Page 1 1 SATURDAY, MAY 3, 2008 2 CEASD CONFERENCE 3 GREAT FALLS, MONTANA 4 5 MR. BOSSI: HELLO, EVERYONE. NOT SO 6 MUCH. GOOD MORNING. HELLO. HI, THERE WE GO. 7 THANK YOU. 8 GOOD MORNING, NICE TO SEE ALL OF YOU HERE 9 AGAIN. I HOPE YOU ALL ENJOYED LAST NIGHT. I'M 10 ASKING YOU, DID YOU ALL ENJOY LAST NIGHT? CAN I 11 GET A LITTLE? TIME CHANGE, JET LAG. PERHAPS 12 YOU'LL WAKE UP AS WE MOVE ON HERE THIS MORNING. 13 I'M SURE OUR PRESENTATIONS WILL BE KEEPING YOU 14 AWAKE. 15 WE'RE GOING TO HAVE OUR PRESENTATION THIS 16 MORNING. PRIOR TO THAT, STEVE, OUR HOST, HAS A 17 FEW ANNOUNCEMENTS, COUPLE OF HOUSEKEEPING ITEMS 18 THAT WILL TAKE CARE OF OUR DAY. WHEN HE IS DONE, 19 I'LL COME BACK AND I'LL INTRODUCE OUR SPEAKER AND 20 WE'LL GO FROM THERE. 21 MR. GETTEL: GOOD MORNING, EVERYBODY, 22 WELCOME. I HAVE JUST A FEW ANNOUNCEMENTS. IT'S 23 KIND OF LIKE THE FIRST DAY OF CLASS, BUT TODAY IS 24 PARTICULARLY IMPORTANT THAT WE STAY ON SCHEDULE 25 BECAUSE WE PLANNED SOME ACTIVITIES IN THE Page 2 1 AFTERNOON AND FOR SOME OF THOSE ACTIVITIES WE HAVE 2 TO BE ON TIME OR THEY ARE NOT GOING TO HAPPEN. 3 BUT, FIRST, BREAKFAST IS GOING TO 4 BE--WELL, THEY WILL HAVE BREAKFAST SET UP FOR 5 ABOUT FIVE MORE MINUTES AND THEN THEY ARE GOING TO 6 CLEAR THAT AWAY. 7 THIS AFTERNOON, WHO'S GOING TO PLAY GOLF? 8 SHOW OF HANDS OF WHO'S PLAYING GOLF. GOLFERS? 9 ONE, TWO, ANY? NO, NO? 10 WE'VE GOT TEE TIMES SET UP FOR ABOUT 4:30 11 AT ONE OF THE LOCAL PUBLIC COURSES. IF YOU ARE 12 INTERESTED, GO OUT TO THE TABLE. DIANE WILL GET 13 YOUR NAME DOWN. WE'LL HAVE TRANSPORTATION OUT. 14 IT'S ANACONDA HILLS, THE NAME OF THE PLACE. I 15 JUST WANT TO CAUTION YOU IF YOU ARE GOLFING THERE, 16 I THINK IT'S THE 6TH HOLE, THERE'S KIND OF A 17 STEEP--WELL, ON THE EDGE, ON THE EAST EDGE OF THAT 18 FAIR WAY, IT'S PRETTY STEEP, IT DROPS OFF. IT'S 19 GOING TO BE WARM TODAY. OH, SPRING HAS ARRIVED. 20 ALMOST 70 DEGREES TODAY. IT'S GOING TO BE 21 BEAUTIFUL DAY OUT ON THE GOLF COURSE. BUT I JUST 22 WANT TO CAUTION YOU THE SUN REALLY BEATS DOWN ON 23 THAT HILLSIDE AND IF YOU HAPPEN TO SLICE YOUR BALL 24 OFF DOWN, I WOULD ADVISE THAT YOU NOT GO DOWN 25 LOOKING FOR IT BECAUSE TODAY IS WHEN THE Page 3 1 RATTLESNAKES ARE GOING TO COME OUT. SERIOUS. THE 2 RATTLESNAKES WILL COME OUT OF THEIR HOLES TODAY 3 AND THEY WILL BE DOWN THERE. I'M SERIOUS. BUT IF 4 YOU'VE GOT A LOT OF COURAGE, HEAD DOWN THERE 5 BECAUSE THAT'S JUST GOOD TRAINING FOR NEXT YEAR IN 6 NEW MEXICO. (LAUGHTER. ) 7 THE OTHER ACTIVITY, WE HAVE A VARIETY OF 8 ACTIVITIES PLANNED. IF YOU WANT TO SEE A MUSEUM, 9 THE BUFFALO JUMP, THERE'S TRANSPORTATION OUT 10 THERE. BUT IF YOU ARE ON THE RIVER FLOAT AND 11 DINNER, IF YOU HAVE SIGNED UP AND YOU'VE DECIDED 12 YOU ARE NOT GOING TO DO THE WHOLE THING OR YOU ARE 13 NOT GOING TO RIDE IN THE BOAT, PLEASE, WE NEED TO 14 KNOW. THAT TRANSPORTATION IS LEAVING HERE AT 15 4 O'CLOCK. THEY ARE NOT WAITING. AND WE'RE 16 SUPPOSED TO BE FINISHED AT 3:30; THAT GIVES YOU 17 SOME TIME TO GET UP, GET CHANGED, IF YOU NEED TO 18 CHANGE CLOTHES, AND THEN GET DOWN TO THE FRONT OF 19 THE HOTEL. YOU CAN'T MISS IT. THEY ARE GREAT BIG 20 VANS, PROBABLY WITH BIG BOATS ON THE ROOF, ON THE 21 TOP. 22 THE WEATHER ABOUT, LIKE I SAID, 65, 23 70 DEGREES ON THE RIVER; BUT BY THE TIME WE'RE 24 FINISHED FLOATING AT 7 O'CLOCK, IT'S GOING TO BE 25 KIND OF COOL, SO I WOULD ADVISE YOU TO HAVE MAYBE Page 4 1 TWO JACKETS. YOU WON'T GET WET UNLESS YOU ARE 2 TRYING TO GET WET. IT'S PRETTY EASY RIDE. 3 DON. 4 SPEAKER: ANY SNAKES IN THE WATER? 5 MR. GETTEL: NOT NORMALLY. IF YOU HAVE 6 ANY OTHER QUESTIONS ABOUT THAT ACTIVITY, LET US 7 KNOW. THAT ONE WAS--YOU HAD TO HAVE PREPAID. 8 QUESTIONS? IS THERE A QUESTION DOWN 9 THERE? THEY WANT TO KNOW WHAT WE'RE RIDING IN, 10 THEY ARE VERY LARGE RAFTS, TWO OF THEM, I THINK, 11 VERY LARGE RAFTS. AND THIS IS NOT WHITEWATER. 12 IT'S NOT ANYTHING WILD. IT'S VERY GENTLE. 13 ANYTHING ELSE? 14 LUNCH. EVERY DAY IS SERVED POOLSIDE TO 15 THE LEFT DOWN THE HALL, THE END, BACK INTO WHERE 16 THE POOL IS. AND I THINK THAT'S ALL THAT I HAVE 17 FOR NOW THIS. I'LL CHECK MY LIST. THANKS. 18 MR. BOSSO: OKAY. BEFORE WE GO AHEAD AND 19 GET STARTED, I WOULD LIKE TO TAKE THE OPPORTUNITY 20 TO THANK THE LEARNING CENTER FOR SPONSORING 21 BREAKFAST THIS MORNING. SO THANK YOU VERY MUCH. 22 (APPLAUSE.) 23 AS I SAID LAST NIGHT, THERE ARE MANY 24 WONDERFUL SPONSORS OF THIS CONFERENCE AND IT COULD 25 NOT HAPPEN WITHOUT THE SUPPORT OF OUR MEMBER Page 5 1 SCHOOLS, CERTAINLY INCLUDING THE LEARNING CENTER 2 FOR OUR BREAKFAST. 3 ALSO, IT'S GALLAUDET DAY. GALLAUDET HAS 4 SPONSORED OUR LUNCH AND OTHER ACTIVITIES THAT WILL 5 BE HAPPENING SOON. THANK GALLAUDET FOR THEIR 6 SPONSORSHIP TODAY AS WELL. 7 ANOTHER ANNOUNCEMENT. BEFORE WE MOVE ON 8 AND DISCUSS THE ISSUE OF LEADERSHIP AND 9 CHALLENGES, THERE ARE A GROUP OF LEADERS HERE FROM 10 GALLAUDET THAT ARE PART OF THE GI, THE GALLAUDET 11 LEADERSHIP INSTITUTE. AND I WOULD ASK THEM TO 12 STAND SO WE CAN RECOGNIZE THAT GROUP FOR STUDYING 13 AND WORKING HARD TO BECOME OUR FUTURE LEADERS. 14 (APPLAUSE.) 15 MR. BOSSO: I WOULD JUST LET YOU KNOW NOW 16 THAT PEOPLE HAVE SEEN YOU AND YOU KNOW WHAT WILL 17 HAPPEN. SUPERINTENDENTS, OTHER PEOPLE, WILL BE 18 AROUND. I HAVE A GREAT SCHOOL, YOU SHOULD COME TO 19 MY STATE. SO YOU'LL HEAR ABOUT IT. 20 THIS MORNING WE ARE FORTUNATE TO HAVE DR. 21 GEORGE CORRICK. HE'S FROM FLORIDA. HE'S WITH US 22 THIS MORNING. HE TAUGHT, HE WROTE, HE WAS 23 INVOLVED IN THE UNIVERSITY OF NORTHERN FLORIDA FOR 24 MANY YEARS, FOR MORE THAN 20 YEARS. HE'S VERY 25 INVOLVED IN LEADERSHIP, CONSULTS WITH A VARIETY OF Page 6 1 SCHOOLS ON SCHOOL IMPROVEMENT, ON REFORM. HE'S 2 INVOLVED IN THE MASTERS OF THE DEAF PROGRAM. ALSO 3 INVOLVED IN A VARIETY OF SCHOOLS ACROSS THE 4 COUNTRY. HE LIVES IN PONTE VEDRA, FLORIDA AND 5 HE'S HERE TODAY WITH HIS LOVELY WIFE JO. WELCOME. 6 THANK YOU FOR BEING HERE WITH US. 7 BEFORE GEORGE STARTS, I WANT YOU TO KNOW 8 THAT GEORGE TOOK THIS JOB VERY SERIOUSLY WHEN WE 9 ASKED HIM IF HE WOULD CONSIDER COMING. HE GAVE IT 10 SOME CONSIDERATION, DID A LOT OF HOMEWORK. MANY 11 SUPERINTENDENTS AND LEADERS ACROSS THE COUNTRY GOT 12 PHONE CALLS FROM GEORGE SO WE COULD HAVE 13 CONVERSATIONS AND REALLY ENGAGE THEM. HE WANTED 14 TO KNOW WHAT THE PULSES ARE. WHAT ARE THE ISSUES 15 BEING FACED, THE CHALLENGES OUT THERE. AND HE 16 INCORPORATED THAT INFORMATION INTO HIS 17 PRESENTATION THIS MORNING, SO I'M SURE A LOT OF 18 HIS CONTENT WILL BE VERY MEANINGFUL FOR US AND YOU 19 MAY RECOGNIZE SOME OF OUR OWN ISSUES CERTAINLY 20 WITHIN OUR COMMENTS. SO WHEN HE'S DONE THIS 21 MORNING, THEY WILL BE ASKING FOR COMMENTS, 22 OPPORTUNITY FOR QUESTIONS, AND THEN WE'RE GOING TO 23 GO TO A BREAK. AND THEN WE'LL HAVE TWO SCHOOLS 24 RESPOND TO THE CHALLENGES IN LEADERSHIP THAT THEY 25 ARE FACING, LESSONS LEARNED, THEIR EXPERIENCES, ET Page 7 1 CETERA, SO WE'LL HAVE A SHARED TIME TO LOOK AT 2 SOME OF THE ISSUES FROM OTHER SCHOOLS. 3 SO, WELCOME, GEORGE. WE'RE SO HAPPY TO 4 HAVE YOU. 5 MR. CORRICK: GOOD MORNING. WHAT A 6 PRIVILEGE TO BE HERE. MOST OF YOU HAVE SPOKEN AT 7 ONE TIME OR ANOTHER AT THIS KIND EVENT SO YOU KNOW 8 WHAT I'M GOING TO SAY HERE. MY VOICE CARRIES VERY 9 WELL BUT LET'S SEE IF IT NEEDS A LITTLE HELP. 10 YOU KNOW WHAT THE BEST TIME TO SPEAK ON A 11 PROGRAM IS? FIRST. WHO SAID IT? GIVE THAT 12 PERSON MONEY. FIRST. I HAVE THE PRIVILEGE OF 13 DOING THAT. THERE ARE SEVERAL THINGS, MOST PEOPLE 14 ARE AWAKE. THEY HAVE NOT--THEIR ANGER IS STILL 15 UNDER CONTROL. IT'S EARLY IN THE DAY. 16 NOW, ANY IDEA WHEN THE WORST TIME IS? 17 LAST? OKAY, THERE ARE TWO BAD ONES. ONE IS 18 JUST--WELL, JUST AFTER LUNCH WHERE EVERYBODY IS 19 ASLEEP. THE REALLY BAD ONE, AND I'VE DONE THIS A 20 NUMBER OF TIMES SO I KNOW, END OF THE DAY JUST 21 BEFORE THE COCKTAIL HOUR. AND OUT THERE THE 22 HEARING PEOPLE CAN HEAR AND OTHERS TELL THEM, 23 LISTEN TO THE ICE IN GLASSES RATTLING OUT THERE. 24 YOU START LOOKING AT THEIR WATCH AND START, YOU 25 KNOW, GETTING RESTLESS. SO BEING FIRST. Page 8 1 AFTER ALL THE TALK LAST NIGHT ABOUT THE 2 STATE OF MONTANA, FASCINATING TALE. I'M FROM 3 FLORIDA AND I WANT TO OPEN WITH JUST A COUPLE 4 IRRELEVANT TO THIS LEADERSHIP TOPIC. BUT WE SPEND 5 A LOT OF TIME IN EDUCATION, DON'T WE, TALKING 6 ABOUT DIFFERENCES. AND WE THINK WE KNOW SOMETHING 7 ABOUT THE DIFFERENCES. I'VE BEEN AROUND, AS YOU 8 CAN TELL BY LOOKING AT ME, A LONG TIME. SO I 9 THINK I KNOW SOMETHING ABOUT DIFFERENCES. BUT I 10 AIN'T NEVER BEEN TO MONTANA BEFORE, SO I DIDN'T 11 REALLY KNOW ABOUT DIFFERENCES. 12 THE STATE OF FLORIDA--LET ME GIVE YOU 13 THIS LITTLE COMPARISON. WHEN I GOT OUT OF HIGH 14 SCHOOL THERE WERE FOUR AND A HALF MILLION PEOPLE 15 IN FLORIDA. NOW THERE ARE 19 MILLION PEOPLE IN 16 FLORIDA. WE GET ROUGHLY 25 MILLION TOURISTS EVERY 17 YEAR. WE HAVE A SCHOOL DISTRICT NEAR WHERE I LIVE 18 IN PONTE VEDRA BEACH. THE JACKSONVILLE SCHOOL 19 DISTRICT HAS 125,000 STUDENTS. MONTANA HAS, I'M 20 TOLD, A MILLION PEOPLE. WE HAVE 19. I OFFERED 21 STEVE 45 MILLION PEOPLE, AND I'LL HAVE TO FILL IN 22 SOME OF THESE SPACES. EVERYBODY I'VE MET IN 23 MONTANA WAS BORN IN MONTANA. ONE PERCENT OF 24 PEOPLE IN FLORIDA WERE BORN IN FLORIDA, 25 25 PERCENT. I'LL SAY THAT TO PEOPLE AND THEY SAY, Page 9 1 GEORGE, WHERE DID THEY ALL GO? THAT'S NOT WHAT 2 HAPPENED. THOSE OTHER FOLKS MOVED IN. CALIFORNIA 3 WE THINK OF AS A PLACE WHERE PEOPLE MOVE TO. THE 4 POPULATION OF CALIFORNIA RESIDENTS IS SOMEWHERE IN 5 THE 60 PERCENT. SO LET'S ALWAYS REMEMBER THAT 6 DIVERSITY AND DIFFERENCES ARE ABSOLUTELY 7 EVERYWHERE. 8 I KNEW THAT I WOULDN'T BE ABLE TO WAKE UP 9 IN THE MORNING AND HEAR THE SURF AS I CAN AT HOME 10 HERE BUT I DIDN'T REALIZE JUST HOW DIFFERENT IT 11 WAS. AND ONE OF THE THINGS, THIS IS FOR MY FRIEND 12 DON RHOTEN, THE GOLFER, STEVE DIDN'T SAY THIS--. 13 I ALWAYS NEED HELP FROM THE FEMALES, THANK YOU. 14 HE'S ON THE GOLF COURSE, THAT CLIFF, IN CASE YOU 15 DON'T KNOW WHAT HOLE IT IS, YOU CAN'T REMEMBER, 16 LOOK FOR THE SKELETONS DOWN THERE AT THE BOTTOM. 17 ONE MORE LITTLE STORY. 18 HELP ME, MY FRIENDS. MY WIFE TELLS ME I 19 TALK TOO LOUDLY. 20 I SAID, WE GET ALL THESE TOURISTS IN 21 FLORIDA, MANY OF YOU HAVE PROBABLY BEEN THERE. 22 UNFORTUNATELY, THERE ARE PEOPLE WHO, WHAT THEY 23 SAY, RIP OFF TOURISTS. WE TRY TO KEEP THAT FROM 24 HAPPENING BUT EVERY NOW AND THEN IT HAPPENS. THIS 25 STORY COULD BE ABOUT PEOPLE FROM ANY STATE BUT Page 10 1 IT'S GOING TO BE, BECAUSE I'M HERE, FOR STEVE, 2 IT'S GOING TO BE FROM MONTANA. BECAUSE I WORK 3 WITH DON AND CATHY RHOTEN, IT'S GOING TO BE ABOUT 4 PENNSYLVANIA. 5 THERE WAS SOME TOURIST FROM MONTANA 6 STAYING IN A HOTEL IN FORT LAUDERDALE, PICKED UP 7 THE PAPER AND SAW AN AD FOR THE $99 CRUISE. HE 8 WENT, WOW, THAT SHOULD BE GOOD. I CAN STRETCH MY 9 MONEY WITH A $99 CRUISE. SO HE HAD HIS BREAKFAST 10 AND WENT DOWN TO THE DOCK AND FOUND THE PLACE 11 WHERE THE $99 CRUISE WAS FOR SALE AND HE SAID, I 12 WANT TO SIGN UP FOR THE $99 CRUISE. THE GUY SAID, 13 YES, SIR, THAT WILL BE $99. HERE'S MY CREDIT 14 CARD. THE GUY SAID WHEN DOES IT LEAVE? AND HE 15 SAID RIGHT AWAY. HE CAME OUT FROM BEHIND THE 16 COUNTER, HIT HIM OVER THE HEAD WITH A BIG STICK. 17 HIT THE GUY FROM MONTANA OVER THE HEAD WITH A BIG 18 STICK. WRAPPED HIM IN AN INFLATABLE BLANKET, 19 THREW HIM INTO THE INLET AND HE STARTED DRIFTING 20 OUT ON THIS CRUISE. HE'S DRIFTING OUT A LITTLE 21 WAYS ON HIS CRUISE, KIND OF WAKES UP AND SAYS, 22 WELL, I GUESS, NOT MUCH, BUT THIS IS IT. AND HE 23 COMES UPON ANOTHER PERSON WRAPPED UP IN AN 24 INFLATABLE BLANKET AND HE SAYS, WHERE ARE YOU 25 FROM? THE GUY SAYS PENNSYLVANIA. HE SAID, CAN I Page 11 1 ASK YOU A QUESTION? HE SAID SURE. HE SAID, DO 2 YOU KNOW WHETHER THEY SERVE DINNER ON THIS CRUISE? 3 THE GUY FROM PENNSYLVANIA SAID, THEY DIDN'T LAST 4 YEAR. (LAUGHTER.) 5 NOW, THEY COULD HAVE BEEN FROM ANYWHERE 6 BESIDES MONTANA. 7 SERIOUSLY, I'M HONORED TO HAVE BEEN ASKED 8 TO OPEN YOUR CEASD CONFERENCE THIS IT MORNING, BUT 9 I HAVE TO ADMIT THAT WHEN MY LONG-TIME FRIEND JOE 10 FINNEGAN FIRST ASKED ME, I WAS SOMEWHAT TAKEN 11 ABACK. AND I SAID, SURELY, JOE, YOU DON'T ASK 12 SIGN LANGUAGE CHALLENGED PEOPLE TO SPEAK IN THAT 13 KEY SPOT. HE SAID, DON'T WORRY ABOUT IT, GEORGE, 14 WE'LL HAVE AN INTERPRETER FOR YOU. AND WE DO, 15 SEVERAL, THANK YOU. 16 THEN JOE TOLD HE WANTED ME TO SPEAK ON 17 THE TOPIC OF LEADERSHIP. THIS LED ME TO MY SECOND 18 QUESTION. YOU ARE ASKING THE GUY WHO HAS NEVER 19 LED--WHAT AM I DOING WRONG HERE, GUYS, WITH THIS 20 THING? 21 YOU ARE ASKING A GUY WHO HAS NEVER LED A 22 SCHOOL FOR THE DEAF TO TALK ABOUT LEADERSHIP TO A 23 ROOMFUL OF VETERAN HEADS OF SCHOOLS AND PROGRAMS? 24 AND JOE SAID--YOU'VE PROBABLY HEARD THIS 25 BEFORE--DON'T WORRY, GEORGE. Page 12 1 I NEEDED SOME TIME TO THINK ABOUT IT AND 2 ABOUT A WEEK LATER I CALLED JOE AND WE HAD LUNCH 3 DOWN IN ST. AUGUSTINE AND I SAID THERE IS ONE 4 CONDITION, I'LL DO IT ON ONE CONDITION. AND HE 5 SAID, RATHER NERVOUSLY I THINK, HE SAID, WHAT 6 CONDITION, GEORGE? I WAS VERY CLEAR ABOUT IT, 7 JOE, ONLY WILL I SPEAK IF YOU GUARANTEE ME A 8 PERSONAL BODYGUARD WHO IS BIG, STRONG AND ARMED, 9 SINCE I JUST MIGHT IRRITATE THOSE DEAF SCHOOL 10 LEADERS A LITTLE. 11 IF I SEEM A LITTLE NERVOUS IT'S BECAUSE I 12 HAVEN'T SEEN THAT GUY, THAT ARMED GUARD. NOW, JOE 13 IS POINTING AT SOMEONE BACK HERE BUT I'M PRETTY 14 SURE THAT HE'S NOT EITHER LARGE OR ARMED. 15 SPEAKER: STAND UP, DON. 16 MR. CORRICK: BUT, YOU KNOW, HE'S ASSURED 17 ME THAT GUARD IS HERE SOMEWHERE. IF I HOLLER HELP 18 OR WITH THIS THING I HOLLER HELP REALLY LOUDLY OR 19 EVEN WHISPER IT, I UNDERSTAND THAT GUARD'S TO COME 20 RIGHT UP HERE. NOW, YOU UNDERSTAND? I FEEL A 21 LITTLE SAFER. 22 AGAIN, SERIOUSLY, I'M HONORED TO HAVE 23 BEEN ASKED TO OPEN THE CONFERENCE. MY WIFE JO, 24 SHORT FOR JOSEPHINE, NOT LIKE JOE FINNEGAN, HER 25 ENTIRE FAMILY AND I OWE A GREAT DEBT TO SCHOOLS Page 13 1 FOR THE DEAF. MY JO'S FATHER AND MOTHER BOTH 2 ATTENDED THE LOUISIANA SCHOOL FOR THE DEAF. WE 3 HAVE MANY COPIES OF BEAUTIFUL NOTES AND LETTERS 4 THEY WROTE IN THOSE YEARS TO THEIR FAMILIES ABOUT 5 THEIR HAPPY LIVES AND EXCITING LEARNING AT THAT 6 DEAF SCHOOL IN BATON ROUGE. THEY WROTE ABOUT 7 MEETING FOR THE FIRST TIME OTHER DEAF KIDS LIKE 8 THEMSELVES. JO'S FATHER, OLIVER LINER, WROTE 9 ABOUT FISHING WITH HOUSE PARENTS AND FRIENDS, THEN 10 TAKING THAT CATCH BACK TO THE DEAF SCHOOL KITCHEN 11 WHERE THE STAFF COOKED THOSE FISH. IS THE 12 LOUISIANA HIGH SCHOOL DIRECTOR HERE? I ASSUME 13 THEY STILL DO THAT. STILL DO IT, OKAY. 14 JO'S MOTHER--WRITE THAT DOWN. JO'S 15 MOTHER, EILER MURRAY , SENT HOME BEAUTIFUL POEMS, 16 WORDS THAT RHYMED FROM A YOUNG DEAF GIRL. AND THE 17 LETTERS SHE WROTE HOME WERE IN CLEAR ENGLISH 18 LANGUAGE, SPELLED AND PUNCTUATED CORRECTLY, 19 DEMONSTRATING THE GREAT VALUE OF HER EDUCATION AND 20 SOCIAL LIFE AT THAT SCHOOL FOR THE DEAF. AND I 21 KNOW THAT THAT WAS NOT THE NORM BUT THEY CAME 22 THROUGH VERY, VERY WELL. 23 WITHOUT THAT SCHOOL FOR THE DEAF, THE 24 ODDS OF MY JO'S PARENTS GETTING ANY EDUCATION AT 25 ALL BACK THEN, AND YOU KNOW THAT, WAS VERY CLOSE Page 14 1 TO ZERO. BECAUSE OF THAT ADVANTAGE WE BELIEVE HER 2 PARENTS WERE ABLE TO RAISE THREE DAUGHTERS, EACH 3 OF WHOM COMPLETED AT LEAST A BACHELOR'S DEGREE, 4 EACH OF WHOM MARRIED HAPPILY, RAISED AND EDUCATED 5 KIDS AND EACH OF WHOM HAVE NOW BEEN MARRIED 6 50 YEARS OR MORE. (APPLAUSE.) 7 I WAS NINE, SHE WAS SEVEN. (LAUGHTER.) 8 FRANKLY, THAT STILL MAKES ME OLD WHEN YOU 9 ARE AT THE 50 YEARS. 10 OUR GRATITUDE TO SCHOOLS FOR THE DEAF GO 11 FARTHER. JOE'S OLDER SISTER ELAINE BECAME DEAF IN 12 HER TEENS AND THEN ATTENDED AND GRADUATED FROM 13 GALLAUDET. THERE SHE MET AND MARRIED A DEAF YOUNG 14 MAN, KEN. THEY HAVE LIVED IN THE DC AREA, WORKED 15 FOR FEDERAL AGENCIES AND ARE ACTIVE IN THE DEAF 16 WORLD. 17 SO PLEASE UNDERSTAND THAT IF THIS MORNING 18 I SOMETIMES SEEM TO PROD OR CHALLENGE YOU, THE 19 ADMINISTRATORS AND, YES, THE LEADERS OF SCHOOLS 20 AND PROGRAMS FOR THE DEAF AND OTHER LEADERS IN 21 DEAF EDUCATION, IT WILL NOT BE BECAUSE I DON'T 22 APPRECIATE YOU, BECAUSE I SERIOUSLY DO. JUST THE 23 OPPOSITE. I VALUE AND VERY MUCH APPRECIATE WHAT 24 PAST AND PRESENT HAVE MEANT TO ME, MY FAMILY, AND 25 OTHERS LIKE US ACROSS AMERICA. MY REMARKS THIS Page 15 1 MORNING, FOLKS, ARISE NOT FROM WHAT YOU HAVE OR 2 HAVEN'T DONE IN THE PAST. MY ENTIRE THEME TODAY 3 IS ABOUT THE CHALLENGES, OPPORTUNITIES AND BURDENS 4 OF LEADERSHIP WHICH YOU FACE TODAY AND IN THE 5 FUTURE. IT'S VERY CLEAR TO YOU, I KNOW, THAT A 6 TRULY UNCERTAIN WORLD LIES AHEAD FOR YOU, ALL WHO 7 BENEFIT SO GREATLY FROM SCHOOLS FOR THE DEAF AND 8 PROGRAMS FOR THE DEAF AND THE HARD-OF-HEARING. 9 LET'S START AT THE BEGINNING, AN 10 ASSUMPTION THAT THIS WILL DO EXACTLY WHAT IT'S 11 SUPPOSED TO. LET'S START AT THE BEGINNING AND 12 TALK ABOUT LEADERSHIP AND BE SURE WE'RE TALKING 13 ABOUT THE SAME LANGUAGE. OKAY, SO THAT DIDN'T DO 14 IT. ONE MORE TIME, FOLKS. ENTER? OKAY. THERE 15 WE GO. 16 YOUR JOB IS ADMINISTRATOR. SCHOOL AND 17 GOVERNMENT WORD FOR MANAGER. THE MEANING OF THIS 18 WORD, OF THIS JOB, IS PAINFULLY CLEAR TO ALL OF 19 YOU. 20 ISN'T TECHNOLOGY WONDERFUL, FOLKS? SEE, 21 THAT GUARD CAN'T HELP ME A BIT WITH THIS. THANKS, 22 STEVE. NOW, I CANNOT BE HEARD WITHOUT THAT? I 23 SPEAK LOUDLY. NO. THERE'S MORE COFFEE, TAKE A 24 BREAK, EXERCISE. SEE, I'VE WORN OUT ONE OF THEIR 25 PIECES OF EQUIPMENT ALREADY. HOW ABOUT THIS? ANY Page 16 1 BETTER? NO BACK PLAY AND ALL THIS. OKAY, LET'S 2 WIND DOWN. 3 YOU KNOW WHAT YOUR JOB IS. THE TITLE, 4 RIGHT IN THE MIDDLE OF THE NAME OF YOUR 5 ORGANIZATION, IS ADMINISTRATOR. IT IS FOR US 6 PEOPLE WHO TECHNICALLY TEACH LEADERSHIP. SCHOOL 7 AND GOVERNMENT WORD FOR MANAGER. THE MEANING IS 8 PAINFULLY CLEAR TO YOU. YOU RUN YOUR SCHOOL AND 9 PROGRAM. YOU SEE THAT THINGS GET DONE. QUALIFIED 10 TEACHERS ARE IN THE CLASSROOM, THE SCHOOL IS SAFE. 11 THE COMPUTERS ARE UP AND RUNNING, THE SOUND SYSTEM 12 WORKS. THE BUDGET BALANCES AND ON AND ON AND ON. 13 EACH OF YOU COULD ADD 20, 30, 40, 50 MORE ITEMS TO 14 MY LITTLE LIST OF WHAT YOU ARE RESPONSIBLE FOR. 15 IN FACT, ADMINISTRATOR IS THE MIDDLE NAME, AS I 16 SAID, OF YOUR GROUP. CEASD. IS ADMINISTRATION OR 17 MANAGEMENT A PART-TIME JOB? ALL TOGETHER NOW? 18 NO. 19 ADMINISTRATION, IT USUALLY SEEMS, IS MORE 20 THAN A FULL-TIME JOB, RIGHT? AFTER SCHOOL, 21 NIGHTS, WEEKENDS. INCREASING PRESSURE FOR KIDS TO 22 DO BETTER, NEW HIGH STAKES TESTS. NEW RULES, ON 23 AND ON AND ON. EVERYBODY KNOWS WHAT I MEAN. IT 24 MEANS ALL THE ROUTINES, HOWEVER IMPORTANT THAT 25 TAKE UP YOUR TIME. Page 17 1 LEADER, LEADERSHIP? HEY, THOSE WORDS 2 AREN'T EVEN IN YOUR JOB TITLE MOST OF THE TIME, 3 RIGHT? HEY, FOLKS, WHAT DOES THIS JOB TITLE MEAN? 4 I'VE GOT TO LEAD? BUT ALL YOU KNOW ABOUT IT, YOU 5 DO HAVE TO LEAD. IT MAY NOT BE IN THE TITLE BUT 6 NO DOUBT ABOUT IT, IT'S PART OF YOUR JOB. 7 EARLY IN PREPARING FOR THIS I THOUGHT 8 ABOUT ADDING LEADERSHIP TO THE NAME OF YOUR 9 ORGANIZATION, BUT THEN I LOOKED AT THE RESULT AND 10 SAID YOUR LAST NAME WILL BE LSD. AND I HAD THE 11 FEELING THAT'S PROBABLY NOT WHAT YOU WANT. 12 (LAUGHTER.) 13 BEFORE WE START TALKING ABOUT YOUR ROLE 14 IN LEADERSHIP, LET'S DO WHAT ALL PROFESSORS, OF 15 COURSE, ARE SUPPOSED TO DO AND THAT IS START OUT 16 BY TRYING TO BE SURE THAT WE KNOW THE MEANING OF 17 THAT WORD LEADERSHIP. 18 NOW, IF THIS WAS MY GOOD 16-WEEK 3 19 GRADUATE CREDIT COURSE, I COULD TAKE THE WHOLE 20 EVENING WITH ALL THE SUBTLETIES ABOUT LEADERSHIP. 21 BUT TONIGHT I WANT TO DO WHAT I THINK PERSONALLY 22 HOPE YOU MIGHT FIND AGREE IS THE SIMPLE, THE 23 EASIEST DEFINITION OF LEADERSHIP. WARREN BENNIS, 24 THE GREAT SCHOLAR, SAID IT IS INFLUENCING OTHERS 25 TO SET AND ACHIEVE GOALS. THE VERB, THE ACTION Page 18 1 WORD THERE IS INFLUENCE. INFLUENCE MEANS HAVING 2 MORE IMPACT ON OTHER PEOPLE THAN THEY HAVE ON YOU. 3 THE ACT OR POWER OF PRODUCING AN EFFECT WITHOUT 4 USING FORCE, INFLUENCE MEANS HAVING AN EFFECT ON 5 OTHERS WITHOUT A GUN, WITHOUT A BIG STICK OR A 6 DIRECT ORDER. 7 OKAY, SO IF LEADERSHIP MEANS INFLUENCING, 8 WHERE DOES THE INFLUENCE COME FOR YOU? IN YOUR 9 EXERCISE OF LEADERSHIP FOR THE CHALLENGES, 10 OPPORTUNITIES AND BURDENS YOU HAVE OF LEADERSHIP. 11 WHERE DO YOU GET THAT INFLUENCE? DOES IT 12 COME FROM YOUR JOB, YOUR POSITION, YOUR AUTHORITY 13 AS AN ADMINISTRATOR? THE FACT THAT YOU CAN 14 PRESUMABLY, TECHNICALLY AT LEAST, HIRE AND FIRE 15 PEOPLE? WHAT KIND OF POWER DOES IT COME FROM? 16 YOUR POWER IS EXPERT POWER, A LOT OF 17 DIFFERENT KINDS OF POWER: POSITION POWER, 18 PERSONAL POWER. YOURS IS DOMINANTLY IN YOUR ROLE 19 AS HEADS OF SCHOOLS AND PROGRAMS FOR THE DEAF. IT 20 COMES FROM EXPERT POWER. 21 YOUR EXPERTISE IS BOTH BIG AND RARE AND 22 IT COMES FROM SEVERAL THINGS. IT COMES FROM 23 EXPERIENCE, YEARS SPENT LEADING DEAF EDUCATION. 24 IT COMES FROM GOOD CREDENTIALS, FROM PROPER 25 EDUCATION AND LEARNING. IT COMES FROM A PROVEN Page 19 1 RECORD OF WORKING SUCCESSFULLY WITH DEAF AND 2 HARD-OF-HEARING CHILDREN. YOU ARE THE EXPERTS OR 3 YOU LEAD THE EXPERTS IN THE SCHOOLS WHERE YOU ARE. 4 OBVIOUSLY I AM, IN MANY WAYS, STATING THE 5 OBVIOUS; BUT I THINK WHAT I'M TRYING TO 6 COMMUNICATE IS THAT WHEN IT COMES TO INFLUENCING 7 PEOPLE REGARDING WHERE DEAF EDUCATION OUGHT TO GO, 8 THE FOLKS IN THIS ROOM ARE RIGHT AT THE CENTER OF 9 THAT ENTIRE ISSUE. 10 BUT EXPERT POWER HAS SOME BURDENS AND 11 SOME SPECIAL RULES. TO RETAIN AND BE ABLE TO 12 UTILIZE THAT EXPERT POWER, YOU HAVE TO DO SOME 13 THINGS THAT ALLOW YOU TO BE TREATED AS AND 14 CONTINUE TO BE EXPERTS: MAINTAINING CREDIBILITY 15 IS WAY UP ON THE LIST, WHICH MEANS TELLING THE 16 TRUTH, AVOIDING COMMENTS ON TOPICS WHERE YOU 17 AREN'T KNOWLEDGEABLE, NOT MANIPULATING PEOPLE AND 18 THINGS TO MAKE YOUR POINT AND SHOW THAT YOU ARE 19 RIGHT. STAYING INFORMED AND UP TO DATE, UP AT THE 20 HEAD OF RELEVANT MATTERS. LEADING THROUGH CURRENT 21 INFORMATION. AND I SEE ALL KINDS OF SIGNS THAT 22 YOU WORK AT DOING THAT. 23 KNOWING WHERE TO GET WHAT YOU DON'T KNOW 24 AND ALMOST--IS THERE ANYBODY HERE WHO GOES THROUGH 25 A WEEK WITHOUT TRYING TO FIND SOME NEW INFORMATION Page 20 1 AND TRY TO FIGURE OUT WHERE IT COMES FROM? 2 YOUR INFLUENCE COMES FROM RECOGNIZING THE 3 CONCERNS OF OTHER PEOPLE. ONE OF THE THINGS MY 4 EXPERIENCE WORKING WITH SCHOOLS FOR THE DEAF, AND 5 IT'S MORE LIMITED THAN MY TIMED INTRODUCTION SAYS, 6 BUT I'VE DONE A NUMBER OF YEARS OF IT, IS THE 7 CONCERNS OF PARENTS ARE SO INCREDIBLE AND SO 8 DIVERSE. CLEARLY RECOGNIZING THOSE, DEALING WITH 9 THEM, HEARING THEIR CONCERNS, ACKNOWLEDGING THEIR 10 IMPORTANCE, AND NOT USING YOUR POSITION TO 11 THREATEN THEM OR IGNORING THEIR FEARS. 12 YOUR INFLUENCE INVOLVES TREATING ALL 13 FAIRLY SIMPLY BY NOT ABUSING YOUR INFLUENCE, BY 14 NOT LISTENING TO OR GIVING TIME TO OTHER POINTS OF 15 VIEW. 16 I GO BACK TO WHEN WE WERE OPENING OUR 17 UNIVERSITY AND SEEKING A MASTER'S PROGRAM IN DEAF 18 EDUCATION. MY DEAR WIFE WAS NOT EMPLOYED. 