Event ID: 2784967 Event Started: 12/9/2015 8:00:00 PM ---------- Please stand by for realtime captions. >> Welcome everyone. It is good to see a good turnout for this. Today is our time to officially launch the child focus TA guide that Peggy and I and now Elizabeth have been developing over the last few months with a lot of support from people in the Deaf-Blind project. Today is an opportunity to go over the guide and provide some beginning structure around it and what the purpose of it is. We talk about what the guide actually is. Why we are developing it and what the motivation for that was. We will take some time to to work through it. Then you can get a good idea on how it is laid out. The link to the guide was in the announcements to the webinar. Hopefully, you had a chance to see that there. Robin also put it into the chat pod. We can talk about how you can participate and help out. We have a lot of work to do on his. We welcome support. We will talk a little bit about the related TA that we are thinking of providing. We will input you -- we will certainly value input from you on TA If you have any questions, put it into the chat pod. >> So, what is the guide? It is a document, obviously. It applies current in limitation size knowledge. A lot of you have probably seen the work of SDBP over the years as they presented at PDM. I don't want to say it is difficult but it has been complex. It has been complex to translate that into actual process. This is a way to help us, all of us as a network, and I include NCDB into that as well, to translate into something usable for us in our attempt to get schools and service providers and families to use evidence-based practices for children who are Deaf-Blind. The other piece to know that, there is also, we think some of the TA strategies and other pieces we use in our work into the implementation framework. You will see both of those things reflected there. >> This is laid out in a series of tables. There are four columns. All of the tables are actually the same. There is the strategy piece which is really coming directly from the SDBP literature and other literature we have used. It has been adapted for us. The next column is specific tips on some of those strategies and the left-hand column and how you might use those. The next column is advice from colleagues and that is definitely one of the areas where we are hoping for more input from people. That is really, I would say, from the field. From people who had experience in implementation and what they have found successful and helpful for them. On the right-hand column is the tools call him a. These are materials from another resource, but chiefly from Deaf-Blind projects. At this point I think we have contributions from, maybe 20 states. I am not sure exactly. We have had a great response and we appreciate that. That is another area where we are hoping for more contribution. It's will provide a richer body of material we could use. Okay? >> Hello everyone. When talking about this, it relates back to the burgeoning information about implementation science that has been growing over the past decade or so. We wanted to review a few points quickly. Is there is a lot of attention in education in the fields of these days about of limitation size. It is, essentially, in part, the study of building capacity to use effective practices with students and clients. This is true in education and also other fields like health and other human services. So, when it comes to evidence-based practices, there are two streams of knowledge. Then, there is the other stream that is knowledge about implementation. How you get people to use effective practices and when you do, to use them at a high level of quality. It is this latter stream, the knowledge about implementation where it strategies are really important. It is an underresearched area but it is important because all of the support that people need, well, not all of it, but a lot of the support people need to build knowledge and skill to change please and attitudes related to effective practices comes as a result. >> As mentioned, there is a lot of work going on in this area. In addition to primary research and also drawing upon findings from other literature and disciplines like psychology, there's different groups of experts that are actually taking all that information and trying, well, not just trying, but successfully making it available in terms of resources and recommendations that will serve a practical application. As Sam mentioned, probably the most visible example of this to all of us in education is the work that -- state implementation and evidence-based practices. They are in charge of implementation and scaling capacity. As a part of that charge, they have created a lot of tools and resources available on the web. >> Even though many of the resources developed by -- and other experts are helpful as written, they tend to focus on implementation efforts that are fairly large and homogenous. As a result, the language and recommended strategy aren't always directly applicable to work done on behalf of children. Because, the scope of the work is just so different. >> >> What we wanted to do is develop some resources that would make it easier to apply implementation science knowledge, specifically to the work of the deaf blind network. Guide we're going over today is one of focuses mainly on still the implementation capacity of the team or personnel working with individual children. >> Are also developing another guide that has more of change perspective. >> So, the things that we run across when trying to figure out this information in somewhat friendlier, on target way, regarding improving outcomes for children who are deaf blind is that, work of the to fly network is obviously much smaller. So, typically focusing on a single team. And, the other thing is that, state project personal service, external experts, be Joe Schmoe schools and districts are lacking. Most schools and districts are lacking internal expertise. So, a lot of the way some of the implementation literature is written is, you're bringing