1. Maximizing and Monitoring Learner Progress for Children who are Deaf, Deafblind, and Hard of Hearing and their Families

2. National Summit on Deaf Education, 2009 and 2010  Goal: to promote and advance knowledge and leadership through professional and parent stakeholder partnerships that result in collaborative state education systems and improved outcomes for children and youth who are deaf or hard of hearing

3.  During 2010-2011, twenty-five participants, including parents and those representing 6 state agencies, community services, school districts, and private schools met to develop a plan to improve outcomes for children and youth who are deaf or hard of hearing in MN  Cheryl DeConde Johnson, CO, facilitator

4.  MN Hands and Voices  DeafBlind Technical Assistance Project  MN Assocation of Deaf Citizens  PACER  Commission of Deaf, DeafBlind and Hard of Hearing Minnesotans St. Paul Public Schools  MN State Academy of the Deaf  Northern Voices  Metro Deaf School  VECTOR- transition  U of M  DHS  MN Dept of Ed EDHI Coordinator Part C Coordinator Resource Center D/HH  Voc Rehab Service  MN Dept of Health  NE Metro D/HH

5.  Language and communication access is paramount.  Literacy is the foundation of academic achievement.  Communication competence is essential.  Learners and their families have diverse and unique learning needs.  Parents are critical partners to the success of children and youth.  Children and youth have appropriate placements and program that address their unique needs.  A variety of technologies are available and used to support communication and student learning.  Accountability for this plan is shared by all MN agencies who provide support to children and youth who are deaf and hard of hearing and their families.

7. To improve educational outcomes so that each student, upon graduation, is prepared to enter the adult workforce or continue his/her education and be a productive member of each one’s community.

8. … three global goals and eleven objectives that address critical components of development and education from birth to high school graduation or age 21.

9.  Objectives  Outcomes  Measureable indicators  Proposed benchmarks, activities, responsible agencies and timelines

10. 1. A) All young children who have hearing loss will maximize their communication and learning potential, regardless of the degree of their hearing loss, and will be able to begin kindergarten with communication, social, and early literacy skills at a developmental level similar to that of their typically-developing hearing peers, or to the maximum extent appropriate for the individual child. B) All families will receive the supports they need to help their children develop and learn. (Birth through 5) 2. Children and youth who are deaf, deafblind, and hard of hearing will be prepared to live independently as adults. (K-8) 3. Students will maximize their potential and involvement in the areas of employment, education and training, and independent living in order to become productive citizens. (9-Graduation)

11.  Birth to 5 Steering Committee reconvened to develop a parent survey.  Funding was procured to facilitate survey implementation.  An agreement with MAD (Management, Analysis and Development) was signed and a survey of parents of MN children who are deaf, deafblind or hard of hearing was conducted was completed; 43%of the parents responded (221 out 517).

12.  A teacher survey was developed, in conjunction with MAD, to determine issues related to service delivery, with an eventual goal of surveying K-12 parents and post-transition individuals who are deaf or hard of hearing (65% return; 164 responses out of 254 sent).  Work on related activities, including the transition areas, has already begun.

13. In addition to support from MNCDHH, current funders include:  MN Department of Education  MN Department of Health  MN Department of Employment and Economic Development  State Services for the Blind