19 WANTING TO BE EMPLOYED, SHE CALLED THE SPECIAL ED 20 DISTRICT THAT SHALL BE UNNAMED SCHOOL DISTRICT AND 21 THIS WOMAN SAID, HONEY, WE DON'T DO ANY OF THAT 22 MANUAL STUFF. AND THEN DOWN THE ROAD WAS THE 23 FLORIDA SCHOOL FOR DEAF AND BLIND THAT USED THE 24 ROCHESTER METHOD, AND THEY DIDN'T TALK TO EACH 25 OTHER AND THEY HAD NO INTEREST IN WHAT ONE OR THE Page 21 1 OTHER WAS DOING. 2 IT GOES FROM BEING PATIENT, RECOGNIZING 3 THAT INFLUENCING OTHERS WITH EXPERTISE DOESN'T 4 USUALLY HAPPEN INSTANTLY. IT TAKES TIME, AND IT 5 SHOULD. 6 PUT VERY SIMPLY, YOU FOLKS IN THIS ROOM 7 HAVE EXPERT POWER. IN THE WORLD OF UNDERSTANDING 8 DEAFNESS AND EDUCATING DEAF AND HARD-OF-HEARING 9 KIDS IN AMERICA, YOU AND THE TALENT YOU LEAD AND 10 THE SCHOOLS AND PROGRAMS YOU ADMINISTER ARE THE 11 SMALL BUT, POWERFULLY, THE CAPITAL T, CAPITAL E, 12 EXPERTS. CHALLENGE, BURDEN, OPPORTUNITY THAT YOU 13 THOUGHT I WAS GOING TO TRY TO DEFINE EACH ONE OF 14 THOSE, I'M GOING TO SAY THEY ARE ALL THE SAME. 15 WHAT YOU HAVE IS CHALLENGE, OPPORTUNITY, BURDEN. 16 EVERY PIECE OF IT HAS SOME OF ALL OF THE ABOVE. 17 YOUR EXPERTISE, I BELIEVE, AND I THINK 18 MANY AGREE, PUTS SQUARELY ON YOUR SHOULDERS 19 RESPONSIBILITY FOR THE SUCCESS AND THE FUTURE OF 20 DEAF EDUCATION. I'M NOT SITTING WHERE YOU ARE, 21 BUT I'M NOT SURE THAT'S FUN OR FLATTERING TO HEAR. 22 JUST THE RESPONSIBILITY FOR LEADING DEAF EDUCATION 23 TO A BETTER FUTURE IS YOUR CHALLENGE, OPPORTUNITY, 24 BURDEN. 25 YOU KNOW THE CURRENT PICTURE MUCH BETTER Page 22 1 THAN I DO. YOU KNOW THE CURRENT PICTURE, THE OLD 2 WORLD MY WIFE'S PARENTS BENEFITTED FROM. SPECIAL 3 SCHOOLS WHERE ALL DEAF KIDS WENT BECAUSE IT WAS 4 THEIR ONLY CHOICE. THAT OLD NUMBER ABOUT 80 TO 5 90 PERCENT OF DEAF AND HARD-OF-HEARING KIDS GOING 6 TO THOSE DEAF SCHOOLS. YOU KNOW VERY WELL THAT 7 DAY IS GONE AND THAT THOSE NUMBERS TODAY, AS I 8 UNDERSTAND IT, ARE VERY CLOSE TO THE OPPOSITE. 9 THE 80 TO 90 PERCENT ARE MOSTLY IN 10 MAINSTREAM SCHOOLS. I'LL OFFEND SOMEONE WHEN I 11 USE THE LOWER CASE M IN MY TEXT FOR MAINSTREAM. 12 MANY SPECIAL SCHOOLS FOR THE DEAF HAVE 13 CLOSED. MOST HAVE SHRUNK IN SIZE AND ALL OF THEM 14 ARE FIGHTING TO KEEP THEIR STUDENT ENROLLMENT 15 NUMBERS. THE LEARNING LEVELS OF DEAF AND 16 HARD-OF-HEARING KIDS ARE HIGHER THAN THE OLD DAYS 17 BUT, AS YOU KNOW, NOT HIGH ENOUGH. 18 I KNOW MANY INDIVIDUALS AND ORGANIZATIONS 19 ARE STRONGLY ON RECORD THAT THE MISAPPLICATION OF 20 IDEA AND OTHER FEDERAL PROVISIONS GREATLY LIMIT 21 THE COMMUNICATION AND CULTURAL ACCESS CHILDREN 22 NEED AND HAVE LEGAL RIGHTS TO. YET FAR TOO FEW, A 23 MAJOR PIECE, FAR TOO FEW OUTSIDE YOUR FIELD AND 24 YOUR WORLD KNOW OR UNDERSTAND THIS VITAL ISSUE, 25 INCLUDING, AND I SPENT MY LIFE IN UNIVERSITIES, Page 23 1 INCLUDING MOST EDUCATORS AND TOO MANY OF MY 2 UNIVERSITY PROFESSOR COLLEAGUES. 3 I'VE TRIED TO GET A LITTLE BIT CURRENT 4 KNOWING THAT I CANNOT, IN A PRESENTATION LIKE 5 THIS, EQUAL YOUR KNOWLEDGE, BUT OF THE EFFORTS OF 6 CEASD AND OTHER GROUPS TO CORRECT THIS TRAGIC FLAW 7 IN AMERICA'S PUBLIC POLICY. I'VE READ AND BEEN 8 GREATLY IMPRESSED BY THE NATIONAL AGENDA SEEKING 9 THE QUALITY FOR DEAF AND HARD-OF-HEARING CHILDREN. 10 IT IS, I THINK ANYONE WOULD AGREE, A THOROUGH, 11 EXTREMELY WELL-DOCUMENTED WORK WITH SPECIFIC GOALS 12 ON COLLABORATIVE STRATEGY AND RECOGNITION OF THE 13 NEEDS FOR SPECIFIC ACTION PLANS. 14 I'VE SEEN AN EARLY DRAFT, AND I KNOW YOU 15 WILL BE DEALING WITH MORE OF IT THIS TIME, ON A 16 NEW CEASD MISSION STATEMENT. IT WISELY BEGINS 17 WITH A FOCUS ON SUPPORT AND DEVELOPMENT OF LEADERS 18 COMMITTED TO CENTER SCHOOLS AND EDUCATIONAL 19 PROGRAMS FOR DEAF AND HARD-OF-HEARING KIDS. 20 I KNOW A STRATEGIC PLAN HAS BEGUN AND IS 21 ON YOUR AGENDA FOR TOMORROW. I KNOW, AND SAW SOME 22 OF THE MEETING OF THE COALITION OF STATES WORKING 23 TOGETHER AND OTHER NATIONALLY COORDINATED EFFORTS 24 FOCUSED ON THESE CRITICAL PROBLEMS. I KNOW SOME 25 BUT NOT ENOUGH ABOUT VARIOUS NEW ORGANIZATIONAL Page 24 1 AND CURRICULAR MODELS AROUND THE COUNTRY THAT ARE 2 PART OF THE WAY OF THE FUTURE. ADJUSTMENTS AND 3 ADAPTATIONS TO CORRECT THE SHORTCOMINGS OF ADA AND 4 IDEA. MY IMPRESSION, HOWEVER, IS THAT OUTSIDE 5 YOUR MEMBERSHIP, KNOWLEDGE OF THE CORE ISSUE AND 6 OF THESE MODELS REMAIN QUITE LIMITED. 7 NATIONALLY, AND IN A NUMBER OF STATES, 8 IT'S CLEAR THAT CEASD, MANY OF YOU AS MEMBERS, 9 RECOGNIZE AND ARE TRYING TO DEAL ALREADY WITH THE 10 CHALLENGES, OPPORTUNITIES AND BURDENS OF 11 LEADERSHIP IN THIS STRUGGLE. 12 MY PERCEPTION, HOWEVER, IS THAT THE 13 REASONS THAT TODAY, THIS WEEK'S CONFERENCE, 14 FOCUSSES ON LEADERSHIP ARE PRETTY CLEAR. THE 15 WORLD IN WHICH YOU WORK, SEEKING THE RIGHT KIND OF 16 EDUCATION FOR DEAF CHILDREN IS BEING CHIPPED AWAY 17 AT A FAST PACE. ITS FUTURE IS AT GRAVE RISK. 18 THIS, WHEN I FIRST USED THE WORD BATTLE. MORE 19 WISELY I THINK THIS IMPORTANT NOBLE CAUSE THAT IS 20 UNDERWAY FOR THE HUMAN RIGHTS OF DEAF AND 21 HARD-OF-HEARING CHILDREN NEEDS MORE LEADERSHIP, 22 NEEDS MORE ADVOCATES, NEEDS MORE CHAMPIONS, NEEDS 23 MORE VOICES, SIGNED OR OTHERWISE, IF YOU ARE TO 24 WIN THIS LIFE-OR-DEATH STRUGGLE FOR THE FUTURE 25 EDUCATION OF DEAF AND HARD-OF-HEARING KIDS. Page 25 1 AND, FINALLY, TODAY'S TOPIC IS 2 LEADERSHIP. BECAUSE THE BEST QUALIFIED LEADERS, 3 THE BEST QUALIFIED LEADERS TO LEAD THIS IMPORTANT 4 NOBLE CAUSE ARE IN THIS ROOM. QUITE SIMPLY, THEY 5 ARE YOU. PEOPLE WHO WOULD NOT WISH TO BE INCLUDED 6 IN THAT, YOU MAY NOW--THE DOOR'S LOCKED, DID YOU 7 SAY, JOE? OKAY, SO THEY CAN'T GET OUT, THEY CAN'T 8 GET OUT. ALL RIGHT. 9 I DON'T--WHO'S THIS GUY COMING IN HERE 10 SAYING YOU? I THINK YOU KNOW IT'S YOU. MY JOB, I 11 THINK, IN THE CONTEXT OF LEADERSHIP, IS TO SAY 12 LET'S TALK ABOUT WHAT YOU MIGHT CONSIDER SERIOUSLY 13 DOING IN TERMS OF BEARING THAT BURDEN. 14 FINALLY, THE TOPIC TODAY IS LEADERSHIP. 15 I'VE SAID THAT BECAUSE IT'S YOU. CHALLENGE, 16 OPPORTUNITY, BURDEN. SURELY THE STRUGGLE IS ALL 17 THREE OF THESE AS I'VE SAID. 18 OKAY, CORRICK, IT'S TIME TO GET A LITTLE 19 MORE SPECIFIC IN MY THOUGHTS ABOUT SOME STEPS I 20 BELIEVE YOU NEED TO UNDERTAKE TO ARM AND EQUIP 21 YOUR LEADERSHIP EFFORT. LONG ENOUGH DEFINING THE 22 PROBLEM. LET'S TALK ABOUT SOME THINGS TO DO. 23 I BELIEVE STEP ONE IS AGREE ON A CLEAR, 24 PRECISE, PUBLICLY UNDERSTANDABLE MESSAGE. I HAVE 25 ABOUT FOUR FORMER STUDENTS IN THIS ROOM AND THEY Page 26 1 REMEMBER MY TEACHING SOMETHING CALLED PLAIN 2 ENGLISH. CLEAR, UNDERSTANDABLE MESSAGE. THE 3 NATIONAL AGENDA, AS I'VE SAID, IS A MARVELOUS, 4 WELL DOCUMENTED, WELL DETAILED DESCRIPTION OF THE 5 PROBLEMS AND RECOMMENDED ANSWERS TO THEM. I KNOW 6 THAT ALL SUCH DETAIL WAS VITAL TO EXPLAIN THESE 7 ISSUES AMONG YOU EXPERTS AND THEN REACH AGREEMENT 8 ON THEM. BUT, LADIES AND GENTLEMEN, IT IS 43 9 PAGES LONG, WRITTEN BY AND FOR PROFESSIONALS. 10 HARD AS IT IS TO DO, I BELIEVE IT IS ESSENTIAL 11 THAT YOU PUT YOUR MESSAGE IN A MUCH SHORTER PLAIN 12 ENGLISH VERSION WHICH NONEXPERT FOLKS OUTSIDE OF 13 EDUCATION CAN UNDERSTAND. 14 AS WE'VE SAID, LEADERSHIP MEANS 15 INFLUENCING OTHERS TO SET AND ACHIEVE GOALS. TO 16 DO THAT THEY, THE NONEXPERT INFLUENTIALS OUTSIDE 17 YOUR RELATIVELY SMALL WORLD MUST UNDERSTAND YOUR 18 GOAL AND ITS IMPORTANCE. AN EASY WAY TO TURN THIS 19 IT COMPLEX MESSAGE INTO A SIMPLE WAY? NO WAY. 20 BUT ABSOLUTELY NECESSARY. 21 HOW YOU FRAME THE ISSUE, HOW YOU FRAME 22 THE ISSUE IS, FRANKLY, LADIES AND GENTLEMEN, A 23 REALLY BIG DEAL. 24 THE DANGER, AND YOU KNOW THIS, IS HAVING 25 YOUR MESSAGE PERCEIVED AS JUST US VERSUS THEM. Page 27 1 SPECIAL SCHOOLS VERSUS GO-HOME-EVERY-NIGHT 2 SCHOOLS. 3 HEARING YOUR MESSAGE AS THE OLD DEAF 4 SCHOOL VERSUS THE MODERN GO HOME SCHOOL IS AN EASY 5 AND FREQUENT DISTORTION OF YOUR MESSAGE. 6 TWO. IDENTIFY NATIONALLY AND STATE BY 7 STATE THE KEY AUDIENCES, PUBLICS, NOT THE GROCERY 8 STORE, P-U-B-L-I-C-S, AND THE INDIVIDUALS WHO MUST 9 HEAR YOUR MESSAGE. WHO ARE THE KEY INDIVIDUALS IN 10 GROUPS WHO MUST SEE, HEAR, UNDERSTAND AND ACT ON 11 THIS CLEAR, MORE EASILY UNDERSTANDABLE MESSAGE? 12 WHO MUST GRASP THE URGENCY OF IT? MUST GET BEHIND 13 YOUR CAUSE AND ADVOCATE THE NEEDED CHANGES? SOME 14 OF THOSE AUDIENCES, SOME OF THOSE PEOPLE ARE 15 POLICY MAKERS, ELECTED AND APPOINTED OFFICIALS. 16 YOU KNOW THAT. 17 SOME, I HATE TO SAY, MAY BE YOUR OWN 18 SCHOOL'S BOARD MEMBERS. MANY ARE ADMINISTRATORS 19 AND LEADERS OF PUBLIC SCHOOLS AND SCHOOL SYSTEMS. 20 CLEARLY ONE OF THE MAJOR GROUPS ARE PARENTS OF 21 DEAF AND HARD-OF-HEARING CHILDREN. SURELY ALSO, 22 THE SMALL BUT SO CLOSELY CONNECTED, IN TOUCH DEAF 23 WORLD IS POTENTIALLY A SUPER, SUPER, POWERFUL ALLY 24 TOWARD YOUR MESSAGE. 25 PERSONAL EXPERIENCE. STATE OF FLORIDA Page 28 1 ABOUT 20 YEARS AGO. AMERICAN SIGN LANGUAGE WAS 2 BEING PROPOSED AS A FOR-CREDIT LANGUAGE IN THE 3 STATE OF FLORIDA. I USED TO LOBBY FOR MY 4 UNIVERSITY FOR A PERIOD OF TIME SO I KNOW 5 SOMETHING ABOUT THE LEGISLATIVE PROCESS. THE 6 SCHOLARS FROM THE UNIVERSITY, THE LANGUAGE 7 SCHOLARS, SAID TO THE LEGISLATORS, THAT'S NOT A 8 LANGUAGE. YOU CAN'T APPROVE THAT AS A CREDIT 9 LANGUAGE. AND IT WAS IN THE TRASH CAN IN THE 10 LEGISLATURE. 11 DEAF PEOPLE--I'VE NEVER KNOWN EXACTLY HOW 12 THIS HAPPENED. DEAF PEOPLE LEARNED THAT IT WAS IN 13 THE TRASH CAN AND THEY, EXCUSE ME, RAISED HELL. 14 LEGISLATORS CAN COUNT. IT'S ONE OF THEIR FEW 15 SKILLS. (LAUGHTER.) THEY CAN COUNT AND THEY 16 FIGURED OUT THERE WERE MORE DEAF PEOPLE, SMALL AS 17 THAT NUMBER IS, THAN PROFESSORS. THEY PULLED IT 18 OUT OF THE TRASH CAN AND PASSED IT. IT'S OFFERED 19 IN EVERY PUBLIC HIGH SCHOOL VIRTUALLY IN THE STATE 20 OF FLORIDA AND IN OUR UNIVERSITY IT'S ONE OF THE 21 MAJOR ALTERNATIVE LANGUAGE--WE CALL THEM 22 INTERNATIONAL LANGUAGES NOW. ONE OF THE MAJOR 23 FOR-CREDIT LANGUAGES. POTENTIAL OF THE DEAF 24 COMMUNITY TO SUPPORT YOUR MISSION. 25 DO DEAF PEOPLE IN GENERAL AND IN YOUR Page 29 1 AREA REALLY UNDERSTAND THE INCREDIBLE CHANGES IN 2 EDUCATION FOR THE DEAF AND THE RISK FOR FUTURE 3 DEAF KIDS? I DON'T PRETEND TO KNOW WHO EVERYBODY 4 ON SUCH A LIST IS AND YOUR LIST WON'T BE PERFECT. 5 BUT MY POINT IS THAT THE VITAL--THAT IT IS VITAL 6 THAT YOU FOCUS ON AND PRIORITIZE AMONG THE 7 AUDIENCES FOR YOUR MESSAGE, AT THE SAME TIME 8 CONTINUING TO LOOK AND LISTEN FOR POTENTIALLY NEW 9 AND IMPORTANT OPTIONS. 10 SEE IF I CAN BACK UP. NOPE. 11 I MENTIONED AN ACTION PLAN AND PASSED THE 12 ART, BUT WE'LL GO AHEAD IN A MINUTE HERE. BUILT 13 ON ONE AND TWO, CLEAR LANGUAGE IS NEEDED AS 14 SPELLED OUT IN THE ACTIONS NOW AT CEASD THAT YOU 15 NEED TO TAKE AND THE KEY ROLES EXPECTED OF YOUR 16 SCHOOL AND PROGRAM. 17 I'VE READ VARIOUS MATERIALS BY THE 18 NATIONAL DEAF EDUCATION PROJECT, SOME OF THEIR 19 REFORM STRATEGY AND THE DEAF CHILD BILL OF RIGHTS, 20 AND I KNOW CEASD IS A PART OF MUCH OF THAT WORK. 21 IT IS MY IMPRESSION THAT YOUR REVISED MISSION 22 STATEMENT AND PROPOSED STRATEGIC PLAN SEEK TO 23 BECOME SOMETHING LIKE THE ACTION PLAN THAT I THINK 24 IS VITAL. 25 SO I WANT TO BROADLY IDENTIFY WHAT I Page 30 1 BELIEVE ARE THE FIRST STEPS IN EXPANDING 2 LEADERSHIP THROUGH CHANGE EFFORT. WELL, WHAT'S 3 HAPPENED? NEED TO GO BACK. BACK. THANK YOU. 4 RIGHT THERE. OKAY, THANK YOU. 5 THE ACTION PLAN WE WERE TALKING ABOUT. 6 BUT NO MATTER HOW CLEANLY AND CLEARLY 7 THESE FIRST THREE STEPS GET DONE, BE SURE IT IS 8 BACK HOME THAT THE BIG LEADERSHIP LABOR MUST GET 9 DONE. BACK THERE, AND I THINK HEAVILY OFF CAMPUS 10 BACK THERE WHERE YOU, THE LEADING EXPERTS ON 11 EDUCATING DEAF KIDS, CAN ASSURE THE VITAL FUTURE 12 OF KIDS. 13 AND SO WE FIND OURSELVES BACK AT THE 14 ADMINISTRATOR LEADERSHIP DISTINCTION. LET'S MOVE 15 TO THIS. I THINK ONE OF MY MOST INSULTING 16 COMMENTS TO YOU PROBABLY WILL BE THIS ONE. THE 17 HISTORY OF SCHOOLS FOR THE DEAF I WOULD 18 CHARACTERIZE AS BEING ISLANDS. I DON'T KNOW 19 WHETHER YOU IDENTIFY WITH THAT WAY OF DESCRIBING 20 THEM. IT'S BASICALLY SAYING IN THE EARLY DAYS, 21 HEY, THEY WERE INTENDED TO BE ISLANDS. YOU SENT 22 KIDS TO THOSE DEAF SCHOOLS TO STAY THERE. I'M OLD 23 ENOUGH TO REMEMBER WHEN THEY ONLY CAME HOME AT 24 CHRISTMAS. IT IS NOT SURPRISING, THEN, THAT THEY 25 BEHAVED THERE AS IF THEY WERE ISLANDS. Page 31 1 BECAUSE OF THE OLD DEAF SCHOOL CULTURE I 2 THINK IT WAS EASY FOR ADMINISTRATORS OF THOSE 3 SCHOOLS TO THINK OF THEMSELVES AS THEIR JOB WAS 4 WHERE? ON THAT ISLAND. 5 THE TITLE OF THIS YEAR'S CEASD 6 CONFERENCE, "LEADING THROUGH CHANGE," SURELY THERE 7 IS NO BETTER ILLUSTRATION OF THAT IDEA THAN THE 8 NEED FOR ANY OF THE ADMINISTRATORS AND LEADERS OF 9 DEAF SCHOOLS IN THIS ROOM WHO ARE STILL ON THAT 10 ISLAND TO SHED ANY REMNANTS OF THAT EARLIER 11 ISLAND-BASED ROLE AND MOVE YOUR SCHOOL OR PROGRAM 12 TO BEING A PART OF--BEING A PART OF AND NOT APART 13 FROM, THE COMMUNITY. 14 MANY OF YOU KNOW, I KNOW, HAVE ALREADY 15 MADE THIS CHANGE IN VARYING DEGREES. AND I'M 16 BETTING THAT THE STATE PROGRAMS THAT ARE GOING TO 17 BE DISCUSSED LATER ARE EXAMPLES OF MAYBE MODELS OF 18 THE POSITIVE RESULTS OF GETTING OFF THE ISLAND. 19 WHATEVER UNCERTAINTY I MAY HAVE ABOUT GETTING TOO 20 FAR INTO THE TEACHING AND LEARNING DETAILS OF DEAF 21 EDUCATION, THIS BEING A PART OF AND NOT APART FROM 22 THE COMMUNITY, IS ONE IN WHICH I FEEL THE MOST 23 CONFIDENT AND COMFORTABLE. AT THE RISK OF VANITY, 24 AND MAYBE I'VE ALREADY DONE THAT, I DON'T HAVE TO 25 WORRY ABOUT APPEARING VAIN. PARTNERING WITH AND Page 32 1 INFLUENCING FOLKS OFF CAMPUS ON BEHALF OF 2 EDUCATION HAS BEEN ONE OF MY CAREER SPECIALTIES. 3 IT'S A JOB I DID SUCCESSFULLY AND WAS REWARDED AND 4 COMPLIMENTED FOR AND, FRANKLY, HAD A LOT OF FUN 5 WITH OVER A LOT OF YEARS. AND AFTER THAT I HAD 6 THE PRIVILEGE OF TEACHING SCHOOL PRINCIPALS A 7 LITTLE BIT ABOUT THAT TOPIC FOR ABOUT 20 YEARS. 8 TOO MANY SCHOOLS, PEOPLE WORKING WITH FOLKS OUT 9 THERE, THINK WORKING WITH FOLKS OUT THERE IS JUST 10 A GET-READY STEP FOR RAISING MONEY. WHY ARE WE 11 WITH THOSE PEOPLE? WELL, THEY MIGHT MAKE A GIFT 12 TO US. 13 AND THE WORD "COMMUNITY" HAS DIFFERENT 14 MEANINGS FOR DIFFERENT SCHOOLS. I REALIZE THAT 15 SOME REGULAR SCHOOLS, SO TO SPEAK, HAVE A LITTLE 16 PIECE OF A TOWN OR A CITY. FOR MOST OF YOU IT'S 17 AT LEAST A REGION OF A STATE, OFTEN A WHOLE STATE, 18 BEGINNING ACROSS THE STREET BUT GOING HUNDREDS OF 19 MILES IN ALL DIRECTIONS. 20 HERE I HAVE THREE BASIC IDEAS THAT I 21 WOULD SAY TO YOU ARE THE FOUNDATION OF THIS 22 LEADERSHIP FOR YOU AS INFLUENTIALS BECAUSE OF YOUR 23 EXPERTISE AND WORKING OUT THERE. IT BEGINS WITH 24 THE PHILOSOPHY OF PUBLIC SERVICE. AH, PHILOSOPHY, 25 THAT'S FOR PROFESSORS. I DON'T KNOW ABOUT YOU, Page 33 1 BUT I CAN VISIT A SCHOOL, SPEND A FEW HOURS THERE 2 AND I CAN TELL YOU I KNOW WHAT'S WRITTEN DOWN, 3 SOMETHING ABOUT THEIR PHILOSOPHY. YOU EXPERIENCE 4 THAT? BECAUSE IT SHOWS UP IN THE WAYS THAT THEY 5 BEHAVE. 6 YOU, THE LEADER, MUST BELIEVE AND 7 CONTINUALLY DEMONSTRATE THAT YOUR SCHOOL OR 8 PROGRAM, PUBLIC OR PRIVATE, EXISTS TO SERVE THE 9 PUBLIC. THIS PHILOSOPHY OF PUBLIC SERVICE MUST BE 10 A FORMAL WRITTEN POLICY. IMPORTANT WORDS, 11 IMPORTANT POLICIES ARE NOT JUST WORDS. 12 I THINK WE'VE COME A LONG WAY IN THE LAST 13 FEW YEARS IN THINGS LIKE VISION STATEMENTS AND 14 MISSION STATEMENTS AND PUTTING THEM UP ON THE WALL 15 AND SAYING WE'RE NOT HIDING THIS ANYMORE, THIS IS 16 WHAT WE BELIEVE IN. IF YOU DON'T THINK WE'RE 17 BEHAVING THAT WAY, CALL OUR ATTENTION TO IT. 18 JUDGE ALL ORGANIZATIONS, AND WE DO AND SHOULD, BY 19 THEIR ACTIONS, THOUGH, AND NOT JUST THEIR WORDS. 20 NO MATTER HOW LOUD OUR WORDS, YOU KNOW THIS, OUR 21 ACTIONS SPEAK MORE LOUDLY. 22 THE FINAL ONE, THERE MUST BE TWO-WAY 23 COMMUNICATION. I GREW UP IN A UNIVERSITY WORLD 24 THAT LIVED NOT ON AN ISLAND BUT AN ISLAND WITH AN 25 IVORY TOWER ON IT AND THE PRESIDENT AND THE Page 34 1 ADMINISTRATION SAT AT THE TOP OF IT. WHEN I FIRST 2 GOT INTO THIS, THE IDEA OF SPENDING TIME WORKING 3 OUT THERE IN THE COMMUNITY WAS ABSOLUTELY UNHEARD 4 OF. THAT'S HOW FAR BACK I GO. 5 UNIVERSITIES HAVE MADE LOTS OF MISTAKES, 6 BUT ONE OF THE THINGS THEY HAVE DONE WISELY IS GET 7 OUT THERE AND CONNECT AND THEY HAVE DONE IT BETTER 8 THAN, IN MOST CASES, THAN SCHOOLS SUCH AS YOURS. 9 HOW ARE YOU DOING ON THESE THINGS? TREAT 10 THEM AS A REALITY CHECK. 11 WHERE ARE YOU RIGHT NOW? WELL, HERE'S 12 ONE THING YOU COULD SAY, THAT'S US, 100 PERCENT 13 WRITTEN TO DESCRIBE OUR SCHOOL. WE BELIEVE IN IT, 14 IT'S WRITTEN DOWN, WE PRACTICE IT ALL THE TIME. 15 WELL, MAYBE WE COULD DO A LITTLE BETTER. I DON'T 16 KNOW. I'M NOT GOING TO ASK FOR A SHOW OF HANDS 17 BUT I'M GOING TO GUESS THAT MOST PEOPLE ARE IN 18 CATEGORY 2, WE'LL SEE. 19 MAYBE WE COULD IMPROVE ON ONE OR TWO OF 20 THESE POINTS. NOBODY'S PERFECT, WE KNOW, BUT TAKE 21 THIS BASIC LIST OF THREE; COMMITMENT TO PUBLIC 22 SERVICE, WRITTEN PRACTICE AND TWO-WAY 23 COMMUNICATION, TAKE THIS HOME AND WORK AT ANY 24 LITTLE GAPS IN IT. THE OFF-CAMPUS LEADERSHIP WORK 25 YOU HAVE AHEAD WILL BE A LOT EASIER WHEN YOU CAN Page 35 1 SAY, YUP, THAT LIST IS 100 PERCENT US, SOUNDS LIKE 2 IT WAS WRITTEN TO DESCRIBE OUR DEAF SCHOOL 3 PROGRAM. 4 OKAY, ENOUGH FOR THAT BIG PICTURE. LET'S 5 TALK ABOUT SOME NITTY-GRITTY OF HOW YOU GET THIS 6 DONE. UPCOMING IS MY LAST BIG LIST. DID I HEAR A 7 SIGH OF RELIEF? OKAY, LET'S GET TO THE 8 NITTY-GRITTY. 9 ITEM ONE. TYPO. IT SAYS--NO, IT 10 DOESN'T. WE GOT IT STRAIGHT. NOT TAKE TIME FOR 11 LEADERSHIP OFF CAMPUS, MAKE TIME. MAKE TIME FOR 12 LEADERSHIP OFF-CAMPUS. THE ROUTINE OF 13 ADMINISTRATION CAN AND TOO OFTEN DOES TAKE CHARGE 14 OF OUR LIVES. TOO MANY SCHOOLS ARE OVERMANAGED 15 AND UNDER INAUDIBLE. DOCTOR AND MRS. 16 ADMINISTRATOR, TAKE HOLD OF YOUR TIME. BLOCK OFF 17 TIME FOR THIS VITAL MOSTLY OFF-CAMPUS ROLE. 18 DELEGATE, ELIMINATE THINGS. CHANGE YOUR TIME 19 USAGE. TWO DAYS A MONTH OFF CAMPUS? HALF A DAY? 20 EVERY WEEK? EVERY OTHER THURSDAY? THERE'S NO 21 RIGHT SCHEDULE. JUST THE RIGHT PRIORITIES. 22 MAKE TIME FOR THIS LEADERSHIP JOB. 23 PLAN. SCHEDULE PIECES OF THIS AS FAR 24 AHEAD AS YOU CAN. OTHERS OUT THERE ARE BUSY, TOO. 25 ONLY BY GETTING ONTO THEIR BUSY SCHEDULE DO YOU Page 36 1 HAVE A CHANCE OR A HOPE TO USE THAT PRECIOUS OFF- 2 CAMPUS TIME EFFECTIVELY. 3 GET COMFORTABLE WITH YOUR MESSAGE. BACK 4 THERE ON THAT LITTLE THREE-STEP THING I SAID FIRST 5 THING YOU'VE GOT TO DO IS SIMPLIFY, CLARIFY THAT 6 MESSAGE. NOW INDIVIDUALLY GETTING COMFORTABLE 7 WITH IT. 8 BACK TO CEASD AGREEING ON A SIMPLER 9 MESSAGE. BE READY TO TALK IT WITH EASE, BUT HAVE 10 BACKUP, MORE DETAIL, FACTS AND OTHER DOCUMENTATION 11 TO LEAVE BEHIND. 12 AND BE CAREFUL. DON'T LOOK OR SOUND LIKE 13 YOU ARE OUT THERE TO SELL SOMETHING FOR YOURSELF 14 OR YOUR SCHOOL OR A PROGRAM. BIG, BIG POINT. 15 DON'T LOOK OR SOUND LIKE YOU ARE OUT THERE TO SELL 16 SOMETHING. YOU ARE NOT. THIS IS ABOUT THAT 17 COMMUNITY YOU ARE A PART OF. IT'S ABOUT THE DEAF 18 AND HARD-OF-HEARING KIDS OUT THERE, THEIR PARENTS, 19 FAMILY AND FRIENDS. 20 WE SO EASILY FALL INTO THE TRAP OF THIS 21 IS WHAT YOU CAN DO FOR US. WE'RE ASKING YOU TO DO 22 THIS FOR US. WE'RE DOING THIS FOR ALL OF US. 23 IT'S REAL. YOU HAVE TO DISPLAY IT. 24 FIND AND BUILD NEW RELATIONSHIPS THROUGH 25 EXISTING ONES. I DON'T USE THE WORD NETWORKING. Page 37 1 USE IT IF YOU WISH. EVERY IMPORTANT RELATIONSHIP 2 IN MY LIFE, IN MY EXPERIENCE, AND EVERYTHING I 3 KNOW ABOUT HAPPENED THAT WAY. 4 PERSONAL STORY. MY WIFE AND I MET ON A 5 BLIND DATE. WE WERE FAIRLY YOUNG. MY AIR FORCE 6 ROOMMATE WAS MAKING A DATE OVER THE TELEPHONE WITH 7 THE TELEPHONE OPERATOR BACK IN THE--NOBODY ELSE 8 REMEMBERS THIS--"NUMBER, PLEASE" DAYS. AND I 9 SAID, ME, TOO, ME, TOO, ME, TOO. I MET HER, WE 10 MARRIED THREE YEARS LATER. WE'VE BEEN MARRIED 11 53 YEARS. I'VE NEVER HEARD OF HIM AGAIN. I KNOW 12 HE NEVER DATED THE OTHER GIRL AGAIN, BUT BILL KNEW 13 RELATIONSHIPS THROUGH EXISTING ONES. 14 MORE IMPORTANTLY, AND YOU KNOW THIS, YOU 15 GET TO KNOW A PARTICULAR PERSON IN THE COMMUNITY 16 AND THROUGH THEM YOU KNOW OTHERS. AND THE 17 CREDIBILITY, IT WORKS FOR YOU AND IT WORKS FOR 18 YOUR CONTACT. YOU GET WHERE YOU WANT TO BE AND 19 THEY FEEL HELPFUL IN GETTING YOU THERE. 20 WHENEVER POSSIBLE, OFFER, GIVE HELP 21 BEFORE YOU NEED TO ASK FOR IT. WOW. ALMOST 22 BIBLICAL, I WOULD SAY. GIVE, THEN THOU SHALL 23 RECEIVE. YOU ARE PART OF THE COMMUNITY. AND I 24 KNOW MANY OF YOU DO THIS. SO HELPING IS SOMETHING 25 YOU DO. Page 38 1 HELPING. THE HELPING PART OF THE 2 COMMUNITY PAYS OFF. WHAT DO YOU GIVE? MAYBE A 3 GUIDANCE COUNSELOR TO SPEAK TO PARENTS IN SCHOOL. 4 MAYBE USE OF THE SPACE ON THE CAMPUS. YOU CAN 5 MAKE A LIST LONGER THAN I CAN. YOU KNOW YOUR 6 RESOURCES. SHARE THEM WHENEVER YOU CAN. SO 7 SIMPLE. BUT IT REALLY WORKS AND IT BUILDS 8 RELATIONSHIPS. 9 SO DO OFFERS TO WORK TOGETHER ON COMMON 10 PROBLEMS. AND I SUSPECT WE'RE GOING TO HEAR A 11 GREAT DEAL OF THIS. I HAVEN'T READ IT, CLAIRE, 12 WHEREVER CLAIRE IS FROM TEXAS, BUT I LOVE THE 13 TITLE OF HER ARTICLE "COLLABORATION IS NOT A 14 FOUR-LETTER WORD." ACTUALLY, I DIDN'T COUNT THE 15 LETTERS BUT I KNOW IT'S MORE THAN FOUR. 16 BEGIN CLOSE TO HOME AND WORK OUT FROM 17 THERE. THIS MAY MEAN STARTING WITH YOUR OWN 18 BOARD, IT MAY MEAN STARTING WITH SOME ALUMNI. ONE 19 OF THE IMPORTANT LESSONS I LEARNED VERY PAINFULLY, 20 AND I PASS ON TO YOU FOR WHAT IT'S WORTH, YOU NEED 21 TO BE SURE THAT THE PEOPLE CLOSEST TO YOU KNOW 22 YOUR CAUSE AND THE FACT THAT YOU ARE OUT THERE 23 TALKING ABOUT THE CAUSE BECAUSE THEIR FRIENDS AND 24 CONTACTS MAY CALL AND SAY, HEY, WHAT'S YOUR 25 OPINION ON THIS FUTURE OF DEAF EDUCATION STORY Page 39 1 YOUR SUPERINTENDENT TOLD ME? THEY COULD GIVE ONE 2 OF TWO ANSWERS. 3 THE FIRST ONE, IF YOU HAVEN'T TALKED TO 4 HIM IS, "I HAVEN'T A CLUE. THEY ARE OUT THERE 5 TALKING TO YOU ABOUT WHAT?" YOUR WHOLE EFFORT OUT 6 THERE IS DOWN THE TUBE. BY CONTRAST WITH, "I 7 AGREE, AND LET ME TELL YOU WHY." START CLOSE TO 8 HOME AND WORK OUT. 9 INVITE MORE OF THE COMMUNITY TO COME SEE 10 YOUR STORY. I DON'T THINK I KNOW OF ANYTHING IN 11 MY EXPERIENCE WITH SCHOOLS FOR THE DEAF THAT IS AS 12 POWERFUL AS WATCHING PEOPLE COME TO THE CAMPUS OF 13 A DEAF SCHOOL FOR THE FIRST TIME. MAYBE IF THEY 14 HAVE A DEAF CHILD, MAYBE THEY HAVE NEVER HAD 15 ANYTHING TO DO WITH DEAF CHILDREN, WHATEVER IT IS. 16 TO COME TO THAT PLACE AND SEE THOSE EXCITING, 17 ACTIVE, INTERACTIVE COMMUNICATING, LEARNING, 18 ALMOST ALL THE TIME HAPPY KIDS. 19 AND OUR MOST RECENT EFFORT AT WUSP, 20 TALKING ABOUT WHAT MAKES THE MOST DIFFERENCE IN 21 RECRUITING STUDENTS AND ATTRACTING STUDENTS IS 22 VERY SIMPLY, COMING TO SEE THE PLACE. BRING 23 PEOPLE TO THE CAMPUS. PLACE "SURE LOOKS LIKE IT 24 WORKS PEOPLE SAY." I KNOW YOU KNOW A POWERFUL 25 PART OF YOUR OFF-CAMPUS LEADERSHIP ROLE, I'VE Page 40 1 TALKED ABOUT BEING OUT THERE, IS BRINGING THEM IN 2 HERE. 3 YOU ARE PART OF THE COMMUNITY, RIGHT? SO 4 INCREASE YOUR SHOW-AND-TELL BY BRINGING MORE OF 5 THAT COMMUNITY ON CAMPUS AND TELL YOUR STORY, TELL 6 IT. 7 LAST ONE, I COULD PUT THIS AT THE TAIL 8 END OF ANY LIST, I GUESS, BE PERSISTENT BUT 9 PATIENT. 