together all of your internal experts and you might need some external help, but I think it is much more pronounced when talking about work for deaf blind kids. >> So, we have potential uses of this guide and also the guide underdevelopment. They are listed here. We hope that these are the kinds of outcomes that will result from this. It will provide a common vocabulary and conceptual organization that will enable all of us to increase our level of collaboration. >> It's will inform our practice. We become more purposeful, structured, and effective. -- Share organized resources and tools. It will be a way to help orient new providers to the field. It should also say, it will allow experienced providers to share what they know. >> And, also, selectively to share what we know to benefit other disciplines, and particularly, other -- disabilities. >> I will show you what it all looks like. It's will hopefully be clear for you to navigate. I also, well, we will not go a lot into the context but I want to show you the formatting and some of the elements. I also wanted to take a minute to think some people. We had an implementation work at that has been enormously helpful. And, --. >> We also want to thank everyone that provided feedback. Into facilitated session there that was just amazing. Some of you might remember the earlier draft of this. We got a lot of input there. That helped revise it. As Sam said, we had shared tools and resources. It is much appreciated. >> I want to show my screen. >> Look good? Robin, can you see that okay? >> Yes. People can make their screen a full-screen size using the arrows at the Right -- arrows at the upper right-hand corner. >> So, anyway, okay. You access the guide through this table of contents page. Robin put the link in the chat pod. This weekends with some information -- this begins with information about the purpose. And then, actual formatting is a series of pages that we created in Google Docs. The format is temporary as we work over the next six months or two years to go through a process of collecting feedback from state projects of you have a chance to read and use the guide. We will make revisions based on your feedback. The purpose of all of this is to align the information that we have with what you actually do so it will be clear and useful. And, Sam and Elizabeth will talk a little bit more about the type of feedback we need and how you can help. But for now I want to point out that this is a temporary version. It doesn't mean you can't complain about it. We definitely want to know what you do and do not like. It will help us figure out what final format should be. In the meantime, the really nice thing about using Google Docs is that as we make updates, the documents that you see, these various tables will become simultaneously updated. Shelby is also working on a PDF version. In contrast to this version, it won't have real-time updating. >> So, another thing to know if right now is that art releasing this publicly to the regular world. It is not secret or super restrictive. Only people that have a link to this table, not this page, will be able to access it. The reason for this is just so we can take time to get feedback from the product and potentially other reviewers. >> So, the first link is to an overview. This is a basic document that provides background information about the guide and the process we're using. And, a lot of information that we are going over in your. I wanted to show you one thing. >> Then there are a series of linked tables that outline the recommended strategies and activities for implementation support. We have arranged these according to the --. If you scroll down on this page there is a summary of the phases and what each means within a. >> So, the exploration section involves needs assessment and goal setting. Also about figuring out a solution which in this case refers to identifying effective practices. It also involves assessing team readiness. >> And, it is also the time when people begin to build partnerships and relationships. >> >> As Dan pointed out, there are these four phases for each strategy. So, I will look down at one that has all of the columns filled and already. >> Looking at this one, they identify desired goals and outcomes. It has a specific strategy itself. In the next column over, this is to elaborate on the other strategy. And then, in the third column are some quotes that are advice from colleagues. All of the project staff. All -- some input we got from people during our facilitated session at Summit. Others have come from our implementation team. We decided as a group our implementation worker, not to put people's names on it. Some of these things, if it sounds familiar to you, you may have actually said it at some point. >> Than in the right-hand can't, our tools. These are either documents shared, in some of the other sections, --. In this case, all of these links to state projects documents. In the near future, a these documents, please don't copy or use it. Going forward, working with these tools, we will be reaching out to states to get advanced permission to use for modification. We will only include guidance here that are up okay to modify. We will have some sort of statement about it. Where it originally came from so people can get credit. >> So, how you get back to the table of contents. It depends on your browser. I have in my browser, every new link that opens up in a new tab. I close the tab and get back. Also if you get lost, there is this link that get you back to the table of contents. >> Or if you're like me everything is open up a new tab, you can get it again. >> So, this is one part that I think might be a little bit confusing at first. But, you get used to it pretty easy. The best thing to do is to close down windows and get back to the table of contents that way. >> So, the next here is the installation phase. I want to open it up. This is basically the planning phase. The reason why is called installation is because, with them it them walls a lot of bigger corralling of resources and installation of potential equipment and