DOCUMENT RESUME

ED 391 284 EC 304 533

AUTHOR Cloninger, Chigee J.; Edelman, Susan W.

TITLE Vermont State Project for Children and Youth with

Deaf-Blindness, October 1, 1992-September 30, 1995.

Final Report.

INSTITUTION Vermont Univ., Burlington. Center for Developmental

Disabilities.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 30 Sep 95

NOTE 29p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS *Agency Cooperation; Consultation Programs;

Curriculum Development; *Deaf Blind; Disability

Identification; Elementary Secondary Education;

Infants; *Inservice Education; Parent Education;

Preschool Education; *State Programs; *Technical

Assistance

IDENTIFIERS *Vermont

ABSTRACT

This final report describes activities and

accomplishments of the Vermont State Project for Children and Youth

with Deaf-Blindness, a 3-year federally supported project to provide

statewide services, training, and technical assistance to Vermont

children (birth to age 21) with deaf-blindness, their families, and

service providers. Throughout the project there were 35 to 38

children with deaf-blindness receiving services in a variety of

settings. The project included five components: (1) on-going

coordination with educational and other agencies responsible for

provirling services to this population in order to build local

capacity and share skills and resources; (2) provision of on-site

technical assistance, special education, and related services for

family support and involvement, curriculum development and

adaptations, diagnosis and educational evaluation, and a coordinated

plan of services; (3) provision of on-site technical assistance

consultation to families, professionals, paraprofessionals, and

related services personnel concerning family support and development,

curriculum development and adaptations, collaboration of related

services, replication of exemplary practices, and inclusionary

education; (4) provision of procedures to evaluate service

effectiveness; and (5) maintenance of the state census for students

with deaf-blindness. Individual sections of this report provide

information on the project's purpose, goals, and objectives;

conceptual framework and project description; major tasks and

timelines; accompliEhments/outcomes; challenges and resolutions;

evaluation findings; and impact. Appendices provide details on project milestones, training activities, and products. (DB) ***********************************************************************

Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************
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U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMA,ION / CENTER (ERIC)

Ms document has been reproduced i13

received from the person or orgamzation

originating .1

0 Minor changes have been made to improve

reproduction mislay

Cr Pmnts of view or opmions stated in this docu- ment do not necessarily represent official OE RI posnron or pohcy

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H. ABSTRACT

The Vermont State Project to serve children and youth who are deaf-blind, was funded under

Services for Children with Deaf-Blindness (CFDA 84.025A, Part C - 307.11) of the

Individuals with Disabilities Education Act (IDEA), from the U.S. Department of Education,

Office of Special Education Programs, for a three-year period (10/92-9/95).

The overall goal of the Vermont State Project was to provide statewide services, training,

and technical assistance to all Vermont children and youth with deaf-blindness, birth through

21 years, their families, and service providers, according to mandated priorities. These

priorities were: to support special education and related services to children (birth through 3

years) with deaf-blindness whom Vermont is not obligated to serve under Part B of IDEA and

whom are not provided those services under some other authority such as Part H; and to provide

technical assistance to agencies, institutions, and organizations providing educational and

related services to children and youth with deaf-blindness whom they are obligated to serve

under Parts B and H of IDEA, or some other authority. Throughout the three years the range of

students on the State Census of Children and Youth with Deaf-Blindness was 35 - 38. These

childrer were scattered throughout Vermont's 251 school districts receiving services in a

variety of educational environments such as local public schools, general education classrooms,

resource rooms, regional special education classrooms, day care, and out-of-state residential

programs.

The plan for this project included five components which addressed the mandated initiatives

specific to the identified needs of the State of Vermont: 1) Engage in on-going coordination with

the State Department of Education, the co-lead agencies under Part H of the IDEA (State

Departments of Health and Education), and other State agencies (e.g., Vocational Rehabilitation,

the University Affiliated Program of Vermont, Vermont Association for the Blind and Visually

Impaired, Vermont I-Team) responsible for providing services to children with deaf-blindness

in order to build local capacity, and share skills and resources. The interagency Advisory

Council for Students with Deaf-Blindness with statewide representation from family, education,

vocational training, services for persons with hearing impairments, services for persons with

vision impairments, educational administration, advocates, consumers, and other potential

constituencies was vital to this goal. 2) Support the provision of services, by competent

personnel, to unserved children (birth through 3 years) through on-site technical assistance,

training, and special education and related services for: family support and involvement;

curriculum development and adaptations; diagnosis and educational evaluation; and a coordinated

plan of services. 3) Provide on-site technical assistance/consultation and training, by

competent personnel, to families, professionals, paraprofessionals, and related services

personnel serving students with deaf-blindness for family support and involvement;

curriculum development and adaptations; coordination and collaboration of related services;

replication of exemplary practices; and inclusionary education. 4) Provide procedures to

evaluate the effectiveness of services supported through this project; and 5) Maintain the State

Census for Students with Deaf-Blindness.

As a result of the project, service providers with family members of all Vermont children

and youth with deaf-blindness more effectively provided special education and related services

which incorporated exemplary practices for collaborative delivery of services, age- appropriateness, and maximum inclusion in the least restrictive environment.
III. Table of Contents

I. Title Page

II. Abstract

III. Table of Contents

IV. Purpose, Goals and Objectives A. Purpose B. Goals and Objectives

V. Conceptual Framework & Description of the Project A. Conceptual Framework B. Description of the Project C. Major Project Tasks and Timelines

VI. Project Accomplishments/Outcomes & Contribution to Addressing

Needs of Children who are Deaf-Blind

VII. Challenges and Resolutions

VIII. Evaluation Findings

IX. Project Impact

A. Products

B. Dissemination Activities

C. Publications

D. Implications of Findings on the Field

X. Where Further Information Can be Found

XI. Assurance Statement: Report Sent to ERIC

XII. Appendices

Appendix A - Project Milestones

Appendix B - Training Activities Appendix C Products
IV. PURPOSE. GOALS & OBJECTIVES

A. Purpose The purpose of Vermont's state project for children and youth with deaf- blindness was to assure the provision of educational and related services to

unserved young children with deaf-blindness and their families, to provide on- site technical assistance to improve the educational and related services provided to children and youth with deaf-blindness, and to improve the support provided to their families. This project assisted local service providers to

implement exemplary practices to improve the abilities of and opportunities for students with deaf-blindness to live, go to school, play, work, and have friends

in their own schools and communities.