10 BECOMING PART OF THE COMMUNITY, 11 INFLUENCING PEOPLE OUT THERE WITH YOUR EXPERT 12 POWER HAPPENS A LITTLE AT A TIME. EACH SUCCESSFUL 13 RELATIONSHIP EXTENDS AND STRENGTHENS YOUR 14 LEADERSHIP INFLUENCE. EACH LITTLE SUCCESS BUILDS 15 YOUR LEADERSHIP CREDIBILITY. EACH NEW DOOR YOU 16 OPEN LEADS TO MORE DOORS THAT ARE OPEN. 17 GOSH, IS THERE ANYTHING MORE IMPORTANT 18 THAT DOESN'T--THAT'S IMPORTANT THAT DOESN'T TAKE 19 TIME? LIKE TEACHING DEAF KIDS OR, CLOSER TO HOME, 20 LIKE BUILDING A MARRIAGE OR, FOR ALL OF US, MANY 21 OF US, HOW ABOUT THE PERSISTENCE AND PATIENCE OF 22 RAISING KIDS? BE PATIENT, BE PERSISTENT. 23 IS THIS ALL THE NITTY GRITTY? NO. DO 24 THESE, LEARN FROM THEM, THEN WRITE YOUR OWN LIST. 25 YOUR LIST WILL BE LONGER, PROVING YOU'VE LEARNED Page 41 1 AND ARE CONTINUING TO LEARN FROM IT. 2 LET ME TRY TO SUMMARIZE, A SIGNAL THAT 3 I'M CLOSE TO THROUGH. 4 I HOPE I'VE MADE CLEAR ABOUT THIS TOPIC, 5 CHALLENGE, OPPORTUNITY, BURDEN, LEADERSHIP. I 6 BELIEVE CEASD IS HEADED IN THE RIGHT DIRECTION, 7 BUT I BELIEVE YOUR PACE OF ACTION MUST INCREASE 8 GREATLY. I THINK IT REQUIRES AT LEAST THREE 9 STEPS, HERE'S TWO: SIMPLIFY, AGREE UPON, AND MORE 10 CLEARLY FOCUS YOUR MESSAGE. 11 I'M NOT, WHICH IS THE HARDEST, 12 SIMPLIFYING OR AGREEING UPON. BUT I THINK YOU 13 UNDERSTAND MY POINT AND THAT IS IF CEASD IS TO 14 SPEAK BOTH COLLECTIVELY AND INDIVIDUALLY, GETTING 15 A SIMPLER, AGREED-UPON MESSAGE IS IMPORTANT. 16 IDENTIFYING OUT THERE. AND I KNOW THAT THROUGH 17 VARIOUS PIECES SOME OF THIS HAS ALREADY BEEN DONE. 18 I THINK I'M TALKING ABOUT BROADENING IT. 19 IDENTIFYING MORE PRECISELY THE VITAL AUDIENCES WHO 20 MUST HEAR AND ACT ON YOUR MESSAGE. 21 CREATE AN ACTION PLAN THAT ENLISTS 22 SUPPORT BACK HOME AND OFF CAMPUS. AND MY SENSE OF 23 THE COMPLEXITY OF THAT FOR AN ORGANIZATION THIS 24 SIZE IS THAT HERE ARE THE AUDIENCES VERY 25 SPECIFICALLY IN YOUR AREA WE'RE INTERESTED IN, Page 42 1 HERE ARE THE GENERAL ONES, AND HERE ARE THE WAYS 2 OF APPROACHING THEM. 3 AND I DON'T KNOW, MAYBE THIS ONE OUGHT TO 4 BE FIRST. TAKE THE TIME, MAKE--THAT'S WHERE MY 5 TYPO WAS, MAKE THE TIME TO WIN SUPPORT FOR YOUR 6 MESSAGE, YOUR PLANS AND ACTION. 7 AS ONE OF MY FRIENDS SAID, NOW IS NOT THE 8 TIME FOR THE LONE RANGER. THIS IS THE TIME FOR 9 COLLECTIVE ACTION BY YOUR GROUP. 10 I BELIEVE, MAYBE, JOE, THIS IS THE TIME 11 TO GET THAT GUARD UP HERE BECAUSE I'M THROWING 12 THIS AT THEM. THE RISK OF FAILURE IS THE FUTURE 13 OF THE SOUND EDUCATION OF EVERY DEAF AND 14 HARD-OF-HEARING CHILD IN THE NATION. 15 YOU ARE THE EXPERTS, THE LEADERS. THIS 16 IS THE PRICE OF YOUR FAILURE. 17 NOW IT'S YOUR TURN. BEFORE I GO TO THAT, 18 I HAVE ONE THING. DON RHOTEN PASSED ME A LITTLE 19 MESSAGE AND HE SAID HE HAS TWO EXTRA TICKETS FOR 20 THAT $99 CRUISE IF ANYBODY'S INTERESTED. 21 (LAUGHTER.) 22 THANK YOU. I'LL BE HAPPY TO TAKE 23 QUESTIONS. ANYTHING BUT ROCKS OR STONES. 24 (APPLAUSE.) 25 QUESTIONS, COMMENTS, DISAGREEMENTS? Page 43 1 WATER? 2 MR. BOSSO: WE HAVE TIME FOR A FEW 3 QUESTIONS RIGHT NOW BEFORE WE HEAD TO BREAK AND 4 THEN THERE WILL BE AN OPPORTUNITY AFTER THE PANEL, 5 AFTER THE OTHER TWO PRESENTERS. SO ANY QUESTIONS 6 AT THIS TIME? 7 MR. CORRICK: I WAS TAUGHT WAIT TIME, 8 W-A-I-T. THERE ARE SEVERAL INTERPRETATIONS OF NO 9 QUESTIONS: I DON'T CARE WHAT YOU SAID SO I'M NOT 10 GOING TO COMMENT ON IT. I DISAGREE WITH IT 11 COMPLETELY SO I DON'T HAVE TIME TO BRING ANYTHING 12 UP. OR, I AGREE WITH ALL OF IT. 13 NOW, IF YOU DON'T SAY ANYTHING, I HAVE TO 14 ASSUME IT'S "I AGREE WITH ALL OF IT." QUESTION? 15 THANK YOU. 16 SPEAKER: WELL, I JUST DIDN'T WANT YOU TO 17 FEEL BAD SO I THOUGHT I WOULD SAY SOMETHING. 18 IT OCCURRED TO ME ONE OF THE THINGS THAT 19 YOU WERE SAYING TO GET OUT THERE AND BE MORE 20 VISIBLE IN THE COMMUNITY, ONE OF THE THINGS WE DID 21 FROM THE STATE OF UTAH THAT I THOUGHT WAS ONE OF 22 THE MOST POSITIVE THINGS WE EVER DID, AND I WOULD 23 ENCOURAGE EVERYBODY TO TRY IT. BUT, YOU KNOW, WE 24 CAN'T GET LEGISLATORS TO COME TO OUR BUILDING TO 25 SEE WHAT WE'RE DOING IN OUR SCHOOLS, TO SEE WHAT Page 44 1 OUR CHALLENGES ARE. 2 SO ONE DAY DURING THE LEGISLATIVE 3 SESSIONS WE TOOK OUR CLASSES UP THERE. WE DIDN'T 4 RENT--WE BORROWED A SPACE. WE SET IT UP AHEAD OF 5 TIME AND HAD A LARGE ROOM. WE GOT OUR SCHOOL BUS 6 AND WE SET UP LITTLE PRESCHOOL, KINDERGARTEN, 7 SIXTH GRADE OF DEAF AND BLIND KIDS AND WE HAD 8 TEACHING GOING ON. WE SENT OUT INVITATIONS TO THE 9 LEGISLATORS. WE HAD THE ADC SPONSOR LUNCH SO THEY 10 COULD GRAB A SACK LUNCH AND COME SIT DOWN. 11 AND THE BEST THING THAT WE DID IS WE HAD 12 THE STUDENTS THEMSELVES LEARN WHO ARE THEIR 13 LEGISLATIVE REPRESENTATIVES AND WRITE THEM A 14 HANDWRITTEN LETTER, NOT ON A COMPUTER, WITH THEIR 15 HOME ADDRESS UP ON THE THING. 16 THERE WERE LEGISLATORS THAT WENT TO THAT 17 HOUSE KNOCKING ON THE DOOR THE NIGHT BEFORE AND 18 SAID I'M GOING TO COME SEE YOU TOMORROW MORNING. 19 IT WAS WONDERFUL. IT WAS A REALLY POSITIVE THING. 20 I JUST THOUGHT IT WAS A GREAT IDEA AND I'LL SHARE 21 IT. 22 MR. CORRICK: POWERFUL, POWERFUL EXAMPLE. 23 THANK YOU. (APPLAUSE.) 24 MR. BOSSO: AGAIN, I WOULD LIKE TO ASK 25 ALL OF YOU TO JOIN ME IN THANKING GEORGE. OH, DO Page 45 1 YOU HAVE A COMMENT? EXCUSE ME. 2 SPEAKER: I DID HAVE A COMMENT. I JUST 3 WANTED TO THANK YOU FOR THE OUTWARD AND INWARD 4 MESSAGE. 5 OUTWARD, GET OUT INTO THE COMMUNITY. BUT 6 YOU ALSO SAID, SEVERAL TIMES, BRING THIS BACK HOME 7 TO YOUR PROGRAM MANAGERS AND YOUR SUPERVISORS, THE 8 PEOPLE WHO DEAL WITH YOUR STAKEHOLDERS EVERY DAY. 9 AND I JUST WANTED TO UNDERSCORE JUST HOW IMPORTANT 10 BOTH OF THOSE DIRECTIONS ARE IN OUR FIELD TODAY. 11 MR. CORRICK: IN FACT, YOU CAN CONNECT 12 THAT TO THE PREVIOUS COMMENT. THOSE LEGISLATORS, 13 YOU COULDN'T GET THEM TO COME TO YOU, SO YOU GO TO 14 THEM AND SHOW THEM AND LET THE KIDS SHOW THEM. 15 IT'S AN INCREDIBLY POWERFUL THING THAT, WHEN AND 16 IF THEY COME BACK, THEY ARE TREATED AS WELCOME AND 17 SO FORTH. 18 AND I THINK THAT'S ONE OF THE MOST 19 POWERFUL THINGS, HAVING KIDDED DON AND CATHY 20 RHOTEN HERE, THAT I'VE LEARNED AT THEIR SCHOOL IS 21 HOW WELCOME PEOPLE FEEL ON THAT CAMPUS. THE OTHER 22 ONE I'VE SPENT MORE TIME ON IS FLORIDA'S SCHOOL, 23 AND I HAVE THE SAME FEELING. I'M GOING TO GUESS 24 IT'S TRUE OF MOST OF YOUR PLACES. 25 ONE OTHER LITTLE PIECE OF IT THAT I THINK Page 46 1 MY WIFE GETS OFFENDED SOMETIMES WHEN I DO THIS. 2 MY WIFE INTERPRETS FOR SOME PRETTY SOPHISTICATED 3 FORUMS. SHE'S DONE MURDER TRIALS AND BRAIN 4 SURGERY AND A LITTLE BIT OF EVERYTHING. I'M 5 ALWAYS AMAZED WHEN SHE TELLS ME ABOUT THIS VERY 6 SOPHISTICATED LAWYER OR THIS VERY-- 7 SPEAKER: NO SUCH THING, I'M SORRY. 8 MR. CORRICK: WAS THAT A CONTRADICTION IN 9 TERMS? HIGHLY EXPERIENCED LAWYER, OR HIGHLY 10 EXPERIENCED POSITION IN A PLACE LIKE THE MAYO 11 CLINIC WHO HAS NEVER EXPERIENCED THE COMMUNICATION 12 BETWEEN DEAF AND HEARING PEOPLE. 13 NOW, WE KNOW THAT YOU AND THE DEAF 14 COMMUNITY ARE A FAIRLY SMALL MINORITY. YOU NEED 15 EVERY NOW AND THEN TO REMIND YOURSELF THAT NOT 16 EVERYBODY KNOWS ABOUT THIS AND HOW FASCINATING 17 THAT CAN BECOME. 18 ANY MORE? THANK YOU. WHAT A PRIVILEGE. 19 (APPLAUSE.) 20 MR. BOSSO: I WANT TO THANK GEORGE FOR 21 HIS COMMENTS, HIS PRESENTATION THIS MORNING. 22 WE'LL BE HAVING TWO PEOPLE WHO WILL FOLLOW UP 23 AFTER THE BREAK. OUR BREAK IS JUST DOWN HERE IN 24 THE VENDOR ROOM. THERE ARE SOME VENDORS HERE, 25 SOME DISPLAYS YOU MIGHT WANT TO LOOK AT. THERE Page 47 1 ARE ALSO SOME SNACKS. WE WOULD LIKE TO THANK 2 AGAIN GALLAUDET FOR PROVIDING THE BREAK FOR OUR 3 MORNING SESSION AND I'LL SEE YOU BACK HERE 4 BRIEFLY. ACTUALLY IN 15 MINUTES. IF NOT, I WILL 5 COME AND PERSONALLY INVITE YOU BACK. REMEMBER THE 6 SCHEDULE. WE NEED TO STICK TO IT. SO THANK YOU 7 VERY MUCH. 8 BREAK TIME-15 MINUTES. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Page 48 1 INDIANA DEAF SCHOOL AS A STATEWIDE 2 RESOURCE AND OUTREACH SERVICES FOR DEAF AND 3 HARD-OF-HEARING CHILDREN. DR. DAVID GEESLIN. 4 MR. BOSSO: HELLO, EVERYONE. HELLO. 5 TIME TO SETTLE DOWN AND GET READY FOR OUR NEXT 6 PRESENTERS. EVERYBODY WITH ME? 7 OKAY. BEFORE WE GO AHEAD WITH OUR NEXT 8 PRESENTERS, I WOULD LIKE TO AGAIN THANK OUR 9 SPONSOR FOR THE BREAK. I MADE AN ERROR AND I 10 MISSED SAYING THE ST. FRANCIS INN ALSO SPONSORED 11 OUR BREAK ALONG WITH GALLAUDET, SO WE WANT TO SAY 12 THANK YOU TO ST. FRANCIS. IT MIGHT BE A 13 UNIVERSITY AT SOME POINT BUT IT'S AN INN RIGHT 14 NOW. THE JOE FINNEGAN UNIVERSITY PERHAPS. 15 ANYWAY, I WOULD LIKE TO, BEFORE WE START 16 THE PRESENTATION, I WANT TO ASK JOE TO STEP 17 FORWARD AND HE, AS OUR EXECUTIVE DIRECTOR FOR 18 CEASD, HE HAS SEVERAL ANNOUNCEMENTS FOR US. 19 MR. FINNEGAN: I WANT TO JUST HIGHLIGHT 20 THE BREAK YOU JUST ENJOYED. YOU KNOW IT WAS 21 CO-SPONSORED BY GALLAUDET UNIVERSITY AND THE ST. 22 FRANCIS INN, WHICH IS LOCATED IN BEAUTIFUL, 23 HISTORIC, SUNNY, ROMANTIC ST. AUGUSTINE. BUT IF 24 YOU ENJOYED THE BREAK AND YOU HAD SUGAR, SWEET N' 25 LOW, AND YOU HAD A CUP TO PUT YOUR LIQUID Page 49 1 REFRESHMENT IN, THAT'S WHAT GALLAUDET PROVIDED. 2 THE ST. FRANCIS INN PROVIDED THE CONTENT, THE 3 COFFEE, THE ROLLS, THAT'S WHAT WE PROVIDED, SO 4 THANK YOU. 5 I HAVE SEVERAL ANNOUNCEMENTS AND I'M 6 GOING TO BREAK THEM UP, DO SOME NOW, DO SOME A 7 LITTLE LATER BEFORE LUNCH BECAUSE I KNOW THAT YOU 8 WON'T BE ABLE TO RETAIN ALL OF THIS INFORMATION IF 9 I SHARE IT ALL NOW. 10 BUT, FIRST OF ALL, TOMORROW MORNING WE 11 WILL HAVE OUR ANNUAL BUSINESS MEETING. TOMORROW 12 MORNING INSTEAD OF IN THE AFTERNOON. IT'S USUALLY 13 A SUNDAY AFTERNOON EVENT. THIS YEAR IT WILL BE 14 SUNDAY MORNING, AND AT THAT TIME IF YOU HAVE 15 PROXIES FOR VOTES FROM OTHER VOTING 16 REPRESENTATIVES IN YOUR SCHOOL OR PROGRAM, THAT'S 17 WHEN YOU SHOULD TURN THE PROXIES IN, TOMORROW 18 MORNING. I'LL TALK MORE ABOUT THAT TOMORROW AFTER 19 BREAKFAST AND JUST BEFORE THE BUSINESS MEETING. 20 I WANT TO INTRODUCE A FRIEND. I'M 21 TEMPTED TO SAY OLD FRIEND BUT HE'S NOT THAT OLD, A 22 FRIEND OF CEASD WHO, AT ONE TIME, BEFORE HIS 23 RETIREMENT WAS AN ACTIVE MEMBER OF CEASD, AND 24 THAT'S JOHN ANDERSON OVER THERE IN THE BACK. HE 25 WORKED FOR MANY YEARS AT THE BRITISH COLUMBIA Page 50 1 SCHOOL FOR THE DEAF. 2 SOME OF YOU MAY REMEMBER THAT A GOOD MANY 3 YEARS AGO THIS ORGANIZATION HAD A LARGE DELEGATION 4 FROM THE CANADIAN SCHOOLS FOR THE DEAF. AT ONE 5 POINT THEY STARTED THEIR OWN VERSION OF CEASD SO 6 THE MEMBERSHIP HERE OF CANADIAN SCHOOLS DWINDLED. 7 BUT JOHN STAYED WITH CEASD DURING HIS 8 ADMINISTRATIVE TENURE AT THE BRITISH COLUMBIA 9 SCHOOL. 10 HE'S HERE WITH US THIS YEAR AND WILL 11 SPEAK TOMORROW AT THE BUSINESS MEETING ABOUT THE 12 ICED, THE INTERNATIONAL CONGRESS ON EDUCATION OF 13 THE DEAF, WHICH WILL BE HELD IN THE SUMMER OF 2010 14 IN VANCOUVER, BRITISH COLUMBIA. AND HE'S BROUGHT 15 SOME LITERATURE AND SOME INFORMATION AND HE WILL 16 SHARE THAT WITH US TOMORROW MORNING AT THE 17 BUSINESS MEETING. SO IF YOU ARE INTERESTED IN 18 VISITING A BEAUTIFUL AREA OF OUR NORTHERN NEIGHBOR 19 AND ALSO PARTICIPATING IN THAT PROFESSIONAL EVENT, 20 JOHN WILL BE SHARING INFORMATION WITH US TOMORROW. 21 THIS IS A BIG YEAR FOR ELECTIONS FOR OUR 22 ORGANIZATION. THIS IS THE YEAR WE NOT ONLY WILL 23 ELECT BOARD MEMBERS, SOME NEW BOARD MEMBERS, BUT 24 WE WILL ALSO ELECT OFFICERS. THE ELECTION WILL 25 TAKE PLACE TOMORROW DURING THE BUSINESS MEETING Page 51 1 AND WE HAVE A NOMINATION COMMITTEE HERE WHO WOULD 2 BE HAPPY TO ACCEPT YOUR NOMINATIONS ANY TIME 3 BETWEEN NOW AND TOMORROW MORNING. THEY WILL ALSO 4 CALL FOR NOMINATIONS FROM THE FLOOR, BUT IT'S VERY 5 HELPFUL IF YOU CAN MAKE YOUR NOMINATIONS PRIOR TO 6 THE BUSINESS MEETING. 7 HAROLD MOWL, FROM ROCHESTER, IS THE 8 CHAIRPERSON OF THAT COMMITTEE. HE HAS TWO OTHER 9 MEMBERS ON THE COMMITTEE: DON RHOTEN FROM 10 PENNSYLVANIA, AND JANET DICKERSON FROM COLORADO. 11 JANET, ARE YOU IN THE ROOM? HELLO? JANET'S NOT 12 HERE. 13 BUT, ANYWAY, IT'S A THREE-MEMBER 14 COMMITTEE. LOOK FOR THEM IF YOU WANT TO MAKE A 15 NOMINATION FOR ONE OF THE THREE OFFICER POSITIONS 16 OR WE WILL HAVE THREE VACANT BOARD OF DIRECTOR 17 POSITIONS, AS WELL. SO PLEASE SEE THE NOMINATIONS 18 COMMITTEE FOR THAT. 19 GEORGE CORRICK HAS A STATEMENT THAT HE 20 SHARES--HAS SHARED WITH US, AND DON RHOTEN 21 REMINDED ME OF THIS DURING THE BREAK WHEN WE WERE 22 ENJOYING THE FABULOUS REFRESHMENTS PROVIDED BY THE 23 ST. FRANCIS INN AND GALLAUDET UNIVERSITY. 24 THINK OF THIS, FOLKS, WHEN YOU ARE 25 CONTEMPLATING SOME OF THE CHALLENGES GEORGE SHARED Page 52 1 WITH US. 2 THE WOLF IS NOT KNOCKING AT THE DOOR, BUT 3 HE'S IN THE NEIGHBORHOOD. AND IN SOME CASES HE 4 MAY EVEN BE IN YOUR PARKING LOT. AND YOU WANT TO 5 TAKE SOME ACTION BEFORE THAT WOLF IS KNOCKING ON 6 YOUR DOOR, AND THAT'S WHAT HE WAS TALKING TO US 7 ABOUT THIS MORNING. AS INDIVIDUAL SCHOOLS AND AS 8 AN ORGANIZATION OF LEADERS, THAT'S WHAT HE WAS 9 TRYING TO AWAKEN US TO THIS MORNING. 10 ED. 11 MR. BOSSO: JOE. WE HAVE A FEW MEMBERS 12 IN THE AUDIENCE WHO HAVE SAID THAT WE DON'T WANT 13 TO COMMERCIALIZE OUR CONFERENCE, SO I APPRECIATE 14 YOUR INFORMATION ABOUT THE ST. FRANCIS INN-- 15 UNIVERSITY--BUT, ANYWAY. OKAY. 16 OVER HERE. 17 SPEAKER: I THINK I HAVE THE RIGHT TO SAY 18 THIS. IF ANYBODY CONSUMED SOMETHING FROM THAT 19 BREAKFAST AND GETS SICK FROM THE FOOD FROM THE ST. 20 FRANCIS INN, PLEASE SEE ME. (LAUGHTER.) 21 MR. BOSSO: ORDER, ORDER. 22 WE'RE VERY, VERY FORTUNATE TO HAVE TWO OF 23 OUR SUPERINTENDENTS TO PRESENT WITH US THIS 24 MORNING ON THE ISSUE OF THE CHALLENGES RELATED TO 25 LEADERSHIP WITHIN THEIR STATES, THE APPROACHES, Page 53 1 THE CHALLENGES, THE OPPORTUNITIES, TRYING TO FIND 2 THEIR WAY, LESSONS LEARNED AND STRATEGIES THAT 3 HAVE BEEN USED, AND THEY WILL SHARE THAT WITH US. 4 ONE THING WE ALWAYS SAY WHEN WE COME TO 5 THESE CONFERENCES IS WE LIKE TO HEAR WHAT'S 6 HAPPENING IN OTHER SCHOOLS, AND SO THIS IS AN 7 OPPORTUNITY FOR US TO SHARE SOME INFORMATION FROM 8 TWO PARTICULAR SCHOOLS. 9 OUR FIRST PRESENTER IS DR. DAVID GEESLIN 10 FROM THE INDIANA SCHOOL FOR THE DEAF. DAVID'S 11 BEEN INVOLVED IN DEAF EDUCATION, BILINGUAL 12 EDUCATION, FOR A SIGNIFICANT AMOUNT OF TIME. HE'S 13 BEEN INVOLVED WITH SEVERAL UNIVERSITIES. HE'S 14 BEEN A PRINCIPAL. HE'S GOT A GREAT DEAL OF 15 EXPERIENCE TO SHARE AND HIS WILLINGNESS TO COME 16 AND SHARE IN HIS EXPERIENCE FROM THE INDIANA 17 SCHOOL FOR THE DEAF IS APPRECIATED. SO, DR. 18 GEESLIN, IF YOU WOULD. 19 DR. GEESLIN: HELLO EVERYONE. CEASD HAD 20 ASKED ME, IN ASKING ME TO MAKE THIS PRESENTATION, 21 IT WAS TOUCHING. YOU KNOW, I HAD TO MAKE SURE 22 THAT THERE WAS NO FOOD THAT HAD SPILLED ON MY 23 JACKET, BUT I REALLY DO FEEL VERY HONORED. AND I 24 WOULD LIKE TO TALK ABOUT THE OUTREACH, 25 SPECIFICALLY TO THE COMMUNITY, AND I WAS SO GLAD Page 54 1 THAT THAT ISSUE WAS RAISED. AND I WOULD LIKE TO 2 SHARE MY STORY. 3 TALKING ABOUT OUTREACH SERVICES 4 SPECIFICALLY, IT REALLY IS LOOKING AT IT AS THE 5 SCHOOL OF THE 21ST CENTURY. LOOKING AT THE 6 CLIMATE CHANGE THAT WE'RE EXPERIENCING. AS JANICE 7 HAD SHARED WITH US AT THE SUMMIT MOST RECENTLY, WE 8 CANNOT DIRECT THE WIND BUT WE CAN ADJUST THE 9 SAILS. IT'S TRUE. WE'RE TRYING TO FIGURE OUT, 10 ALL RIGHT, WHERE IS THAT WIND COMING FROM. AND 11 WHEN WE DECIPHER THAT, AT THAT TIME THEN INDIANA 12 SCHOOL FOR THE DEAF HAS THE SENSE OF THIS 13 OUTREACH. 14 IT BEGAN IN 1990, AND I WOULD LIKE TO 15 EXPLAIN A LITTLE BIT OF THE JOURNEY, THE HISTORY 16 OF THAT JOURNEY AND THE STRUGGLES THAT WE'VE 17 EXPERIENCED IN ARRIVING WHERE WE HAVE. SO LET'S 18 GO BACK TO 1990. 19 WHAT WAS THE WIND OF CHANGE AT THE TIME? 20 THOSE ARE INTERESTING TIMES. IT STARTED WHEN THE 21 SCHOOL BECAME BILINGUAL AND PEOPLE WERE LOOKING AT 22 THE DEAF SCHOOL AND SAW THAT THERE STILL WAS A 23 MAJOR STRUGGLE IN THE READING AND WRITING 24 ACHIEVEMENT OF THE STUDENTS. 25 AND PEOPLE WOULD TALK ABOUT THE INFLUENCE Page 55 1 OF DEAF PEOPLE FROM THE COMMUNITY ON THE SCHOOL. 2 LOOKING AT AMERICAN SIGN LANGUAGE AND ENGLISH AND 3 ITS WRITTEN FORM. LOOKING AT THE COMPLEMENT OF 4 DEAF AND HEARING PEOPLE WORKING TOGETHER, AND 5 LOOKING AT THEM AS ALLIES, NOT AS SEPARATE BEINGS, 6 AND THAT TURNED INTO THE BASIS FOR THE OUTREACH 7 EFFORTS. 8 THE SCHOOL'S BEEN IN EXISTENCE FOR MANY, 9 MANY YEARS BUT, MORE SPECIFICALLY, AS A BUILDING 10 WHERE INSTRUCTION HAPPENED. THE LEGISLATURE 11 WASN'T THAT WELL INFORMED, JUST LIKE SEVERAL OF 12 YOUR STATES HAVE BEEN, RELATED TO THE ISSUE OF 13 DEAF EDUCATION. AND THERE'S AN EIGHT-YEAR CYCLE 14 IN THIS LEGISLATURE AND THEY HAD THIS CONCEPT OF 15 THE DEAF SCHOOL AND THE BLIND SCHOOL MERGING. AND 16 WE WERE VERY CLEAR ABOUT THAT NOT HAPPENING, BUT 17 IT WAS THAT MINDSET OF THE TWO SCHOOLS COMING 18 TOGETHER, AND THAT MESSAGE CAME AGAIN AND AGAIN OF 19 HAVING POLICY MAKERS COME INTO THE SCHOOL. THEIR 20 POLICIES INFLUENCED THE SCHOOL, AND THE DEAF 21 COMMUNITY WAS LOOKING AT THAT. 22 AND AS THE DEAF COMMUNITY BECAME 23 INVOLVED, WE SAW THE WINDS BEGIN TO CHANGE. IT 24 WAS NO LONGER ONLY A PROGRAM WITHIN THE SCHOOL 25 WALLS BUT, RATHER, AN EXPANDED PROGRAM. AND Page 56 1 LOOKING AT WHAT THE RESPONSIBILITIES WERE 2 STATEWIDE. 3 THERE WAS A STUDY THAT WAS PROPOSED. 4 THIS WAS PROPOSED TO THE LEGISLATURE, AND IT GOT 5 THEIR FULL BACKING, FOR A NEW REGIONAL CENTER AND 6 IT WAS A VERY EXCITING TIME. AND TO SEE WHAT IT 7 MIGHT ALL ENCOMPASS, WE REALLY WEREN'T SURE OF 8 THAT. IT WAS REALLY MORE OF A NEUTRAL ZONE. WE 9 REALLY DIDN'T HAVE A GOOD BLUEPRINT OF WHAT THAT 10 WOULD REALLY LOOK LIKE, AND WE'RE STILL LEARNING 11 JUST AS I'M SURE YOU ARE. AND IT'S THE SHARING OF 12 IDEAS THAT WILL BENEFIT US. 13 BUT AS WE UNFOLD THOSE WALLS OF THIS 14 ENCLOSED SCHOOL AND LOOKING AT THE ISSUES AND 15 LOOKING AT WHAT THE PROGRAM POSSIBILITIES COULD 16 BE. 17 ARE MY SIGNS CLEAR? CAN YOU SEE THEM 18 CLEARLY? 19 THERE WERE MANY THINGS HAPPENING 20 SIMULTANEOUSLY. IN THE 1980S THERE WAS A 21 MOVEMENT. DEAF PEOPLE WERE REALLY BEGINNING TO 22 SHAPE DEAF EDUCATION. THE DEAF PRESIDENT NOW 23 MOVEMENT AND ALL OF THOSE CHANGES RESULTED IN, FOR 24 EXAMPLE, 1990 UNIVERSAL NEWBORN HEARING SCREENING. 25 THAT WAS PASSED IN SO MANY VARIOUS AREAS. Page 57 1 AND THERE WAS A MINDSET THAT THE 2 BILINGUAL SCHOOL AND NEWBORN SCREENING COULDN'T 3 WORK TOGETHER AND THAT THAT WOULD BE FAR OUT OF 4 THEIR--THAT AS DR. CORRICK SAID, THROUGH ALL OF 5 THOSE EXPERIENCES, THAT REALLY LEADS AND GUIDES 6 OUR JOURNEY. 7 THOSE THREE PEOPLE, ONE IS JODEE GRACE, 8 HERE'S THE AUDIOLOGIST, AND THEN A TEACHER FROM A 9 MAINSTREAM PROGRAM WORKING TOGETHER. THEY HAVE 10 JOINED OUR TEAM. THEY KNOW THE SYSTEM WELL. 11 AND INDIANA SCHOOL HAS A PROGRAM FROM 3 12 TO 21. THE DEPARTMENT OF HEALTH THEN FOCUSES ON 0 13 TO 3. SO THE WOMAN ON THE RIGHT-HAND SIDE HERE 14 KNEW THAT SYSTEM INTIMATELY AND SO IT WAS IN THAT 15 COLLABORATION WORKING TOGETHER THAT HELPED SHAPE 16 THE POLICY AND VIEW OF HOW THE SERVICES CAN BE 17 PROVIDED TO DEAF STUDENTS. 18 THE CHALLENGE OF THE JOURNEY IS DAUNTING 19 IN THAT THE '80S AND '90S IT WAS IDENTIFIED AS A 20 BILINGUAL SCHOOL AND DEAF RUN AND EVERYBODY WAS, 21 WHAT, IT'S DEAF RUN? WE'RE USING ASL IN THE 22 CLASSROOM? WHAT IS THIS ALL ABOUT? THE LEAS 23 WITHIN THE SCHOOL DISTRICTS, THEY ARE THE 24 GATEKEEPERS OF THE PUBLIC SCHOOL POPULATION. THEY 25 WOULD BE PULLING ALL OF THEIR--MANY OF THEIR Page 58 1 STUDENTS OUT AND THE ENROLLMENT IN THE DEAF SCHOOL 2 WAS DIMINISHING BY OVER A HUNDRED AND WE ANNOUNCED 3 THE OUTREACH AND PEOPLE FELT THAT IT WAS REALLY A 4 SELF-SERVING APPROACH. 5 THEIR PERSPECTIVE WAS, WELL, YOU DEAF 6 PEOPLE, WE DON'T NEED TO CONTACT OUTREACH, THAT'S 7 NOT A SERVICE WE NEED TO ENGAGE IN. BUT THEN THE 8 LRE WAS ALSO LOOKING AT THE INTERPRETATION OF-- 9 WELL, THANKS ACTUALLY TO DR. DAVILA. WHERE IS HE? 10 HE'S ALREADY FLOWN. HE WAS THE CHAMPION OF HIS 11 WORK IN OCEF, LOOKING AT THE CHILD'S COMMUNICATION 12 NEEDS IN TERMS OF THE IEP, THAT IT NEEDED TO BE 13 LANGUAGE AND COMMUNICATION DRIVEN. 14 AND WE HAD THIS DOCUMENT TO BE ABLE TO 15 SHARE AND WE WENT TO ALL THE PUBLIC SCHOOL SYSTEMS 16 AND SHARED IT, AND DISSEMINATED THAT INFORMATION. 17 THE POOR TREE THAT WAS USED TO--THAT WAS 18 SACRIFICED FOR THESE DOCUMENTS, BUT IT WAS FOR A 19 GOOD CAUSE. 20 DR. DAVILA HELPED TREMENDOUSLY IN THAT 21 EFFORT. IT WAS VIEWED--ISD WAS VIEWED AS A 22 BILINGUAL SCHOOL. THEY DON'T INCORPORATE CRE OR 23 ANYTHING LIKE THAT, JUST ASL, BUT IN FACT WE NEED 24 TO LOOK AT THE CONSUMERS. THOSE FOLKS HAVE BEEN 25 THROUGH ALL OF THESE EXPERIENCES AND WHAT THEY CAN Page 59 1 BRING TO THE TABLE CAN REALLY HELP US TO WORK 2 TOGETHER TO BE ALLIES WITHIN THE COMMUNITY. 3 AND AS I JUST SAID, ISD BECAME A 4 BILINGUAL SCHOOL, AND WHOA, IT REALLY CAUSED AN 5 UPHEAVAL. AND IT WAS THE SUPPORT, THE BELIEF OF 6 DEAF EDUCATION FOR ALL CHILDREN, AND SUPPORT OF 7 DEAF EDUCATION FOR ALL CHILDREN USING BEST 8 PRACTICES FOR EACH CHILD, AND I WAS THERE TO BE 9 ABLE TO SUPPORT THAT AND EXPLAIN THAT. 10 THOSE CHALLENGES HAVE BEEN REMOVED 11 THROUGH VARIOUS APPROACHES. I NEED TO TIME MYSELF 12 HERE. MY TIME'S ALMOST UP. 13 AS WE'VE TALKED ABOUT, ISD, ITS OUTREACH, 14 IT WAS, HOW DO WE DO THIS? HOW IS THIS GOING TO 15 COME TOGETHER? WE INCLUDED LEAS, PARENTS FROM 16 MAINSTREAM PROGRAMS. INTERPRETERS HAD A LOT OF 17 INFORMATION TO SHARE WITH US, WHAT WAS HAPPENING 18 OUT THERE. WE REALLY LISTENED TO LOTS OF 19 ADVOCATES. AS I SAID, PARENTS IN THE MAINSTREAM, 20 SOME DEAF TEACHERS FROM VARIOUS AREAS, AND THE DOE 21 AS WELL. WE GOT TOGETHER AND WE LOOKED CAREFULLY 22 AT WHAT ISD REALLY NEEDS. IT WAS AS IF IT WAS A 23 MINI SUMMIT AS WE'VE HAD JUST IN THE PAST SEVERAL 24 DAYS. IT'S BEEN--IT'S IN ITS FIFTH YEAR BUT THIS 25 IS HAPPENING BEFORE THEN. Page 60 1 WE HAVE TEACHER CONFERENCES. WE'VE SET 2 UP WORKSHOPS ACROSS THE STATE. 3 THE PUBLIC WILL TAKE NOTICE OF THIS. WE 4 HAVE A STATEWIDE CONFERENCE FOR ALL DEAF AND 5 HARD-OF-HEARING TEACHERS. IT IS SUCH A WONDERFUL 6 EXPERIENCE. ILLINOIS, OF COURSE, HAS BEEN WAY 7 AHEAD OF US IN THAT EFFORT, AND I THINK OTHER 8 STATES, AS WELL. 9 TEACHERS FROM MAINSTREAM PROGRAMS FEEL 10 THEY ARE NO LONGER ALONE. THERE ARE ALL THESE 11 RESOURCES AND MEETING DEAF ADULTS, SOMETIMES FOR 12 THE FIRST TIME, AND IT MADE SUCH AN IMPACT 13 DESTROYING THE MYTHS, SHARING CONFIDENCES, AND 14 SHOWING THE OUTREACH EFFORTS AND HOW THAT COULD 15 REALLY SUPPORT THE ENTIRE COMMUNITY, THE ENTIRE 16 STATE. 17 AND THEY BEGAN TO HIRE DEAF PEOPLE ON 18 THEIR STAFF AND BROUGHT PEOPLE FROM THE COMMUNITY 19 INTO THE EFFORT. 20 AS OUTREACH WAS ESTABLISHED, WE DIDN'T 21 HAVE REALLY A STRATEGIC PLAN. WE KIND OF WERE 22 DOING IT MIX AND MATCH AND GOING THROUGH TRIAL AND 23 ERROR AND TRYING TO FIGURE OUT EXACTLY WHAT WE 24 WERE DOING. 25 KNOWING THE LANDSCAPE AND LEARNING THE Page 61 1 LANDSCAPE, THE POLITICAL CLIMATE, THE PEOPLE, THE 2 RESOURCES IN THE AREA. BEING ABLE TO GET ALL THAT 3 INFORMATION, WE WERE ABLE TO DEVELOP A STRONG 4 STRATEGIC PLAN WITH THE INVOLVEMENT OF ALL OF 5 THESE STAKEHOLDERS. 