changes to the 2007 national deaf-blind child count
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Changes to the 2007 National Deaf-Blind Child Count. John Killoran National Consortium on Deaf-Blindness August, 2007. The December 1, 2007 Child Count…. Must be collected and reported by using the… August 2007 reporting instructions, definitions and materials. Please remember …. - PowerPoint PPT PresentationTRANSCRIPT
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www.nationaldb.org
Changes to the 2007 National Deaf-Blind Child
Count
John KilloranNational Consortium on Deaf-Blindness
August, 2007
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The December 1, 2007 Child Count…
Must be collected and reported by using the…
August 2007 reporting instructions, definitions and materials.
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Please remember…
The count is a point-in-time snapshot and should reflect those individuals identified and eligible for services from state/multi-state deaf-blind project’s on December 1st of the current reporting period.
All data are due no later than May 1st for inclusion in the National Deaf-Blind Child Count.
Data provided after May 1st will not be included in the report provided to the Office of Special Education Programs, United States Department of Education, nor to the Deaf-Blind Federal Program Project Officer.
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Please remember… The language and reporting elements used in the census
are consistent with those found in Section 618 of IDEA and revised based on the changes of IDEA 2004.
Individuals with missing data related to their documented hearing and vision loss will not be included.
Individuals with Further Testing Needed identified under the documentation of hearing and vision loss may only be included for that year’s report. Testing must be completed prior to the next reporting date for the individual to be included in the subsequent year’s child count.
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Also… please remember…
Although each state/multi-state project has the discretion to establish eligibility criteria for project services…
The NCDB definition must be used for defining infants and toddlers birth through 2, and
The IDEA definition must be used for defining students 3-21
for their inclusion on the Child Count
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For infants and toddlers deaf-blindness is defined by NCDB as…
“Concomitant hearing and vision impairments or delays, the combination of which causes such severe communication and other developmental and intervention needs that specialized early intervention services are needed”.
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The IDEA 2004 definition of deaf-blindness...
“Deaf blindness means concomitant hearing and vision impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness”. (IDEA, 2004)
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Timelines… November
NCDB disseminates all child count reporting materials to the state/multi-state project directors
December - May State data collection activities and NCDB technical
assistance May 1
State/multi-state child count reports due to NCDB (This is a drop dead date!)
May - September Verification activities between NCDB and states
Fall Final reports submitted
to OSEP Federal Project Officers by NCDB State specific reports distributed
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2007 revisions…
Both content and format The revisions address:
Difficulties identified by project’s related to collecting census
data
Additions suggested from the field and our Advisory Committee
Increasing the accuracy of the census data reported
Changes in reporting language necessitated by IDEA and which
align the census with Section 618 reporting requirements
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2007 content revisions…
Include multiple definitional and substantive changes…
For example… Definitional
Ethnicity categories now have some minor differences in their descriptions
Substantive Educational settings are now based on percent of time in
regular education rather than setting
Degree of documented loss replaces primary classification of impairment and dates of assessment
Inclusion of Part C Exiting data
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2007 format revisions…
Include multiple additions, deletions and revisions…
For example… Additions
Participation in statewide assessment Use of corrective lenses, listening devices and
assistive technology
Deletions Dates of assessment
Revisions Breaking EI and educational settings into separate data
reporting elements
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Lets walk through the changes… Column 1, 2 and 3… 1. State
No change
2. Identification Code Heading change… previously was the IDNUM… no
substantive change to definition Changed since it is an alpha code, rather than numeric
3. Child Number Heading change… previously was the Kidcode… no
substantive change to definition Changed since it is a numeric code, rather than alpha
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Columns 4 through 8…
4. Gender No change
5. Month of Birth No change
6. Day of Birth No change
7. Year of Birth No change
8. Etiology No change
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Column 9…Ethnicity
Two changes in ethnicity response options Black Hispanic
Changes to description for Asian or Pacific Islander
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Column 9…Ethnicity
2006
American Indian or Alaska Native
Asian or Pacific Islander
Black or African American (not Hispanic)
Hispanic or Latino
White (not Hispanic)
2007
American Indian or Alaska Native
Asian or Pacific Islander
Black (not Hispanic)
Hispanic
White (not Hispanic)
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Column 10…Documented Vision Loss
Substantive Change
Replaces Primary Classification of Visual Impairment (Previously column 14)
No longer requires dates of assessment (Previously columns 10-13)
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Column 10…Documented Vision Loss
2007 responses
1. Low Vision2. Legally Blind3. Light Perception Only4. Totally Blind 5. xxx6. Diagnosed Progressive Loss7. Further Testing Needed8. xxx9. Documented Functional Vision Loss
Please note: Items 5 and 8 are intentionally not used or available.