The Vermont project addressed the implementation of exemplary practices within individual educational programs (IEPs) and individual family service plans (IFSPs). Exemplary practices of focus were: a) age-appropriate placement within public schools, b) social integration in school and

community settings, c) family support, d) functional curricular decisions within the domains of alternative communication strategies, vocation, recreation and independent living; e) community-based training; and, f) transition planning. The project was designed to support an increasing

number of children and youth with deaf-blindness being educated in their local schools.

Services and technical assistance provided were based upon needs

assessments and priorities established by the local education agencies (LEAs), the State Comprehensive System of Personnel Development (CSPD), the State Plan for Part B of the IDEA, the Interagency Coordinating Council for Part H

Planning, the Supported Employment Program of the Division of Vocational Rehabilitation, the Transition Systems Change Project, the Vermont State

I-Team, and the State Advisory Council for Students with Deaf-Blindness.

B. Project Goals and Objectives

The goals of the Vermont project were to serve children and youth who are

deaf-blind, their families, and service providers through: special education and

related services, technical assistance and training, and interagency

coordination. The objectives were:

1. To work with, and expand as necessary, an existing interagency

advisory council which includes representatives from

education, mental health, health, and social services agencies, families of students with deaf-blindness, and persons with

deaf-blindness.

2. To coordinate the maintenance of the State Census of students

with deaf-blindness, through identification of infants, toddlers, and school-aged students, and dissemination of state guidelines, resources and services. 3. To identify the needs of specific families and service providers, related to the overall state needs and in coordination with the

Regional Part H teams, for children from birth through three.
4. To provide technical assistance and training to special education a ad related services providers for children birth

through three regarding services such as diagnosis and

evaluation of students at risk of deaf-blindness, family

supports, and preparation of a coordinated plan of service

through an IFSP.

5. To identify the needs, related to the overall state needs, of specific famaies and service providers of school-aged children

and youth with deaf-blindness for on-site technical assistance

and training.

6. To meet the specified needs of families and service providers of all children and youth with deaf-blindness (birth through 22 years), through the support of on-site technical assistance and

training action plans which exemplify promising practices for

family support and involvement, curriculum development and

adaptations, transition planning, collaborative delivery of services, age-appropriate placement, and mwdmum inclusion.

7. To identify the needs, related to the overall state needs, of

families and service providers for regional and statewide

training.

8. To meet the specified needs of families and service providers

through the support of training action plans which exemplify

promising practices for family support and involvement, curriculum development and adaptations, collaborative delivery

of services, age-appropriate placement, and ma]dmum and

appropriate integration.

V. Conceptual Framework & Description of the Project

A. Conceptual Framework

Vermont's project is built on theories, principles, and exemplary practices

that promote education as an avenue to increase the students' quality of life, family and school involvement, and building local capacity. There are basically

six foundations from which we operated the project (Giangreco, Cloninger, Iverson, 1993).

First, "Pm-suing Valued Life Outcomes is an Important Aspect of Education." These valued life outcomes are: safe, stable homes; variety of places; meaningful activities; meaningful relationships; choice and control, and safety and health. The design and implementation of an educational program should be connected to these valued life outcomes.

Second, 'The Family is the Cornerstone of Relevant and Longitudinal Educational Planning." A partnership with families is essential in planning

and implementing students' programs. Families must be assisted to be better consumers of education and partners with service providers. Third, "Collaborative Teamwork is Essential to Quality Education." All persons involved with a student's educational program must work together as a

team to achieve success for each child. To be effective, these teams must abide

by the tenets of "good" teaming, such as: face-to-face interactions, shared
goals, use of problem solving .11t) plan and reach decisions, share and allocate

resources, and perform evaluation. Fourth, "Coordinated Planning is Dependent upon Shared. Discipline-Free Goals." Each student's program is based on student-centered priorities as

identified by the family and the student and valued life outcomes. Goals and

planning are not selected based on what is valued by professionals from

various disciplines. The program belongs to the child, not to the professionals. Fifth, "Using Problem-Solving Methods Improves the Effectiveness of Educational Planning." A process that is known by everyone is necessary to make important decisions about a student's individualized program and the

services that support such a program.

Sixth, "Special Education is a Service, Not a Place." Special education means specially designed instruction whose delivery is not dependent upon

placement.

B. Description of the Project The design of the project included four major approaches to completion of

the tasks and activities, including: (a) the Advisory Council, (b) technical assistance, (c) training, and (d) family support. During the first year services

were provided directly to children birth to three years of age as directed by the

federal priority (services to "unserved children"). During the following years services to children of this age were through technical assistance, training, and

family support because Vermont was implementing its Part H plan which

provided direct services to these children.

Services provided through the Vermont project were available to any young

child or student on the Vermont Census of Students with Deaf-Blindness.

Families, and educational and related service providers were made aware of the

services each year through dissemination of project objectives and activities in

a variety of media: state newsletters (e.g., I-Team News, ACP, CARC),

brochures, public service announcements, announcements at meetings (e.g., SDE, Advisory Council, DD Council, VABVI, Parent-to-Parent, Part H Regional

Teams, Children with Special Health Needs Advisory Council), and letters to

parents.

Services were acquired through project staff via three access options: a) State I-Team, b) SDE Special Education Unit, and c) Section 307.11, Vermont State Project. An initial contact with any of the access points brought about entry into the referral mechanism of the project. Once contacted, an Educational Consultant, and any other pertinent individuals, met with the family and educational and related services providers to determine

specific needs for technical assistance and training. An Action Plan was developed to record activities, personnel, format, and

timelines for meeting the identified needs. The Action Plan was then

implemented by providing, arranging, and/or supporting the services identified on the Action Plan.