6 THE STRATEGIC PLAN WAS BASED ON A VISION 7 OF BELIEFS AND VALUES THAT WERE BROUGHT FROM ISD 8 AND THAT WAS WHAT WAS THE FOUNDATION FOR THIS 9 OUTREACH EFFORT. 10 THIS IS THE LOGO FOR THE OUTREACH 11 PROGRAM. IF YOU NOTICE, THERE'S NO WORDING OF ISD 12 ON THE LOGO ITSELF. THAT INTERESTED ME. WHEN I 13 FIRST SAW THAT, I FELT A LITTLE BIT AWKWARD 14 LOOKING AT ALL OF THE POSSIBLE REASONS. OH, THIS 15 OUTCRY ABOUT BILINGUAL AND ALL OF THAT. BUT AS I 16 WAS THINKING ABOUT IT, IT REALLY SEPARATES ISD AND 17 OUTREACH. IT SEPARATES THE TWO. AND WE'VE BEEN 18 WORKING SO HARD IN THIS INTERACTIVE COLLABORATIVE 19 STANCE, GETTING THE SUPPORT OF THE COMMUNITY, 20 BEING ABLE TO PROVIDE INPUT AND FEEDBACK, AND 21 WITHIN THE LAST TWO YEARS THERE'S BEEN MORE OF A 22 MERGE. IT IS ISD THAT'S SERVING THE ENTIRE STATE. 23 THE 2400 STUDENTS. IT WAS A CHANGE IN MINDSET. 24 THERE'S 385 STUDENTS IN THE SCHOOL BUT, 25 IN FACT, IT'S A LARGER AUDIENCE. I STOPPED Page 62 1 APOLOGIZING TO THE PUBLIC SCHOOLS BUT, IN FACT, IT 2 IS ISD AND WE NEED TO BE PROUD OF THOSE SERVICES 3 AND BE RECOGNIZED AND RESPECTED FOR ALL OF THOSE 4 OPTIONS THAT ARE PROVIDED AND PRACTICED IN OUR 5 ENVIRONMENT, AND THE CONFIDENCE IN THE EXPERTISE 6 THAT WE HAVE. 7 THE WEBSITE IS THERE. THERE'S LOTS OF 8 INFORMATION ON THE WEBSITE AND IT EXPLAINS VARIOUS 9 OPTIONS. 10 AS DR. JANICE HAD SAID VERY WELL, THAT 11 COLLABORATIVE NEEDS THE EMPHASIS FROM THAT. THE 12 DOE, WE DO RECOGNIZE THE DOE. SOME DON'T EXACTLY 13 LOOK AT ITS ISD IN ITS ENTIRETY AND SO WE NEED TO 14 SIT DOWN WITH THEM. I SAY TO THEM, WE DO SUPPORT 15 YOU. WE ARE YOUR RIGHT ARM. USE US. WE ARE THE 16 EXPERTS. WE PROVIDE VARIOUS OPTIONS, AND THOSE 17 OPTIONS ARE REALLY DELIVERED WITH EXPERTISE. 18 THE 2400 STUDENTS THAT CAN GRADUATE WITH 19 DIPLOMAS AND EVERYTHING, WE STILL DON'T FEEL GOOD 20 IF THEY DON'T COMMUNICATE WELL. AND THEY TOOK 21 THAT MESSAGE. IT'S NOT ABOUT OUR SCHOOL BUT OUR 22 COMMUNITY, AS WELL, UNDERSTANDING THAT, THAT IT'S 23 NOT JUST THE FOUR WALLS. TO REALLY BREAK DOWN 24 THOSE BARRIERS, EXPAND THE IMPACT OF THE SCHOOL. 25 YOU KNOW, SOME OF YOU, HAVING SONS AND DAUGHTERS, Page 63 1 REALLY MAKING SURE THAT ISD IS THE BEST OPTION 2 FOR--PROVIDES THE BEST SERVICES FOR THE ENTIRE 3 STATE. THIS IS OUR STAFF, OUTREACH STAFF COMPOSED 4 OF BOTH DEAF AND HARD-OF-HEARING INDIVIDUALS AND 5 THEY REALLY PROVIDE SUCH A SUPPORT AND DO AN 6 EXCELLENT JOB. 7 OUR VALUES AND OUR BELIEFS ARE THAT DEAF 8 CHILDREN CAN ACHIEVE, CAN EXCEL. AND THE 9 COMMUNITY, I TELL THEM YOUR CHILD IS AN ORAL--HAS 10 AN ORAL EMPHASIS, THAT'S FINE. THEY SHOULD BE 11 READING ON GRADE LEVEL, LANGUAGE TO EVALUATE 12 CHILDREN'S LANGUAGE IN THE THREE-MONTH WINDOW. 13 MANY OF THOSE STUDENTS ACTUALLY COME IN TO ISD AT 14 THE MIDDLE SCHOOL AND HIGH SCHOOL PROBABLY AS A 15 COMMON EXPERIENCE FOR MANY OF YOU. WHEN THEY DO 16 COME IN, THOUGH, THEY LAG SO FAR BEHIND. BEING IN 17 THE MAINSTREAM THEY ARE--WE WANT THE LANGUAGE 18 ACCESS TO BE SUCH THAT WHEN THEY DO COME TO ENTER 19 ISD, THAT THEY ARE ON GRADE LEVEL. 20 HERE'S A MESSAGE FROM OUTREACH. 21 CINDY LOREN: HELLO, WELCOME. MY NAME IS 22 CINDY LOREN. 23 JODEE GRACE: AND I'M JODEE GRACE, AN 24 EARLY INTERVENTION COORDINATOR WITH OUTREACH 25 SERVICES. Page 64 1 CINDY LOREN: WE'RE BOTH FROM ISD. 2 HELLO, CEASD. SORRY THAT WE'RE NOT THERE, MISSING 3 AN OPPORTUNITY TO BE IN MONTANA. PERHAPS ANOTHER 4 TIME WE'LL BE ABLE TO JOIN YOU. 5 WE JUST WANTED TO TALK TO YOU BRIEFLY AND 6 EXPLAIN A LITTLE BIT ABOUT WHAT WE DO IN THE 7 OUTREACH DEPARTMENT AND HOW IT IS THAT WE BECAME A 8 STATEWIDE OUTREACH CENTER. I KNOW YOU'VE SEEN A 9 POWERPOINT PRESENTATION AND HAVE SOME PICTURES AND 10 SOME OF THE SPECIFIC INFORMATION THAT WE USE TO 11 GUIDE US. 12 WE ARE VERY FORTUNATE THAT WE HAVE 13 MENTORS, WE HAVE PEOPLE WHO TAUGHT--CERTAINLY 14 PEOPLE WHO TAUGHT ME AMONGST OUR STAFF AND THAT IS 15 A STRONG CONCEPT THAT WE HAVE IN THE OUTREACH 16 DEPARTMENT. WE ARE KNOWLEDGEABLE ABOUT THE LAW. 17 BOTH INFORMATION THAT IS RELEVANT TO OUR STATE AND 18 INFORMATION THAT IS PERTINENT TO DEAF AND 19 HARD-OF-HEARING CHILDREN. 20 ISD SUPPORTS US IN OUR LEARNING, IN THE 21 PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT ARE 22 OFFERED. WE DO CONSULTING IN PART B, AND ALSO 23 SOME--AND ALSO WITH PART C. THERE IS THE NEED FOR 24 A TASK FORCE AND COMMITTEE TO MAKE CHANGES, TO 25 MAKE IMPROVEMENTS TO THE SYSTEM AS IT STANDS. AND Page 65 1 THROUGH OUR EXPERIENCES, WHILE ONE OF THE AGENCIES 2 THAT HAS THE BIGGEST IMPACT ON DEAF EDUCATION IS 3 THE EARLY INTERVENTION COMPONENT AND THE 4 UNIVERSALLY BORN HEARING SCREENING, AND THAT WAS 5 PASSED IN 1999. AND SO WE'VE BECOME INVOLVED AT 6 THAT TIME AND STARTED TO DO WORK TO SUPPORT THAT 7 PROGRAM TO WRITE GRANTS AND OTHER THINGS TO 8 SUPPORT THE TRAINING OF THAT PROGRAM AND ITS 9 RELEVANCE FOR DEAF PROFESSIONALS AND OTHER PEOPLE 10 IN THE FIELD OF DEAF EDUCATION. MEET DEAF PEOPLE. 11 IT'S VERY GOOD FOR PEOPLE IN THE FIELD TO MEET 12 DEAF ADULTS, THE IMPORTANCE OF THAT TO ESTABLISH 13 FUTURE GOALS AND ALSO HOW EARLY WE CAN GET TO 14 THOSE STUDENTS AS EARLY AS POSSIBLE, AND THAT IS 15 CRITICAL FOR THE FUTURE SUCCESS OF THESE CHILDREN. 16 THEREFORE, WE ARE FOCUSED ON EARLY 17 INTERVENTION AND I'LL WELCOME MY COLLEAGUE HERE TO 18 SPEAK A LITTLE BIT ABOUT WHAT'S BEING DONE AROUND 19 THE EARLY INTERVENTION COMPONENT. OUR ROLE IS 20 CRITICAL TO BRIDGE AND COLLABORATE AND TO PROVIDE 21 OPPORTUNITIES FOR THOSE CHILDREN FROM EARLY 22 INTERVENTION RIGHT ON THROUGH SO THAT THEY CAN 23 BECOME KNOWLEDGEABLE AND GROW UP AND HAVE GOOD 24 OPPORTUNITIES. SO PERHAPS YOU WOULD LIKE TO 25 EXPLAIN A LITTLE BIT ABOUT WHAT YOU ARE DOING IN Page 66 1 RELATION TO EARLY INTERVENTION. 2 JODEE GRACE: LET ME SHARE A LITTLE BIT 3 ABOUT MY ROLE IN EARLY INTERVENTION. I'M 4 RESPONSIBLE FOR PROVIDING STATEWIDE SERVICES TO 5 THE AREA AND KNOWLEDGE ABOUT THE DEAF CHILD, THE 6 PROCESS THE FAMILY GOES THROUGH AS FAR AS 7 GRIEVING, UNDERSTANDING ABOUT COMMUNICATION, ALL 8 OF THOSE FACTORS. 9 MY RESPONSIBILITY IS ALSO TO IDENTIFY 10 INDIVIDUALS WITHIN THE AREAS THROUGHOUT THE STATE, 11 INCLUDE THEM IN TRAINING. WE'VE HAD SOME 12 SUCCESSFUL OUTCOMES. WE FEEL SO COMMITTED TO 13 OUTREACH AND EARLY INTERVENTION SO THEY WILL BE 14 ACADEMICALLY, EMOTIONALLY, SOCIALLY READY, AS WELL 15 AS THEIR PARENTS, BY THE AGE OF THREE. WE HAVE 16 THEM INTERACT WITH DEAF ADULTS AND THEY SEE THAT 17 THE DEAF PARENTS REALLY KNOW THAT HOPE IS THERE. 18 AND IT'S MY RESPONSIBILITY TO MAKE THE LINK 19 BETWEEN THE PROVIDERS WITH THE EDUCATIONAL 20 COMPONENT AND THE DEAF COMMUNITY SO THAT THEY WORK 21 IN PARTNERSHIP WITH THE PARENTS FOR THE CHILDREN'S 22 SAKE. AND THAT IS PART OF MY RESPONSIBILITY AND 23 MY ROLE IN EARLY INTERVENTION. 24 CINDY LOREN: THE POINT I THINK IT'S 25 CRITICAL TO KNOW WHAT'S HAPPENING IN THE STATE AND Page 67 1 TO ADVISE AROUND ISSUES RELATED TO EDUCATION AND 2 BRING POSITIVE INFORMATION FORWARD THAT WILL 3 IMPACT DEAF EDUCATION EACH CHILD THROUGHOUT THE 4 STATE OF INDIANA. SO THANK YOU AND GOOD LUCK. 5 JODEE GRACE: I WANT TO ADD SOMETHING TO 6 THIS THOUGHT. JUST SOMETHING TO THINK ABOUT AS 7 FROM A DEAF PERSON RELATED TO THE JOURNEY. 8 LOOKING AT THE HISTORY OF DEAF EDUCATION. AND I 9 WANT TO REALLY LOOK TO--IT'S IMPORTANT TO LOOK TO 10 THE HISTORY BUT LOOK FORWARD AS WELL AND TO LOOK 11 AT THE VALUE OF THE SUPPORT OF DEAF PEOPLE. FROM 12 MY EXPERIENCE LOOKING AT THOSE THAT HAVE 13 INFLUENCED ME, IT'S A CHALLENGE--HAVING A MENTOR, 14 IT'S SUCH A BENEFIT. HAVING THE FEEDBACK AND THE 15 DISCUSSIONS WITHIN THE COMMUNITY AS WELL. THANK 16 YOU SO MUCH. 17 CINDY LOREN: OH, NO, THANK YOU, THANK 18 YOU. THANK YOU FROM BOTH OF US. WE'RE HAPPY TO 19 HAVE THIS OPPORTUNITY TO CHAT WITH YOU. BYE. 20 DR. GEESLIN: SO CINDY IS HEARING AND 21 JODEE IS DEAF AND THEY MODEL THAT PARTNERSHIP. I 22 WANT TO EMPHASIZE THE CHALLENGE OF THE DEAF 23 COMMUNITY BECOMING INVOLVED IN THE OUTREACH 24 EFFORT. THAT IS A DIFFICULT ISSUE. 25 DEAF ADULTS HAVE GONE THROUGH A SPECIAL Page 68 1 EDUCATION SYSTEM AND THEIR EXPERIENCES HAVE BEEN 2 ETCHED IN THEIR MIND. AND WE NEED TO LET GO OF 3 THAT BAGGAGE FOR THE FUTURE NEEDS OF DEAF STUDENTS 4 AND KEEP SHARING THAT INFORMATION. 5 TALKING ABOUT MY JOURNEY, MY EXPERIENCES, 6 FINDING THOSE ROADBLOCKS AND THEN FINDING WAYS TO 7 OVERCOME THEM. FINDING THE HEARING ALLIES THAT 8 CAN BRIDGE SOME OF THOSE GAPS, WORKING TOGETHER. 9 WORKING WITH THOSE IN THE PUBLIC SECTOR, THE 10 PUBLIC SCHOOL SYSTEMS TO MAKE THE CHANGES THAT ARE 11 NECESSARY. 12 THE DOE, EARLY INTERVENTION SERVICES, 13 IT'S AN UMBRELLA THAT'S RUN BY THE ENTIRE SYSTEM. 14 THE DEPARTMENT OF HEALTH, THOUGH, LOOKS AT EARLY 15 INTERVENTION. THEY HAVE MORE OF A MEDICAL VIEW 16 AND WE'RE REALLY WORKING TO GET THEM TO TALK WITH 17 EACH OTHER AND WORK TOGETHER SO THAT WE CAN 18 PROVIDE AN INFLUENCE INTO THEIR PRACTICES. 19 THERE ARE MANY OPPORTUNITIES. FOR 20 EXAMPLE, RTI. YOU KNOW, RTI, PBS, IDEA, AND 21 TRANSITIONAL, ALL OF THOSE. WE DON'T NEED TO, 22 WELL, EXPAND ON THAT. 23 GOING FROM SCHOOL TO WORK, GETTING 24 STUDENTS OUT INTO THE WORK FORCE, LOOKING AT THE 25 POLITICAL CLIMATE. YOU KNOW, LEGISLATORS HAVE Page 69 1 SHORT-TERM MEMORY. IT'S A FACT. 2 HOW MANY, FOR EXAMPLE, STUDENTS GRADUATED 3 FROM THE SCHOOL GET JOBS AND GO TO COLLEGE AND 4 EARN A LIVING AND BECOME TAXPAYING CITIZENS? THAT 5 NEEDS TO HAPPEN WITHIN AN EARLY INTERVENTION 6 ENVIRONMENT AND CONTINUE FOR THOSE 15 YEARS. THE 7 LEGISLATORS DON'T UNDERSTAND THAT. YOU KNOW, ALL 8 OF THESE EFFORTS, WE NEED TO MOVE THEM TO HAVE A 9 BETTER UNDERSTANDING OF THAT. 10 THE POSITIVE BEHAVIORAL SUPPORTS, PBS. 11 IT'S A WONDERFUL CONCEPT AND MORE AND MORE STEPS 12 AND MORE STATES ARE BEGINNING TO IMPLEMENT THAT. 13 WE NEED TO LOOK, THOUGH, AT WHAT'S MORE SPECIFIC 14 TO PBS WITHIN A DEAF ENVIRONMENT. 15 TRI, RESPONSE TO INTERVENTION. IT REALLY 16 IS DESIGNED ON A HEARING SYSTEM. LOOKING AT 17 SPECIAL EDUCATION STUDENTS, LEARNING DISABLED, FOR 18 EXAMPLE, ALL OF THOSE CONCERNS, SPECIFICALLY TO 19 ADDRESS THOSE ISSUES. WE NEED TO TAKE A CLOSER 20 LOOK. OUR STUDENTS CAN BENEFIT FROM THAT, BUT IT 21 NEEDS TO BE TRANSLATED INTO A DEAF-RELATED 22 APPROACH. JUST IDEAS FOR US TO BE THINKING ABOUT. 23 THE OTHER PROGRAMS THAT, I'M SURE, YOU 24 WORK WITH ALL OF THEM. AFTER WE GO FROM THIS 25 CONFERENCE THERE'S SO MUCH TO DO. EARLY Page 70 1 INTERVENTION REALLY SHAPES THE ROLE OF THE SCHOOL 2 THROUGH THE ENTIRE SPECTRUM OF THE STUDENTS' AGES, 3 ALL THROUGH THOSE STAGES. 4 EARLY INTERVENTION FOR US, WE FOUND THAT 5 WE WERE THE ONLY ONES THAT WERE DOING IT; BUT, IN 6 FACT, DR. BETH BENEDICT TALKED ABOUT BUILDING THE 7 NETWORKS WITHIN THE COMMUNITIES AND THIS PREVIOUS 8 CONFERENCE, THERE WERE--IT WAS REALLY QUITE A 9 CHALLENGE FROM--WE WANT TO GO FROM SEVEN SCHOOLS 10 TO 25 SCHOOLS INVOLVED WITH THE EHDI PROGRAMS. 11 I'M NOT SURE EDHI? I'M NOT SURE WHICH ACRONYM IT 12 IS. 13 HANDS AND VOICES HAS GROWN WITHIN OUR 14 COMMUNITY. HANDS AND VOICES SEEMS TO BE--IT SEEMS 15 TO FIT A BILINGUAL MODEL. ASL AND ENGLISH IN ITS 16 WRITTEN AND SPOKEN FORM AND THE SUPPORT FOR THAT 17 IN BOTH THE SIGNING AND THE HANDS AND VOICES. AND 18 AS IT MOVES ALONG, AS WE'VE GONE THROUGH TRAINING, 19 IT SEEMS THAT THE VOICES GET THE BIGGER EMPHASIS 20 AND THE HANDS, THE SIGNING, PERHAPS LESS. 21 ASTC--WE REALLY ARE PUSHING PERHAPS MORE 22 FOR THE ASDC, BUT WE DO REALLY WANT INVOLVEMENT 23 FROM BOTH. WE ARE REALLY PROUD OF OUR WORK. THE 24 FAMILY CONFERENCES HAVE HAD SUCH A GOOD EXPERIENCE 25 FOR US. THEY WERE STARTED FIVE YEARS AGO AND MANY Page 71 1 OF THE HEARING FAMILIES WITH NEW BABIES, WITH NEW 2 DEAF CHILDREN, AS THEY WERE IDENTIFIED, THEY WERE 3 INVITED TO THIS CONFERENCE OVER A WEEKEND. IT 4 INCLUDED ALL OF THE ACCOMMODATIONS FOR THE ENTIRE 5 WEEKEND AND THEY LEARNED ABOUT THEIR DEAF 6 CHILDREN, AS WELL AS WERE INTRODUCED TO DEAF 7 FAMILIES WITH CHILDREN AND LOOKING AT WHAT THAT 8 JOURNEY IS AND SHARING EXPERIENCES, BUILDING BONDS 9 WITHIN THE FAMILIES, AND IT WAS QUITE SUCCESSFUL. 10 WE REALLY LIKE THAT AND WANT TO CONTINUE THAT. 11 AS I EXPLAINED ABOUT THIS CONFERENCE 12 WHERE TEACHERS CONVENE AND NOT FEEL ISOLATED IN 13 THEIR INDIVIDUAL AREAS BUT RATHER SHARE 14 INFORMATION, FIND OUT FROM OTHER TEACHERS ABOUT 15 THEIR EXPERTISE, IT REALLY HELPS BREAK DOWN THOSE 16 BARRIERS. IT'S THE BEGINNING OF THE OUTREACH 17 SERVICE WHERE ALL OF THOSE MISUNDERSTANDINGS ARE 18 REMOVED. IN FACT, WE CAN SHOW WHAT IT IS THAT WE 19 CAN--WE CAN DEMONSTRATE WHAT IS THE VALUE OF OUR 20 SERVICES. AND THIS CONFERENCE INCLUDES 21 EDUCATIONAL INTERPRETERS, AS WELL, PROVIDING 22 SUPPORT AND TRAINING AND BEING THERE FOR THEM. 23 IN CLOSING, THE OUTREACH WORK THAT WE'VE 24 DONE, WE CAN SEE THE RESULTS. WE DO HAVE MORE 25 INFLUENCE THAN WE EVER HAVE. IT'S OUR Page 72 1 RESPONSIBILITY TO SEE THAT DEAF AND 2 HARD-OF-HEARING STUDENTS DO GET WHAT THEY NEED AND 3 ISD CAN PROVIDE THAT THROUGH OUTREACH, THROUGHOUT 4 THE ENTIRE STATE. 5 WE BUILD CAPACITY TO WORK WITH MORE-- 6 INCLUDING MORE PARENT ADVISORS AND EXPAND THE 7 STAKEHOLDERS. WE INCLUDE THE SKY HIGH PROGRAM. 8 THERE'S A LOT TO DO STILL. WE'RE STILL 9 LEARNING AND I KNOW THAT I'LL BE LEARNING FROM ALL 10 OF YOU AND TAKING YOUR IDEAS AND IMPROVING OUR 11 PROGRAMS. 12 OUR GOAL IS TO COLLABORATE MORE WITH 13 UNIVERSITIES. FOR EXAMPLE, A DEAF CHILD IN EARLY 14 INTERVENTION, THOSE PROFESSIONALS THAT ARE 15 KNOWLEDGEABLE IN THE AREA OF EARLY INTERVENTION 16 BUT IN FACT DON'T HAVE BACKGROUND IN DEAF 17 EDUCATION, WE NEED TO SHARE THAT INFORMATION AT 18 THE UNIVERSITY LEVEL. 19 DEAF COMMUNITY INVOLVEMENT IN THE 20 OUTREACH EFFORTS IS A CHALLENGE. NEEDING TO LOOK 21 AT REALLY HOW THE WINDS ARE MOVING AND HOW WE CAN 22 ADJUST THOSE SAILS. UNDERSTANDING THE NEEDS OF 23 DEAF CHILDREN TODAY AND HOW TO RESPOND TO THOSE 24 NEEDS, AND HOW THE COMMUNITY NEEDS--WE NEED THAT 25 COMMUNITY SUPPORT IN ORDER TO BE ABLE TO--WE NEED Page 73 1 TO BRING THE COMMUNITY IN IN ORDER TO BUILD THE 2 BRIDGE THAT WILL RESULT IN SUCCESS. 3 THESE NEW OPPORTUNITIES ARE EXCITING, 4 TRANSITION, PBS, EDHI, AND THEN, FINALLY, HAVE YOU 5 SEEN THIS BEFORE? WHO HASN'T? LET ME SEE YOUR 6 HANDS. IT REALLY IS--IT'S JUST THREE MINUTES. 7 LET ME JUST SHOW YOU. 8 ARE YOU WAITING FOR THE WORLD TO CHANGE? 9 ARE YOU WAITING? YOU CHANGE THE WORLD. WE'RE 10 WAITING ON YOU. CEASD, CHANGE THAT WORLD. 11 (APPLAUSE.) 12 MR. BOSSO: THANK YOU, DAVID. THAT SLIDE 13 PRESENTATION, WE'RE GOING TO OUR NEXT PRESENTER, 14 DR. RONALD STERN FROM NEW MEXICO AND HIS 15 EXPERIENCES IN NEW MEXICO CHANGING THE WORLD. IN 16 NEW MEXICO DEFINITIVELY. I HAVE A WITNESS TO THAT 17 RECENTLY MYSELF WHEN I WENT TO MY VISIT AND SO 18 WE'LL LET RON SHARE HIS EXPERIENCE AND THEN WE'LL 19 HAVE TIME FOR QUESTIONS BOTH FOR RON AND DAVID 20 TOGETHER. ALL RIGHT, IF YOU ARE READY. 21 MR. STERN: THANK YOU, WELCOME. HELLO, 22 EVERYBODY. WHEW, TOUGH ACT TO FOLLOW. I 23 APOLOGIZE. I ASKED DAVID IF HE WOULD ACTUALLY GO 24 FIRST. I THINK I MADE A MISTAKE ON MY PART. 25 SOME THINGS I WANT TO COMMENT ON WILL BE Page 74 1 SIMILAR BUT I'LL LET YOU KNOW THE BAD NEWS FOR ALL 2 OF YOU HERE IS THAT MY POWERPOINT, WELL, IT IS A 3 NO FRILLS COMPARED TO DAVID. HE HAD VIDEOTAPE AND 4 ET CETERA, AND YOU ARE STUCK JUST WITH ME. THIS 5 IS THE ONLY LIVE ACTION IN THE SHOW. 6 SO I WAS ASKED TO, WHEN I WAS ASKED TO 7 PRESENT TODAY, I GAVE IT SOME CONSIDERATION. I 8 KNEW IT WAS GOING TO BE AN AUDIENCE OF PEOPLE WHO 9 HAVE A VARIETY OF ROLES AND DIFFERENT EXPERIENCES, 10 DIFFERENT TRAININGS. BUT IT'S A DIFFERENT THING 11 WHEN YOU ARE ASKED TO PRESENT TO A GROUP SUCH AS 12 THIS WHO ARE MY PEERS. PEOPLE WHO HAVE MORE 13 SIMILAR ROLES, MORE SIMILAR BACKGROUNDS, SIMILAR 14 TRAINING AND KNOWLEDGE, OF COURSE. THERE IS 15 DIVERSITY AMONGST US, BUT, YOU KNOW, PREACHING TO 16 THE CHOIR, I THINK, IS AN INCREASED AMOUNT OF 17 RESPONSIBILITY LOOKING AT A GROUP OF MY PEERS. 18 SO IF, PERHAPS, I'M REAFFIRMING WHAT SOME 19 OF YOU ARE THINKING, OFTEN WE NEED TO BE REMINDED, 20 PERHAPS WE'LL PERCEIVE ISSUES, SIMILAR ISSUES, 21 THROUGH DIFFERENT LENSES. MAYBE THERE WILL BE 22 SOME NEW IDEAS AND THEN I WILL HAVE DONE MY JOB IF 23 THAT'S THE CASE. 24 I HAVE A VARIETY OF SLIDES THAT I'LL RUN 25 THROUGH QUICKLY WITH YOU. AGAIN, SOME VERY Page 75 1 SIMILAR TO WHAT'S HAPPENING IN INDIANA. 2 WHEN WE WERE ASKED TO SPEAK TODAY, I DID 3 TAKE AN OPPORTUNITY TO REALLY LOOK AT WHAT MY 4 GOALS WERE AND WHAT SHOULD BE IN MY PRESENTATION 5 TO THIS PARTICULAR AUDIENCE. I THOUGHT WHAT WOULD 6 BE RELEVANT, IF NOT ONLY AS TALKING ABOUT WHAT'S 7 HAPPENED IN NEW MEXICO WHERE WE'VE BEEN SUCCESSFUL 8 AND WHERE WE ARE FAILING OR STILL ARE CHALLENGED, 9 BUT ALSO TO SHARE WITH YOU SOME CONCEPTUAL 10 FRAMEWORKS. 11 AS I LOOK BACK, I WISHED I HAD A BETTER 12 MAP OF ALL THE CHANGES THAT HAVE OCCURRED IN NEW 13 MEXICO, BUT WE'LL SEE WHAT WE CAN DO. OKAY, ARE 14 WE READY? DO YOU WANT MY THUMB DRIVE AGAIN? 15 WOULD YOU LIKE MY FLASH? 16 SPEAKER: IT'S NOT RECOGNIZING THE 17 PROJECTOR. 18 DR. STERN: OH, OH, I SEE. IT IS ON THE 19 LAPTOP. IT'S JUST NOT COMING UP FOR SOME REASON 20 ON THE BIG SCREEN. THE LCD IS NOT TALKING TO THE 21 LAPTOP. PERHAPS IT'S NOT MEANT TO BE. 22 ANYBODY HAVE A JOKE OR SOMETHING THEY 23 WANT TO SHARE? OH, THERE WAS A SUGGESTION, 24 APPARENTLY, TO LEAD AN EXERCISE BUT, NOW, YOU BE 25 CAREFUL BEFORE YOU MAKE A COMMENT, YOU NEED TO BE Page 76 1 A PART OF THE SOLUTION. 2 YEAH, I AM NOT GOING TO--I DON'T BRING 3 ANY SKILLS IN THIS AREA. OVER HERE? JOE? 4 MR. FINNEGAN: I CAN COME UP AND TELL 5 MORE STORIES ABOUT THE INN IF YOU WANT. 6 DR. STERN: SURE, COME ON UP, WELCOME. 7 WELL DONE, THANK YOU VERY MUCH. 8 EXCELLENT. WE'LL GO AHEAD THEN. 9 LIKE DR. CORRICK SAID THIS MORNING, AS 10 WELL AS DAVID, CLEARLY SCHOOLS FOR THE DEAF ARE 11 FACED WITH NEW CHALLENGES DIFFERENT THAN IN THE 12 PAST. IT'S OBVIOUS THAT SCHOOLS NEED TO CHANGE. 13 THEY NEED TO ADAPT TO CURRENT CHALLENGES AND 14 ISSUES. 15 HISTORICALLY FOR MANY YEARS, WELL UNTIL 16 PERHAPS THE LAST 15 OR 20 YEARS, DEAF SCHOOLS DID 17 NOT REALLY HAVE TO CHANGE. STUDENTS WERE 18 CONSISTENT. THEY CAME IN, THEY STAYED AND THEN 19 THEY LEFT, AND THAT WAS THAT. TODAY, OBVIOUSLY, 20 THAT'S NOT THE CASE ANYMORE. DEMOGRAPHICS OF 21 STUDENTS COMING AND GOING HAVE CHANGED 22 TREMENDOUSLY. USED TO BE 75 PERCENT OF DEAF 23 STUDENTS WENT TO DEAF SCHOOLS, 25 PERCENT WERE 24 MAINSTREAMED. NOW, IT'S MORE THAN OPPOSITE. 25 AT THE SUMMIT WE WERE LOOKING AT Page 77 1 STATISTICS. THERE WERE ONLY 13 OR 14 PERCENT OF 2 STUDENTS WHO ARE NOW ATTENDING SCHOOLS FOR THE 3 DEAF, WHICH MEANS THAT 85 PLUS PERCENT ARE GOING 4 TO MAINSTREAM PROGRAMS. WHAT DOES THAT MEAN FOR 5 US? 6 MY VIEW, OBVIOUSLY, I GREW UP AS A DEAF 7 PERSON. MY PARENTS ARE DEAF. MY RELATIVES, MY 8 FRIENDS FOR THE MOST PART WENT TO DEAF SCHOOLS AND 9 THAT'S BEEN THE CASE MY WHOLE LIFE. WAS THE WORLD 10 PERFECT? IT WAS NOT. 11 I KNOW MY PARENTS, FOR EXAMPLE, MANY OF 12 YOU LOOKING AT DEAF SCHOOLS WHO WERE PULLED FROM 13 DEAF SCHOOLS AND MOVED TO THE MAINSTREAM PROGRAMS, 14 IT'S BECAUSE THE EXPECTATION AT THE SCHOOLS FOR 15 THE DEAF WERE TOO LOW AND THAT WAS ACCEPTABLE. SO 16 IF A DEAF STUDENT COULD DO SOMETHING, THEY WOULD 17 BE PULLED FROM THE SCHOOL FOR THE DEAF. AND IN 18 SOME WAYS THE CHALLENGE THAT WE FACED IS VERY 19 HEALTHY. UNFORTUNATELY, HUMAN NATURE IS OFTEN WE 20 ARE RESPONDING, EXCUSE ME, TO CRISIS, SO WE SEE 21 THE CRISIS. FOR SURVIVAL, IT'S FORCING US NOW TO 22 DO THE ANALYSIS, TO DO THE REEVALUATION AND TO 23 EXPLORE WHAT WE ARE DOING RIGHT AND WHAT IT IS 24 WE'RE DOING WRONG. TODAY OUR COMMITMENT TO RAISE 25 EXPECTATIONS, TO INCREASE ACCOUNTABILITY, OUR Page 78 1 COMMITMENT TO COMMUNICATION, WORKING WITH PARENTS, 2 HAS INCREASED LIKE NEVER BEFORE. 3 LOOKING BACK, I THINK IT'S SAFE FOR ME TO 4 SAY THAT, HISTORICALLY, SUPERINTENDENTS AND 5 LEADERS, INCLUDING MYSELF, PERHAPS A BIT TOO SMUG. 6 OH, YES, EVERYTHING IS FINE HERE AT THE SCHOOL FOR 7 THE DEAF AND CLEARLY THAT CAN NO LONGER BE THE 8 CASE. WE CANNOT LIVE WITH THE STATUS QUO. WE 9 MUST BE PASSIONATE ABOUT RAISING STANDARDS. 10 TECHNOLOGY IS A GREAT BLESSING AND I WAS 11 IN A PLACE TO MAKE CHANGES TO MY POWERPOINT AS I 12 SAT THIS MORNING AND SOME THINGS THAT I CAN'T--I 13 COULDN'T PREDICT EVERYTHING DR. CORRICK WAS GOING 14 TO SAY BUT, I DID MAKE SOME CHANGES TALKING ABOUT 15 DEAF SCHOOLS PARTICULARLY NOT BEING ABLE TO EXIST 16 AS AN ISLAND ANY LONGER. 17 AS A SCHOOL, I THINK IT IS CRITICAL THE 18 WAY WE STAND ALONE THAT WE ARE UNEQUAL TO HOW WE 19 CAN PROVIDE SERVICE. WE UNDERSTAND THE FACTORS, 20 WE BRING THE EXPERTISE THAT NO OTHER PROGRAM AND 21 NO OTHER KIND OF SCHOOL CAN MATCH AND WE NEED TO 22 MAXIMIZE THAT UNIQUE SITUATION. 23 FOR EXAMPLE, OBVIOUSLY SCHOOLS FOR THE 24 DEAF DO HAVE THE GREATEST CONSTRAINTS-- 25 CONCENTRATIONS, EXCUSE ME, CONCENTRATIONS OF Page 79 1 TRAINING, SPECIFIC KNOWLEDGE, EXPERIENCE AND 2 PEOPLE WHO WORK WITH DEAF AND HARD-OF-HEARING 3 CHILDREN. 4 WE'RE ALSO THE ONLY PLACE--WELL, NOT ONLY 5 PERHAPS DEAF SCHOOLS BUT ALSO PROGRAMS FOR THE 6 DEAF WHO HAVE CRITICAL MASS OF STUDENTS, CRITICAL 7 MASS OF ADULTS WHO CAN COMMUNICATE DIRECTLY AND 8 FLUENTLY WITH THEIR PEERS. SCHOOLS AND THOSE 9 LARGE PROGRAMS ARE ONLY BRINGING THESE FEATURES 10 FORWARD WHERE STUDENTS CAN BE SOCIAL WITH EACH 11 OTHER AND BE COMMUNAL. AND I'LL TALK A LITTLE BIT 12 MORE ABOUT THOSE CONCEPTS COMING UP. 13 IT'S ALSO THE ONLY ENVIRONMENT WHERE 14 STUDENTS CAN HAVE INTERACTIVE DIALOGUE AS OPPOSED 15 TO BEING PASSIVE, PERHAPS MORE TIMID AND LESS 16 PARTICIPATORY. 17 WHERE COMMUNICATION IS DIRECT. AND 18 OBVIOUSLY WE LOVE INTERPRETERS, BUT NOTHING BEATS 19 DIRECT COMMUNICATION. 20 ONE SCHOOL PROGRAM WHO HAS A DEAF TEACHER 21 WHO CAN TALK DIRECTLY WITH STUDENTS AND WHO CAN 22 PROVIDE THAT KIND OF ENVIRONMENT FOR LEARNERS IS 23 CRITICAL. 24 WHOLE CHILD DEVELOPMENT. SCHOOLS AT 25 THESE LARGE PROGRAMS AGAIN WILL BE MORE FOCUSED Page 80 1 NOT JUST ON ACADEMIC SKILLS, WHICH ARE ABSOLUTELY 2 CRITICAL, BUT EMOTIONAL, SOCIAL SKILLS, LEADERSHIP 3 SKILLS, SELF IDENTITY, ET CETERA. 4 SCHOOLS, AND AGAIN THESE LARGE PROGRAMS, 5 THE FEELING IS THAT I'M NOT DIFFERENT, I'M NOT 6 SEEN AS A DEAF CHILD. INTERESTINGLY, THAT DEAF 7 CHILDREN BEING DEAF AT A DEAF SCHOOL, THEIR 8 DEAFNESS IS NOT AN ISSUE. THAT'S OUT OF THE 9 EQUATION. WHEN THEY GO TO A MAINSTREAM PROGRAM, 10 THEN THEY BECOME DEAF CHILDREN. 11 BEING NORMAL, BEING CENTER IN THEIR OWN 12 ENVIRONMENT, THAT IS UNIQUE AGAIN TO DEAF SCHOOLS 13 AND TO THESE LARGE PROGRAMS. 14 AND YOU ALL KNOW ALL OF THESE POINTS. 15 IT IS REALLY INTERESTING, THOUGH, THAT 16 JAY AND JAMIE TUCKER TALKED ABOUT THE 17 COLLABORATION SIGNS AND, WITHOUT QUESTION, WE NEED 18 TO WORK TOGETHER AND COLLABORATE. BUT I'M NOT 19 SURE WHERE I SIT EXACTLY. THIS IDEA OF 20 COLLABORATION, PEOPLE OFTEN THEN THINK YOU NEED TO 21 BE NEUTRAL ABOUT EVERYTHING. WE NEED TO BE VERY 22 AGREEABLE. WE NEED TO COMPROMISE ON PRINCIPLES. 