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Column 10…Documented Vision Loss
Indicate the code that best describes the individual’s: documented degree of vision loss with
correction, or indicate that further testing is needed (this
testing must be completed prior to the next child count submission date for continued inclusion in the count), or
that the student has a documented functional vision loss.
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Column 11…Cortical Vision Impairment
Previously in Primary Classification of Vision Impairments
Retained, but as a separate item rather than included as a Degree of Loss
No, Yes or Unknown
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Column 12…Documented Hearing Loss
Substantive Change
Replaces Primary Classification of Hearing Impairment (Previously column 19)
No longer requires dates of assessment (Previously columns 15-18)
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Column 12…Documented Hearing Loss 2007 responses
1. Mild (26-40 dB loss)2. Moderate (41-55 dB loss)3. Moderately Severe (56-70 dB loss)4. Severe (71-90 dB loss)5. Profound (91+ dB loss)6. Diagnosed Progressive Loss, or7. Further Testing Needed, or8. XXX9. Documented Functional Hearing Loss
Please note: Item 8 is intentionally not used or available as an option.
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Column 12…Documented Hearing Loss
Again, indicate the code that best describes the individual’s documented degree of hearing loss, or indicates that further testing is needed (this
testing must be completed prior to the next child count submission date for continued inclusion in the count), or
that the student has a documented functional hearing loss.
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Columns 13, 14 and 15…
13. Central Auditory Processing Previously column 20 Simple No/Yes/Unknown response
14. Auditory Neuropathy New data element Simple No/Yes/Unknown response
15. Cochlear Implants Previously column 31 Simple No/Yes/Unknown response
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Columns 16 through 21…
16-21. Other Health Impairments or Conditions
Previously, items listed under this heading were found as columns 21-25
One substantive addition… Communication, Speech and/or Language
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Columns 16 through 21 now read…
Orthopedic/Physical
Cognitive
Behavioral Disorders
Complex Health Care Needs
Communication/Speech/Language
Other
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Column 22…Funding Category
Column 22 is now intentionally not used.Previously this column was titled “FundingCategory”
Previously column 26 1. IDEA Part B (3 - 21) 2. IDEA Part C (Birth - 2) 3. Not Reported under Part B or Part C
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Column 23…Part C Category Code
Part C Category Code Substantive change No longer combined with Part B categories Now a discreet reporting element
Please note…
In previous years, Part C category reporting was combined with Part B. The Part C categories are now a discreet reporting element. Although the categories are similar to those used previously, their numerical sequence has been realigned to that used for federal reporting purposes.
Please double check and verify that you are using the appropriate reporting categories and codes for children birth through 2.
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Column 23… Part C Category Codes
Part C Category Codes include…1. At-risk2. Developmentally Delayed
Also included for Census reporting purposes:
888. Not Reported under Part C of IDEA
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Column 24…Part B Category Code
Substantive change No longer combined with Part C categories Now a discreet reporting element
Please note… In previous years, Part B category reporting was combined with
Part C. The Part B categories are now a discreet reporting element. Although the categories are similar to those used previously, their numerical sequence has been realigned to that used for federal reporting purposes.
Please double check and verify that you are using the appropriate reporting categories and codes for children 3 through 21.
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Column 24…Part B Category Code
1. Mental Retardation2. Hearing Impairment (includes deafness)3. Speech or Language Impairment 4. Visual Impairment (includes blindness)5. Emotional Disturbance6. Orthopedic Impairment 7. Other Health Impairment 8. Specific Learning Disability 9. Deaf-blindness 10. Multiple Disabilities11. Autism 12. Traumatic Brain Injury13. Developmentally Delayed-(age 3 through 9)
Also included for Census reporting are:14. Non-Categorical
888. Not Reported under Part B of IDEA
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Part B Category Codes…2007 to 2006
2007
1. Mental Retardation2. Hearing Impairment (includes
deafness)3. Speech or Language Impairment 4. Visual Impairment (includes
blindness)5. Emotional Disturbance6. Orthopedic Impairment 7. Other Health Impairment 8. Specific Learning Disability 9. Deaf-blindness 10. Multiple Disabilities11. Autism 12. Traumatic Brain Injury13. Developmentally Delayed-(age 3
through 9)
Also included for Census reporting are:
14. Non-Categorical
888. Not Reported under Part B of IDEA
2006
0. Not Applicable-Individual under 31. Autism Spectrum Disorder2. Hearing Impairment (includes deafness)3. Deaf-blindness4. Mental Retardation5. Multi-disabled6. Other Health Impaired7. Orthopedic Impairment8. Emotional Disturbance9. Specific Learning Disability10. Speech or Language Impairment11. Traumatic Brain Injury12. Visual Impairment (includes blindness)13. Developmentally Delayed-age 3 through 9)
Also included for Census reporting are:
14. Non-Categorical
888. Not Reported under Part B of IDEA
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Part B Category Codes…Crosswalk
2007
1. Mental Retardation2. Hearing Impairment (includes deafness)3. Speech or Language Impairment 4. Visual Impairment (includes blindness)5. Emotional Disturbance6. Orthopedic Impairment 7. Other Health Impairment 8. Specific Learning Disability 9. Deaf-blindness 10. Multiple Disabilities11. Autism 12. Traumatic Brain Injury13. Developmentally Delayed-(age 3 through 9)
Also included for Census reporting are:
14. Non-Categorical
888. Not Reported under Part B of IDEA
2006
0. Not Applicable-Individual under 31. Autism Spectrum Disorder2. Hearing Impairment (includes deafness)3. Deaf-blindness4. Mental Retardation5. Multi-disabled6. Other Health Impaired7. Orthopedic Impairment8. Emotional Disturbance9. Specific Learning Disability10. Speech or Language Impairment11. Traumatic Brain Injury12. Visual Impairment (includes blindness)13. Developmentally Delayed-age 3 through 9)
Also included for Census reporting are:
14. Non-Categorical
888. Not Reported under Part B of IDEA
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Columns 25 and 26…EI, Preschool and Educational Settings In previous years, Part C Early Intervention Settings and Part
B Educational Settings were a single, combined reporting element.