The project's support to the provision of special education and related

services promoted local capacity for the delivery of services that exemplify "Best Practice Guidelines" set forth in the State Plan. Activities of the project followed the State's Plan for services under Part H and were coordinated with
services provided locally. These activities were conducted through Project staff, Vermont State I-Team, and appropriate local team members. The design of the project lent itself to a major goal of the project, that is, working in a meaningful way with educational and related service providers and

families to develop and implement an effective educational program for students with deaf-blindness. The key was mutual adaptation of professionals and parents in order to, as a team, reassemble their skills to produce an

individualized, comprehensive educational program training. In cooperation with the I-Team, the Statewide Systems Change Project and the Transition Systems Change Project at the University Affiliated Program of Vermont, Regional Part H Teams, and the Vermont State Department of Education, the Vermont project sought to expand and clarify exemplary practices. Project goals and objectives were implemented through specific tasks and

activities completed by project staff, the I-Team, and child-specific teams. The Project Milestones chart shows these activities in a task-person-timeline

format. (See Appendix A).

These activities were conducted by and through the State of Vermont

I-Team which provides intensive special education supports. The I-Team is a

statewide collaborative consultation, training and technical assistance team

which is supported by the Vermont Department of Education. Each of five

regions in Vermont is serviced by a regional team consisting of a Regional Educational Consultant, who is also the regional team coordinator and a Family Resources Consultant. These regional teams are supported by a Statewide team of individuals with expertise in a variety of areas, in addition

to special education, such as deaf-blindness, physical therapy, occupational

therapy, communication and behavior, and clinical psychology. Project staff are members of the Statewide I-Team. The Regional Educational Consultant. as the point of entry, receives referral requests for support from any member

(including families) of a local team and builds an action plan based on team

identified priorities.

The I-Team does not supplant local service providers, but provides a level of

expertise that most local resources cannot maintain for only one or a few

students with intensive special educational needs, including those with deaf- blindness. The project activities were conducted through this established

statewide resource and built local capacity through technical assistance and

training for the provision of exemplary services to children with deaf-blindness. Budget. The budget of the Vermont project reflected a careful analysis of

the personnel and operating expenses to carry out the objectives of the project. The budgeted amounts were reasonable and cost-efficient, given the number of

persons who directly benefited from the project (i.e., approximately 1,500 people including children and youth with deaf-blindness, their parents and

families, their educators and related services providers, other human service providers, and other involved community members).

The budget was used to support: (a) project director (part-time), (b) project coordinator (part-time), (c) consultants (part-time), (d) travel for project personnel, families, educational team members, and advisory council members, (e) materials, equipment, and other resources for the lending library and for

technical assistance and training, (f) registration for training activities for
families and educational team members, and (g) operating expenses, such as phone, copying, and mail. In-kind support was provided for: (a) office space and equipment, (b) salary

and travel for project personnel, (c) salary and travel for I-Team personnel, (d) dissemination activities, and (e) product development.

VI. Project Accomplishments/Outcomes & Contribution to Addressing Needs of Children who are Deaf-Blind

A. Accomplishments of the Vermont Project

All tasks as indicated in the objectives and timelines were accomplished.

Accomplishments are reported here referenced to each of the eight objectives.

OBJECTIVE 1: To work with, and expand as necessary, an

existing interagency advisory council which includes

representatives from education, mental health, health, and social services agencies, and the families of students with deaf- blindness.

An interagency Advisory Council of persons interested in services to

students with deaf-blindness was first established in response to Vermont's "single state" status. Constituency representation on the Council has evolved over the years to include parents, educational service providers and administrators, related service providers, vocational

training service providers, advocates, and consumers.

The Advisory Council's responsibilities were to: review, recommend, and

evaluate project activities; to provide various viewpoints; to recommend future directions; and to assist in statewide dissemination of information and

resources.

Accomplishments

Our Advisory Council met at least twice each year. One year due to continuing snowstorms, we met once. These meeting

dates were: December 14, 1992, November 15, 1993, February 2,

1994, November 3, 1994, May 8, 1995, and November 10, 1995.

Agendas for these meetings included such items as: review of project activities, suggestions for activities, discussion of surveys, sharing of resources, actions for dissemination of Census and

project information, new Council members, and discussion of

activities in conjunction with Transition Project, TRACES, Helen

Keller Technical Assistance Center, Perkins School for the Blind,

and the Project Directors' Meeting. Advisory Council members

regularly received information on resources and activities, and were invited to all training activities. Drafts of materials also were shared with members for their feedback and suggestions,

and they were invited to assist in the preparation of workshops and meetings. A follow-up questionnaire was completed by
attending Council members regarding each meeting. The

information from these questionnaires was used to plan and

improve future meetings.

OBJECTIVE 2: To coordinate the maintenance of the State

Census of students with deaf-blindness, through identification of

infants, toddlers, and school-aged students, and dissemination of state guidelines, resources and services.

Accomplisb..nents

Each year letters, forms, and brochures were updated, revised, and sent to appropriate persons in order to gather information to

update the Vermont Census. Follow-up phone calls to collect missing data were done. Students were added, deleted, and data updated on the Census. Dissemination of information regarding

the Census and the project was sent to a wide audience, including: early education programs, neonatal programs, school personnel, health, department and mental health personnel, parent support organizations, hospitals across the Vermont border who provide services to Vermont families, the State Transition Project, and Regional Part H Teams. Although the

coverage was increased, the number of students on the Census

remained about the same each year: Year 1 = 34, Year 2 = 37. and Year 3 = 35.

As new referrals were made, these were followed up and a determination was made as to eligibility and needs.

OBJECTIVE 3: To identify the needs of specific families and

service providers, related to the overall state needs and in

coordination with the Regional Part H Teams, for children in the unserved population (children from birth through three).

Accomplishments

All of the families of an infant or toddler on the Census had

at least one contact annually by phone call or visit to share

information on the project and obtain information on needs using a family interests and needs instrument. These initial

contacts were followed up with additional phone calls, visits, or mailings to respond to the identified families' needs and desires. Appmdmately 77% of these surveys were completed.

Service providers' needs were identified through referrals to

the project (i.e., I-Team) for training and technical assistance, through workshop evaluations, and other contacts, such as

phone calls. Project staff met regularly with the I-Team to share

1 0
information. identify needs, and initiate planning for coordinated

services to infants and toddlers with deaf-blindness.