23 WE'RE GOING TO FIND OUR MIDDLE GROUND. 24 AND I THINK THAT'S A MISTAKE IN 25 INTERPRETATION. I THINK WE MUST BE STRONG. WE Page 81 1 NEED TO STAY WITH OUR PRINCIPLES, WHAT IS MOST 2 FUNDAMENTAL. THERE IS NO ROOM FOR COMPROMISE. 3 YES, COLLABORATION CAN MEAN DISAGREEMENT. 4 SO THIS IDEA OF NEUTRALITY, I SUPPORT THE 5 IMPORTANCE OF PARENTS GETTING UNBIASED 6 INFORMATION, WITHOUT QUESTION. LOOKING AT THE 7 CONTINUUM OF PLACEMENT OPTIONS, ALL OF THOSE ITEMS 8 ON THE CONTINUUM HAVE PROS AND CONS. THAT'S 9 DIFFERENT FROM BEING NEUTRAL. WE NEED TO LOOK AT 10 WHAT'S BEST FOR THE CHILD. WHERE DOES THE CHILD 11 GET THE OPPORTUNITY TO BE SOCIAL AND COMMUNAL? 12 THERE ARE NO IFS AND BUTS ABOUT THAT. SO WHAT DO 13 WE DO? WHAT IS OUR CHALLENGE? 14 I'M NOT SURE IF YOU ARE FAMILIAR WITH 15 HOWARD GARDNER. HE'S A FAMOUS HARVARD PROFESSOR. 16 MOST WELL KNOWN FOR MULTIPLE INTELLIGENCE. AND 17 READING HIM FOR ME HAS BEEN A VERY--IT WAS A VERY 18 POWERFUL BOOK ABOUT CHANGING PEOPLE'S MINDS. I 19 THINK IT'S CALLED "CHANGING MINDS." AS DR. 20 CORRICK SAID, AS A LEADER, ALL OF US ARE CHANGE 21 AGENTS. IN LIFE, IN OUR CHARACTERS, ALL OF US ARE 22 FACED WITH DECISIONS THAT ARE RELATED TO CHANGE 23 EVERY DAY. 24 IF YOU ARE GOING TO GO TO A CAR DEALER 25 AND PURCHASE A VEHICLE, THAT REPRESENTS CHANGE. Page 82 1 DO YOU WANT TO GET SOMETHING--YOU WANT TO GET 2 SOMETHING THAT YOU DON'T ALREADY OWN. YOU ARE 3 GOING TO TRY TO CONVINCE THE SALESPERSON TO GIVE 4 YOU THE CAR AT YOUR PRICE. SO CHANGE HAPPENS 5 EVERY DAY. 6 CHANGING MINDS IS NOT JUST CHANGING OTHER 7 PEOPLE'S MINDS BUT IT'S THE ABILITY TO CHANGE MY 8 OWN MIND, TO CHANGE YOUR OWN MINDS. AND WITHOUT 9 QUESTION, MINDS ARE HARD TO CHANGE. AND YOU'VE 10 HEARD THIS MANY TIMES, CHANGE IS NOT EASY. 11 DR. CORRICK ALSO MENTIONED THE IMPORTANCE 12 OF A CLEAR MESSAGE. AND I THOUGHT THAT WAS REALLY 13 COOL SO I ADDED THAT QUICKLY TO MY PRESENTATION. 14 WHAT DOES MAKE A MESSAGE CLEAR AND EFFECTIVE AND 15 INFLUENTIAL? LOOKING AT GARDNER'S FRAMEWORK, THE 16 BUILDING OF MESSAGES, HOW CAN THEY BE CLEAR, 17 MEANINGFUL, MORE EFFECTIVE, AND GETTING PEOPLE TO 18 REALLY CHANGE THEIR MINDS? 19 GARDNER HAS SEVEN DIFFERENT LEVELS OR 20 FACTORS THAT ARE RELATED TO CHANGING OF MINDS. 21 SIX OUT OF SEVEN OF THOSE ARE POSITIVE CHANGES OR 22 POSITIVE FACTORS. THE SEVENTH ONE IS A NEGATIVE. 23 AND I'M GOING TO WALK THROUGH THESE QUICKLY WITH 24 YOU, EACH OF THESE LEVERS. 25 SEVEN DIFFERENT LEVERS AND WE'RE GOING TO Page 83 1 LOOK AT ALL OF THEM HERE. SO THE FIRST IS 2 SOMETIMES ACTUALLY IT'S HARD TO TELL THE 3 DIFFERENCE BETWEEN SOME OF THEM. THEY DO OVERLAP. 4 BUT THE REASON IS THAT MINDS ARE CHANGED. THIS IS 5 THE LOGIC BEHIND A CHANGED MIND. SO WE'VE GOT 6 REASON AND WE'VE GOT RESEARCH. AND THAT'S THE 7 EVIDENCE. THAT'S THE EVIDENCE. 8 AND I'M REALLY IMPRESSED. LOOKING AT 9 RESEARCH TODAY, THIS IS A RESEARCH WORLD, NO CHILD 10 LEFT BEHIND. VERY QUANTITATIVE IN NATURE. THE 11 TESTING HAS BEEN ESTABLISHED, THE SCORES, THE 12 GRADUATION RATES, ALL THE NUMBERS, HOW MANY ARE 13 PARTICIPATING, HOW MANY ARE TAKING A DIFFERENT 14 VARIETY OF ASSESSMENTS. VERY QUANTITATIVE IN 15 NATURE. 16 HOWEVER, WE KNOW THAT THE DEAF CHILD'S 17 EXPERIENCE IS INCREDIBLY QUALITATIVE. IT IS ABOUT 18 THE QUALITY OF THEIR LIVES, THE QUALITY OF THEIR 19 INTERACTIONS WITH OTHER PEOPLE, THE QUALITY OF 20 THEIR LEARNING, THEIR INTERACTIONS, THEIR 21 RELATIONSHIPS. AND HOW DO WE MAKE ROOM IN THE 22 FIELD FOR QUALITATIVE DATA AS WELL? BOTH ARE 23 CRITICALLY IMPORTANT. 24 AND IT USED TO BE FOR A LONG TIME 25 DOCTORAL DEGREES AND RESEARCH WAS QUANTITATIVE IN Page 84 1 METHODOLOGY. OVER THE LAST 20 YEARS THERE HAS 2 BEEN MORE ACCEPTANCE OF QUALITATIVE DATA, 3 QUALITATIVE RESEARCH. PEOPLE ARE REALIZING THAT 4 INDIVIDUALS ARE MORE THAN JUST THE NUMBERS. 5 EXPERIENCES, STORIES, ET CETERA, NEED TO BE A PART 6 OF THE QUALITATIVE DATA THAT WE'RE BRINGING 7 FORWARD. SO RESEARCH IS THE SECOND LEVER. 8 THE THIRD IS RESONANCE. SO THE STATE 9 SPECIAL ED DIRECTORS, PARENTS, YOUR PEERS. 10 LOOKING AT THEIR MIND IS IMPORTANT TO MAKE AN 11 IMPACT TO BE EFFECTIVE IN TOUCHING THEM. MORE 12 LOGIC, MORE OBJECTIVE. WE HAVE TO ALSO BE 13 SUBJECTIVE AND TRY TO GET EMOTIONS INVOLVED. 14 BRING FORWARD EMOTIONAL ELEMENTS THAT WILL REALLY 15 MAKE THOSE CONNECTIONS TO WORK TOWARDS CHANGING 16 MINDS. 17 RESOURCES AND REWARDS. AGAIN, WE NEED TO 18 BE IN A POSITION TO HAVE A VARIETY OF RESOURCES AT 19 THE READY. SO WE DO THIS, WE CHANGE THIS 20 PRACTICE, AND THEN WE CHANGE THIS POLICY, THEN 21 THAT LEADS TO SOMETHING. WE NEED TO BE READY WITH 22 THE REWARDS THAT COME. AND, AGAIN, YOU WILL SEE 23 THAT THE ASTERISKS HERE, REDESCRIPTION. THIS IS 24 TO SAY THE SAME THING IN A VARIETY OF DIFFERENT 25 WAYS AND I THINK THIS IS WHERE THE FIELD IS WEAK. Page 85 1 AND I'M GOING TO TALK ABOUT THIS SOME 2 MORE IN ANOTHER SLIDE. BUT WE SAY THE SAME WORDS 3 OVER AND OVER AGAIN, LANGUAGE AND COMMUNICATION AT 4 WHICH, YEAH, YOU KNOW, ABSOLUTELY THAT'S TRUE. 5 100 PERCENT, LANGUAGE AND COMMUNICATION ACCESS. 6 HOWEVER, THEY ARE PROBABLY TWO OF THE MOST COMMON 7 WORDS THAT ARE USED NOT JUST IN OUR FIELD 8 ACROSS-THE-BOARD, CRITICAL LANGUAGE AND 9 COMMUNICATION ACCESS. SO, REALLY, DO WE DO 10 JUSTICE TO THE UNIQUE EXPERIENCES THAT ARE FACED 11 BY DEAF AND HARD-OF-HEARING CHILDREN. AND I THINK 12 A LOT OF MEANING GETS LOST WHEN WE DO NOT USE 13 POWERFUL WORDS. AND THEN THOSE ARE THE SIX THAT 14 ARE POSITIVE. 15 . THE SEVENTH IS HAVING A CLEAR 16 UNDERSTANDING OF RESISTANCE AND A PERSON'S 17 PERCEPTION AND HOW THAT CAN GET IN THE WAY OF 18 SOMEONE AGREEING WITH YOU. OTHER PEOPLE WANTING 19 TO DO THINGS DIFFERENTLY, THINK DIFFERENTLY. 20 THERE WILL BE RESISTANCE TO THIS CHANGE. 21 AND NOW I'LL TALK A LITTLE BIT MORE 22 SPECIFICALLY ABOUT NEW MEXICO. I'LL ADMIT TO YOU 23 READILY THAT WHAT I'VE BEEN USING WITH THESE SEVEN 24 LEVERS, IN RETROSPECT WHEN I LOOK AT THE CHANGES 25 IN NEW MEXICO FROM 2001 WHEN I JOINED, I WAS NOT Page 86 1 AWARE OF ANY OF THESE--ANY OF GARDNER'S THINKINGS 2 HERE, SO NOW THIS HAS OFFERED SOME STRUCTURE TO 3 SOME OF THE THINGS THAT WE HAVE DONE AND REALLY, I 4 GUESS, IN OTHER WORDS, IT'S ABOUT GOOD INSTINCTS. 5 SOME THINGS WE CAN DO ON AN INTUITIVE LEVEL, AN 6 INSTINCTUAL LEVEL. HOWEVER, AT THE SAME TIME 7 LOOKING BACK, I WISH I WOULD HAVE HAD THIS 8 STRUCTURE OF KNOWLEDGE AND PERHAPS IT WOULD HAVE 9 HELPED ME IN HOW I APPROACH THINGS, COME UP WITH 10 WAYS TO BE MORE EFFECTIVE. SO THESE LEVERS OF 11 THINKING OR MIND CHANGING HAS BEEN AN INTERESTING 12 FOUNDATION. IS EVERYBODY FOLLOWING ME OKAY? AM I 13 SIGNING TOO FAST? OKAY, NEXT SLIDE. 14 SO USING THE SEVEN LEVERS, AND HOW WE CAN 15 APPLY THESE, GOING TO HAVE CONVERSATION WITH STATE 16 DIRECTOR OF SPECIAL EDUCATION, SUPERVISORS, OTHER 17 STAKEHOLDERS, PEOPLE THROUGHOUT THE STATE OF NEW 18 MEXICO SO WE'VE CERTAINLY DOING THAT, USING 19 REASON. 20 WHEN I ARRIVED AT THE SCHOOL FOR THE 21 DEAF, THERE WAS A GREAT DEAL OF CONCERN ABOUT 22 NMSD'S ENROLLMENT AND ITS DECLINE. I THINK AT 23 THAT TIME THERE WERE ABOUT 85 STUDENTS AND THAT 24 NUMBER HAD BEEN DROPPING FAIRLY CONSISTENTLY. SO 25 SURVIVAL WAS THE POWERFUL REASON NOT ONLY TO KEEP Page 87 1 THE SCHOOL BUT BECAUSE WE KNEW INTUITIVELY THE 2 VALUE OF DEAF STUDENTS BEING ENROLLED AND BEING 3 EDUCATED IN PROGRAMS LIKE OURS, AND SO THAT 4 WAS--THAT WAS A HUGE REASON AND THAT CANNOT BE 5 DENIED. 6 WE KNOW THAT WE WANTED THE SCHOOL TO BE A 7 VIABLE OPTION ALONG THE CONTINUUM. WE DIDN'T WANT 8 IT TO CLOSE LIKE OTHER SCHOOLS HAD AND WE COULDN'T 9 AFFORD THAT IN NEW MEXICO. AND WE WERE IN DANGER 10 OF THAT AT THE TIME AND WE WANTED TO PRESERVE 11 THESE SCHOOLS AS A VIABLE QUALITY OPTION FOR 12 PARENTS AND STUDENTS. 13 ENROLLMENT TRENDS CERTAINLY ARE NOT JUST 14 IN NEW MEXICO. THE TRENDS ARE CHANGING. ALL 15 ACROSS THE UNITED STATES WE SEE THE DECLINE IN 16 ENROLLMENT. 17 THOSE OF YOU WHO KNOW BETTER HAVE A 18 SERIOUS MORAL OBLIGATION TO DO WHAT IS BEST AND 19 RIGHT FOR STUDENTS. THERE'S A COMPELLING REASON 20 FOR US TO BE VERY AGGRESSIVE IN OUR MEETING WITH 21 THE AUTHORITIES, AGAIN STATE REPRESENTATIVES, 22 POLICY MAKERS, LEA REPRESENTATIVES. SO THAT'S A 23 REASON. 24 THE SECOND ARE RESEARCH. THERE'S PLENTY 25 OF RESEARCH. CERTAINLY, AGAIN, A LOT OF IT WAS Page 88 1 QUANTITATIVE, LOOKING AT RATES, GRADUATION RATES, 2 READING LEVELS NOT BEING ACCEPTABLE, STUDENTS 3 GRADUATING FROM HIGH SCHOOL AND NOT BEING WELL 4 EMPLOYED, BEING UNDEREMPLOYED. SO WE KNEW THAT 5 THE OUTCOMES WERE THERE. THE RESEARCH WAS SHOWING 6 THAT--SHOWED INFORMATION THAT WAS NOT--THAT PEOPLE 7 WERE NOT AWARE OF IT AT THE AUTHORITATIVE LEVEL. 8 RESONANCE. WELL, ALL OF US WANT TO MAKE 9 A DIFFERENCE. WE ALL HAVE EGOS, AND SO TRYING TO 10 FIND WAYS TO HAVE CONVERSATIONS WITH STAKEHOLDERS, 11 CERTAINLY AT THAT TIME IT WAS DR. PASTERNAK, AND 12 DR. DAVILA WAS WORKING FOR THE U.S. DEPARTMENT OF 13 EDUCATION AS THE ASSISTANT SECRETARY OF EDUCATION 14 FOR THE OFFICE OF SPECIAL EDUCATION AND 15 REHABILITATION SERVICES. BOB PASTERNAK AT THAT 16 TIME WAS NEW MEXICO'S STATE DIRECTOR OF EDUCATION. 17 THE FOLLOWING YEAR HE TRANSFERRED TO WORK AT DR. 18 DAVILA'S OLD JOB. HE WASN'T HIS IMMEDIATE 19 PREDECESSOR BUT IN THAT SAME POSITION. WITH THAT 20 SAID, DR. PASTERNAK COULD SEE, THE RECOGNITION WAS 21 THERE THAT HE WAS AN AGENT OF CHANGE. WE WANTED 22 TO PLAY UP TO WHAT HE WANTED FOR HIMSELF. AND SO 23 IF THE DEAF SCHOOL AND IF THE STATE DEPARTMENT OF 24 EDUCATION, PERHAPS THE DEPARTMENT OF HEALTH COULD 25 GET INTO A COLLABORATION, THEN THAT WOULD BE Page 89 1 UNPRECEDENTED. THAT WOULD BECOME A MODEL FOR THE 2 NATION, AND I THINK HE WAS FASCINATED OR EXCITED 3 BY THAT POSSIBILITY OR POTENTIAL. LIKEWISE, WE 4 KNEW THAT LEA'S WERE IN A VERY--IN A BIND AS FAR 5 AS INTERPRETERS WERE--AS FAR AS INTERPRETERS WENT, 6 FINDING THE RIGHT RESOURCES AND SERVICES FOR 7 STUDENTS, SO WE FIGURED WE HAD A WAY TO SUPPORT 8 LEAS BETTER AS WELL AND WE KNEW THAT THAT WOULD 9 ALSO GARNER SOME MORE SUPPORT FOR OUR CAUSE. SO 10 REALLY AGAIN MAKING SOME IMPACT ON THE EFFECTIVE 11 NEEDS. 12 SO THEN RESOURCES AND REWARDS. DR. 13 GARDNER PUT THESE TOGETHER, ALTHOUGH IT SEEMS TO 14 ME THEY MAYBE--I WOULD CONSIDER THEM SEPARATE AS 15 WELL. HE'S PUT THEM TOGETHER. I'LL SPEAK TO 16 RESOURCES FIRST. 17 THE STATES THAT HAVE CONSIDERED PUTTING 18 TOGETHER TASK FORCE AND IDEAS TO MAKE CHANGE TO 19 BRING FORWARD A GROUP OF PEOPLE, I HIGHLY 20 RECOMMEND YOU DOING THAT. CERTAINLY LARRY SIEGEL 21 WAS A PART OF OUR GROUP AND HE HAS A GREAT DEAL OF 22 EXPERIENCE WITH A WIDE VARIETY OF STATES. HE IS 23 IN A POSITION TO UNDERSTAND WHAT WORKS, WHAT DOES 24 NOT WORK, AND EVERY STATE HAS UNIQUE ISSUES. 25 IT BECOMES OUR JOB TO REALLY ARTICULATE Page 90 1 TO LARRY WHAT THE UNIQUE FEATURES OF YOUR OWN 2 STATE--OR OUR STATE WERE. AND I'LL TELL YOU THAT 3 WITHOUT QUESTION IN NEW MEXICO WE ARE VERY PROUD 4 OF OUR TASK FORCE REPORT AND OUR RECOMMENDATIONS 5 THAT CAME OUT OF THAT TASK FORCE, AND THAT WOULD 6 NOT HAVE HAPPENED WITHOUT LARRY'S INVOLVEMENT. SO 7 HE WAS A CRITICAL RESOURCE AND HIS ORGANIZATION, 8 THE NATIONAL DEAF EDUCATION PROJECT, AND NOW WE 9 HAVE THE NATIONAL AGENDA WHICH IS AN AMAZING 10 RESOURCE. IN 2001 THE NATIONAL AGENDA WAS JUST 11 GETTING ITSELF OFF THE GROUND, SO AGAIN LARRY WAS 12 AN AMAZING RESOURCE. 13 REWARDS. STUDENT OUTCOMES ARE 14 INCREASING. THERE'S MORE SUPPORT FOR PARENTS, 15 MORE SUPPORT FOR LEA'S, MORE ACCOUNTABILITY. AND 16 IT'S VERY IMPORTANT TO USE BUZZWORDS. YOU KNOW, 17 TODAY WORDS ARE MORE POWERFUL THAN THE SWORD. YOU 18 KNOW, THE POWER OF WORDS, USING THE RIGHT WORD, 19 THE RIGHT VOCABULARY CAN MAKE A HUGE DIFFERENCE. 20 THE ACCOUNTABILITY, LOOKING AT OUTCOMES, 21 COLLABORATION, THOSE TYPES OF WORDS. NEXT SLIDE. 22 THE NEXT ARE REAL WORLD EVENTS. NCLB, 23 IT'S A POWERFUL EVENT. THE RAMIFICATIONS FOR DEAF 24 EDUCATION AND ACCOUNTABILITY AND OUTCOMES, FULL 25 INCLUSION LRE. I'M AGAIN NOT PREACHING TO THE Page 91 1 CHOIR HERE. WE ALL KNOW A BIG REASON WHY DEAF 2 SCHOOL ENROLLMENT HAS GONE DOWN IS BECAUSE OF LRE 3 AND FULL INCLUSION. 4 ALSO THE TIMING IS CRITICAL. SO WHEN I 5 CAME IN TO NEW MEXICO IN THE YEAR 2000, DR. 6 PASTERNAK, IT WAS INEVITABLE AND ALL OF US HAVE A 7 LOT OF BAGGAGE OF WORKING WITH PEOPLE WE'VE WORKED 8 WITH FOR A LONG TIME AND SOMETIMES THE BAGGAGE IS 9 NEGATIVE AND SOMETIMES THAT BAGGAGE MIGHT BE 10 POSITIVE AND GIVE YOU SOMETHING TO BUILD ON. 11 BUT IT WAS AN ADVANTAGE TO ME TO BEING 12 NEW AT THAT TIME AND, YOU KNOW, TRYING SOMETHING 13 NEW. AND HE HAD PERHAPS SEEN THE SAME ATTITUDES 14 OR BEHAVIORS. SO WHEN I ARRIVED IN NEW MEXICO, 15 PASTERNAK, I THINK HE SAW ME AS AN OPPORTUNITY FOR 16 HIM TO START SOME NEW THINKING OR SOME NEW IDEAS. 17 HE DIDN'T KNOW MY FLAWS AT THAT TIME. HE WAS 18 MOTIVATED TO WORK WITH ME. AND I THINK THAT DID 19 CONTRIBUTE POSITIVELY TO NEW MEXICO'S ABILITY TO 20 MAKE THAT CONNECTION BETWEEN THE STATE DEPARTMENT 21 OF EDUCATION, THE DEPARTMENT OF HEALTH AND THE NEW 22 MEXICO SCHOOL FOR THE DEAF. 23 SO EVEN THOUGH I WAS NEW, PERHAPS IT 24 WASN'T A NEW WORLD EVENT, BUT IT WAS CERTAINLY 25 SOMETHING THAT IMPACTED THE SITUATION. Page 92 1 AGAIN, TO SPEAK TO MY ADMIRATION FOR 2 LARRY. LOOKING AT EDUCATIONAL RIGHTS AND REALLY 3 UNDERSTANDING HUMAN RIGHTS I THINK HAS MORE POWER 4 AND HAS MORE RING THAN JUST TALKING ABOUT 5 EDUCATION RIGHTS. HUMAN RIGHTS IS JUST MUCH MORE 6 FUNDAMENTAL. AND I THINK WE USE THAT TERM AND, 7 YOU KNOW, NOT JUST ABOUT--WE'RE NOT JUST TALKING 8 ABOUT EDUCATION. WE'RE TALKING ABOUT HUMAN RIGHTS 9 AND, YOU KNOW, PEOPLE RESPOND DIFFERENTLY WHEN 10 THEY HEAR THAT. AGAIN, THE POWER OF WORDS. 11 A NEGATIVE, WHICH WAS A DOWNSIDE 12 CERTAINLY, WAS THAT DR. BOB PASTERNAK WAS A STRONG 13 ADVOCATE OF FULL INCLUSION AND HE WAS AGAINST THE 14 CONCEPT OF SPECIAL SCHOOLS. HE LOOKED AT THE 15 SCHOOL AS BEING A PLACE FOR SEVERELY MULTIPLY 16 HANDICAPPED DEAF KIDS. IF THEY COULD NOT BE 17 SERVED IN THEIR LEAS, THAT IT WOULD BE A LAST 18 RESORT. AND HIS WIFE AT THAT TIME HAPPENED TO BE 19 THE SPECIAL ED DIRECTOR AT ANOTHER SCHOOL DISTRICT 20 AND HIS WIFE IS ALSO A STRONG SUPPORTER OF FULL 21 INCLUSION. 22 SO WE HAD TO CONSIDER THAT IN OUR 23 CONVERSATIONS AND TRY TO GET HIM TO SHIFT HIS 24 VIEW. FULL INCLUSION, WHAT IS THE INTENTION OF 25 FULL INCLUSION? AND REALLY ALLOWING KIDS--SO IT'S Page 93 1 ALLOWING KIDS TO BE FULLY INVOLVED IN THEIR 2 ENVIRONMENTS AND TRYING AGAIN TO APPEAL TO HIM. 3 AND SO THAT WAS THE PERCEPTION OF NMSD. YOU WILL 4 SEE AGAIN THERE ARE ASTERISKS, TODAY EVEN AT THE 5 NEW MEXICO SCHOOL FOR THE DEAF, WE ARE MUCH MORE 6 THAN A SCHOOL. WE HAVE A DUAL ROLE. WE HAVE TWO 7 MISSIONS AT OUR SCHOOL AND, STILL, WE ARE SEEING 8 AS I GUESS--EVERYTHING WE SEEM TO DO WE HAVE A 9 VESTED INTEREST. A VESTED INTEREST IN ALL OF OUR 10 EFFORTS. 11 SO OUR INTENTION IS ALWAYS RECRUITING. 12 IT'S ALWAYS SEEN AS THOUGH OUR INTENTION IS 13 RECRUITING, EVEN THOUGH WE'VE EXPANDED OUR 14 OUTREACH DEPARTMENT. SINCE 2000, ENROLLMENT HAS 15 GONE UP BY 40 PERCENT AT OUR SCHOOL. BECAUSE 16 WE'VE BEEN RECRUITING? NO. IT'S BECAUSE PARENTS 17 ARE GETTING A BETTER UNDERSTANDING. THEY HAVE 18 MORE AWARENESS. NOT JUST PARENTS, BUT 19 ADMINISTRATORS, LEAS, LOCAL SCHOOL PEOPLE, STATE 20 DEPARTMENT PEOPLE, ET CETERA, HAVE AN INCREASED 21 UNDERSTANDING ABOUT THE NEEDS OF DEAF AND 22 HARD-OF-HEARING CHILDREN AND THAT CONCEPT OF 23 LANGUAGE AND COMMUNICATION ACCESS AND 24 PARTICIPATING IN THE LEARNING PROCESS. 25 BUT STILL TO THIS DAY THE PERCEPTION OF Page 94 1 THE NEW MEXICO SCHOOL FOR THE DEAF CAN BE WRONG. 2 AND WE ARE PERCEIVED AS BEING SELF-SERVING RATHER 3 THAN BEING THERE FOR ALL THE FAMILIES OF DEAF AND 4 HARD-OF-HEARING CHILDREN IN THE STATE. 5 I'M JUST GOING TO TOUCH ON THESE QUICKLY. 6 I WANT TO GET TO THE NEXT SLIDE. YOU CAN LOOK AT 7 OUR AGREEMENTS. ALL THE COLLABORATIONS THAT ARE 8 HAPPENING ARE AVAILABLE ON OUR WEBSITE. AGAIN, 9 THESE GO BACK TO DR. PASTERNAK'S TIME. THERE WAS 10 $15,000 INITIALLY THAT CAME TO US. LARRY FLEW 11 FROM CALIFORNIA INITIALLY TO JOIN WITH US TO LOOK 12 AT THE INITIAL STAKEHOLDER GROUP, WHO SHOULD BE 13 REPRESENTED ON THE TASK FORCE. WE MET SIX TIMES, 14 THE TASK FORCE DID, FROM DECEMBER '01 AND 15 DECEMBER '01 TO APRIL '03. AND THERE'S A GRID NOW 16 OF IMPACT AREAS, DIFFERENT GROUPS TRYING TO 17 REPRESENT AS MANY GROUPS AS WE POSSIBLY COULD. WE 18 WANTED TO HAVE PEOPLE FROM THE STATE, DIFFERENT 19 ROLES, DEAF AND HEARING PEOPLE, PEOPLE PLAYING 20 DIFFERENT ROLES THROUGHOUT THE PROVISION OF DEAF 21 EDUCATION. THIS IS SELF-EXPLANATORY. WE DID NOT 22 HAVE A PERFECT COMPOSITION OF MEMBERSHIP ON THE 23 TASK FORCE. HOWEVER, WE DID A PRETTY GOOD JOB OF 24 GETTING IT AS DIVERSE AS WE COULD. THAT DID BRING 25 US SOME MORE BALANCED CREDIBILITY. Page 95 1 THERE WERE SEVERAL DIFFERENT 2 ORGANIZATIONS REPRESENTED: STATE DEPARTMENT OF 3 EDUCATION, LEAS, STATE DIRECTOR OF SPECIAL 4 EDUCATION WAS A MEMBER OF THE TASK FORCE, AS WELL 5 AS THE DEPARTMENT OF HEALTH, COMMUNITY SERVICE 6 AGENCIES FOR THE DEAF, ET CETERA. 7 AGAIN, I'M NOT GOING TO TALK ABOUT EACH 8 OF THESE BULLETS. IF YOU ARE INTERESTED, THEY ARE 9 AVAILABLE ON THE WEBSITE. IT'S A LENGTHY LIST OF 10 THINGS THAT WE'VE ACHIEVED, AS WELL, SINCE THE 11 TASK FORCE PUT THESE RECOMMENDATIONS TOGETHER, AND 12 THERE'S A REPORT AVAILABLE. 13 THE BILL OF RIGHTS FOR DEAF AND 14 HARD-OF-HEARING CHILDREN WAS PASSED IN 2004. 15 COMMUNICATION CONSIDERATIONS, SPECIAL FACTORS. 16 THE DEPARTMENT OF EDUCATION HAS INDICATED IT'S NOW 17 A MANDATORY FORM FOR ALL LEAS IN NEW MEXICO. YOU 18 MUST USE THE FORM AT ALL IEP MEETINGS. THERE MUST 19 BE A SERIOUS CONVERSATION THAT HAPPENS ON DEAF AND 20 HARD-OF-HEARING CHILD COMMUNICATION NEEDS, ACCESS 21 TO THEIR PEERS, ACCESS TO EXTRACURRICULAR 22 ACTIVITIES. AND SO THE COMMUNICATION 23 CONSIDERATIONS HAS BECOME NOT JUST A FORM, NOT 24 JUST A CHECKLIST AS IT WERE, BUT IT'S A PROCESS 25 AND IT'S SOMETHING THAT THE TEAM THEN. ALL THE Page 96 1 PLAYERS AT THE IEP, AS WELL AS NMSD SENDING IN AN 2 OUTREACH SPECIALIST TO THOSE IEPS SO THE 3 COMMUNICATION AND LANGUAGE NEEDS ARE SERIOUSLY 4 CONSIDERED IN THE IEP AND LOOKING AT HOW THE LEA 5 CAN MEET THOSE NEEDS. 6 STATEWIDE TRANSITION FAIR STARTED FOUR 7 YEARS AGO. NMSD PUT THAT IN PLACE. AND THAT WAS 8 NOT JUST FOR OUR JUNIORS AND SENIORS, BUT A 9 STATEWIDE EFFORT FOR DEAF AND HARD-OF-HEARING 10 STUDENTS THROUGHOUT THE STATE IN THOSE GRADE 11 LEVELS TO LOOK AT EMPLOYMENT OPPORTUNITIES JUST 12 AFTER HIGH SCHOOL READINESS TYPE OF WORKSHOPS, ET 13 CETERA. 14 NMSD HAS ALSO PUT TOGETHER A NEW CENTER, 15 THE CITPD, THE CENTER FOR INFORMATION TRAINING AND 16 PROFESSIONAL DEVELOPMENT, AND THAT PROVIDES A 17 VARIETY OF WORKSHOPS THROUGHOUT THE STATE FOR 18 TEACHERS, FOR PARENTS. AND KNOWLEDGE IS POWER. 19 SO PARTICIPATION IN THOSE WORKSHOPS WE SEE 20 INCREASING. MOST OF THE TIME THE WORKSHOPS ARE AT 21 THE SCHOOL IN SANTA FE AND SOMETIMES, THOUGH, THE 22 WORKSHOP WILL HAPPEN IN THE SPECIFIC DISTRICTS. 23 NMSD WILL HOST THOSE. 24 SO FOR THE INTEREST OF TIME, AGAIN, IF 25 YOU ARE INTERESTED IN MORE OF OUR OUTCOMES, YOU Page 97 1 CAN CHECK OUT THE WEB PAGE. SO WE'LL GO TO THE 2 NEXT ONE. 3 SO WHEN THE TASK FORCE WAS DONE AND, WITH 4 LARRY'S HELP, WE WENT AHEAD AND WROTE A TASK FORCE 5 REPORT. THERE WERE 13 DIFFERENT AREAS OF 6 RECOMMENDATIONS, INCLUDING LANGUAGE ACCESS OR 7 LANGUAGE AND COMMUNICATION ACCESS, LANGUAGE AND 8 COMMUNICATION DEVELOPMENT, ASSESSMENT, TRANSITION, 9 SUPPORT FOR LEAS, SUPPORT FOR PARENTS. AGAIN, 10 THERE'S A WIDE VARIETY OF RECOMMENDATIONS, 13 IN 11 TOTAL. 12 THERE ARE ALSO, THEN, THE STATE OF DEAF 13 ED IN NEW MEXICO, LOOKING AT DEMOGRAPHIC, THE 14 NUMBER OF CHILDREN, OUTCOMES, ET CETERA, THAT'S 15 ALSO IN THE REPORT. AND THE REPORT CAN BE 16 DOWNLOADED FROM OUR WEBSITE. 17 LOOKING BACK, SOME THINGS DIDN'T HAPPEN 18 AND ARE JUST CAUSES FOR PAUSE AND NEED MORE 19 ANALYSIS, MORE THINKING, AND THESE ARE SOME OF 20 THEM. 21 OBVIOUSLY I DON'T NEED TO TALK, PREACH 22 TOO MUCH ABOUT IMPLANTED CHILDREN. WE SIMPLY MUST 23 SERVE THEM. NOT ONLY IS THAT A NEW WAVE BUT THAT 24 IS A WAVE THAT WILL CONTINUE TO EXPAND IN THE 25 FUTURE. WHAT DOES THAT MEAN FOR US? OBVIOUSLY IT Page 98 1 MEANS WE HAVE TO MAKE CHANGES. THEY HAVE 2 DIFFERENT NEEDS THAN OTHER CHILDREN, AND SO THAT 3 IS ONE OF OUR CAUSES FOR PAUSE. 4 I'LL TELL YOU, AGAIN, I WAS VERY NEGATIVE 5 WHEN I FIRST STARTED. VERY EXCITED, TASK FORCE, 6 DEPARTMENT OF EDUCATION'S INVOLVED, DEPARTMENT OF 7 HEALTH, THIS IS SO GREAT, RECOMMENDATIONS COMING 8 FORWARD, PUT THOSE INTO A STRATEGIC PLAN. THE 9 DEPARTMENT OF EDUCATION WILL DO THESE THINGS AND 10 THE DEPARTMENT OF HEALTH WILL DO THESE THINGS, 11 EXCELLENT. AND GUESS WHAT? 12 THE BURDEN OF ALL OF THESE AMAZING IDEAS 13 THAT WE HAD, THERE WERE NOT ENOUGH RESOURCES, NOT 14 ENOUGH TIME. AND BECAUSE DEAFNESS IS SUCH A LOW 15 INCIDENT, SPECIAL ED DEPARTMENT WAS COMMITTED TO 16 US AND THEY WERE GENUINE, BUT THE REALITY WAS SUCH 17 THAT DEAF STUDENTS WERE SUCH A SMALL PART OF THE 18 PLATE OF SPECIAL EDUCATION, THEY DID NOT HAVE THE 19 EXPERTISE, NOR THE ENERGY, NOR THE RESOURCES. 20 SO MY POINT IS THAT THE DEAF SCHOOL, 21 THEN, WHEN WE TOOK UP THE TASK FORCE AND THE 22 STRATEGIC PLAN AND HAVING ALL THESE OTHER AGENCIES 23 INVOLVED, IT SEEMED LIKE THAT'S GREAT, ALL THE 24 POWER TO YOU IF YOU DECIDE TO TAKE ON A SIMILAR 25 EFFORT. BUT YOU ALSO HAVE A GREAT DEAL OF THE Page 99 1 BURDEN OF THE WORK AT THE END OF THE DAY. 2 I ALSO TALKED A LITTLE BIT EARLIER ABOUT 3 THE UNIQUENESS OF YOUR STATE. IN NEW MEXICO 4 WHAT'S UNIQUE CERTAINLY ABOUT US, POVERTY IS VERY 5 HIGH, A SERIOUS PROBLEM. RESEARCH SHOWS THAT 6 SCS--SOCIAL ECONOMIC STATUS HAS A MAJOR IMPACT ON 7 A CHILD'S LEARNING, ON THEIR ACADEMIC OUTCOMES. 8 AND SO AT OUR SCHOOL WE HAVE OVER 70 PERCENT OF 9 OUR STUDENTS COME FROM FAMILIES WHO LIVE AT OR 10 BELOW THE POVERTY LINE. AND SO WE HAVE UNIQUE 11 CULTURAL ISSUES, AS WELL. YOU MAY BE FAMILIAR 12 WITH, YOU KNOW, LIKE HERE IN MONTANA, 23 PERCENT 13 OF OUR STUDENTS ARE NATIVE AMERICAN. 50 PERCENT 14 OF OUR STUDENTS ARE HISPANIC AND 25 PERCENT OF OUR 15 STUDENTS ARE CAUCASIAN. 16 WE KNOW THAT BOARDING SCHOOLS ARE VERY 17 TABOO AMONGST NATIVE AMERICAN FAMILIES AND 18 HISTORICALLY THERE'S REASON FOR THAT. CERTAINLY 19 THE GOVERNMENT TRYING TO MAKE ALL THE NATIVE 20 AMERICANS WHITE AND THOSE STUDENTS PULLED FROM 21 THEIR HOMES AND PLACED IN BOARDING SCHOOLS, AND SO 22 THAT THEY COULD BE REINCULTURATED APPROPRIATELY AS 23 IT MAY BE AND SO THERE IS A LOT OF MISTRUST ABOUT 24 NMSD, A WHITE MAN'S SCHOOL. AND ALL OF US HAVE 25 OUR OWN UNIQUE STATE ISSUES WHETHER THOSE ARE Page 100 1 FINANCIAL, CULTURAL OR WHATEVER. 