in Excel or CSV format
New online submission process
Contact me for extension if needed

40. What’s coming… Systemic work around identification
Workgroup to review DBCC data elements for updates
Starting efforts to develop systemic work around identification
Late summer forming a workgroup to start reviewing DBCC data elements.