All service providers also received ifformation on project services and activities. Additional mailings were made in Years 2

and 3 to actively solicit referrals from service providers and

families for technical assistance, training, and family support. All of the case managers for these infants and toddlers received

such information.

OBJECTIVE 4: To provide special education and related services

to unserved children through support of services such as diagnosis and evaluation of students at risk of deaf-blindness, family supports, and preparation of a coordinated plan of service.

Accomplishments

Each year. 100% of the families and service providers received

at least one contact, at least three mailings of current

information and newsletters, and at least three mailings of

training activities. Through the referral process individualized

technical assistance was provided to the student, family, and

team.

Services provided were technical assistance, training, direct service and support related to: team coordination and planning, program planning, functional vision assessment, positioning,

supervision of paraprofessionals, family support, family advocacy, transportation, materials and equipment. integrated related

services, and dissemination of books, articles, and videotapes.

Because Part H services were in place for these children beginning October, 1993, the Project ceased providing ars&

services to this population. We continued to offer and to provide

through referral request technical assistance, training and family

support related to these children.

OBJECTIVE 5: To identify the needs, related to the overall state needs, of specific families and service providers of school-aged

children and youth with deaf-blindness for on-site technical assistance and training.

Accomplishments

The needs related to families of school-aged children and

youth with deaf-blindness were identified in the same way as needs of families and service providers of children birth through

three. Families were served through the referral process, by personal contact, and through training and supports identified

through surveys. (Also, see Accomplishments for Objective 3.)
Vermont has an active Special Education Training Council which

advises and assists in developing the Comprehensive System of Personnel Development (CSPD). The Vermont Department of Education's CSPD requires the setting of statewide priorfies for

training. Each year. the Special Education Training Council sets

statewide trainin.g priorities to be included within Vermont's EHA-B

and H State Plan based upon the input of the council members who

represent a broad spectrum of stakeholder groups; and the outcomes of an annual survey of training needs which the Department conducts as part of its CSPD State Plan activities. Training

provided through the project was responsive to needs identified

through these surveys. The content of training did carry forth the values explicit in the Best Practice Guidelines of the State Plan.

Service providers were identified through the referral process and services were based on specific technical assistance and

training needs they identified.

OBJECTIVE 6: To meet the specified needs of families and

service providers of all children and youth with deaf-blindness

(birth through 22 yearsi, through the support of on-site technical assistance and training action plans which exemplify promising practices for family support and :avolvement, curriculum

development and adaptations, transition planning, collaborative delivery of services, age-appropriate placement, and maximum

appropriate inclusion.

Accomplishments

Throughout the project, all students on the Census, their

families, and service providers had the availability of technical assistance and training. Families had the av ailability of support

through the use of the referral process. Based upon individual

needs, services were designed and provided. Each year, 100% of the families and service providers ri!ceived

approximately three mailings, three newsletters, and were contacted by phone or visit at least once. Each year educational

teams made referrals for individualized technical assistance. The

number of these referrals made each year for individualized

technical assistance were: Year 1 =16, Year 2 = 21, and

Year 3 = 20.

Services provided related to: team coordination and planning. IEP development, lesson planning, functional vision assessment, functional hearing assessment, positioning, supervision of

paraprofessionals, family support, family advocacy, integrated

related services, equipment and communication devices, and

transition. Staff from this project and the Statewide Transition Project met to initiate coordinated planning for young adults

with deaf-blindness. Staff also met with Parent-to-Parent of
Vermont and Part H Regional Parents to initiate coordinated planning for infants and toddlers.

OBJECTIVE 7: To identify the needs, related to the overall state needs, of families and service providers for regional and

statewide training.

Accomplishments

The needs related to training were identified in the same way as other needs of families and service providers. In addition, needs assessment daa compiled through the state's CSPD plan was utilized in determining regional and statewide training needs. See Accomplishments for Objective 3.

OBJECTIVE 8: To meet the specified needs of families and

service providers through the support of regional and statewide

training action plans which exemplify promising practices for

family support and involvement, curriculum development and

adaptations, 6allaborative delivery of services, age-appropriate placement, and maximum integration.

Accomplishments

Training Activities: The number of training activities for each year were: Year 1 = 41; Year 2 = 18; Year 3 = 35. The content of these personnel development activities focused on

topics such as: communication, discipline strategies, vision

assessment, creative problem-solving, assistive technology, literacy, crisis prevention and management, family support, and

effective teaming.

Major statewide workshops/institutes were co-planned and

co-sponsored with other projects and state agencies. For all training activities, the registration fee and transportation of

family members was supported by the Vermont project. See Appendix B for a listing of all training activities. Collaboration with other Projects/Programs. To facilitate the

effective and efficient use of resources, collaboration and

coordination with other projects and programs at The University

Affiliated Program of Vermont and other agencies and programs was

necessary. Projects and activities funded from other sources and

administered through and coordinated with the project activities make more expertise available to school districts. Collaboration and

coordination occurred with:

1. The Vermont State I-Team. The purpose of this team is to

provide technical assistance and professional development to

3
educational personnel and families of children with deaf- blindness (vision and hearing disabilities), ages birth 22 years; and to other students with significant disabilities. Through the

I-Team referral process students on the Census received

services.

2. TRACE. (Teaching Research Assistance to Children and Youth Experiencing Sensory Impairments - Oregon). The purpose of

this nationwide federal project is to provide technical assistance nationally to service providers to improve the quality of life and

services for persons with deaf-blindness and their families. Based on identified state needs. the I-Team and the State DeafBlind Project worked with national consultants to arrange and deliver technical assistance, training, and dissemination

activities in Vermont.

3. Family. Infant. Toddler Project Early Intervention Program for

Infants and Toddlers with Handicaps - Part H. The I-Team was

involved with Part H through participation on the Interagency

Coordination Council by Ruth Dennis, an I-Team member, through technical assistance to infants and toddlers, and

through involvement in the development of regional plans. 4. Project

(USDOE 84.025F). The purpose of this three-year project was

to develop and test an innovative, educational best practicebased approach for improving the quality of life. Vermont was one of five states participating in this national project administered by The University Affiliated Program of Vermont, The University of Vermont.