The “educational setting” categories are now three discreet reporting elements representing early intervention settings (birth through 2), early childhood special education settings (3-5) and school-age settings (6-21).
It is also important to note that the descriptions within each of these three reporting elements are now completely revised based on federal changes and do not correlate with those previously used.
As such, it will be necessary to verify the current setting of each individual listed on the child count.
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Column 25… Early Intervention Setting
Substantive change, both format and content
New, as a discreet data element
Previously combined with 3-5 and 6-21
Substantive change in definitions of the settings
Reduced from 10 to 3 settings
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Column 25…Early Intervention Settings
Potential EI settings include:
Home Community-based settings Other settings
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Column 26…Educational Settings
Educational Settings Substantive change, both format and content Substantive change in definitions of the settings
3-5 different and reported separately than 6-21
SEA and lead agency have been using these
Settings are based on Percent of time in regular EC for 3-5 Percent of time in regular class for 6-21
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Column 26…Educational Settings
Preschools settings (3-5)
1. Attending a regular early childhood program at least 80% of the time
2. Attending a regular early childhood program 40% to 79% of the time
3. Attending a regular early childhood program less than 40 % of the time
4. Attending a separate class5. Attending a separate school6. Attending a residential facility7. Service provider location8. Home
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Column 26…Educational Settings
School-aged settings (6-21)
9. Inside the regular class 80% or more of day10.Inside the regular class 40% to 79% of day11.Inside the regular class less than 40% of day12.Separate school13.Residential facility14.Homebound/Hospital15.Correctional facilities16.Parentally placed in private schools
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Column 27…Statewide Assessments
New data element
Six options
1. Regular grade-level State assessment
2. Regular grade-level State assessment with accommodations
3. Alternate assessments aligned with grade-level achievement standards
4. Alternate assessments based on alternate achievement standards
5. Modified achievement standards
6. Not required at age or grade level
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Column 28… Part C Exiting Status
Birth through 2
Please note, in previous years Part C and Part B Exiting Status was a single, combined reporting element.
The exiting categories are now two discreet reporting elements representing early intervention (birth through 2) and early childhood/school-aged special education (3-21).
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Column 28…Part C Exiting Status
Potential EI exiting codes include: 0. In a Part C early intervention program
1. Completion of IFSP prior to reaching maximum age for Part C2. Eligible for IDEA, Part B3. Not eligible for Part B, exit with referrals to other programs4. Not eligible for Part B, exit with no referrals5. Part B eligibility not determined6. Deceased7. Moved out of state8. Withdrawal by parent (or guardian)9. Attempts to contact the parent and/or child were unsuccessful
Also included for Census reporting purposes are:
10. No longer receives early intervention, but still receiving state deaf-blind project services
11. No longer meets the deaf-blind project’s criteria for services
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Column 29 - Part B Exiting Status
No substantive changes
Slight definitional changes
Slight changes to response options, such as
Deceased (2006) to Died (2007)
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Column 30…Living Settings
One change
1. Home: Parents2. Home: Extended family3. Home: Foster parents4. State residential facility5. Private residential facility6. Group home (less than 6 residents)7. Group home (6 or more residents)8. Apartment (with non-family person(s))9. Pediatric nursing home
555. Other
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Column 31…Corrective Lenses
New data element
Simple No, Yes or Unknown response
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Column 32…Assistive Listening Devices
New data element
Simple No, Yes or Unknown response
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Column 33…Additional Assistive Technology
New data element
Simple No, Yes or Unknown response