julie durando virginia deaf-blind project
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
Taming the Necessary Evil: A Data System That Streamlines the Data and
Reporting Needs of TA & D Projects
Julie DurandoVirginia Deaf-Blind
Project
Donna RiccobonoMaryland Deaf-Blind Project
Annette Carey, Ruth Ann KingWest Virginia Deaf-Blind Project
Mark CampanoDelaware Deaf-Blind Project
Data and Reporting Needs of TA & D Projects
Session will address:
1) 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.
Discussion Questions:
1. What information is most valuable to you when planning Technical Assistance?
Data and Reporting Needs of TA & D Projects
Federal Grant
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
1) Documentation of TA Project’s Progress Towards Grant Goals/Objectives
Federal Grant - Entering Goals, Objectives & Activities
Federal Grant - Entering Goals, Objectives & Activities
Federal Grant - Connection between Activities and GPRA
(any data selecting grant activity will automatically have GPRAs assigned)
Federal Grant - Annual Performance Report
Federal Grant - Annual Performance Report
Federal Grant - Annual Performance Report
Contact notes
Service ProviderBasic Child DemographicsService Provision TypeMileageRelated Grant Activity (connects to GPRA)Staff PresentNotes
Quantitative Data per student
TA Plans
Goal (content Area)Focus (who will be able to do what)Fed Grant Activities (connects to GPRA)Recommendations to achieve FocusMaterialsBest Practices UtilizedContacts per PlanRelated WorkshopsEvaluations (database creates)
Quantitative Data &Qualitative Data (evaluation) per student
Workshops
Basic Description (time, place, etc.)Related Grant Activity (connects to GPRA)AttendeesRelated TA PlanEvaluation (database creates)Statistics (counts, evaluation data)
Quantitative Data &Qualitative Data (evaluation) per workshop
3 Major Activity Types – Data Needs
Federal Grant - Dec 1 Count
Federal Grant - Dec 1 Count
Required census information paired with more meaningful information to service provision
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 & Cailler Azusa• 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
TA Service Agreement
TA Service Agreement
TA Service Agreement
TA Service Agreement
Evidence Based Assessments
Evidence Based Assessments
Evidence Based Assessments
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 keynotes are
need to develop local capacity towards student progress.
QuickGlance
Portfolio
Etiology and
Implications Report
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?