5. Crisis Prevention and Management Training (CPM). The

purpose of Crisis Prevention and Management Training is to

increase the capacity of every school community to humanely

and effectively prevent and respond to school crisis. CPM

training focuses primarily on preventing and supporting

individuals through behavioral crisis. It also provides general information and awareness on responding to medical/health

emergencies, death/suicide and natural disasters. 6. BEST (Building Effective Supports for Teaching Children with

Behavioral Challenges) is a collaborative effort of the

Department of Education and University Affiliated Program. It's purpose is to build local school and regional capacity for meeting the needs of students who exhibit challenging

behaviors by providing technical assistance and training in the planning and implementation of school-based programs that focus on four broad areas: Educational Opportunities and Options, School Culture and Environment,

Family/School/Community Collaboration, and Organization

and Resources. Through this systems approach it is intended

that "school communities" (in the broadest definition of this

term) will be better able to prevent and respond to challenging

student behavior.

4
7. Advisory Councils, Task Forces, Committees:

AAC Project Advisory Council

Infant-Toddler Project

Addison County Collaboration Project

Parents Supported Group of Addison County for Children with Autism

Lamoille Family Center

OT-PT Task Force

CSHN Advisory Council CSHN Program for Communication and Hearing

Advisory Council

MS Society of Vermont and Family Support Group State Interagency Team

VT State Early Childhood Work Group

Franklin County Early Childhood Advisory Board

Swanton CARES

New England Regional Early Intervention Faculty Training Institute

Literacy Coalition for People with Developmental Disabilities

Facilitated Communication Network

ACP Board

AT Project

VCDR Steering Committee

CARC Board

Paraeducator Project Advisory Council

Early Intervention Advisory Board

VII. Challenges and Resolutions

There were no significant problems or deviations from the original project proposal - just a few minor ones. One deviation from the initial proposal was

related to the pilot project proposal. The objective and activities related to

interaction and involvement with the Pilot Project were deleted because that proposal was not funded. Another problem was the amount of time it took to make individual contacts with each family on the Census. This did delay (but not beyond the identified due date) total compilation and reporting of the

survey information, but did not impact on the provision of services around

individual students.

Due to the change in status of Part H programs in the state, after Year 1 we

were no longer permitted to provide direct services to children birth through 3 years through this project. This necessitated a change in budget categories which was approved for those allocated funds.
VIII. gvaluation Findings

A. General Findings

a. To accomplish all this, with the resources, we needed more time

in each dayl b. We needed to allow more time for individual family contacts and

for people to return surveys and feedback.

c. A combination of formal and informal methods of inquiry were needed in family needs assessments to allow for different preferences of responding modes. d. Interagency coordination and collaboration was a challenge in

that Part H Programs were engaged in the beginning stages of developing their services and networks. e. Given the scope of the project and the funding amount, we could

not have accomplished what we did without collaboration and

coordination with other projects and agencies.

f. Working (and playing) with a team of very competent people is absolutely necessary.

B. Specific Findings (Specific findings also are noted in Section VI. Accomplishments.)

a. All families of children on the Census were contacted at least

twice per year by a person associated with the Vermont project. b. All service coordinators/case managers of children on the Census were contacted at least once per year about the project activities. c. All families and service providers received at least three mailings each year about new resources, project activities, and activities

outside Vermont.

d. All Advisory Council members received at least five mailings each year about project activities, proposals for feedback, and requests

for ideas, assistance, and so forth.

A. Products

IX. Project Impact

1. Brochure on Project and Census 2. Census Forms

3. Family Needs and Interests Instrument 4. Article Review Form

5. Resources Listing

6. Videos of all training activities

B. Dissemination Activities. A lending library was maintained for the use,of families, school personnel, medical personnel, and others.
1. Acquired new resources throughout the three years of the project. 2. Updated Resources List monthly and maintained up-to-date Resources List.

3. Listed new resources in each J-Team News.

4. Sent project brochures to: Vermont special education

administrators, superintendents, Parent-to-Parent, Vermont Parent Information Center, State Department of Education, Vermont Association for the Blind and Visually Impaired, Vocational Rehabilitation for the Blind, Vocational Rehabilitation for the

Deaf, State consultants for the deaf and hard of hearing, families and educational teams of children with deaf-blindness.

5. Checked out 225 library resources (140 videos, 85 written materials).

6. Sent I-Team News to: Vermont special education administrators, superintendents, Parent-to-Parent, Vermont Parent Information Center, State Department of Education, Vermont Association for

the Blind and Visually Impaired, Vocational Rehabilitation for the

Blind, Vocational Rehabilitation for the Deaf, State consultants for

the deaf and hard of hearing, families and educational teams of children with deaf-blindness, and others.

C. Pubilcations

1. Vermont I-Team News. This newsletter was published three times each school year. Articles related to deaf-blindness, the Vermont Project, and resources were included in every newsletter. 2. Project staff and associates published articles in referred and

unreferred journals, and published one book. (See Appendix C for publications.)

D Implications of Findings on the Field

The Vermont project through its statewide and nationwide connections impacted students with deaf-blindness, their families, and service providers in and outside of Vermont. Through its collaboration and coordination with other projects and agencies, impact was extended to other students with significant disabilities, their families, and service providers.

The connection with the University Affiliated Program of Vermont

(University of Vermont) provided a conduit for sharing expertise, resources, and state-of-the-art practices from national and state perspectives. The Vermont project was able to assimilate and

implement researched practices to assist in bringing about necessary

changes in our schools and communities, while at the same time

learning from and using the expertise of school personnel and

families.

The structure of the Vermont project provided parity for all

children with deaf-blindness in Vermont. Where a student lived and

attended school did not determine involvement with the state
project. Creativity, connectedness, flexibility, and spontaneity were essential attributes to the viability of the project. The connection to

the Vermont I-Team as an established statewide technical support

assistance and training service deliveiy model enabled project service

recipients to have a wealth of experienced personnel available

drawing upon the fields of education and related services broadly

while building expertise and knowledge related to deaf-blindness. Through publications, presentations, technical assistance

consultations, and action research, the Vermont project added to the

ever-changing and ever-growing array of practices for increasing the quality of life for students with deaf-blindness.