things like that. But, the primary goal is to get ready and make sure you have a good plan. The third phase is initial implementation. This is where you are helping to members learn and get started to see new practices. >> Down at the bottom, there is a section where it says training resources. And, then just a couple of items on making sure everything is in place. Then, the use of appropriate TA strategies for the this links to another series of tables where there are TA strategies . It is set up the same way as other pages. >> And this consultation fact sheet is an example of a told you about. It is just like all of the other links. >> This is one of the longer ones. There are a few of them that are finished and a few that we are working on right now. >> So, there are a few different places that you can link to the strategy. Here within this, this is the page of the initial implementation. As you saw, you can also link directly to the strategy pages. Then, finally, this implement patient face, it refers to successful implementation. 50% of the staff are using practices with good fidelity. Activities relate to evaluation and also planning for the future. That might be, in terms of planning for the future, it might be things like, how do you and the team share information about what they learned with other things for future tense. This is also time when you're figuring out what you learn that might influence how you do TA for other recipients going forward. Also about identifying elements that might be useful to share or discuss with other state projects for the broader network. >> So, finally, the last few links here are references. At this point there are quite a few. I'm sure as the literature gross, learn more and find new things, this will grow. You can find, well, you probably noticed on this pages that there were six superscript number for references. And then, finally, acknowledgments. I am sure this will also change over time. We look at the limitation workgroup members. And all of the states so far who have responded to our tool. And so, this will no doubt grow to, overall, this is something, well, I think this was referred to as a living document. Over the next six months to one year, we will get it solid but it will always be in complete. It will always be something that will be updated and revised over time. >> So, I'll pass it back to Sam. I don't know if we wanted to wait for any questions. >> Yes, we don't we see if anyone has any questions. >> Feel free to press *6 to get off of mute and talk to us. >> All right. Good. That shows how clear you are. Chime in at any time. >> Just in thinking about a to for a little bit. When you are reading through it, thinking about your practice in your state, know that, it is really meant to be informative and not prescriptive. It is not a step by step process. Obviously it is arranged in a linear format, but all relationships, all situations in different organizations and schools are different from what you really do need to tailor it to what the needs of that specific organization are and what your specific needs are in terms of supporting your work. So, just know that it is not meant to be a cook look at all. >> The other piece is that, we actually have been using this and the system is one of it to look at our own TA practice. We knew it before that, the phases overlap and it is cyclical in nature. But as with gone through this discussion, we discovered it really is true. So know that, you could be in multiple stages at the same time. With an organization, you could be doing some training and providing technical assistance in one area and doing these assistant -- these in another. Is not a clean process. There's a lot of overlap and a lot of repeating. There are some things that are meant to be repeated such as the readiness assessment where you are constantly looking at an organization readiness to receive different types of TA in different types of information . >> So, a little bit about the develop and process. Peggy showed you were that was on the kind where you can get updates about where we are. Let me talk about some of the steps that we've gone through and are still going through. >> So, first of all, our literature review and synthesis. A lot of that has occurred but, we are constantly looking at new resources and research. Is quite a bit of information. So, we are continuing to look at literature and add it in as appropriate for the search the if you know of anything, anything relevant to this, we would be happy to receive those recommendations from you. >> Next is lot of buying there's the next -- >> The next is solidifying and adapting research. This is strongly based on that. We want to make sure it is good fit for the work that everyone is doing. So, that it is expressed in a way that makes sense to you and your work. So, that we hope to get through the feedback that Elizabeth will talk a little bit about. >> As he mentioned, you are resources and tools. Different columns are there. You saw some of the tools that are there already but we are looking for tools in other areas to be sure. So, we will continue to do some outreach to people and also as you look through and if you think there is something that could and reach it, please send it our way. You can email it to any of the three of us. And, the one thing I would say is that I think we err on the side of including something. You may not think it is useful, but there may be something else that would find it useful. I would really encourage you to contribute a broad array of information. >> The advice from colleagues piece, we gather that information into for ways. Mostly it is been to conversation with people. So, we may try to find ways to augment that. But if you have some jams and tidbits that you are willing to contribute, you can certainly send that our way as well. >> Eventually, as Peggy was saying, this product now is in a draft form. Format it is in is simply that. A draft. At some point we are going to create a more permanent product. And, there is obviously a myriad of ways that it could be presented. So, we really