2 THE ROLE OF THE SCHOOL, SOME OF US HAVE 3 MORE AUTONOMY THAN OTHERS. NMSD IS FORTUNATE IN 4 SOME WAYS IN THAT WE ARE NOT UNDER THE STATE 5 DEPARTMENT OF EDUCATION OR THE DEPARTMENT OF 6 HEALTH. WE ARE ALMOST AN AUTONOMOUS SCHOOL IN THE 7 STATE. WE ARE VERY INDEPENDENT. WE HAVE A BOARD 8 WE REPORT TO, A BOARD OF REGENTS, WHO ARE 9 APPOINTED BY THE GOVERNOR. AND WE MUST CERTAINLY 10 COMPLY WITH AND BE RESPONSIBLE TO ALL THE CODES, 11 THE REGULATIONS, ET CETERA, THAT ARE SET BY THE 12 DEPARTMENT OF EDUCATION. HOWEVER, AGAIN, WE DO 13 HAVE MORE LEEWAY IN MAKING MODIFICATIONS THAN 14 OTHER SCHOOLS WILL. SO THE POINT I'M MAKING IS 15 THAT EVERY STATE WILL HAVE ITS OWN LIMITATIONS AND 16 CONSTRAINTS AND YOU MAXIMIZE WHERE YOU CAN. 17 THE POWER OF PERCEPTION. DR. CORRICK 18 TALKED ABOUT A REALITY CHECK. AND SO REGARDLESS 19 OF IF THIS IS EXACTLY WHAT HE MEANT, BUT IT'S VERY 20 POWERFUL AND SOMETHING THAT'S SORELY MISSING IN 21 OUR FIELD. 22 MY DISSERTATION FOCUSED ON THIS 23 PARTICULAR THING, THE GAP BETWEEN PERCEIVED AND 24 THE LIVED REALITIES. ALL OF US, NBT AND BP, ALL 25 OF US WHO HAVE PH.D.S, HAVE BEEN THERE, DONE THAT. Page 101 1 ALL OF US HAVE PH.D.S, SO ALL WOMEN HAVE PH.D.S IN 2 WHAT IT'S LIKE TO BE A WOMAN. IT DOESN'T MATTER 3 THAT I'M MARRIED TO A WOMAN FOR 30 YEARS, I'VE 4 SLEPT WITH THE SAME WOMAN FOR ALL THOSE YEARS, FOR 5 MORE THAN 30 YEARS. I HAVE TWO DAUGHTERS. I GREW 6 UP WITH A WONDERFUL MOTHER. REGARDLESS OF HOW 7 MANY CLASSES I MIGHT TAKE IN WOMEN STUDIES, WOMEN 8 RIGHTS, WOMEN'S HISTORY, I WILL NEVER HAVE A FULL 9 UNDERSTANDING OF WHAT IT'S LIKE TO BE A WOMAN. IT 10 WON'T HAPPEN. IT IS IMPOSSIBLE FOR THAT TO 11 HAPPEN. I CAN RAISE MY AWARENESS CERTAINLY, BUT 12 IT WILL NEVER HAPPEN. 13 SO, IN OTHER WORDS, I THINK YOU HAVE TO 14 BE DEAF. YOU ALMOST HAVE TO BE DEAF TO UNDERSTAND 15 WHAT IT'S LIKE TO BE DEAF OR TO BE ISOLATED, TO 16 NOT BE PERMITTED TO BE SOCIAL OR COMMUNAL. WHAT 17 IT'S LIKE TO BE FACED WITH LOW EXPECTATIONS. WE 18 NEED TO DO MORE TO INCORPORATE AND MAKE SURE WE 19 STAY IN TOUCH WITH WHAT THE DEAF CHILD IS REALLY 20 EXPERIENCING. 21 I THINK AS PEOPLE, MYSELF INCLUDED, WE 22 OFTEN HAVE A LACK OF HUMILITY. ALL OF US CAN BE 23 ARROGANT IN RELATION TO OUR ABILITY TO, OH, 24 UNDERSTAND ISSUES. OUR FRAME OF REFERENCE, OUR 25 LENS OF THE WORLD IS INFLUENCED BY MOSTLY OUR OWN Page 102 1 EXPERIENCES. WE CAN READ OTHER PEOPLE'S 2 EXPERIENCES, BUT IT'S OUR OWN EXPERIENCE THAT 3 INFLUENCES HOW WE UNDERSTAND THINGS MORE THAN 4 ANYTHING ELSE. 5 AND SO ALL OF US MUST ATTEMPT TO BE MORE 6 HUMBLE AND UNDERSTAND OUR OWN LIMITATIONS. IN 7 RELATION TO THE EDUCATION OF DEAF AND 8 HARD-OF-HEARING CHILDREN, WE MUST FIND A WAY TO 9 GET DEAF AND HARD-OF-HEARING ADULTS MORE INVOLVED, 10 TO EXPAND OUR CAPACITY OF PEOPLE WHO CAN WORK WITH 11 FAMILIES, WHO CAN WORK WITH--WELL, ALL THE 12 DIFFERENT STAKEHOLDERS. 13 OUR CYCLE OF CHALLENGE WILL NEVER STOP. 14 NEW SOLUTIONS PRESENT THEMSELVES. WONDERFUL 15 OPTIMISTIC EVENTS THAT WILL THEN LEAD US INTO NEW 16 PROBLEMS, NEW CHALLENGES. ONE BRIEF STORY I WILL 17 SHARE WITH YOU. I'M THINKING PERHAPS MY 18 PERCEPTION MAY BE RIGHT ON THIS, I'M NOT SURE. 19 BUT IN ALBUQUERQUE, OUR MAIN CAMPUS IS IN 20 SANTA FE AND ONE HOUR AWAY WE HAVE A PRESCHOOL IN 21 ALBUQUERQUE. AND I THINK OUR PRESCHOOL IS GETTING 22 BETTER AND BETTER. THE PARENTS WHO SEND THEIR 23 KIDS TO THE PRESCHOOL IN ALBUQUERQUE, THEIR 24 UNDERSTANDING OF THEIR CHILDREN'S UNIQUE NEEDS IS 25 INCREASING AND WE'RE FEELING THAT IS VERY Page 103 1 IMPORTANT, YOU KNOW, HAVING CHILDREN TOGETHER WITH 2 A CRITICAL MASS, HAVING THAT ABILITY TO SOCIALIZE 3 WITH ADULTS AND CHILDREN AND WHATNOT. 4 AFTER PRESCHOOL PARENTS HAVE TWO OPTIONS 5 IN ALBUQUERQUE. ONE IS TO BE MAINSTREAMED THERE 6 OR TO SEND THEIR CHILDREN TO THE SANTA FE CAMPUS 7 ONE HOUR AWAY. AND EVEN THOUGH WE PROVIDE DAILY 8 TRANSPORTATION, WE JUST STARTED DOING THAT NOW IN 9 THE LAST 2 OR 3 YEARS, I GUESS, PROVIDING DAILY 10 TRANSPORTATION AND PARENTS WERE EXCITED TO DO 11 THAT, SOME WERE. OTHERS FELT THAT AN HOUR WAS TOO 12 FAR AWAY FOR A 6- OR 7-YEAR OLD AND NOW PARENTS 13 WERE FINDING, WE HAVE NEW STANDARDS--WELL, I'M 14 SPOILED. MAYBE I'M GOING TO USE THE WRONG WORD. 15 MAYBE I'M SPOILED. BUT A NEW MINIMUM. BUT NOW 16 THEY WANT THE KIDS TO HAVE WHAT THEY HAVE AT NMSD 17 PRESCHOOL, THE PARENTS WANT TO NOW ESTABLISH IF 18 THEY CAN'T HAVE ANOTHER NMSD ELEMENTARY SCHOOL, A 19 MIDDLE SCHOOL AND HIGH SCHOOL IN ALBUQUERQUE, NOW 20 THEY ARE SAYING THAT CAN'T HAPPEN, WE'RE GOING TO 21 HAVE A CHARTER SCHOOL. 22 SO WE FEEL THAT'S GOING TO HURT US. IT'S 23 THE CAPACITY OF EXPERTISE, THE CAPACITY OF TALENT 24 OF STAFF. WE'RE ALREADY VERY SMALL. IF WE WERE 25 TO ESTABLISH ANOTHER SCHOOL WITH A NEW PROGRAM IN Page 104 1 ALBUQUERQUE, WE FEAR THAT WILL IMPACT OUR CRITICAL 2 MASS AND WE BARELY HAVE ENOUGH AS IT IS. AND THAT 3 WEAKENS US AND IT WEAKENS THE POTENTIAL CHARTER 4 SCHOOL. LESS OPPORTUNITY FOR SOCIAL AND COMMUNAL 5 OPPORTUNITIES. SO IT'S A CYCLE OF CHALLENGES. AS 6 WE IMPROVE SOMETHING, THEN THE EXPECTATION GOES UP 7 AND SO, AGAIN, NEW CHALLENGES WILL PRESENT WITH 8 SOLUTIONS. 9 MY PET PEEVE--WELL, ONE OF MY MANY PET 10 PEEVES--IS LOOKING AT, YOU KNOW, WHAT IS THE 11 CHILD'S COMMUNICATION MODE? WHAT LANGUAGE DOES 12 THE CHILD USE? BUT UNDERSTAND VERY OFTEN WHAT THE 13 CHILD IS USING AS FAR AS MODALITY GOES IS OFTEN 14 NOT WHAT'S RIGHT AND BEST FOR THE CHILD. WHAT WE 15 NEED TO DO, THE POINT I'M MAKING, IS WE NEED TO 16 LOOK AT WHAT IS BEST FOR THE CHILD. 17 AND ASKING THE CHILD IS NO GOOD. BECAUSE 18 THE CHILD HAS A LACK OF BASIC INFORMATION OR HOW 19 TO COMPARE FOR THEMSELVES. IN MY DISSERTATION I 20 INTERVIEWED ONLY FOUR STUDENTS, DID IN-DEPTH 21 INTERVIEWS. ONE ELEMENTARY STUDENT, ONE MIDDLE 22 SCHOOL STUDENT AND TWO HIGH SCHOOL STUDENTS. ALL 23 OF THE STUDENTS HAD EXPERIENCED BOTH A MAINSTREAM 24 EDUCATION AND THEN PARTICIPATED AT THE NEW MEXICO 25 SCHOOL FOR THE DEAF. Page 105 1 I ALSO, FOR ME, I COME FROM A DEAF 2 FAMILY, AND SO I HAD MUCH MORE OF A BASIS OF 3 COMMUNICATION. BUT LOOKING AT THEIR PARENTS AND 4 THEIR INTERVIEWS, IT WAS REALLY ASTOUNDING, THE 5 OUTCOMES. THERE WERE TWO DIFFERENT STORIES THAT 6 WERE OF PARTICULAR INTEREST: THE ELEMENTARY AND 7 THE MIDDLE SCHOOL STUDENT. THE ELEMENTARY SCHOOL 8 STUDENT. VERY BRIGHT GIRL. HAS A GREAT DEAL OF 9 HEARING, HAS A GOOD ABILITY TO UNDERSTAND SPEECH. 10 SO MUCH HEARING AND SPEECH THAT SHE DID NOT USE AN 11 INTERPRETER WHILE SHE WAS IN HER MAINSTREAM 12 PROGRAM. BUT HER PARENTS FELT THE OTHER KIDS WERE 13 STARTING TO PICK ON HER, THAT SHE WAS BECOMING 14 MORE UNHAPPY AND SO SHE CAME TO JOIN US AT THE 15 RESIDENTIAL SCHOOL. 16 AND THE OTHER GIRL, LIKEWISE, WAS 17 MAINSTREAMED BUT SHE'S A SLIGHTLY 18 LOWER-FUNCTIONING GIRL AND HER ACADEMIC 19 PERFORMANCE IS A COUPLE OF GRADE LEVELS BELOW WHAT 20 IS AGE APPROPRIATE. SHE WAS USING AN INTERPRETER. 21 HOWEVER, THEY BOTH BROUGHT UP THE SAME PERSPECTIVE 22 IN THE INTERVIEWS. THE ONE SUGGESTED, YES, 23 MAINSTREAMING WAS FINE BUT WHEN THEY CAME INTO THE 24 NEW MEXICO SCHOOL FOR THE DEAF, THEY WERE REALLY 25 DUMB STRUCK BY HOW MUCH COMMUNICATION IS Page 106 1 HAPPENING, HOW MUCH IS GOING ON AROUND THEM AT ALL 2 TIMES, AND THAT IS SO EXTREMELY FUNDAMENTAL. 3 HEARING PEOPLE TAKE THAT FOR GRANTED. THEY SAY 4 PEOPLE TALK ALL THE TIME. IN THE BATHROOM, IN THE 5 HALLWAYS, IN THE RESTAURANTS, EVERYWHERE YOU GO, 6 IT'S NONSTOP. PEOPLE ARE COMMUNICATING ALL THE 7 TIME. AND THAT'S TWO DIVERSE LEARNING PROFILES, 8 TWO DIFFERENT PERSONALITIES, AND YET COMMENTS WITH 9 THE EXACT SAME EXPERIENCE OR PERCEPTION. 10 SO NOW THERE IS A NEW BASIS OF COMPARISON 11 FOR THOSE STUDENTS. WHEN THEY WERE MAINSTREAMED, 12 THEY SAW THINGS ONE WAY AND THEY THOUGHT THERE WAS 13 NOTHING ELSE TO CONSIDER. THAT'S A FACT OF LIFE. 14 I DON'T HAVE ACCESS. 15 AND LOOKING BACK NOW, HOW THEY PERCEIVE 16 THEIR TEACHERS, THEIR PEERS, THEIR SCHOOL 17 EXPERIENCE WHILE THEY WERE MAINSTREAMED CHANGED 18 SIGNIFICANTLY ONCE THEY HAD THE EXPERIENCE OF THE 19 RESIDENTIAL SCHOOL. 20 SO MY POINT IS, AGAIN GOING BACK TO MY 21 ORIGINAL POINT HERE, WHAT COMMUNICATION AND 22 LANGUAGE MODE A CHILD USES. IT MAY NOT MEAN THAT 23 IT'S THE BEST LANGUAGE OR COMMUNICATION MODE FOR 24 THAT CHILD. 25 SO WE TALKED A LOT ABOUT THE IMPORTANCE Page 107 1 OF RAISING THE QUALITY OF EDUCATION, ACCESS TO 2 GENERAL EDUCATION CURRICULUM. AND THAT'S TRUE. 3 ABSOLUTELY, THIRD AND FOURTH GRADE READING LEVEL 4 IS NOT ACCEPTABLE. AT THE SAME TIME I THINK WE 5 LOOK AT THAT, WHAT WE'RE MISSING IS EVEN MORE 6 FUNDAMENTAL THAN THAT AND THAT IS ACCESS TO 7 LANGUAGE AND COMMUNICATION. CAN A BABY RUN BEFORE 8 THEY WALK? THEY CANNOT. THEY HAVE TO WALK FIRST 9 AND THEN THEY RUN. 10 SO HAVING AN AMAZINGLY QUALIFIED 11 INTERPRETER--AND DEAF PEOPLE OFTEN FEEL AS 12 VISITORS, RATHER THAN MEMBERS, EVEN WHEN YOU HAVE 13 THAT INTERPRETER IN PLACE. THE INTERPRETER'S 14 ABILITY TO SUPPORT ACTIVE LEARNING, FULL 15 PARTICIPATION IS NOT THERE. REGARDLESS, 16 REGARDLESS OF THE ACCESS TO LANGUAGE AND 17 COMMUNICATION BEING PRESENT THROUGH THAT 18 MECHANISM, IT STILL IS NOT A COMMUNAL EXPERIENCE, 19 IT IS NOT A SOCIAL EXPERIENCE. 20 SO I THINK FIRST THINGS FIRST. LANGUAGE 21 AND COMMUNICATION ACCESS. GET THAT IN PLACE. 22 HAVE THE EXPERIENCE OF BEING A MEMBER. ONCE YOU 23 HAVE LANGUAGE AND COMMUNICATION, THAT IS ENOUGH 24 PERHAPS--PERHAPS THAT ALONE IS NOT ENOUGH TO BE A 25 MEMBER. YOU NEED TO FEEL NORMAL. YOU NEED TO Page 108 1 FEEL NOT DIFFERENT. YOU NEED TO BE ABLE TO TALK 2 WITH PEOPLE IN YOUR ENVIRONMENT. IS MY TIME UP? 3 OKAY. 4 SO CHANGE CAN HAPPEN. WE MUST BE 5 PERSISTENT. DR. CORRICK SAID, AGAIN, WE NEED TO 6 BE PATIENT. I THINK TOO OFTEN, AND PERHAPS I'M 7 GUILTY OF THAT MYSELF, PERHAPS I'M TOO PATIENT. 8 IT'S A FINE LINE. I DON'T WANT TO BE TOO PATIENT 9 BUT I ALSO DON'T WANT TO BE TOO IMPATIENT. SO 10 IT'S A VERY FINE LINE TO FIND THE COMPROMISE SO 11 THAT WE CAN MAXIMIZE THESE DEAF AND 12 HARD-OF-HEARING CHILDREN'S FUTURE. 13 AND MY NEXT AND LAST SLIDE. JUST TO 14 SUMMARIZE, I THINK THE CHALLENGES FOR US, LOOKING 15 AT NEW WORDS, NEW TERMS. WE NEED TO LOOK AT THE 16 STORIES, THE IMPORTANCE OF STORIES. WE HAVE TO 17 CHANGE MINDS, AS DR. GARDNER SAID. WE HAVE TO 18 FIND OTHER WAYS TO TELL STORIES, NEW STORIES. I'M 19 INTERESTED TO HEAR, WHAT DO PEOPLE TALK ABOUT IN 20 RESTAURANTS? HOW ARE WE JUST TALKING ABOUT 21 THINGS? AND I THINK AGAIN WITH ANITA GAUSTAD-- 22 WHEN I READ THAT, I THOUGHT ABSOLUTELY. YOU KNOW, 23 I NEVER THOUGHT ABOUT THOSE PARTICULAR WORDS, 24 THOSE SOUNDED LIKE AN IMPORTANT VOCABULARY FOR ME, 25 THE IDEA OF MEMBERSHIP AND VISITORSHIP AND THAT IS Page 109 1 A VERY IMPORTANT AND, I THINK, IDEAL WAY TO TALK 2 ABOUT BEING ALONE, THAT SENSE OF ISOLATION, BEING 3 A VISITOR. BEING A VISITOR EVEN IN THEIR OWN 4 HOMES, IN THEIR SCHOOLS. THEY MIGHT PARTICIPATE 5 ON A FRINGE SORT OF WAY, BUT HOW DO WE INCREASE 6 THE MEMBERSHIP? 7 SO, AGAIN, CONTINUING TO EXPLORE NEW 8 VOCABULARY THAT WILL HELP PEOPLE TO UNDERSTAND AND 9 LOCATE MORE INSIDER RESEARCH AND EXPERIENCES FROM 10 WITHIN OUR COMMUNITY. ADULTS WHO HAVE HAD A 11 VARIETY OF EDUCATIONAL EXPERIENCES, DIFFERENT 12 SETTINGS, WHAT ARE THEY SAYING, WHAT ARE THEY 13 CONSIDERING? 14 AND THEN THE POWER OF FRAMEWORK. AGAIN, 15 DR. BRONFENBRENNER, HE TALKS ABOUT THE ECOLOGICAL 16 DEVELOPMENT OF HUMANS, ACTUALLY, AND HOW YOU CAN 17 SEPARATE THE CHILD FROM THEIR ENVIRONMENT AND 18 LOOKING AT THIS BIOECOLOGICAL SENSE THAT YOU HAVE 19 TO HAVE BOTH IN PLACE, THEY HAVE TO WORK TOGETHER. 20 ONE WILL HAVE--BETWEEN THEM IT IS THE WAY A CHILD 21 DEVELOPS, BOTH THE ENVIRONMENT AND THE CHILD 22 THEMSELF. 23 FOR MORE INFORMATION ABOUT NEW MEXICO, I 24 ENCOURAGE YOU TO LOOK AT OUR WEBSITE, AND THIS IS 25 A QUOTE FROM BRONFENBRENNER, AND IS RELEVANT TO Page 110 1 ALL OF THE CHILDREN WE WORK WITH. IT TALKS ABOUT 2 THE INTERPLAY. DEAF SCHOOLS AND LARGE PROGRAMS 3 HAVE UNMATCHED POTENTIAL. WE NEED TO RAISE 4 EXPECTATIONS. WE ARE GUILTY. IT IS OUR OWN 5 HISTORY. WE HAVE CREATED THIS MONSTER IN SOME 6 WAYS OURSELVES BECAUSE WE HAVE NOT DONE A GOOD JOB 7 HISTORICALLY. PEOPLE DON'T WANT TO SEND THEIR 8 CHILDREN TO SCHOOLS FOR THE DEAF AND WE NEED TO 9 CHANGE THAT. WE'RE DOING BETTER JOBS, RAISING 10 EXPECTATIONS, AND I WANT TO THANK YOU. I WENT 11 OVER TIME A LITTLE BIT, BUT THANK YOU FOR YOUR 12 ATTENTION. (APPLAUSE.) 13 MR. GETTEL: SORRY, WE'RE GOING TO HAVE 14 TO CUT OFF THE TIME FOR QUESTIONS FOR DAVID AND 15 RON, BUT I WOULD LIKE TO THANK DAVID AND RON FOR 16 SHARING THEIR EXPERIENCES, THEIR PERCEPTIONS, 17 THEIR INSIGHTS, AND I THINK GIVING US SOME, AS 18 THEY SAID, PAUSE TO CONTEMPLATE. 19 WHAT I WOULD ENCOURAGE YOU TO DO IS IF 20 YOU HAVE QUESTIONS, TO DISCUSS THEM WITH RON OR 21 DAVID THROUGHOUT THE WEEKEND AND WE'RE GOING TO 22 HAVE MORE TIME FOR DELIBERATION ON THESE ISSUES OF 23 HOW DO WE, I THINK, LOOK AT OURSELVES AND THE WORK 24 THAT WE DO IN OUR SCHOOLS AND BUILD ON EACH 25 OTHER'S PRACTICES AND EXPERIENCES LEARNING FROM Page 111 1 OUR MISTAKES AND LEARNING FROM OUR SUCCESSES. 2 I HAVE A COUPLE OF ANNOUNCEMENTS. FIRST, 3 LUNCH TODAY IS PROVIDED BY GALLAUDET. WE WANT TO 4 THANK OUR SPONSOR. WE, ON THE BOARD, DISCUSSED 5 KIND OF ESTABLISHING SOME NETWORKING, NETWORKING 6 AMONG OUR REGIONS, SO WE LOOKED BACK AT THE 7 PREVIOUS GALLAUDET UNIVERSITY REGIONAL CENTERS AND 8 HOW THEY OPERATE. SO AT LUNCH TODAY, THE TABLES 9 ARE SET UP IN GROUPS. WE HAVE FIVE GROUPS. YOU 10 WILL SEE SIGNS HOSTING OR KIND OF FACILITATING 11 INTRODUCTIONS, POSSIBLY SOME DISCUSSION AMONG YOUR 12 REGIONS WILL BE: FROM THE NORTHEAST, WE HAVE ED 13 PELTIER; FROM THE MID ATLANTIC REGION WE HAVE DON 14 RHOTEN; FROM THE SOUTHEAST WE HAVE MARGARET VAN 15 ORMER, AND--FROM FLORIDA. FROM THE MIDWEST REGION 16 WE HAVE JEANNE PRICKETT, AND FROM THE WESTERN WE 17 HAVE PAM SNEDIGAR. SO WE ASK THAT YOU SIT IN YOUR 18 REGION. 19 I THINK AS YOU GO INTO THE POOL ROOM, 20 THERE SHOULD BE A SIGN WITH THE STATES. IT WILL 21 SAY WHICH STATES BELONG TO EACH REGION AND IF YOU 22 ARE NOT FAMILIAR AND YOU WANT TO KNOW, THEN JUST 23 ASK ONE OF US OUT THERE AND WE CAN GUIDE YOU TO 24 YOUR TABLE. WE WILL HAVE INTERPRETERS SITTING IN 25 THE AREA, BUT WE'RE ASKING THAT YOU BE FLEXIBLE Page 112 1 AND HELP TO FACILITATE THE INTERPRETING IN YOUR 2 AREA SO THAT OUR WONDERFUL INTERPRETERS HAVE AN 3 OPPORTUNITY TO EAT LUNCH TODAY. AND WE DO THANK 4 YOU FOR YOUR SERVICES HERE. 5 COUPLE MORE THINGS. COPIES OF THE BYLAWS 6 WILL BE AVAILABLE OUT ON THE TABLE. THOSE ARE FOR 7 YOUR REVIEW BEFORE THE BOARD MEETING TOMORROW 8 MORNING. POWERPOINT PRESENTATIONS WILL BE, AS RON 9 HAD SAID, WILL BE ON THE CEASD WEBSITE AFTER THE 10 CONFERENCE. 11 AND ONE LAST TIME FOR GOLF. WE DO NEED 12 TO KNOW WHO IS GOING OUT SO WE CAN EITHER CANCEL 13 ANY TEE TIMES THAT WE'RE NOT USING. SO WE HAVE 14 TWO PEOPLE THAT ARE SIGNED UP. IF YOU PLAN TO GO 15 OUT GOLFING WITH THAT GROUP, YOU MUST GO TO THE 16 TABLE BEFORE YOU GO TO LUNCH AND GET YOUR NAME ON 17 THE LUNCH OR YOU WON'T HAVE A PLACE WITH THE TEE 18 TIME. QUESTIONS? 19 AGAIN, THANK YOU, RON, THANK YOU, DAVID, 20 FOR YOUR PRESENTATION. WE'LL SEE YOU AT, AND I 21 MEAN IT, AT 1:30. THANKS. 22 (LUNCH BREAK. ) 23 MR. GETTEL: BEFORE WE GET STARTED I HAVE 24 ONE ANNOUNCEMENT. CAROLYN BALL, IS SHE HERE? THE 25 FRONT DESK NEEDS TO SEE YOU. AND THIS IS YOUR Page 113 1 LAST CALL FOR GOLF TEE TIMES. WE HAVE EXACTLY 2 FOUR PEOPLE IN A GROUP AND WE'LL CANCEL THE 4:24 3 TIME IF WE DON'T HAVE ANY ADDITIONS. 4 AGAIN, WE WANT TO THANK GALLAUDET 5 UNIVERSITY FOR SPONSORING OUR LUNCH. 6 AND NOW THIS AFTERNOON, WE'RE ABOUT 7 15 MINUTES OFF SCHEDULE, WE'RE GOING TO BE CUTTING 8 THINGS OFF EXACTLY ACCORDING TO THE AGENDA FOR THE 9 REST OF THE AFTERNOON, SO THAT THOSE WHO WANT TO 10 BE OUTSIDE IN THE SUNSHINE GET THAT OPPORTUNITY 11 AND DON'T MISS THE BAND. 12 IT'S MY PLEASURE TO INTRODUCE BARBARA 13 RAIMONDO WHO IS THE GOVERNMENTAL LIAISON FOR CEASD 14 AND SHE'S HAD THAT POSITION WITH OUR ORGANIZATION 15 SINCE 1997. SHE'S A MEMBER OF THE AMERICAN 16 SOCIETY OF DEAF CHILDREN. SHE'S BEEN ON THE BOARD 17 OF THE MARYLAND SCHOOL FOR THE DEAF FOR A LONG 18 TIME. SEVEN YEARS. AND SHE HAS TWO CHILDREN THAT 19 HAVE ATTENDED THE SCHOOL AND SHE IS A WASHINGTON, 20 D.C. INSIDER (LAUGHTER) ON OUR BEHALF. 21 SHE'S DRAFTED MANY, MANY POLICY 22 STATEMENTS FOR OUR ORGANIZATION, HAS WRITTEN 23 LETTERS OF SUPPORT AND LETTERS OF CLARIFICATION ON 24 BEHALF OF CEASD AND, TODAY, SHE'S GOING TO LEAD 25 US--FIRST SHE'S GOING TO GIVE US INFORMATION AND Page 114 1 THEN LEAD US IN SOME DISCUSSION WITH OUR PANEL AND 2 I THINK I'LL INTRODUCE THEM RIGHT NOW SO WE CAN 3 GET THROUGH THAT AND SPEED THINGS UP A BIT. 4 OKAY, BARBARA SAID SHE'S GOING TO 5 INTRODUCE OUR PANEL WHEN THEY ARE READY FOR THAT. 6 BUT ANYWAY, BARBARA, THANK YOU FOR COMING OUT TO 7 THE WEST AND FOR BEING HERE TO LET US KNOW WHAT'S, 8 I GUESS, THE LATEST IN FEDERAL LEGISLATION THAT 9 AFFECTS OUR SCHOOLS AND OUR KIDS. 10 MS. RAIMONDO: THANK YOU FOR THAT 11 INTRODUCTION. CAN PEOPLE HEAR ME? NO. I THOUGHT 12 I WAS--OH, SORRY ABOUT THAT. 13 DID EVERYBODY HAVE A GOOD LUNCH? GOOD, 14 GOOD. EVERYBODY ENJOYING MONTANA, ENJOYING THE 15 RIVER LAST NIGHT AND THE RECEPTION AND ALL OF THE 16 GOOD NETWORKING THAT'S GOING ON AND EVERYTHING? 17 NOD YOUR HEAD YEAH. DON'T DO THE AFTER-LUNCH-NAP 18 KIND OF THING. I DON'T LIKE THAT. 19 I'M GOING TO START FIRST BY INTRODUCING 20 OUR PANEL BECAUSE, SINCE THEY ARE SITTING UP HERE 21 AND YOU ARE LOOKING AT THEM THE WHOLE TIME, YOU 22 DON'T HAVE TO WONDER WHO THEY ARE. 23 TO THE VERY RIGHT IS DAVID SANDERSON FROM 24 THE MICHIGAN SCHOOL FOR THE DEAF. JEANNE PRICKETT 25 FOR THE IOWA SCHOOL FOR THE DEAF, AND DON RHOTEN Page 115 1 FOR THE WESTERN PENNSYLVANIA SCHOOL FOR THE DEAF, 2 LAST BUT NOT LEAST. 3 IN CASE YOU HAVEN'T NOTICED, IN CASE IT 4 HAS SOMEHOW ESCAPED YOUR ATTENTION, DON IS GOING 5 TO BE DOING A FUNDRAISER FOR THE AMERICAN SOCIETY 6 FOR DEAF CHILDREN. DID ANYBODY MISS THE 7 INFORMATION ABOUT THAT? HE'S GOING TO BE RIDING 8 150 MILES ON THE ALLEGHENY TRAIL IN PENNSYLVANIA 9 TO RAISE MONEY TO SEND FAMILIES TO THE ASCD 10 CONVENTION IN 2009. IF YOU HAVE NOT MADE YOUR 11 PLEDGE TO DON, I THINK YOU HAVE TO MAKE IT BEFORE 12 YOU GET ON THE VAN THIS AFTERNOON. THE REALLY 13 INTERESTING THING IS HE'S GOING TO BE DOING IT ON 14 A TRICYCLE. SO I THINK THAT WILL REALLY MAKE IT A 15 LOT OF FUN. (LAUGHTER.) 16 SO I'M HERE THIS AFTERNOON TO TALK ABOUT 17 OUR TWO FAVORITE LAWS, NO CHILD LEFT BEHIND. 18 FOLLOWING THINGS IN WASHINGTON, YOU KNOW THAT NO 19 CHILD LEFT BEHIND WAS SUPPOSED TO BE REAUTHORIZED 20 BY NOW BUT, OF COURSE, IT HASN'T BEEN. IT'S NOT 21 FOR LACK OF TRYING IN WASHINGTON, I CAN TELL YOU 22 THAT. 23 OF COURSE, AS--IF YOU REMEMBER YOUR 24 EIGHTH GRADE CIVICS CLASS, YOU KNOW THAT THE HOUSE 25 HAS TO TAKE ACTION AND THE SENATE HAS TO TAKE Page 116 1 ACTION AND IT HAS TO GO TO THE WHITE HOUSE. THE 2 HOUSE ACTUALLY DID HAVE A DRAFT BILL OUT FOR 3 AWHILE. THEY HAD IT POSTED TO THEIR WEBSITE AND 4 THEY HAD IT OPEN FOR COMMENT AND THEY CERTAINLY 5 RECEIVED A LOT OF COMMENTS ON IT. IT WAS 6 EVENTUALLY WITHDRAWN. THERE WAS ENOUGH 7 DISAGREEMENT, I GUESS, AND CONTROVERSY OVER IT 8 THAT IT'S NOT EVEN REALLY CONSIDERED A DISCUSSION 9 DRAFT ANY MORE. 10 BUT I'M GOING TO WALK THROUGH SOME OF THE 11 ELEMENTS OF THAT BECAUSE I THINK WE'LL BE SEEING 12 PIECES OF IT. I MEAN, WE CERTAINLY ARE SEEING 13 PIECES OF IT IN OTHER ARENAS AND WE WILL BE AS 14 TIME GOES ON BECAUSE EVENTUALLY THIS LAW HAS TO BE 15 REAUTHORIZED AT SOME POINT. I UNDERSTAND EACH 16 PRESIDENTIAL CANDIDATE HAS ALL THE RIGHT ANSWERS 17 FOR NO CHILD LEFT BEHIND BUT THAT'S NOT GOING TO 18 COME INTO PLAY UNTIL NEXT JANUARY. 19 NOW, OF COURSE, CEAC MADE SOME 20 RECOMMENDATIONS TO THE HILL ABOUT NO CHILD LEFT 21 BEHIND, ABOUT THE REAUTHORIZATION, AND HERE ARE 22 JUST SOME OF THE ELEMENTS. I'LL GIVE YOU A SECOND 23 TO LOOK AT THIS AND I'LL JUST WALK THROUGH THIS. 24 OKAY, YOU KNOW THAT GRADUATION RATES ARE 25 BEING ONE OF THE INDICATORS UNDER NO CHILD LEFT Page 117 1 BEHIND, AN IMPORTANT INDICATOR, AND NO CHILD LEFT 2 BEHIND LIKES IT WHEN STUDENTS GRADUATE IN AROUND 3 FOUR YEARS. OF COURSE, OUR STUDENTS MAY TAKE 4 LONGER AND UNDER IDEA THAT IS THEIR RIGHT, AND SO 5 A FOUR-YEAR GRADUATION TIME LIMIT REALLY DOESN'T 6 WORK. SO, OF COURSE, WE COMMENTED THAT THAT 7 WOULDN'T BE APPROPRIATE FOR ALL STUDENTS SERVED 8 UNDER NO CHILD LEFT BEHIND. 9 NASDE, THE NATIONAL ASSOCIATION OF STATE 10 DIRECTORS OF SPECIAL EDUCATION, OFTEN HAS COME OUT 11 PUBLICLY ABOUT THIS AND REMARKED THAT SOMETIMES 12 SOME KIDS REALLY DO NEED A LONGER TIME TO 13 GRADUATE, AND THAT JUST MAKES SENSE. 14 ADEQUATE YEARLY PROCESS SHOULD NOT ALLOW 15 ON A SINGLE ASSESSMENT. AS WE KNOW NOW, A LOT OF 16 STATES ARE PUTTING EMPHASIS ON THAT ONE TEST AND 17 THAT'S THE NEED OF MEETING THE STATE STANDARDS AND 18 THAT'S BEEN PROBLEMATIC ON A LOT OF FRONTS. JUST 19 PHILOSOPHICALLY, IS IT REALLY POSSIBLE TO MEASURE 20 EVERYTHING YOU NEED TO KNOW IN ONE TEST? AND, OF 21 COURSE, A LOT OF OTHER INDIVIDUALS AND GROUPS HAVE 22 BEEN SAYING THE SAME THING, THAT ONE ASSESSMENT 23 REALLY IS NOT ADEQUATE. 24 CEAC HAS BEEN IN FAVOR OF USE OF THE 25 GROWTH MODEL AND SOME OF THE STATES ARE ACTUALLY Page 118 1 USING A GROWTH MODEL NOW, AND THAT IS WHEN YOU 2 CHART THE PROGRESS OF INDIVIDUAL CHILDREN FROM ONE 3 YEAR TO THE NEXT. SO EVEN IF THAT CHILD HASN'T 4 MET THE STATE STANDARD FOR ADEQUATE YEARLY 5 PROGRESS, IF YOU CAN SHOW THE CHILD IS ON A 6 TRAJECTORY TO MAKE ADEQUATE YEARLY PROGRESS AND 7 YOU CAN SHOW WHAT YOUR SCHOOL HAS DONE FOR THEM, 8 THAT'S A GOOD THING. THAT MAKES SENSE TO BE ABLE 9 TO SHOW--IT'S NOT AN ALL OR NOTHING KIND OF THING. 10 THIS GROWTH MODEL ALLOWS YOU TO SHOW WHAT YOUR 11 SCHOOL HAS CONTRIBUTED TO THE CHILD'S GROWTH. 12 TESTS SHOULD BE NONDISCRIMINATORY. WE 13 HEAR DIFFERENT STORIES FROM AROUND THE COUNTRY 14 ABOUT CERTAIN TESTS THAT WERE ON THE TESTS THAT 15 SEEM TO HAMPER THE ANSWERS FOR DEAF OR 16 HARD-OF-HEARING CHILDREN. CERTAIN EXPERIENCES 17 THEY MIGHT NOT HAVE HAD OR QUESTIONS THAT WERE 18 BASED ON HOW A WORD SOUNDS WHEN A CHILD HAS NEVER 19 HEARD THAT WORD, SO THAT HAS BEEN A CONCERN. 20 WE ALSO MADE THE COMMENT THAT TESTS--THAT 21 NO CHILD LEFT BEHIND TESTING SHOULD NOT BE LEFT 22 FOR HIGH STAKE PURPOSES. AND I KNOW THAT A LOT OF 23 STATES NOW HAVE HIGH STAKES TESTS NOW FOR 24 GRADUATION. YOU HAVE TO PASS A TEST TO GRADUATE 25 FROM HIGH SCHOOL. SOME STATES HAVE TESTS THAT YOU Page 119 1 HAVE TO PASS TO MOVE TO ONE GRADE TO THE NEXT. 2 NO CHILD LEFT BEHIND DOES NOT SAY THAT 3 THAT'S WHAT THE STATES SHOULD BE DOING. STATES 4 HAVE DONE THAT ON THEIR OWN INITIATIVE. NOW, 5 SOMETIMES THEY USE THE NO CHILD LEFT BEHIND TEST 6 FOR THAT PURPOSE, BUT THAT'S NOT PART OF THE 7 FEDERAL PARADIGM OR PART OF THE FEDERAL 8 REQUIREMENTS. SO IT'S IMPORTANT TO KEEP THAT IN 9 MIND. 10 AND FRANKLY, I DON'T THINK THE FEDS CAN 11 TELL THE STATES, YOU KNOW, YOU USE THIS ONE TEST 12 FOR NO CHILD LEFT BEHIND ONLY AND YOU ARE NOT 13 ALLOWED TO USE IT FOR ANYTHING ELSE. I DON'T 14 THINK THEY CAN REALLY DO THAT. BUT AT THE SAME 15 TIME IT'S IMPORTANT TO GO ON RECORD ABOUT THE 16 WHOLE HIGH STAKES AREA, YOU KNOW. IT'S AN 17 IMPORTANT WAY, EVEN IF IT'S NOT A NO CHILD LEFT 18 BEHIND ISSUE. 