X. Where Further Information Can be Found

Additional information on the Vermont Project can be found through ERIC, in the publications listed in section IX, and by contacting Chigee

J. Cloninger, project director and Susan W. Edelman, project coordinator.

XI. Assurance Statement; Report Sent to ERIC

The Final Report of the Vermont Project for Children and Youth with Deaf-Blindness. 1992 1995 has been sent to ERIC.

Appendix A

PROJECT MILESTONES

(Numbers in parentheses refer to objectives)

PRE-GRANT

Task Date

Initiated

Date

Completed

Person s

Responsible

Inform members of Advisory Council of Director, C,00rdinator

funding (1)

,

'Notification

of funding

received

9/92

YEAR 1

(October 1, 1992 - September 30, 1993)

Task Date

Initiated

Date

Completed Person(s)

Responsible Arrange. conduct Advisory Council

meeting: Project orientation (1)

10/92 11/92 Director, Coordinator

Refine materials, procedures, and Plan of

Action (3,4,6,7,8,9)

10/92 12/92 Director. Coordinator,

I-Team members

Maintain Census (2) 10/92 9/93 Director, Coordinator,

SDE Representative Contact parents, LEAs, Health Dept., Part H teams

10 92 9/93 CooHlnator

Update or complete Census Form 10/92 9/93 Coordinator

Disseminate information statewide (2) 10/92 2/93 Director, Coordinator.

I-Team members

Assess needs of infants, toddlers

and their families (3, 4, 7)

10/92 9/93 Director. Coordinator,

I-Team members

Provide services for infants,

toddlers not served by LEAs (4)

11/92 9/93 Director, Coordinator,

I-Team members

On-site Training and TA (3, 6, 7, 8, 9) 11/92 9/93 Director, Coordinator,

I-Team members

Assess Training and TA needs (3, 6, 8) 11/92 9/93 Director, Coordinator,

I-Team members

Prioritize areas of need (3, 6, 8, 9) 11/92 9/93 Director. Coordinator,

I-Team members

Develop Plan of Action (4, 7, 9) 11/92 9/93 Coordinator, I-Team

members

Implement PMof Action (4, 7, 9) 11/92 9/93 Coordinator. I-Team

members

Evaluate Plan of Action

and make nece . revisions

1/93 9/93 Coordinator, I-Team

members

Regiona an. Statewide Training 8 2/93 6 93 Director. oordinator

Plan based on assessed needs 2/93 4/93 Director, Coordinator Conduct training sessions 2/93 6/93 Director, Coordinator,

I-Team members

Arrange and Conduct Advisory Council

meetingL Review project pçgress (1)

3/93 4/93 Director. Coordinator

Evuate Imp ementation

and impact of project

1/93 9/93 Director. Coordinator
YEAR 2

(October 1, 1993 - September 30, 1994)

Task Date

Initiated

Date

Completed

Person(s)

Responsible

Arrange, conduct Advisory Council meeting: Project orientation (1)

10/93 11/93 Director, Coordinator

Refine materials, procedures,

and Plan of Action (3, 4, 5, 6, 7, 8)

10/93 12/93 Director. Coordinator,

I-Team members

Maintain Census (2) 10/93 9/94 Director, Coordinator,

SDE Representative

Contact parents, LEM, Health Dept.,

Part H Teams

10/93 9/94 Coordinator

Update or complete Census Form 10/93 9/94 Coordinator

Disseminate information statewide (2) 10/93 2/94 Director, Coordinator,

I-Team members

Assess needs of infants, toddlers

and their families (3, 4, 6)

10/93 9/94 Director, Coordinator,

I-Team members

Provide services or ants

and toddlers not served by LEAs (4)

11/93 9/94 Director, Coordinator,

Staff, I-Team members

On-site Training and TA (3, 5, 6, 7. 8) 11/93 9/94 Director, Coordinator,

I-Team members

Assess training and TA needs (3, 5. 7 11/ 93 9/94 Director. Coo ator.

I-Team members

1 Prioritize areas of need (3, 5, 7, 8) 11/93 9/94 Director, Coordinator,

I-Team members

Develop Plan of Action (4. 6, 8) 11/W 9/94 Coordinator, I-Team

members

Implement Plan of Action (4, 6, 8) 11/93 9/94 Coordinator, I-Team

members

Evaluate Plan of Action

and make necessary revisions

1/94 9/94 Coordinator, I-Team

members

Re. ional and Statewide Trainin: (7) 2/94 6/94 Director, Coordinator

Plan base. on assessed needs 2/94 4/94 Director, Coordinator

Conduct Training Sessions 2/94 6/94 Director, Coordinator,

I-Team members

Arrange and Conduct Advisory Council

meeting: Review project progress (1)

3/94 4/94 Director. Coordinator

Evaluate implementation

and impact of project

1/94 9/94 Director, Coordinator
YEAR 3

(October 1, 1994 - September 30, 1995)

Tas Date

Initiated

* ate

Com .leted

Person s

Res . onsible

Arrange, con. uct Advisory Council

meeting: Project Orientation (1)

10 94 11/94 Director, Coo inator

Refine materials, procedures,

and Plan of Action (3, 4, 5, 6, 7, 8)

10/94 12/94 Director, Coordinator,

1-Team members

Maintain Census 2 10 94 9 9 Director, Coordinator,

SDE Representative Contact parents, LEAs, Health Dept., Coordinator

Part H Teams

10/94 9/95

Update or complete Census Form ii 94

10/94

9

2/95

oor. inator

Disseminate information statewide (2) Director, Coordinator,

I-Team members

Assess needs of infants, toddlers

and their families (3, 4, 6)

10/94 9/95 Director, Coordinator,

1-Team members

Provide services for infants.

toddlers not served LEAs (4)