die you your feedback in terms of the usability. And, your thoughts about formatting and what would be useful for you. >> Lastly, is dissemination around the guide. I'll talk a little bit about this in the second. We will provide some guidance. Some TA around it. And, so, we would certainly, I would welcome your input and we would welcome your input around different types of TA that you think would be helpful around the guided cells and run discussions run technical assistance and information. That ultimately, we are very. The network. We have some conversations. So, your thoughts around that would be great. >> Anything I miss? >> I think it was great. >> Good. >> I have a typo on this slide. I apologize for that. Usually Peggy edits for me and I send it to her before and. Sorry. We look at how we provide and facilitate this to you as a network. >> So, what they were think about --. You see these in a. Those for basis. The implementation process. So, we will probably be offering webinars around those. So, people can start to see, in greater detail, some of the information offered in the spaces. >> We hope to have some drop in conversations on topics of interest and the network. We want to hear from you as use the guide and you're looking at it and taking about what it is you need as a state what you think other people may find interesting so we can facilitate some conversations to talk about strategies or needs assessment or your evaluation procedures. There's obviously many conversations that we can talk about. >> Third we hope to have some peer-to-peer conversations. Those will most likely be based on some of those tools and processes that states have and their provision. Certainly, there are a lot of various experienced TA providers that have a lot they could share with all of us. And actually getting service providers to use practices that they want to use. >> Lastly, expanding tools and resources. Some of you may have heard, and you'll get more information and the coming weeks about the portal that will be rolled out. You have the links in this guide. But, this guide will also reside in the state portal as will many of the tools. There will be resource and a material sharing in parts of the portal. You will be able to upload TA tools. That is another way that you could contribute them directly if you so choose. >> Hopefully that will increase the ways people can contribute and also collaboration around the tools. >> I think that is it. >> It looks like we have some HIV a question. Do we want to wait a minute? >> Yes. >> Julie says, I think those are all great ideas regarding the use of this guide. I bet it will increase use of the guide. We hope so also. >> So, really do want to get your feedback. We want this to be as helpless possible for state projects. You are only -- you guys are the only ones that tell us the latest. We try to make it as easy as possible for you to submit feedback. We created a feedback form. I will share my screen and show it to you. >> There ago. -- Is there we go. -- There we go. You can find this on the PowerPoint and the first page on the guide above the table of contents. >> So, the meeting I want to emphasize about this is, you can fill it out as many times as you want. As new thoughts and comments occur to you. You don't have to wait until you're done using the guide or until you have finished looking at a certain part of it. Anytime something occurs to you that you want to tell us, go ahead and put it on this form. You can vote early and often. You do not need to answer all of the questions. If you just only think one or two are relevant, just fill in those boxes and submit it. You definitely don't have to feel like you have to fill it all out. We're trying to take this as stress free as possible. >> So, the only question that is required is the first one, we just want to know what section of the guide your commenting on. If it is the whole thing, click overall. Otherwise just tell us what phase you are looking at. >> We just have six other questions on here. They are all open and it. What do you think about the format? What do you think about content? Do you have anything to add in the following categories? Those are tips, advice from colleagues, and tools. Again, as Sam said, we are hoping to get more resources from the state projects that we could include in the guide. If you have a document, tool or form, that you would be willing for us to include, we would love to see it. Importantly, you can't attach those for the survey. Just go ahead and email it to any of the three of us. >> >> What type of technical assistance or support would be helpful to you? Like Sam said, that might be webinars, peer-to-peer, dropping calls, things like that. Anything else you can think of that would assist you in using the guide and making it relevant. >> Harry have a box for any additional comments that you might have. >> I can contact whatever questions you want to. Hit submit and that is all there is to it. The email address of Sam and Peggy are here. We're always glad to hear from you. If you prefer to email feedback instead of filling out the form, that is fine also. The link is on the first page of the guide above the table of content. >> Does anybody have any questions about the survey? >> Let's wait one minute until we see what is in the pod. >> Or, questions about anything else. We were very speedy today. >> We were. >> 70 is asking if we can send feedback via email. -- Somebody is asking if we can send the feedback via email. We can do that. It looks like the only question we have in there. >> Okay. >> Any last comments? >> I would say, feel free to contact us. Any comments, we are anxious to get your feedback. >> Yes. >> Great. >> Thank you all. Hopefully the information was helpful. And, yes, we look forward to hearing from you. Happy holidays to everyone. I hope you all are finding some time to relax and escape work a little bit. >> Will stay on amendment -- we will stay on a minute if there are any questions. >> Thank you. I will leave that open for a few minutes. >> Is good. >> -- Okay, good. >>[ Event concluded ]