19 SO SOME OF THE ELEMENTS OF THE HOUSE 20 DISCUSSION DRAFT DID INCLUDE MULTIPLE INDICATORS 21 AND ASSESSMENTS, SO MOVING AWAY FROM THAT ONE, YOU 22 KNOW, ONLY THE ONE TEST. 23 USE OF GROWTH MODELS. AND, BY THE WAY, 24 THIS IS GOING TO BE ON THE CEASD WEBSITE OR 25 WEBSITE FOR THIS CONFERENCE SO YOU DON'T HAVE TO Page 120 1 TAKE DOWN ALL OF THIS STUFF HERE. 2 THE HOUSE DISCUSSION DRAFT ALSO USED 3 SOMETHING CALLED A PERFORMANCE INDEX WHICH WAS A 4 FORMULA THAT TOOK INTO ACCOUNT VARIOUS FACTORS AND 5 SORT OF PULLED THEM ALL TOGETHER AND CAME UP WITH 6 A NUMBER THAT WOULD BE THE ADEQUATE YEARLY 7 PROGRESS NUMBER. SO IT'S ACTUALLY, I THOUGHT, 8 KIND OF COMPLICATED, BUT--SO IT WOULD BE A LITTLE 9 MORE DIFFICULT FOR STATES TO CARRY OUT, IN MY 10 OPINION, BUT IT WOULD BE A LOT MORE INCLUSIVE OF 11 THE DIFFERENT MEASURES THAT YOU MIGHT WANT TO LOOK 12 AT. 13 THE N SIZE, YOU ALL KNOW WHAT THAT IS. 14 THAT'S THE NUMBER, THE SMALLEST NUMBER THAT YOU 15 ARE ALLOWED TO INCLUDE WHEN YOU PUBLISH YOUR 16 SCORES ON THE SUBGROUPS. THE MAXIMUM WOULD BE 30 17 UNDER THIS DRAFT. SO SOME STATES REALLY HAD VERY 18 HIGH ENDS AND THEY WOULD END UP NOT PUBLISHING 19 DATA ON CERTAIN OF THEIR SUBGROUPS. 20 THEY ALSO SET MAXIMUM CONFIDENCE 21 INTERVALS WHICH, YOU KNOW, IS THE STATISTICAL-- 22 EVERYTHING KNOWS WHAT A CONFIDENCE LEVEL IS? I 23 WAS AFRAID I WOULD HAVE TO EXPLAIN TO PEOPLE WHAT 24 THIS IS. ASK YOUR ACCOUNTABILITY PEOPLE IN YOUR 25 SCHOOL. Page 121 1 BASICALLY, IT'S WHEN YOU HAVE A REALLY 2 SMALL NUMBER OF STUDENTS AND THEN YOU COME UP WITH 3 ONE SCORE. IF THE NUMBER OF STUDENTS IS REALLY 4 SMALL, YOU NEED--YOU CAN'T BE REALLY SURE THAT 5 THAT'S THE RIGHT SCORE, THAT THAT'S THE ACCURATE 6 SCORE. SO A CONFIDENCE INTERVAL BASICALLY GIVES 7 YOU A LITTLE WIGGLE ROOM AND THE DRAFT WAS SAYING, 8 GEE, SOME STATES ARE HAVING CONFIDENCE INTERVALS 9 THAT ARE SO BIG THAT THEY BECOME MEANINGLESS. THE 10 NUMBERS BECOME MEANINGLESS. 11 THE HOUSE DISCUSSION DRAFT ALSO INCLUDED 12 FUNDING TO DEVELOP PROPER ASSESSMENTS WHICH, YOU 13 KNOW, OF COURSE, IS WHAT WE WANT TO SEE. 14 THIS IS ANOTHER INTERESTING PIECE OF THE 15 DRAFT. STUDENTS WHO ARE LEAVING SPECIAL EDUCATION 16 CAN HAVE THEIR SCORES COUNTED AS PART OF THE 17 SPECIAL EDUCATION SUBGROUP FOR THREE YEARS. SO, 18 FOR EXAMPLE, IF A SCHOOL DOES A REALLY--A LOT OF 19 HARD WORK WITH A CHILD WITH LEARNING DISABILITIES, 20 SAY, AND THAT THEY BRING THE CHILD UP TO SPEED AND 21 THEY REALIZE THAT NOW, OKAY, THE CHILD CAN BE 22 INDEPENDENT OF THESE DIFFERENT SERVICES HE WAS 23 GETTING AND HE'S DOING REALLY GREAT, DOESN'T NEED 24 SPECIAL EDUCATION ANYMORE, HE'S NOT GOING TO BE 25 INCLUDED IN THE SPECIAL EDUCATION CATEGORY. BUT Page 122 1 THEN IT KIND OF DOESN'T GIVE THE SCHOOL CREDIT FOR 2 ALL THE WORK THE SCHOOL DID. 3 SO THIS PROPOSAL WOULD ALLOW THAT CHILD'S 4 SCORE TO BE COUNTED IN THE SPECIAL EDUCATION 5 CATEGORY, EVEN THOUGH THE CHILD HAD EXITED SPECIAL 6 EDUCATION. AND THIS IS SIMILAR TO A PROVISION 7 THAT'S USED FOR STUDENTS WITH LIMITED ENGLISH 8 PROFICIENCY. 9 WHOOPS, I'M POINTING AT THE WRONG PLACE. 10 THAT'S WHY IT'S NOT MOVING. 11 THE ONE PERCENT RULE, YOU KNOW, THAT 12 REGULATIONS SAY THAT STUDENTS WHO HAVE SEVERE 13 COGNITIVE DISABILITIES CAN TAKE ASSESSMENT THAT'S 14 HELD TO AN ALTERNATE ASSESSMENT STANDARD. THAT'S 15 IN THE REGULATIONS NOW. THIS PROPOSAL WOULD HAVE 16 PUT IT IN THE LAW. 17 THE TWO PERCENT RULE, WHICH ALLOWS FOR 18 MODIFIED ACHIEVEMENT STANDARDS WHICH FALL 19 SOMEWHERE IN BETWEEN THE 1 PERCENT SEVERELY 20 COGNITIVELY DISABLED AND THE REGULAR ASSESSMENTS 21 THAT EVERYBODY ELSE TAKES, THE DRAFT WOULD HAVE 22 ALLOWED THAT RULE TO BE USED FOR AT LEAST THREE 23 YEARS AND THEN HAD AN EVALUATION OF HOW WELL THAT 24 RULE WAS WORKING AND WHETHER ANYTHING NEEDED TO BE 25 CHANGED ABOUT IT. Page 123 1 THERE'S A LOT OF CONTROVERSY ABOUT THIS 2 BECAUSE THIS WHOLE IDEA OF 2 PERCENT, WHERE DID 3 THIS NUMBER COME FROM? WHAT RESEARCH SHOWS THAT 2 4 PERCENT OF STUDENTS SHOULD BE ON A MODIFIED 5 ASSESSMENT? YOU KNOW, FRANKLY, THERE REALLY ISN'T 6 A WHOLE LOT TO SUPPORT THAT SPECIFIC NUMBER. I 7 THINK THERE'S A LOT OF RESEARCH TO SHOW THAT THERE 8 SHOULD BE AN ALTERNATIVE TO THE 1 PERCENT AND TO 9 THE REGULAR ASSESSMENT, BUT EXACTLY WHAT THAT 10 ALTERNATIVE SHOULD BE, YOU KNOW, IT BECOMES A 11 POLITICAL QUESTION, REALLY. 12 THE TEST BIAS ISSUE, TRYING TO MAKE SURE 13 THAT THE TESTS ARE APPROPRIATE FOR ALL TEST 14 TAKERS. NOT THAT THE DRAFT WOULD MAXIMIZE THE 15 ALLOWABLE ACCOMMODATIONS. ALL THE STATES VARY IN 16 THE DIFFERENT TEST ACCOMMODATIONS THAT THEY ALLOW 17 AND THIS BILL WOULD HAVE SAID STATES SHOULD REALLY 18 HAVE A LOT OF FLEXIBILITY OR SHOULD MAXIMIZE THE 19 NUMBER OF ACCOMMODATIONS. 20 THIS ALSO PROPOSED TWO SCHOOL IMPROVEMENT 21 SYSTEMS. YOU KNOW, NOW IF A SCHOOL DOESN'T MAKE 22 AYP, THEY FALL INTO THE NEEDS IMPROVEMENT 23 CATEGORY. AND IT DOESN'T MATTER IF THEY JUST 24 MISSED ADEQUATE YEARLY PROGRESS OR IF THEY REALLY 25 MISSED ADEQUATE YEARLY PROGRESS. AND THE BILL Page 124 1 WOULD HAVE SEPARATED THOSE TWO, THE SCHOOLS THAT 2 DIDN'T MAKE AYP, AND PLACE IT INTO EITHER A HIGH 3 PRIORITY SCHOOL CATEGORY OR A PRIORITY SCHOOL 4 DEPENDING ON HOW POORLY THE SCHOOL DID. 5 IT ALSO WOULD HAVE INCLUDED A GRADUATION 6 RATE OF 4 TO 5 YEARS. 7 SOMETHING THAT'S BEEN GETTING A LOT OF 8 TALK, I DON'T KNOW IF YOU'VE SEEN MUCH OF THIS, 9 WHAT IS A HIGHLY EFFECTIVE PRINCIPAL? YOU KNOW, 10 UNDER NCLB THERE IS A HIGHLY QUALIFIED TEACHER. 11 PRINCIPALS ARE REALLY IMPORTANT IN THE SCHOOL, 12 TOO. SO A LOT OF DISCUSSION ABOUT WHAT MAKES A 13 HIGHLY EFFECTIVE PRINCIPAL AND DOES THE LAW NEED 14 TO ADDRESS THAT IN SOME WAY? 15 THERE WAS ALSO AN ELEMENT IN THE DRAFT 16 BILL FOR PAY FOR PERFORMANCE. SO FOR THE SCHOOLS 17 THAT DID BETTER, THE TEACHERS COULD GET AN 18 INCREMENTAL PAY INCREASE OR THE PRINCIPALS COULD 19 GET A PAY INCREASE BASED IN PART ON THE TESTING 20 THAT IS DONE. AND THIS WAS--PERFORMANCE PAY FOR 21 TEACHERS IS ALWAYS CONTROVERSIAL. IT WAS VERY 22 CONTROVERSIAL COMING OUT OF THIS PROPOSAL. 23 SO THOSE ARE SOME OF THE ELEMENTS OF THAT 24 PROPOSAL WHICH AS I SAID HAS KIND OF BEEN SHELVED 25 FOR NOW. AND AS I GO THROUGH THIS TALK YOU WILL Page 125 1 SEE SOME OF THESE PIECES EMERGE COMING FROM THE 2 DEPARTMENT OF EDUCATION, AND I THINK THAT WHEN A 3 BILL EVENTUALLY COMES OUT LATER, THEN WE'LL BE 4 SEEING MORE OF THIS STUFF. 5 NOW, THE WHITE HOUSE, THEY HAD THEIR 6 PRINCIPLES OUT FOR A VERY LONG TIME. OF COURSE, 7 THEIR BOTTOM LINE HAS ALWAYS BEEN ALL THE CHILDREN 8 SHOULD BE ON GRADE LEVEL READING AND MATH BY 2014. 9 THEY HAVE BEEN IN FAVOR OF INCREASED 10 FLEXIBILITY IN THE TAILORED INTERVENTIONS. THEY 11 HAVE BEEN IN FAVOR OF GROWTH MODELS AND, IN FACT, 12 THEY HAVE A PILOT PROGRAM--ACTUALLY THEIR GROWTH 13 MODELS ARE OPEN TO ALL STATES NOW. I'LL TALK 14 ABOUT THAT IN A FEW MINUTES. 15 CHOICES FOR PARENTS, INCLUDING PRIVATE 16 SCHOOLS. THIS ADMINISTRATION HAS ALWAYS SUPPORTED 17 THE IDEA OF CHILDREN GOING TO A PRIVATE SCHOOL. 18 EARLY ON IN NO CHILD LEFT BEHIND THERE WAS A 19 PROPOSAL THAT STUDENTS SHOULD GET VOUCHERS AND 20 THAT DIDN'T PASS. BUT THE DEPARTMENT, THE WHITE 21 HOUSE, HAS ALWAYS TRIED TO FIND OTHER WAYS OF 22 ALLOWING PARENTS TO CHOOSE PRIVATE SCHOOLS FOR 23 THEIR CHILDREN. 24 TUTORING AND SCHOOL CHOICE. THEY ARE A 25 PART OF NO CHILD LEFT BEHIND NOW. THE WHITE HOUSE Page 126 1 WOULD LIKE TO SEE THAT EXPANDED. 2 TEACHER PAY FOR PERFORMANCE THEY HAVE 3 SUPPORTED. AND TESTING IN HIGH SCHOOL. SO, SOME 4 MORE TESTS. 5 AND, OF COURSE, THEY WANT THE LAW TO BE 6 REAUTHORIZED. BUSH HAS--YEAH, THIS IS ONE OF HIS 7 LANDMARK PIECES OF LEGISLATION, SO THE WHITE HOUSE 8 DEFINITELY WANTS TO SEE THIS REAUTHORIZED. 9 NOW, SOME RECENT DEVELOPMENTS UNDER NO 10 CHILD LEFT BEHIND. I ALREADY MENTIONED THE GROWTH 11 MODEL. THIS IS POLICY FROM THE UNITED STATES 12 DEPARTMENT OF EDUCATION. THEY HAD A PILOT PROJECT 13 THAT ALLOWED TEN STATES TO SET UP A PILOT AND 14 EXPERIMENT WITH THIS AND IT HAD TO MEET ALL THE NO 15 CHILD LEFT BEHIND REQUIREMENTS. EVERY TIME THE 16 DEPARTMENT ALLOWS FOR SOME KIND OF FLEXIBILITY, IT 17 ALWAYS REQUIRES THAT THE STATES MEET THE BASIC 18 CRITERIA OF NO CHILD LEFT BEHIND FIRST. BECAUSE 19 SOME OF THE STATES, IT WAS LONG IN COMING BEFORE 20 THEY MET THE BASIC REQUIREMENTS OF NO CHILD LEFT 21 BEHIND. 22 SO UNDER THIS PROGRAM, IF THE STATE MET 23 ALL THE NO CHILD LEFT BEHIND REQUIREMENTS AND THEY 24 HAD A GOOD STRONG PROPOSAL FOR A GROWTH MODEL 25 WHICH WAS PEER-REVIEWED AT THE DEPARTMENT OF Page 127 1 EDUCATION, THEN THEY COULD PARTICIPATE IN THIS 2 10-STATE PILOT PROGRAM. AND HERE ARE THE STATES 3 THAT WERE PART OF THE 10-STATE PROGRAM BUT AGAIN 4 AS I MENTIONED, THESE ARE OPEN. MAYBE SOME OF YOU 5 HAVE EXPERIENCE WITH THIS IN YOUR STATE ALREADY. 6 WHEN WE GET TO THE PANEL THEY WILL BE TALKING 7 ABOUT THAT AND I'LL ALSO OPEN IT UP TO QUESTIONS 8 AND COMMENTS. IF YOU HAVE SOMETHING TO SAY ABOUT 9 ANY OF THIS, HOLD ON TO IT FOR A FEW MINUTES. 10 THE DEPARTMENT RECENTLY ISSUED SOME 11 GUIDANCE ON WHAT THEY ARE CALLING DIFFERENTIATED 12 ACCOUNTABILITY. AND THIS IS VERY SIMILAR TO WHAT 13 I WAS TALKING ABOUT BEFORE THAT WAS IN THE HOUSE 14 BILL FOR SCHOOLS AND STATES THAT HAVE, YOU KNOW, 15 ALMOST MADE ADEQUATE YEARLY PROGRESS BUT NOT QUITE 16 VERSUS STATES THAT REALLY AREN'T EVEN CLOSE. 17 THEY TALK ABOUT, YOU KNOW, YOU CAN 18 DIFFERENTIATE IN YOUR STATE BETWEEN THESE TWO. 19 WE'RE NOT GOING TO TREAT ALL OF THESE SCHOOLS THE 20 SAME. WE'RE GOING TO HAVE SOME NUANCES HERE. 21 SO THERE ARE CERTAIN REQUIREMENTS THAT 22 HAVE TO BE MET, THAT THEY HAVE--THEIR STATE 23 MAINTAINS ITS CURRENT PRACTICE FOR DETERMINING 24 ADEQUATE YEARLY PROGRESS AND FOR IDENTIFYING THE 25 SCHOOLS NEEDING IMPROVEMENT. Page 128 1 AND THERE NEEDS TO BE A CLEARLY DEFINED 2 WAY OF CATEGORIZING THE SCHOOLS INTO THE TWO 3 CATEGORIES. THE STATE HAS TO CLEARLY DEFINE ITS 4 SYSTEM OF INTERVENTIONS AND CLEARLY DEFINE THE 5 INTERVENTIONS FOR ITS LOWEST-PERFORMING SCHOOLS. 6 I THINK A LOT OF THIS STUFF THE STATES WERE DOING 7 OR SHOULD HAVE BEEN DOING ANYWAY, BUT THIS JUST 8 REALLY SORT OF GIVES EVERYBODY A PUSH THAT, YEAH, 9 YOU CAN REALLY TAKE PART IN THIS DIFFERENTIATED 10 ACCOUNTABILITY PIECE AND IT KIND OF SOFTENS SOME 11 OF THE NO CHILD LEFT BEHIND REQUIREMENTS. 12 THE DEPARTMENT'S GOING TO GIVE PRIORITY 13 TO STATES THAT HAVE 20 PERCENT OR MORE OF THEIR 14 TITLE I SCHOOLS IDENTIFIED IN NEED FOR 15 IMPROVEMENT. STATES THAT COMBINE INNOVATION WITH 16 A RIGOROUS APPROACH TO REFORM AND TAKE THE MOST 17 SIGNIFICANT STEPS FOR THE LOWEST PERFORMING 18 SCHOOLS. THESE ARE ALL KIND OF, YOU KNOW, THIS IS 19 ALL VERY INTUITIVE. IT MAKES A LOT OF SENSE. 20 THEY ARE GOING TO START WITH TEN SCHOOLS 21 AS THE PILOT PROGRAM, AND THEY ARE GOING TO START 22 THIS WITH THE 2008-2009 SCHOOL YEAR USING DATA 23 FROM THIS PRESENT SCHOOL YEAR. SO THIS IS 24 SOMETHING, YOU KNOW, THIS WAS JUST ANNOUNCED ABOUT 25 A WEEK AGO AND IT'S GOING TO BE UP AND RUNNING FOR Page 129 1 THIS FALL, SO IT'S REAL--A REAL QUICK TURNAROUND. 2 NOW, THERE IS A NOTICE OF PROPOSED 3 RULEMAKING THAT JUST CAME OUT ON APRIL 23RD, AND 4 IT COVERS SOME OF THE THINGS THAT I'VE BEEN 5 MENTIONING HERE. THE NOTICE OF PROPOSED 6 RULEMAKING CLARIFIES THAT YOU CAN HAVE MULTIPLE 7 MEASURES WHEN YOU ARE TRYING TO MEASURE ADEQUATE 8 YEARLY PROGRESS FOR YOUR STUDENTS. 9 IT'S VERY INTERESTING HOW THEY SAY THIS. 10 THEY BASICALLY SAY, YOU KNOW, WE NEVER SAID YOU 11 SHOULD ONLY USE ONE TEST. THE LAW HAS ALWAYS SAID 12 YOU CAN USE MULTIPLE MEASURES. SO THE MULTIPLE 13 MEASURE LANGUAGE IS ACTUALLY IN HERE AND THEY ALSO 14 ADDED SOME LANGUAGE SPECIFYING THAT YOU CAN USE 15 SINGLE OR MULTIPLE QUESTION FORMATS AND MULTIPLE 16 ASSESSMENTS WITHIN A SUBJECT AREA. SO IT'S 17 REALLY, REALLY CLEAR THAT THE STATES HAVE 18 FLEXIBILITY OF MEASURING STUDENT ACHIEVEMENT IN 19 MULTIPLE WAYS. 20 INCLUSION OF NAEP DATA. SOME OF YOU 21 KNOW, I'M SURE MOST OF YOU KNOW, NAEP STANDS FOR 22 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS. AND 23 THIS IS A TEST THAT'S GIVEN EVERY--I THINK IT'S 24 GIVEN EVERY YEAR BUT CERTAIN SCHOOLS TAKE IT EVERY 25 TWO YEARS. AND FOR PEOPLE WHO --THIS WAS ALWAYS Page 130 1 IN NO CHILD LEFT BEHIND, THAT STATES WOULD STILL 2 HAVE TO BE--TAKE PART IN THE NAEP TESTING. BUT 3 UNLESS YOU REALLY KNEW ABOUT THIS YOU REALLY 4 WEREN'T ABLE TO COMPARE THE NO CHILD LEFT BEHIND 5 TEST RESULTS WITH THE NAEP RESULTS. 6 AND WHAT HAPPENS IN SOME CASES YOU HAVE 7 STATES THAT MAKE ADEQUATE YEARLY PROGRESS BUT 8 DON'T DO SO WELL ON NAEP. SO THE DEPARTMENT IS 9 SAYING WE WANT SOME TRANSPARENCY HERE. WE WANT 10 THIS NAEP DATA TO BE ON THE STATE REPORT CARD. SO 11 WHEN YOU ARE LOOKING AT YOUR CHILD'S SCHOOL'S 12 RANKING ON NO CHILD LEFT BEHIND AND AYP, THAT YOU 13 ARE ALSO COMPARING IT TO THE NAEP, WHICH IS THE 14 NATIONAL TEST AND HELD TO NATIONAL STANDARDS. 15 SO IF YOUR CHILD'S SCHOOL AND STATE ARE 16 ALWAYS DOING WELL ON AYP BUT NOT DOING SO WELL ON 17 NAEP, THAT'S GOING TO GIVE YOU SOME INFORMATION 18 THAT YOU MIGHT WANT TO USE TO ADVOCATE FOR HIGHER 19 STANDARDS IN THIS SCHOOL DISTRICT. 20 GRADUATION RATES, IT GIVES A STANDARD 21 SCHEDULE FOR GRADUATION RATES. IT WAS ENDORSED BY 22 THE NATIONAL GOVERNORS' ASSOCIATION, BUT IT ALSO 23 ALLOWS THE STATE TO USE AN ALTERNATE GRADUATION 24 MEASURE AS WELL. 25 THE GROWTH MODEL, THE OPPORTUNITY TO USE Page 131 1 INDIVIDUALIZED STUDENT GROWTH IN MAKING ADEQUATE 2 YEARLY PROGRESS. 3 RESTRUCTURING, AN EMPHASIS THAT THE 4 RESTRUCTURING THAT IS DONE HAS TO BE MUCH STRONGER 5 THAN JUST THE CORRECTIVE ACTIONS THAT ARE TAKEN. 6 THE DEPARTMENT ALSO ANNOUNCED THAT THERE 7 ARE GOING TO BE OPEN MEETINGS HELD AROUND THE 8 COUNTRY COMING UP VERY SOON, MAY 14TH, IN BOSTON. 9 MAY 15TH IN GEORGIA, MAY 19TH IN KANSAS CITY, 10 MISSOURI, MAY 22ND IN SEATTLE. 11 AND I'LL BE WRITING MODEL COMMENTS FROM 12 CEASD WHICH WE'LL SEND OUT TO MEMBERS ON ALL THESE 13 DIFFERENT TOPICS AND I WOULD REALLY ENCOURAGE YOU 14 TO GO TO THESE MEETINGS AND SPEAK UP BECAUSE, YOU 15 KNOW, WE'RE A SMALL GROUP. WE HAVE TO REALLY MAKE 16 A--WE HAVE TO MAKE MORE NOISE PROPORTIONATELY THAN 17 OTHER GROUPS. 18 THERE IS A WAY TO REGISTER FOR THIS IF 19 YOU WANT TO MAKE COMMENTS AT THE MEETING. THIS IS 20 SOMETHING A LITTLE NEW TO ME. NORMALLY IN THE 21 PAST WHEN YOU'VE GONE TO OPEN MEETINGS YOU CAN 22 JUST SHOW UP AND SIGN UP. IT'S MUCH BETTER IF YOU 23 SEND AN E-MAIL TO THIS E-MAIL ADDRESS HERE ONE 24 WEEK BEFORE THE PUBLIC MEETING, OTHERWISE, YOU CAN 25 SIGN UP WHEN YOU ARE THERE BUT YOUR TIME MIGHT BE Page 132 1 LIMITED. AND THEY HAVE INTERPRETERS AT THESE OPEN 2 MEETINGS AND IF OTHER ACCOMMODATIONS ARE REQUIRED, 3 YOU CAN CONTACT THEM AND ASK. 4 SPEAKER: WHAT'S NPRM? 5 MS. RAIMONDO: NOTICE OF PROPOSED 6 RULEMAKING IS WHAT THAT STANDS FOR AND THAT'S THE 7 AREA I JUST COVERED WITH THE DEPARTMENT. 8 SO THAT'S THE LATEST--OH, THAT'S RIGHT, 9 THAT'S THE LATEST ON NO CHILD LEFT BEHIND. 10 NOW WE HAVE THE MATH PANEL. WE'RE GOING 11 TO BE HEARING A LOT MORE ABOUT MATH TODAY. THE 12 DEPARTMENT INSTITUTED A MATH PANEL IN 2006 AND 13 THEY JUST CAME OUT WITH A REPORT AND A BUNCH OF 14 RECOMMENDATIONS. THEY HAVE 45 FINDINGS AND 15 RECOMMENDATIONS ON A VARIETY OF TOPICS IF YOU WANT 16 TO FIND THIS OUT. ANYTHING YOU WANT TO FIND OUT, 17 YOU CAN GO TO THE DEPARTMENT OF EDUCATION WEBSITE 18 AT ED.GOV, THAT'S ED.GOV, AND YOU CAN DOWNLOAD THE 19 WHOLE REPORT IF YOU WANT. THERE IS ALSO A SUMMARY 20 THERE. SO I THINK THIS IS SOMETHING--THIS IS A 21 DIRECTION THE DEPARTMENT WANTS TO MOVE. 22 THE DEPARTMENT IS GOING TO BE SETTING UP 23 A NATIONAL TECHNICAL ADVISORY PANEL, AND THIS 24 WOULD BE ABOUT 10 TO 15 EXPERTS IN ACCOUNTABILITY 25 SYSTEMS, ADVISING THEM ON HOW THEY SHOULD ADDRESS Page 133 1 ALL OF THESE ISSUES WITH NO CHILD LEFT BEHIND AND 2 IDEA. WE SUBMITTED THREE NAMES TO THE DEPARTMENT 3 OF PEOPLE, TO NOMINATE PEOPLE TO BE PARTICIPANTS 4 IN THIS: JUDY MOUNTY, ED BOSSO AND MARK 5 MARSCHARK. THEY HAD OVERALL 100 RECOMMENDATIONS 6 OF INDIVIDUALS TO SERVE ON THIS COMMITTEE, AND 7 THEY HOPED TO GET STARTED ON THAT THIS SUMMER. 8 IDEA. YOU KNOW, BY COMPARISON, IDEA HAS 9 BEEN KIND OF QUIET. LAST SUMMER WE SUBMITTED 10 COMMENTS ON THE PART C REGULATIONS. PART C IS THE 11 INFANT AND TODDLER PROGRAM. THE DEPARTMENT 12 RECEIVED OVER 3,000 COMMENTS FROM 600 INDIVIDUALS, 13 AND THEY ARE WADING THROUGH ALL THAT RIGHT NOW. 14 THEY SAY THEY ARE GOING TO HAVE REGULATIONS OUT BY 15 THE END OF THE CALENDAR YEAR. 16 WHO LAUGHED? 17 WE HAVEN'T HAD NEW PART C REGULATIONS FOR 18 A VERY LONG TIME BECAUSE, IF YOU FOLLOW THIS KIND 19 OF THING, YOU WILL REMEMBER THAT THE PREVIOUS 20 ADMINISTRATION WAS ABOUT TO ISSUE PART C 21 REGULATIONS AND THEN THEY DIDN'T GET THEM OUT IN 22 TIME AND THE ADMINISTRATION CHANGED. SO WE 23 HAVEN'T HAD NEW REGULATIONS IN QUITE A WHILE. 24 THE DEPARTMENT IS ALWAYS ISSUING POLICY 25 LETTERS. ONE THAT CAUGHT MY ATTENTION THAT I Page 134 1 THOUGHT YOU MIGHT WANT TO KNOW ABOUT, THE 2 DEPARTMENT ISSUED A LETTER ABOUT ACCELERATED 3 CLASSES. APPARENTLY THERE ARE SOME SCHOOLS OR 4 DISTRICTS WHO WERE TELLING STUDENTS WITH 5 DISABILITIES IF YOU WANT TO TAKE AP, ADVANCED 6 PLACEMENT OR INTERNATIONAL BACCALAUREATE CLASSES, 7 WELL, YOU CAN'T, BECAUSE STUDENTS WITH 8 DISABILITIES CAN'T TAKE THOSE CLASSES. 9 WELL, YOU KNOW, ANYBODY WHO KNOWS ABOUT 10 THIS STUFF, YOU KNOW, THE ALARMS SHOULD BE GOING 11 OFF. OF COURSE YOU CAN'T DO THAT. YOU KNOW, YOU 12 CAN'T PROHIBIT A CHILD FROM TAKING THESE CLASSES 13 BASED ON THEIR DISABILITY. 14 SO THE DEPARTMENT ISSUED A LETTER--I 15 MEAN, I KNOW IN OUR SCHOOLS THAT'S KIND OF A 16 NORMAL THING. IF THE KID MEETS THE REQUIREMENTS 17 AND WE HAVE AN OPPORTUNITY, WE CERTAINLY ENCOURAGE 18 THEM TO TAKE THOSE CLASSES BUT THAT'S NOT TRUE 19 EVERYWHERE APPARENTLY. 20 SO THE DEPARTMENT ISSUED A POLICY LETTER 21 ABOUT THAT, THAT IF YOU PROHIBITED STUDENTS FROM 22 THAT OPPORTUNITY, THAT WOULD BE DISABILITY 23 DISCRIMINATION AND A DENIAL OF A FREE AND 24 APPROPRIATE PUBLIC EDUCATION. 25 OKAY, SO WE'RE GOING TO MOVE TO OUR PANEL Page 135 1 NOW. I'VE INTRODUCED EVERYBODY, SO YOU KNOW THESE 2 ARE ALL YOUR FRIENDS AND COLLEAGUES. WHAT I WOULD 3 LIKE TO DO IS JUST START WITH A FEW MINUTES FOR 4 EACH OF OUR PANEL MEMBERS TO TALK A LITTLE BIT 5 ABOUT YOUR SCHOOL AND JUST SOME GENERAL COMMENTS 6 ABOUT NO CHILD LEFT BEHIND AND WHAT'S GOING ON. 7 WE'LL ALSO TAKE QUESTIONS FROM THE 8 AUDIENCE AS TIME GOES BY. WE HAVE UNTIL 2:15 TO 9 DO THIS. 10 MR. SANDERSON: WOULD YOU LIKE ME TO 11 STAND? VERY GOOD. 12 HELLO. MY NAME IS DAVE SANDERSON AND I'M 13 FROM NMSD, THE SUPERINTENDENT THERE. WE'VE GONE 14 THROUGH A LOT OF CHANGES SINCE 2001. OUR STUDENTS 15 HAVE GONE FROM 91 STUDENTS TO NOW WE HAVE 161 16 STUDENTS, SO THAT'S BEEN A SIGNIFICANT INCREASE. 17 WHILE WE'RE INCREASING OUR STUDENT 18 ENROLLMENT WE ALSO HAVE TO MEET THE CHALLENGE OF 19 NCLB REQUIREMENTS. ONE OF THE BIG CHALLENGES FOR 20 US IS HIRING HIGHLY QUALIFIED TEACHERS AND MEETING 21 THE CURRICULUM STANDARDS. 22 I HAVE THE QUESTIONS HERE. I WANT TO 23 SHOW YOU WHAT WE'VE BEEN DOING AT THE SCHOOL. AS 24 THE PRINCIPAL, WE'VE SET UP A STRICT TEAM FOR HIGH 25 SCHOOL, MAKING SURE THAT THEY ARE TAKING ALL THE Page 136 1 PROPER CLASSES, MEETING ALL THE REQUIREMENTS IN 2 THAT WAY SO THAT--SHALL I GO THROUGH EACH OF 3 THESE, DO YOU THINK? DO YOU THINK TALKING ABOUT 4 THE DETAILS OR WHAT DO YOU THINK WOULD MAKE THE 5 MOST SENSE? WOULD YOU LIKE ME TO--MAYBE I'LL JUST 6 TOUCH ON THAT AND WE'LL GO FROM HERE, OKAY. 7 SPEAKER: I THINK WE'LL JUST TALK A 8 LITTLE BIT ABOUT YOURSELF AND THEN WE'LL COME BACK 9 TO THE QUESTIONS. 10 DR. PRICKETT: I'M JEANNE PRICKETT AND 11 I'M THE SUPERINTENDENT FOR THE IOWA SCHOOL FOR THE 12 DEAF. WE HAVE 110 STUDENTS ON CAMPUS AND 60 WE 13 SERVE IN SOUTHWESTERN IOWA THROUGH THE ITINERANT 14 MODEL. OUR STUDENTS RANGE IN AGE FROM TWO YEARS 15 OLD. TODDLERS COME TWICE A WEEK FOR HALF A DAY, 16 SO I TRY TO GET TO THE CLASSROOMS ON THOSE DAYS 17 BECAUSE THEY ARE SO MUCH FUN, AND OUR PROGRAM GOES 18 THROUGH 21. WE HAVE A NEW FOUR-PLUS PROGRAM 19 THAT'S A TRANSITION PROGRAM WHERE WE CO-ENROLL OUR 20 STUDENTS WITH THE COMMUNITY COLLEGES IN OMAHA AND 21 IN COUNCIL BLUFFS, TWO COMMUNITY COLLEGES; OR 22 PLACE THEM AT WORK SITES AND ALLOW THEM TO COME 23 BACK FOR TUTORING AND ADDITIONAL LANGUAGE AND MATH 24 DEVELOPMENT UNTIL AGE 21. THAT PROGRAM WAS 25 ESTABLISHED IN THE LAST THREE YEARS. Page 137 1 WITH RESPECT TO IOWA, WE'RE ONE OF THOSE 2 PILOT STATES FOR THE GROWTH MODEL, SO WE'LL HEAR 3 MORE ABOUT THAT IN A MOMENT. 4 AND OTHER THAN THAT, IOWA IS A HOLD-OUT 5 STATE FOR SOME OF THE PROVISIONS OF NO CHILD LEFT 6 BEHIND. THE FURTHER WEST OF THE MISSISSIPPI YOU 7 GET, THE MORE LIKELY YOU ARE GOING TO FIND LOCAL 8 CONTROL BEING A HUGE ISSUE. IOWA IS A LOCAL 9 CONTROL STATE. THEREFORE, WE DON'T HAVE STATE 10 STANDARDS AND WE ONLY HAD A NEW LAW FOR A MODEL 11 CORE CURRICULUM SIGNED INTO EXISTENCE YESTERDAY. 12 MR. RHOTEN: DON RHOTEN, SUPERINTENDENT 13 OF THE (INAUDIBLE) IN BEAUTIFUL PITTSBURGH. 14 I'M STILL DON RHOTEN, SUPERINTENDENT-- 15 MS. RAIMONDO: DID EVERYBODY HEAR WHAT 16 JEANNE SAID? YES OR NO? YES, OKAY. SORRY. 17 MR. RHOTEN: I'M STILL DON RHOTEN, 18 SUPERINTENDENT OF WESTERN PENNSYLVANIA SCHOOL FOR 19 THE DEAF IN BEAUTIFUL PITTSBURGH. 20 CART REPORTER: I STILL CAN'T HEAR YOU 21 WELL ENOUGH TO CAPTION YOU. 22 MR. RHOTEN: I'M STILL DON RHOTEN. 23 WESTERN PENNSYLVANIA SCHOOL FOR DEAF IN BEAUTIFUL 24 PITTSBURGH. 25 IT'S VERY IMPORTANT TO KNOW THAT WPSD IS Page 138 1 A PRIVATE SCHOOL. WE'RE ONE OF 13 PRIVATE SCHOOLS 2 FOR THE DEAF IN THE UNITED STATES. MOST OF THOSE 3 SCHOOLS ARE LOCATED IN THE NORTHEAST AND WE SERVE 4 AS CONTRACTED PROVIDERS, SERVICE PROVIDERS TO THE 5 STATE. 6 EVEN I CAN HEAR MYSELF NOW. 7 SO OUR SITUATIONS WITH NCLB IS VERY 8 DIFFERENT THAN A STATE SCHOOL FOR THE DEAF. 9 IN PENNSYLVANIA WHEN--WELL, ACTUALLY IN 10 PENNSYLVANIA WE'RE ONE OF FOUR CHARTER SCHOOLS 11 THAT HAVE--THERE ARE TWO SCHOOLS IN PHILADELPHIA, 12 WPSD IN PITTSBURGH, AND TWO SCHOOLS FOR THE BLIND. 13 AND THEY ARE CLOSE TO 40 OTHER PRIVATE SCHOOLS 14 THAT SERVE A VARIETY OF HANDICAP SITUATIONS IN 15 PENNSYLVANIA. 