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Julie Durando Virginia Deaf-Blind Project

Taming the Necessary Evil: A Data System That Streamlines the Data and Reporting Needs of TA & D Projects. Donna Riccobono Maryland Deaf-Blind Project. Julie Durando Virginia Deaf-Blind Project. Annette Carey, Ruth Ann King West Virginia Deaf-Blind Project. Mark Campano

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Julie Durando Virginia Deaf-Blind Project

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  1. Taming the Necessary Evil: A Data System That Streamlines the Data and Reporting Needs of TA & D Projects Donna Riccobono Maryland Deaf-Blind Project Julie Durando Virginia Deaf-Blind Project Annette Carey, Ruth Ann King West Virginia Deaf-Blind Project Mark Campano Delaware Deaf-Blind Project

  2. Data and Reporting Needs of TA & D Projects Session will address: Documentation of TA project’s progress towards grant goals/objectives 2) Tracking outcomes of students with severe disabilities (including vision, hearing and dual sensory impairments) 3) How data is used to inform TA provisions as well as classroom instruction.

  3. Discussion Questions: 1. What information is most valuable to you when planning Technical Assistance?

  4. Federal Grant Data and Reporting Needs of TA & D Projects

  5. 1) Documentation of TA Project’s Progress Towards Grant Goals/Objectives Federal Grant Entry of Goals, Objectives and Activities GPRA – storage as needed or as changes Related Grant Activities automatically connected to GPRA Annual Performance Report TA Service Plans, Contact logs, Workshops 3 major activity types – tracks quantitative data and evaluation process Dec 1 Count Required activity, data used for several purposes, live up to date storage

  6. 1) Documentation of TA Project’s Progress Towards Grant Goals/Objectives

  7. Federal Grant - Entering Goals, Objectives & Activities

  8. Federal Grant - Entering Goals, Objectives & Activities

  9. (any data selecting grant activity will automatically have GPRAs assigned) Federal Grant - Connection between Activities and GPRA

  10. Federal Grant - Annual Performance Report

  11. Federal Grant - Annual Performance Report

  12. Federal Grant - Annual Performance Report

  13. Contact notes Service Provider Basic Child Demographics Service Provision Type Mileage Related Grant Activity (connects to GPRA) Staff Present Notes TA Plans Goal (content Area) Focus (who will be able to do what) Fed Grant Activities (connects to GPRA) Recommendations to achieve Focus Materials Best Practices Utilized Contacts per Plan Related Workshops Evaluations (database creates) Workshops Basic Description (time, place, etc.) Related Grant Activity (connects to GPRA) Attendees Related TA Plan Evaluation (database creates) Statistics (counts, evaluation data) 3 Major Activity Types – Data Needs Quantitative Data per student Quantitative Data & Qualitative Data (evaluation) per student Quantitative Data & Qualitative Data (evaluation) per workshop

  14. Federal Grant - Dec 1 Count

  15. Required census information paired with more meaningful information to service provision Federal Grant - Dec 1 Count

  16. 2) Tracking Outcomes of Students with Severe Disabilities (Including Vision, Hearing and Dual Sensory Impairments) TA Service Agreement Measuring Effect of Efforts Showing correlation between Effort to Effect Evidence Based Assessments Student Progress/Child Change through Communication Matrix & CaillerAzusa Comparative Analysis – choose data points Functional Vision Assessment Functional Cortical Visual Assessment – growth through functional levels Inventories/Assessments to track Student Progress/Child Change Sensory Channel Inventory Preferences Inventory

  17. TA Service Agreement

  18. TA Service Agreement

  19. TA Service Agreement

  20. TA Service Agreement

  21. Evidence Based Assessments

  22. Evidence Based Assessments

  23. Billy Madison Evidence Based Assessments

  24. 3) How Data are Used to Inform TA Provisions as Well as Classroom Instruction. Baseline of strengthens from evidence based assessments- If areas of no progress, adjust TA and instruction; If progress, build on success to continue to progress (avoid getting stuck in rut) Progress Reports (DE specific) Syndrome and Disorder Report Student Quick Glance Portfolio All this information serves as a source or a needs assessment of what trainings, professional development, conference topics and keynotesare need to develop local capacity towards student progress.

  25. QuickGlance Portfolio

  26. Etiology andImplicationsReport

  27. Discussion Questions: 2. How do you know when a student has demonstrated progress from your technical assistance? 3. What are the challenges to collecting and reporting on data to meet local, state and federal reporting requirements?

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