11/94 9/95 Director, Coordinator,

I-Team members

On-site Training and TA (3, 5, 6, 7, 8 11 94 9/95 Director, Coordinator,

I-Team members

Assess training and TA needs 3, 5, 7, 8 11/94 9/95 Director, Coordinator,

I-Team members

Prioritize areas of need (3, 5, 7, 8) 11/94 9/95 Director, Coordinator,

I-Team members

Develop Plan of Action (4, 6, 8) 11/94 9/95 Coordinator,

I-Team members

Implement Plan of Action (4. 6. 8) 11/94 9/95 Coordinator,

I-Team members

Evaluate Plan of Action

and make necessary revisions

1/95 9/95 Coordinator,

1-Team members

Regional and Statewide Training (7) 2/95 6/95 . Director, Coordinator Plan based on assessed needs 2/95 4 95 Director, Coordinator Conduct Training Sessions 2/95 6/95 Director, Coordinator,

1-Team members

Arrange and Conduct Advisory Council

meet .: Review e ro ect ro: ess (1)

3/95 4/95 Director, Coordinator

Eir. uate Imp ementation

and impact of project

1/95 9/95 Director, Coordinator

Disseminate Project description

information statewide at

parent/professional conferences and

through various media

10/94 9/95 Director, Coordinator

Disseminate project information regionally

at parent/professional conferences and

throlgh various media

1094 9/95 Director, Coordinator

Arrangereaiduct Advisory Council meeting: Review project results, products,

etc. (1)

4/95 6/95 Director, Coordinator

Review an. summarize eva uation data

and impact of project. Write final report.

7/95 9 95 Director, Coordinator

,
APPENDIX B

PROJECT TRAINING ACTIVITIES
YEAR 1

Training Activiy Location Date Partici . ants

CPS, Strategies for nc usion Was ington, DC 28/93 3

C.O.A.C.H. Newark, DE 8/16 & 11/92 20

Project LIFE Jo nson. KS 3 15 93 40

CPS Johnson, KS 3/16/93 16

Project LIFE, Project Directors' Meeting Tyson Corners, VA

Project LIFE/TASH NE Providence, RI 4/30/93 11

C.OAC.H. Hampton County, MA 5/7 & 18/93 26

C.O.A.C.H. MN 11/16 & 17/92 60

APTA-Pediatrics Section, C.OAC.H. NE Region 9/11 & 12/93 96

Inclusive Education & Related Services UVM 10/5 & 12/92 15

EDSP 5-Vision & Hearing Disabilities UVM 10/6/92 21

DSI State Project and Transition Burlington 1/4 & 2/8/93 2

EDSP 5-Family Perspectives UVM 2/2 & 3/11/93 27

EDSP 301-Parents as Partners UVM 3/8/93

Local Part H Model Development Burlington 3/3/93 1

Seating & Positioning/Collaborative

Consultation

UVM 3/4/93

3/703

41

Teamwork/Mrt LI Class Interactive TV) Burl ton 42

TRACES Site Visit Milton 3/10/93 1

DSI & I-Team/Parent to Parent Middlebu 3/20/93 8

I-Team Services Augmentative

Communication Montpelier 3/23 93 9

EDSP 295-4-Student's with Sign icant

Disabilities

UVM 1/13, 20, 27 &

2/10/93

27

EDSP 295-5 -Accommodating UVM 3/31/93 4/7, &

14/93

26

Integrated Services Burlington, Essex,

Middlebuxy,

Mont eller

10/12 & 13/93 10

EDSP 295-Serving Students wit Multiple Disabilities in Inclusive Settings

Wind am, NE

Westminster

9/24/92

10/8, & 16/92

5

EDSP 295-CS & D. Augmentative

Communication/Serving Students with

DSI

UVM 11/16/92 6

CPS Southwest VT 11/24/92 18

CPS Enosbur 12/10/92 25

CPS Fami -Centered Institute Stowe 1 7/93 17

CPS or Vermont Hearing Consultants Randolph 5/13/93 7

CPS Family-Centered Institute Burlington 6/10/93 21

Collaborative Teami Burli ton 10/30/92 37

Importance o F. es-Instructional

Assistant Course

Pitts or. 2 25 93

3/4/93

27

Importance o Families-Instructional

Assistant Course

Milton 3 3/93

3r8/93

26

Importance oi Families -Instructional 26

Assistant Course

Winooski

EDSP 302-Physic. & Developmental

Characteristics

UVM 1 93 - 5/93 14

I.SAV.E. UVM 11/13/92 15

Audito Inte ation Trainin Burli ton 5/3/93 30

LIFE C.OAC.H. Focus Forum UVM 6 2/93 10

I-Team Winter Institute7Tleating

Couragtaus Children

I30 ton Va I ey 3 11 9 150

Livin a Good Life Des ite Blin ess Bur i ton 50

I-Team Winter Institute - A Study o

Communication: Broadening the Scope Bolton Valley 3/11. 12 & 13/93 150
YEAR 2

Training Activity Location Montpelier 6T?Date Participants

Instructional Assistants Training

(9 Sessions)

94-4/94 32

0 & M Workshops (2 sessions) Colchester

Burlington

5/13/94

5/20/94

51

Literacy & Communication Institute Burlington , 3/13/94

3/14/94'

225

Severe Disabilities Course Burlington 1/94 -

5/94

8

Physical Development Burlington 3/8/94 60

Sensory Disabilities Burlington 10/19/93

3/15/94

115

Early Childhood Swanton 5/7/94 160

Early Intervention Burlington 5/16/94 14

Evaluation/Research on Related Services Randolph 6/2/94 20

Intervention Planning Colchester 4/25/94 6

Intervention Planning Milton 11/19193 10

Sensitivity Scotopic Syndrome Burlington 5/2/94 19

New Approaches to Family Support Waterbury 11/3/94 3

Part H Training Burlington 9/3/93 6

Transdisciplinary Training Burlington 9713/93 18

Creative Problem Solving Burlington 11/10/93 10

Students With Dual Sensory Impairments Burlington 11/29/93 7
YEAR 3

Training Activity Location Date(s) No. of

Partic4iiants

Literacy Forum Barre 2/3/95

EDSP 302 UVM/CVU

--F-Mie th Dept.. Burl.

Spring 95 3/17/95

4/13/95

16-

15

40

D-B State Project & I-Team

Curriculum Overla 9 Indiana

C 0 CH Des Moines, IA 5 10 - 12 95 2

COACH Topsail, NC

St. AMans, VT

6/26 - 6/28/95

EDSP 5 Paraprofessional Training. 3/14/95 Z--

Northwest VT Literacy Conference Sheldon Elem. 5/6/96 250

Governor's Prevention Conf. Burlington, VT 5/9/95 1000

School Based Services, PT Class UVM

Rutland CCV

10/7/94

115727. 11/3, 11/157

11/17/95

50

Sign Language for Families 6

EDSP 295-5 St. Albans Elem. 3/13/95 24

EDSP UVM 2 28 95 60

CS & D - CP & Seating UVM 3/8/95 28

Behavior As Communication Wells River, VT 3/20/95 30

Inclusion I3arnet, VT 11/11/95

10/26 - 4/5/95

20

IA Training Program Danville, VT 23

Assistive Technology UVM 12/5 - 12/6/94 13

Reflections of Culture: Issues That Impact

Family Interview & Program Development

Strategy

Atlanta, GA

TASH

12/8/94 40

Choosing Options & Accommodations for Children (COACH): Quantitative &

Qualitative Data on Its Use and Impact

Atlanta, GA

TASH

12/9/94 100

COACH Lacey, WA

MD

Lafayette, LA

UVM

8/8 - 8/12/94 18

COACH/Teaming for Deaf-Blind 7712 - 7/15/TT:

9/29794

10/5/94

21

COACH 100

Students with DSI (CS & D 295)

DSI (EDSP 5) UVM 10/20/94 60

Teaming & COACH Follow-Up College Park, MD

Wye Ctr., MD Sands Point, NY--771:g:172-67n--

11 4 94

7/11-7/14/95

27

Ada_ptations for Inclusion

Inclusion orStudents with Deaf-Blindness

Introduction to COACH Burlington, VT 11/8/94

COACH St. Paul, MN 1/30-1/31/94 50

Family Perspective St. Johnsbury &

Burlington

Hartford

8/30/94 & 9/27/94

11/3/94

40

Family Perspective & Teaming 20

Technology for Children with Disabilities UVM 12/5-12/6/94 20

Family Support Barre Winter 94 10

How To Make Your Team Behave and Still

Have Fun

Atlanta, GA

TASH

12/10/94 62
APPENDIX C

PRODUCTS

BY VT DEAF-BLIND PROJECT,

I-TEAM MEMBERS AND ASSOCIATES

2 7
APPENDIX C

PRODUCTS

by Vermont Deaf-Blind Project, I-Team Members and Associates

Giangreco, M. F. (in press). Effects of a consensus-building process on

team decision-making: Preliminary data. Physical Disabilities: Education and Related Services.

Giangreco, M. F., Cloninger, C. J., Dennis, R. E., & Edelman, S. W. (in

press): National expert validation of COACH: Congruence with

exemplary practice and suggestions for improvement. Journal of the

Association for Persons with Severe Handicaps.

Dennis, R. E., & Giangreco, M. (in press). Creating Conversations:

Reflections on Cultural Sensitivity in Family Interviewing. Exceptional Children.

Cloninger, C. J., & Giangreco, M. F. (1995). Including Students with Deaf-Blindness in General Education Classes, Journal of Visual

Impairment & Blindness. 89 (3), pp. 262-266.

Edelman, S W., Knutson, J., Osborn, D., & Giangreco, M. F. (1995). Heidi's Inclusion in Junior High: Transition and Educational Planning for a Student with Deaf-Blindness, Deaf-Blind Perspectives. 2 (3), pp. 1-6.

Giangreco, M. F., Dennis, R., Edelman, S., & Cloninger, C. (1994). Dressing your IEPs for the general education climate: Analysis of IEP

goals and objectives for students with multiple disabilities. Ecmgdist and Special Education,1*, (5), 288-296.

Giangreco, M. F., Edelman, S., Dennis, R., & Cloninger, C. J. Use and

impact of C.O.A.C.H. with students who are deaf-blind. The Journal

of the Association for Persons with Severe Handicaps, 2__Q (4), pp. 121- 135.

Giangreco, M. F., Cloninger, C. J., Dennis, R., & Edelman, S. (1994). Problem-solving methods to facilitate inclusive education. In: J. Thousand, R. Villa & A. Nevin (Eds.). Cre tivi tive

is -mmew ri -n PP. 321-349, Baltimore: Paul H. Brookes Publishing Co.

Giangreco, M. F., Dennis, R., Cloninger, C. J. & Edelman, S. (1994). Impact of COACH on parent-professional relationships and valued life outcomes. Burlington, VT: University of Vermont. Manuscript submitted for publication review.
Dennis, R. E., Williams, W., Giangreco, M. F., & Cloninger, C. J. (1993). Quality of life as a context for planning and evaluation of services for people with disabilities. Exceptional Children, 52 (6), pp. 499-512.

Giangreco, M. F., Cloninger, C. J., & Iverson, V. (1993). Choosing

options and accommodations for children (COACH): A guide to planning inclusive education. Baltimore: Paul H. Brookes Publishing Co.

Giangreco, M. F., Dennis, R, Cloninger, C., Edelman, S., &

Schattman, R. (1993). "I've counted Jon:" Transformational

experiences of teachers educating students with disabilities. Exceptional Children, 52 (4), pp. 359-372.

Giangreco, M. F., Edelman, S., Cloninger, C., Dennis, R. (1993). Having a classmate with severe disabilities: What parents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21 (1), pp. 77-91.

Edelman, S., Giangreco, M. Cloninger, C., & Dennis, R. (1992). COACH Part 1: Family Prioritization Interview (videotape and

companion forms). Burlington, VT: University of Vermont, Center

for Developmental Disabilities.

Giangreco, M. Cloninger, C., Edelman, S., & Dennis, R. (1992). Evaluation of impact process. Burlington, VT: University of Vermont. Center for Developmental Disabilities.

Deaf-Blind Posters for Project Directors' Meetings in Washington, D.C.