16 AGAIN, WE'RE SERVICE PROVIDERS. WE'RE 17 NOT--THE STUDENTS DON'T BELONG TO US. THEY BELONG 18 TO THE SCHOOL DISTRICT. SO THAT'S VERY IMPORTANT 19 WHEN YOU CONSIDER THE IMPACT OF NCLB. 20 AS FAR AS PRIVATE SCHOOLS GO, 21 PENNSYLVANIA'S A PRETTY GOOD PLACE TO WORK, BETTER 22 THAN SOME OF THE REGULATIONS AND REQUIREMENTS OF 23 NEW YORK, MASSACHUSETTS, CONNECTICUT. THEY ARE 24 PRETTY TOUGH RELATED TO FUNDING AND RULES RELATED 25 TO PRIVATE SCHOOLS. Page 139 1 BUT WHEN NCLB WAS FIRST SET UP, 2 PENNSYLVANIA COULD NOT DECIDE IF IT APPLIED TO 3 PRIVATE SCHOOLS OR NOT. SO WE WAITED A YEAR AND 4 EACH PERSON THAT WE ASKED IN PENNSYLVANIA, AND 5 PENNSYLVANIA DEPARTMENT OF EDUCATION, GAVE US A 6 DIFFERENT ANSWER TO IF IT APPLIED TO US OR NOT. 7 NO, NO, NO, YES, MAYBE, NO, NO, NO. WE WEREN'T 8 SURE. 9 SO AFTER ONE YEAR WE TOOK OFF OUR HAT AS 10 ADMINISTRATORS AND PUT ON OUR HAT AS LEADERS. 11 DECIDED, YES, WE WILL FOLLOW NCLB. WHY WOULD WE 12 WANT TO FOLLOW NCLB WHEN THERE'S NOT SOME--WHEN 13 THERE'S SOME QUESTION AS TO IF WE HAD TO OR NOT? 14 THERE'S A VERY SIMPLE ANSWER TO THAT. 15 TODAY I HEARD AGAIN AND AGAIN THE WORD PERCEPTION, 16 AND IT SEEMED TO BE BECOMING MORE AND MORE 17 RECOGNIZED BY US; PERCEPTION OF OUR SCHOOLS BY 18 PUBLIC SCHOOLS, PARENTS, DOCTORS, AUDIOLOGISTS, ON 19 AND ON AND ON AND ON. 20 AND LET'S BE HONEST. WE'RE AT WAR OR AT 21 LEAST IN COMPETITION WITH OTHER SCHOOLS, MEANING 22 PUBLIC SCHOOLS, INTERMEDIATE UNITS. WE'RE IN 23 COMPETITION FOR--WITH ORAL SCHOOLS. AND 24 PITTSBURGH IS A VERY POWERFUL ORAL SCHOOL WHO IS 25 TRYING TO STEAL ALL DEAF CHILDREN THROUGHOUT Page 140 1 WESTERN PENNSYLVANIA. 2 SO IT'S A COMPETITION FOR THE HEARTS AND 3 MINDS OF PARENTS OF DEAF AND HARD-OF-HEARING 4 CHILDREN. 5 SO IF WE DID NOT FOLLOW NCLB, THEN THE 6 PERCEPTION WOULD BE THAT OUR ACADEMIC PROGRAM IS 7 NOT THE SAME STANDARDS, QUALITY, AS WHAT YOU FIND 8 IN PUBLIC SCHOOLS. 9 NOW, I KNOW DOCTORS AND HOSPITALS AND 10 AUDIOLOGISTS WOULD EAT THAT UP. THEY WOULD LOVE 11 TO SAY WPSD DOES NOT FOLLOW THE SAME GUIDELINES AS 12 PUBLIC SCHOOLS, THEREFORE, YOUR CHILD WOULD BE 13 BETTER SERVED IN A PUBLIC SCHOOL. 14 ABOUT 11 YEARS AGO WPSD CONDUCTED A FOCUS 15 GROUP STUDY, A MARKETING STUDY. WE ASKED--WE 16 REALLY FOCUSED ON PARENTS OF STUDENTS OF THE DEAF 17 AND HARD-OF-HEARING WHO DID NOT HAVE STUDENTS 18 ENROLLED IN WPSD. WE FOCUSED ON DOCTORS, 19 AUDIOLOGISTS AND SCHOOL DISTRICT PERSONNEL. AND 20 THE RESPONSE THAT WE GOT FROM THEM, THE 21 OVERWHELMING FEEDBACK WAS, IT'S A SCHOOL FOR THE 22 DEAF. THEIR ACADEMICS, THEIR EDUCATION IS NOT THE 23 SAME AS PUBLIC SCHOOL. THEY SERVED VOCATIONAL 24 TRACK STUDENTS, NOT ACADEMIC TRACK. THEIR 25 EDUCATIONAL LEVEL IS LOW. Page 141 1 SO WE DISAGREE. AND BASED ON THAT, WE 2 REALLY STARTED DOING ACCOUNTABILITY AND ASSESSMENT 3 OURSELVES. AND I THINK THAT WPSD BECAME ONE OF 4 THE FIRST SCHOOLS TO ASSUME THE RESPONSIBILITY FOR 5 DOING SELF ANALYSIS. 6 BASICALLY WHAT NCLB REQUIRES OF US NOW IS 7 LESS THAN WHAT WE WERE DOING OURSELVES. WE 8 BELIEVE WE SHOULD HOLD OURSELVES ACCOUNTABLE, NOT 9 DEPENDING ON THE STATE OR THE FEDS TO KEEP US 10 ACCOUNTABLE. 11 WE BELIEVE IT'S THE RIGHT THING TO DO. 12 WE'VE BEEN COLLECTING DATA FOR TEN YEARS. AND 13 WHAT WAS HAPPENING WAS WE WERE RECEIVING THE 14 TESTING INFORMATION, BEFORE NCLB, DIRECTLY INSTEAD 15 OF GOING THROUGH THE SCHOOL DISTRICTS. WHEN NCLB 16 WAS SET UP, BECAUSE THE STUDENTS ARE NOT MINE, 17 THEY WENT--THE SCORES WENT DIRECTLY TO THE SCHOOL 18 DISTRICTS. WPSD SERVES 101 SCHOOL DISTRICTS. SO 19 WE HAD TO BEG, BORROW, STEAL THE DATA TO COLLECT 20 THE INFORMATION. 21 UNTIL RECENTLY THE SCHOOL DISTRICTS AND 22 THE STATE WERE NOT SHARING THAT INFORMATION WITH 23 US. FINALLY THEY AGREED THAT, WELL, MAYBE WPSD 24 SHOULD RECEIVE THE INFORMATION. IT HAS BEEN A 25 STRUGGLE. Page 142 1 HAS IT HELPED WPSD? I WOULD LIKE TO 2 THINK NO, BECAUSE I WOULD LIKE TO THINK THAT WE 3 WOULD HAVE DONE, ASSUMED THE RESPONSIBILITY FOR 4 ACCOUNTABILITY OURSELVES AS OPPOSED TO WAITING FOR 5 THE FEDS TO FORCE IT ON US. WE DON'T GET ANY 6 MONEY. PRIVATE SCHOOLS, WE'RE NOT ELIGIBLE FOR 7 NCLB MONEY. 8 MS. RAIMONDO: DO THE TWO OF YOU WANT TO 9 FOLLOW UP WITH HOW NCLB APPLIES TO YOUR SCHOOL? 10 AND, DAVID, I'M ALSO CURIOUS TO KNOW, YOU 11 TALKED ABOUT THE INCREASE IN ENROLLMENT IN YOUR 12 SCHOOL. DO YOU THINK THAT'S RELATED TO ANY OF THE 13 ACCOUNTABILITY STEPS THAT YOU'VE TAKEN AT MSC? 14 MR. SANDERSON: OKAY. WE ARE EXPERIENCED 15 WITH INCREASED ENROLLMENT. WE WANTED TO MAKE SURE 16 THAT WE ARE HIRING QUALIFIED TEACHERS. TWO-THIRDS 17 OF OUR TEACHERS NOW ARE HIGHLY QUALIFIED. 18 ONE-THIRD ARE LONG-TERM SUBS. AND BECAUSE OF THAT 19 NUMBER WE HAVE CONCERNS OBVIOUSLY WITH THE SCHOOL 20 BECAUSE NOT ALL OF OUR TEACHERS ARE IN FACT HIGHLY 21 QUALIFIED. NCLB DOES REQUIRE ALL OF THE TEACHERS 22 IN MICHIGAN TO BE--TO HAVE HIGHLY QUALIFIED 23 STATUS. 24 SO THE REASON FOR OUR PROBLEM THAT WE'RE 25 NOT ABLE TO MEET THAT IS MONEY. FORTUNATELY, JUST Page 143 1 RECENTLY STRUGGLING WITH THE DEPARTMENT IN 2 MICHIGAN, AROUND THE SALARIES, WE WERE ABLE TO GET 3 AN INCREASE AND NOW WE ARE GETTING MORE 4 APPLICATIONS. WE HAVE SEVEN POSITIONS OPEN IN THE 5 FALL AND WE WILL HAVE FOUR MORE BECAUSE OF THE 6 INCREASED ENROLLMENT, SO WE'RE STILL TRYING TO 7 AGAIN RAISE OUR ACADEMIC STANDARDS. 8 IN MICHIGAN WE HAVE THE MICHIGAN PEER 9 CURRICULUM. IT'S A MERIT CURRICULUM AND THAT IS 10 FOR MATH, ALGEBRA, ALGEBRA 2, GEOMETRY, THREE 11 CREDITS OF SCIENCE, THREE CREDITS OF SOCIAL 12 STUDIES, ONE CREDIT OF HEALTH, PE, ONE CREDIT OF 13 VISUAL PERFORMING ARTS, ONLINE EXPERIENCE WITH THE 14 COMPUTER AND TWO CREDITS FOR WORLD LANGUAGES. SO 15 THAT'S THE REQUIREMENT. 16 THOSE REQUIREMENTS ARE THE SAME ALL 17 THROUGHOUT THE STATE, SO THE PRINCIPALS HAVE TO 18 PUT IN PLACE EARLY ENOUGH A PLAN, A TEAM, THAT 19 WILL LOOK AT MAKING SURE THAT EACH STUDENT IS 20 GOING TO GRADUATE FROM OUR SCHOOL WITH HAVING MET 21 ALL THESE CRITERIA. SO, YES, THAT'S BEEN A 22 CHALLENGE. 23 SO IN TRYING TO PROVIDE THE TRAINING, 24 THEY COME TO OUR SCHOOL, THEY MAY BE HIGHLY 25 QUALIFIED TEACHERS, AND CERTAINLY WE PAY FOR THEM Page 144 1 TO COME, TO ATTEND ALL OF THOSE CLASSES, THE 2 WORKSHOPS, THE THINGS THAT THEY NEED TO ACHIEVE 3 THEIR GOAL. OUR HR PERSON MEETS WITH ALL OF OUR 4 TEACHERS AND LOOKS AT ALL OF THOSE REQUIREMENTS, 5 MAKING SURE THEY HAVE THE BA, THEY HAVE THEIR 6 TEACHER'S CERTIFICATE, AND THEY HAVE THEIR 7 CERTIFICATE IN CONTENT AREAS SO THEY DO KNOW MATH, 8 ENGLISH, READING, ET CETERA. 9 AND SO THEN WE WILL BE ABLE TO HOPEFULLY 10 COVER ALL OUR CLASSES, AND THAT'S HOW WE'VE BEEN 11 DOING IT IN MICHIGAN. OUR GOAL IS TO MEET NCLB 12 REQUIREMENT AND THAT IS TO HAVE ALL OF OUR 13 TEACHERS, 100 PERCENT OF THEM, HIGHLY QUALIFIED 14 ALONG WITH THESE CURRICULUM ISSUES. 15 DR. PRICKETT: IN TERMS OF IOWA SCHOOL 16 FOR THE DEAF, WE HAVE HAD MULTIPLE MEASURES IN 17 PLACE FOR ABOUT FIVE YEARS NOW AND THAT INCLUDES 18 THE IOWA TESTS OF EDUCATIONAL DEVELOPMENT WHICH IS 19 FOR HIGH SCHOOL STUDENTS AND THE ITBS, IOWA TEST 20 OF BASIC SKILLS. OBVIOUSLY THAT'S KIND OF A 21 NO-BRAINER YOU WOULD USE THE ITBS FOR IOWA KIDS. 22 THOSE TWO ARE THE REGULAR EDUCATION VERSIONS. AND 23 THE NORTHWEST EDUCATIONAL ASSESSMENT, WHICH IS 24 ALSO A REGULAR EDUCATION VERSION, AND OF COURSE 25 THE TRADITIONAL ONES IN HEARING IMPAIRMENT, THE Page 145 1 STANFORD ACHIEVEMENT TEST FOR HEARING IMPAIRED. 2 ALL OF THOSE SCORES ARE TRACKED AND HAVE 3 BEEN FOR GROWTH MODEL AND WE'RE ONE OF THE GROWTH 4 MODEL STATES. UNLIKE DON'S STATE, THE DISTRICTS 5 DON'T GET THE DATA FIRST, WE DO. BUT, UNLIKE MANY 6 OF YOUR STATES, WE DON'T HAVE AN AYP MEASUREMENT 7 FOR IOWA SCHOOL FOR THE DEAF BECAUSE THE DISTRICTS 8 THEN GET THE DATA AND THE DISTRICTS IN IOWA 9 INCLUDE OUR STUDENTS' DATA IN THEIRS. THAT 10 STUDENT IS STILL A MEMBER OF THAT STUDENT'S 11 RESIDENT DISTRICT, AND THAT HAS WORKED IN OUR 12 FAVOR BECAUSE THE GROWTH MODEL SHOWS CLEAR GAINS 13 FOR OUR STUDENTS. 14 BY THE WAY, I WOULD LIKE TO MAKE AN 15 OBSERVATION THAT WE TALKED TO OUR STUDENTS AT IOWA 16 SCHOOL FOR THE DEAF IN FEBRUARY ABOUT THE 17 IMPORTANCE OF THE TESTING, THE HIGH SCHOOL 18 STUDENTS, AND WHAT THE RESULTS MEAN FOR THE STATE, 19 FOR ISD, TO THEIR PARENTS, FOR THEIR LIVES, AND WE 20 SAW A DRAMATIC DIFFERENCE IN THE IOWA TEST OF 21 EDUCATIONAL DEVELOPMENT. 12 SUBTESTS. A GROWTH 22 LEVEL OF 18 POINTS AVERAGE ON THOSE 12 FROM FOUR 23 GRADES OF KIDS. ONLY FOUR KIDS IN THE HIGH SCHOOL 24 DON'T TAKE THE TESTS BECAUSE OF BEING ON ALTERNATE 25 ASSESSMENT. FOUR OUT OF 44. SO ABOUT 10 PERCENT. Page 146 1 ONCE THE STUDENTS WERE TOLD WHAT THAT 2 INFORMATION MEANS, THEN THEY UNDERSTOOD THE 3 IMPORTANCE IN TERMS OF NO CHILD LEFT BEHIND, IN 4 TERMS OF IDEA, IN TERMS OF THEIR IEPS, AND IN 5 TERMS OF THEIR OWN LIVES. HEARING KIDS GAIN ON 6 THE IOWA TEST OF EDUCATIONAL DEVELOPMENT ABOUT 8 7 TO 9 POINTS A YEAR. OUR STUDENTS SHOWED A GAIN OF 8 18 BECAUSE THEY WERE PAYING ATTENTION TO WHAT THEY 9 WERE DOING AND BECAUSE OF THE ACHIEVEMENT GAINS 10 COMBINED FROM THE LAST SEVERAL YEARS. 11 I THINK WE NEED TO MAKE OUR KIDS 12 ACCOUNTABLE FOR THEMSELVES AS WELL. IT'S NOT JUST 13 ABOUT US. THEY NEED TO UNDERSTAND WHAT THESE 14 RESULTS MEAN TO THEIR LIVES. OUR GAPS ARE STILL 15 THERE. BUT THE GROWTH IS STEADILY GOING UP. AND 16 MY CHARTS THAT I HAVE--I ACTUALLY HAVE A 17 POWERPOINT ON MY COMPUTER IF YOU ARE INTERESTED. 18 OUR CHARTS SHOW FOURTH GRADERS ON UP THROUGH 12TH 19 GRADERS, STEADY PROGRESS ON THE IOWA TEST OF 20 EDUCATIONAL DEVELOPMENT. SPOTTY PROGRESS FOR ONE 21 CLASS FOR ONE YEAR, THAT'S IT, AND IT WAS THE 22 JUNIOR CLASS THIS YEAR. THEY ACKNOWLEDGED THAT 23 THEY DID POORLY BECAUSE THEY DON'T GIVE A RIP. 24 THEY TOLD US THAT. THEY DID BETTER THIS YEAR. 25 WITH RESPECT TO--OH, BY THE WAY, ISD IS Page 147 1 THE ONLY PROGRAM FOR DEAF OR HARD-OF-HEARING KIDS 2 IN IOWA THAT CAN SHOW ITS DATA. THERE ARE NO 3 STATE DATA ON HOW DEAF OR HARD-OF-HEARING KIDS ARE 4 DOING MAINSTREAM IN IOWA. THEY ARE SCRAMBLING TO 5 COME UP WITH IT. WE SHOULD HAVE IT BY FALL. WE 6 CAN SHOW PROGRESS AND NONE OF THE HEARING SCHOOLS 7 CAN. WHETHER THEY HAVE IT OR NOT, IT'S NOT 8 AVAILABLE. 9 WE HAVE VERY RIGOROUS LICENSURE IN IOWA 10 AND PART OF OUR ACCOUNTABILITY HAS BEEN TO INSURE 11 HIGHLY QUALIFIED TEACHERS, LIKE EVERYBODY ELSE. 12 AND I JUST WISH MY COLLEAGUE WOULD NOT ADVERTISE 13 FOR TEACHERS HERE BECAUSE WE'RE ALL COMPETING FOR 14 THOSE SEVEN TEACHERS HE WANTS. HE'S SAYING, 15 RIGHT. I'M GOING TO TELL ON HIM. HE SAID, RIGHT, 16 RIGHT, THAT'S WHAT HE WAS DOING. 17 AND WE ARE ALL COMPETING FOR THE MOST 18 HIGHLY QUALIFIED TEACHERS, ESPECIALLY AT THE HIGH 19 SCHOOL LEVELS, SO WE ACTUALLY SEND OUR FOLKS BACK 20 TO SCHOOL TO MEET THAT REQUIREMENT. WE PAY 21 TUITION; THAT'S PART OF BEING A BOARD OF REGENTS 22 INSTITUTION. THE REGENTS BELIEVE STRONGLY IN 23 TUITION REIMBURSEMENT, BUT ALSO WHAT WE'VE HAD TO 24 DO IS SIMPLY REORGANIZE. AND PEOPLE WHO HAVE BEEN 25 TEACHING HIGH SCHOOL ENGLISH FOR YEARS CAN'T DO Page 148 1 THAT ANYMORE BECAUSE THEY DON'T HAVE THE PROPER 2 LICENSURE, END OF REPORT. 3 ON THE HIGHLY QUALIFIED PRINCIPAL ISSUE, 4 I ENCOURAGE YOU ALL, AND I'M SORRY, I MAY BE 5 STRAYING OFF WHICHEVER QUESTION WE WERE SUPPOSED 6 TO BE RESPONDING TO RIGHT NOW. 7 I WANT YOU TO PAY ATTENTION TO RESEARCH 8 BY THE MCREL INSTITUTE--M-C-R-E-L, I'LL LOOK IT 9 UP, IF YOU ARE INTERESTED--ON EFFECTIVE SCHOOL 10 PRINCIPALS, EFFECTIVE SCHOOL LEADERSHIP. AND IT 11 IS THE PRINCIPAL. THERE IS A LIST OF BEHAVIORS, 12 21 OR SO, THAT MCREL CAME OUT, MAYBE MORE THAN 13 THAT, YOU NEED TO PAY ATTENTION TO IF YOUR 14 PRINCIPAL IS DOING THOSE THINGS THAT WERE HIGHLY 15 CORRELATED WITH BEING IN AN EFFECTIVE SCHOOL THAT 16 WILL SHOW STUDENT ACHIEVEMENT GAINS THAT ARE 17 HIGHER. MCREL HAS THE BEHAVIORS LISTED. THE DATA 18 ARE FROM THOUSANDS AND THOUSANDS OF STUDY CASES, 19 AND EFFECTIVE PRINCIPALSHIP IS WHAT IS GOING TO 20 MAKE THE DIFFERENCE IN THE ACHIEVEMENT. 21 OUR STUDENTS SHOWED A GAIN--OUR HIGH 22 SCHOOL STUDENTS HAD A 3.9 READING LEVEL FOR FOUR 23 CLASSES, FRESHMAN, SOPHOMORES, JUNIORS, SENIORS AT 24 THE BEGINNING OF AUGUST 2006 AND IN MAY IT WAS 25 5.1. THAT'S A GAIN OF MORE THAN ONE YEAR FOR ONE Page 149 1 YEAR'S TIME, FOLKS. THAT WAS--THAT WAS--THANK YOU 2 FOR THE APPLAUSE BACK THERE. 3 THAT WAS BECAUSE WE HAVE HIGHLY EFFECTIVE 4 PRINCIPALS AND HIGHLY EFFECTIVE TEACHERS, HIGHLY 5 QUALIFIED, ALL OF THEM, PAYING ATTENTION TO OUR 6 ACCOUNTABILITY AND EXPLAINING TO KIDS WHY THEY ARE 7 ACCOUNTABLE, TOO, FOR THEIR OWN READING PROGRESS. 8 THAT INCLUDED OUR KIDS WITH MULTIPLE CHALLENGES, 9 WITH AUTISM, WITH EVERYBODY. 10 AND I'M REALLY PROUD OF THAT AS YOU CAN 11 TELL. SO PAY ATTENTION TO THAT HIGHLY EFFECTIVE 12 PRINCIPAL DISCUSSION THAT'S OCCURRING IN NO CHILD 13 LEFT BEHIND. IOWA'S BEEN ON IT FOR SIX YEARS NOW. 14 WE HAVE STANDARDS AND INDICATORS FOR SUCCESSFUL 15 PRINCIPALS ONLINE AT THE IOWA DEPARTMENT OF ED 16 THAT MY PEOPLE HAD TO GO TAKE CARE OF, I HAD TO GO 17 TAKE CARE OF. WE HAD TO LEARN WHAT THOSE WERE ALL 18 ABOUT. I HAD TO LEARN HOW TO EVALUATE A PRINCIPAL 19 ACCORDING TO THOSE STANDARDS AND THAT'S THE NEXT 20 THING COMING. THAT PERSON IS KEY TO MAKING SURE 21 THAT THE TEACHERS CAN DO WHAT THEY NEED TO DO. I 22 HOPE THAT ANSWERS THAT. 23 MS. RAIMONDO: WELL, BASED ON WHAT YOU'VE 24 SAID SO FAR, IT SOUNDS LIKE NCLB HAS BEEN A GOOD 25 THING FOR YOUR SCHOOL, I MEAN, DESPITE THE FACT Page 150 1 THAT YOU ARE ALL FIGHTING OVER HIGHLY QUALIFIED 2 TEACHERS AND THAT KIND OF THING. 3 AND SOME OF YOU, I GUESS, JEANNE, YOU 4 HAVE MENTIONED A LITTLE BIT ABOUT HOW YOUR 5 STUDENTS HAVE RESPONDED. 6 FOR DAVE AND DON, I'M CURIOUS, ALL THREE 7 OF YOU, HOW HAVE YOUR STUDENTS RESPONDED AND THE 8 STAFF RESPONDED AND THE PARENTS AS WELL? WHAT 9 KIND OF REACTION ARE YOU GETTING FROM YOUR 10 COMMUNITY OF STUDENTS, TEACHERS AND STAFF AND 11 PARENTS? 12 MR. RHOTEN: WELL, I THINK IT'S RAISED-- 13 DEFINITELY HAS RAISED THE AWARENESS OF THE NEED TO 14 DO WELL ON THE TESTS. AND WE STARTED SCHEDULING 15 ACTIVITIES AND EVENTS AROUND THE TEST. INSTEAD OF 16 SCHEDULING TRACK MEETS ANY TIME THEY WANT OR 17 BASKETBALL TOURNAMENTS ANY TIME THEY WANT, THEY 18 SCHEDULE IT AROUND THE TESTING. 19 AND THE TEACHERS START PREPARING THE KIDS 20 MENTALLY FOR THE TESTING TWO WEEKS, THREE WEEKS IN 21 ADVANCE. AND THE KIDS, THEMSELVES, THEY KNOW THEY 22 NEED TO GO TO BED EARLY THE NIGHT BEFORE, GET 23 READY FOR THE TEST. IT'S RAISED AN AWARENESS ON 24 EVERYONE'S PART. 25 ANOTHER GREAT THING IS, I THINK THE Page 151 1 PENNSYLVANIA DEPARTMENT OF EDUCATION DID NOT 2 UNDERSTAND THE CAPABILITIES OF THE STUDENTS AT 3 WPSD, BPSD, THE OTHER SCHOOLS. THEY THOUGHT MORE 4 MULTI-HANDICAPPED STUDENTS ATTENDED OUR SCHOOL. 5 THEY THOUGHT MAYBE 50, 60 PERCENT OF STUDENTS AT 6 OUR SCHOOLS ARE NOT CAPABLE STUDENTS. 7 THEY WERE SURPRISED THAT, FOR EXAMPLE, 8 WPSD, 198 STUDENTS, 62 ARE CONSIDERED WHAT WE CALL 9 APPLIED STUDIES, WHICH IS MORE CHILD THAN 10 STUDENTS. ONLY 28 STUDENTS TOOK THE SPECIAL TEST, 11 AND PDE WAS VERY SHOCKED. THERE WERE SO FEW 12 STUDENTS WHO QUALIFIED FOR THE TEST. 13 THIS YEAR FOR THE SENIOR CLASS, OF THE 14 14 STUDENTS WHO TOOK THE ACADEMIC, THE WRITTEN 15 ACADEMIC PART OF THE TEST, TEN GOT CERTIFICATES OF 16 ACHIEVEMENT FOR THOSE TESTS. THAT WAS THE LARGEST 17 NUMBER OF STUDENTS WE'VE EVER HAD THAT PASSED 18 THESE COMPETENCY LEVEL AND WRITTEN PART OF THE 19 TEST. 20 THIS YEAR--AND ALL THE STUDENTS ARE AWARE 21 AND THE TEACHERS AND PARENTS ARE AWARE BECAUSE WE 22 SHARE THAT INFORMATION WITH THEM. THE JUNIOR 23 CLASS, WE HAVE 17 STUDENTS IN THE JUNIOR CLASS. 24 14 OF THOSE STUDENTS SCORED 12 OR ABOVE ON THE 25 ACT, AND WE ADVERTISE THAT AND WE APPLAUD THEM. Page 152 1 AND INSTEAD OF GIVING THE VOLLEYBALL TEAM JACKETS 2 AND THINGS LIKE THAT, WE START FOCUSING ON 3 ACADEMIC ACHIEVEMENT AS WELL. SO I THINK IT'S 4 REALLY CHANGED OUR MINDSET. 5 MR. SANDERSON: AT OUR SCHOOL WE HAVE 6 PARENTS OF STUDENTS WHO WILL COME, THEY WILL TALK 7 TO THE GROUP. WE WILL INVITE THREE HIGH OFFICIALS 8 FROM THE LEGISLATURE, FROM THE GOVERNMENT, TO 9 COME. THEY WILL SPEAK TO THE GROUP OF PARENTS. 10 THE PARENT GROUPS WILL COME. THERE WILL BE A 11 LARGE GROUP THERE ATTENDING. AND WHAT THEY WANT 12 TO HEAR, THE LEGISLATORS WANT TO HEAR ABOUT THE 13 PARENTS' CONCERNS AND THE HIGHLY QUALIFIED ISSUES 14 AND THE FACT THAT ALL OUR TEACHERS ARE NOT AT THAT 15 POINT THERE. 16 THE MICHIGAN ASSESSMENT PROGRAM, WHICH IS 17 GIVEN TO GRADES 3 THROUGH 9, AND THE 11TH GRADE, 18 THEY TAKE WHAT'S CALLED THE MM--THE MICHIGAN MERIT 19 TEST, MMT. THE SENIOR CLASS ARE RETESTED AND IF 20 THEY PASS IT, THEY RECEIVE A SCHOLARSHIP FROM THE 21 STATE OF MICHIGAN. IF THEY GO OUT OF STATE, IT'S 22 ONE THOUSAND DOLLARS. IF THEY GO TO GALLAUDET, 23 THEY GET A THOUSAND. 24 BUT THE POINT IS THAT THE PROCESS THAT 25 PARENTS THAT WERE BRINGING UP, ISSUES AROUND AYP, Page 153 1 ISSUES RELATED TO AYP, THINGS HAPPENING TO THE 2 DISTRICT, GETTING INFORMATION FROM THE LEAS. THEY 3 WERE NOT PRINTING AYP. BECAUSE WE'RE SO SMALL WE 4 DO NOT REPORT. BECAUSE IF YOU HAVE TEN OR LESS IN 5 A GRADE LEVEL, THEN YOU DO NOT HAVE TO DO AYP AND 6 SO WE WERE NOT ABLE TO REPORT. SO PARENTS DO HAVE 7 A RIGHT TO KNOW ABOUT HOW THEIR STUDENTS ARE DOING 8 ACADEMICALLY AT THE SCHOOL. 9 SO WE'RE TRYING TO PROPOSE THREE GROUPS: 10 ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL. AND 11 THEY ARE CONSIDERING THAT BECAUSE THE NUMBERS ARE 12 NOT LARGE AND WE DON'T WANT TO COMPROMISE THE 13 CONFIDENTIALITY BECAUSE OUR NUMBER IS SO SMALL AND 14 TRY TO FIGURE OUT, HMMM, I WONDER WHICH STUDENT 15 THAT IS. AND BECAUSE THAT'S NOT ALLOWED, WE'RE 16 WANTING THEM TO ALLOW US TO REPORT ON AYP 17 THROUGH THREE CLUSTER GROUPS AND TO HAVE THOSE 18 DATA PRINTED ON A REGULAR BASIS. AND THAT I THINK 19 WILL IMPROVE OUR ACCOUNTABILITY AND IT IS ONE OF 20 OUR GOALS FOR US TO MEET NCLB AND AYP. 21 SO THE STATE BOARD OF ED, WE'VE MADE 22 THOSE PROPOSALS SAYING WE WANT TO REPORT ON AYP. 23 AND SO WE'RE HOPING THAT IN THE FALL ALL THE DATA 24 THAT HAS BEEN COLLECTED WE'LL BE ONE OF THE FIRST 25 SCHOOLS TO BE ABLE TO REPORT AND THAT IS CERTAINLY Page 154 1 ONE OF OUR GOALS TO MEET THAT NCLB REQUIREMENT. 2 MR. RHOTEN: ONE OF THE CHALLENGES WITH 3 USING THIS INFORMATION TO EVALUATE OUR SCHOOLS IS, 4 FIRST, THE SCHOOLS ARE VERY, VERY SMALL. BUT THE 5 STUDENTS ARE CHANGING ALL THE TIME. OUR HIGH 6 SCHOOL STUDENTS, THEY HAVE BEEN THERE ONE YEAR, 7 TWO YEARS, SIX MONTHS. THEY ARE NOT OUR STUDENTS. 8 WE DON'T HAVE--VERY FEW STUDENTS LEFT WHO STARTED 9 WPS FROM AGE THREE TO HIGH SCHOOL. SO THEY ARE 10 NOT REALLY OUR STUDENTS ANYMORE. 11 DR. PRICKETT: I WOULD LIKE TO FOLLOW UP 12 ON DON'S OBSERVATION. WHAT WE DISCOVERED WITH 13 THOSE GROWTH MODEL CHARTS THAT WE'RE KEEPING FOR 14 THE STATE OF IOWA IS THAT THERE'S A SMALLER GAP 15 BETWEEN HEARING KIDS AND OUR KIDS AT THE LOWER 16 LEVELS AND A LARGER GAP STARTING AT NINTH GRADE, 17 AND IT HIT ME WHAT THAT WAS. 18 WELL, OF COURSE, THE MATERIAL IS HARDER 19 BUT IT'S BECAUSE ALL THE KIDS WHO WERE NOT 20 COMPETITIVE IN REGULAR EDUCATION MAINSTREAM 21 SETTINGS WITH INTERPRETERS HIT OUR HALLS AT NINTH 22 GRADE WHEN THEY HAVE--AND THEN WE HAVE A FAILURE 23 MODEL IN IOWA THAT WHEN THOSE STUDENTS FAIL IN 24 REGULAR MAINSTREAM, THEY CONTACT US AND SO THE GAP 25 SUDDENLY--THE AVERAGE HAS SUDDENLY WENT DOWN Page 155 1 BECAUSE WE HAVE A WHOLE NEW CROP OF STUDENTS. AND 2 WHEN WE EXTRACT OUR VERY SMALL NUMBER OF STUDENTS 3 WHO HAVE BEEN AT ISD THE WHOLE TIME, THEY ARE THE 4 ONES WHO READING LEVELS ARE HIGHER. 5 SO WHEN I SAY 3.9 UP TO 5.1, WE'RE NOW 6 INCLUDING THE KIDS WHO JUST CAME TO US FROM 7 ORDINARY SCHOOLS IN THEIR FRESHMAN YEAR AND 8 SOPHOMORE YEAR READING AT A SECOND GRADE LEVEL, 9 BECAUSE THEY WEREN'T MAKING IT IN MAINSTREAM. I 10 THINK THAT SAYS A LOT FOR HOW INTENSIVELY WE ARE 11 IMPLEMENTING THE PROGRAM. 12 AND, FOLKS, PART OF OUR ISSUE WITH 13 MEETING NO CHILD LEFT BEHIND AND TALKING ABOUT 14 WHAT WE'RE DOING TO BE ACCOUNTABLE FOR THE FIRST 15 TIME MAYBE IN THE HISTORY OF DEAF EDUCATION, IS 16 MARKETING OURSELVES BETTER. I KNOW THAT WESTERN 17 PENNSYLVANIA HAS AN AWESOME MARKETING PROGRAM. 18 THEY ARE DOING AN AWESOME JOB AND THEY HAVE BEEN 19 DOING IT FOR A NUMBER OF YEARS BUT EVEN MORE SO 20 NOW THAN EVER. I HAD THE PLEASURE OF SEEING IT 21 FIRSTHAND. 22 A NUMBER OF US HAVE LEARNED HOW TO MARKET 23 BETTER WHAT WE'RE DOING. I'M NOT ASHAMED TO SAY 24 WE STARTED A YEAR WITH A READING LEVEL THAT WAS 25 JUST UNDER FOURTH GRADE FOR FOUR CLASSES OF KIDS Page 156 1 AND WE WENT UP TO 5.1 BECAUSE THERE'S A GAIN. 2 SO WE HAVE TO BE ACCOUNTABLE AND THEN WE 3 HAVE TO SAY WHY THAT'S A GOOD NUMBER. IT DOESN'T 4 SOUND GOOD TO REGULAR ED ADMINISTRATORS UNTIL I 5 EXPLAIN TO THEM IT'S BECAUSE YOU SENT ME FOUR KIDS 6 WHO ARE READING AT SECOND GRADE LEVEL THAT WE 7 STARTED AT 3.9 IN AUGUST. AND I'VE HAD TO BE JUST 8 THAT BLUNT. I SAY IT POLITELY AND OUT OF THE 9 RANGE OF EVERYBODY ELSE, BUT I POINT THAT OUT. 10 AND I SAY, WE HAVE MADE GOOD PROGRESS WITH THOSE 11 STUDENTS YOU SENT US. 12 MARKET OURSELVES BETTER AND WHAT WE'RE 13 DOING FOR NO CHILD LEFT BEHIND BETTER. 14 MS. RAIMONDO: THE DATA PIECE, I'M REALLY 15 GLAD TO BE HEARING ALL OF THAT BECAUSE THAT'S WHAT 16 WE HEAR FROM THE DEPARTMENT OF EDUCATION NOW ALL 17 THE TIME. EVERYTHING IS DATA DRIVEN. EVEN IF 18 YOUR DATA ISN'T THE SCIENTIFICALLY RANDOM SAMPLE, 19 ALL THAT KIND OF THING, KEEP WHATEVER DATA YOU CAN 20 KEEP. THAT'S JUST REALLY CRITICAL TO EVERYTHING 21 THAT WE'RE DOING THESE DAYS. 22 LAST QUESTION IS, WHAT ARE YOUR THOUGHTS 23 ABOUT THE FUTURE OF NO CHILD LEFT BEHIND AND IDEA 24 AND HOW IT'S GOING TO AFFECT YOUR SCHOOL? AND 25 THEN IF WE HAVE TIME, WE'LL HAVE SOME QUESTIONS Page 157 1 AFTER THAT. 2 DR. PRICKETT: I JUST HAVE TO SAY THE 3 FUTURE IS ACCOUNTABILITY. IT'S HERE WITH US. 4 IT'S GOING TO BE HERE WITH US. YOU KNOW, I DON'T 5 HAVE THAT MANY MORE YEARS IN EDUCATION, FOLKS. 6 I'M GETTING UP TO THAT AGE WHERE I SHOULD BE 7 RETIRING MAYBE SOME DAY. 8 BUT IT'S GOING TO BE WITH US--WHAT? MY 9 HUSBAND IS ASKING ME WHEN, FROM THE BACK OF THE 10 ROOM. WHEN? MY RETIRED HUSBAND. FINISH, FINISH, 11 CUT. 12 THE FUTURE FOR US IS WE HAVE TO SHOW 13 THOSE DATA. WE HAVE TO IMPLEMENT LITERACY 14 INITIATIVES INTENSIVELY BECAUSE THE RESEARCH SHOWS 15 THAT ONLY INTENSITY AND FIDELITY OF IMPLEMENTATION 16 WILL GET RESULTS. IT'S VERY CLEAR IN EDUCATION. 17 YOU CAN'T DO IT HALFWAY. YOU HAVE TO DO IT 18 INTENSIVELY. EVERYBODY HAS TO BE ON BOARD AND YOU 19 HAVE TO SHOW THE PROGRESS AND YOU HAVE TO BE 20 WILLING TO SHARE YOUR NUMBERS WITH EVERYBODY WHO 21 WILL LISTEN. WE MUST DO IT. 22 FOR TEACHER TRAINING, I'M WORRIED ABOUT 23 US. THERE ARE A LOT OF PEOPLE IN MY AGE GROUP WHO 24 ARE GOING TO RETIRE IN THE NEXT 10 TO 15 YEARS. 25 I'VE GOT A HANDFUL OF POSITIONS THAT ARE GOING TO Page 158 1 BE OPEN, DAVID, NEXT YEAR, AND I'M GOING TO BE 2 COMING LOOKING FOR HIS TEACHERS. SO WE HAVE TO 3 MEET THAT CHALLENGE NEXT, GETTING HIGHLY QUALIFIED 4 TEACHERS. BUT WE HAVE TO GET THE LITERACY IN 5 PLACE FOR ALL OUR KIDS AND WE HAVE TO SHOW AND 6 SHARE THAT DATA AND MARKET OURSELVES. 7 MR. SANDERSON: WHEN I'M DONE AT THE END 8 OF THE 2009 SCHOOL YEAR, WHEN NCLB WILL REQUIRE US 9 TO BE IN COMPLIANCE OR WE'LL LOSE OUR MONEY 10 THROUGHOUT THE STATE OF MICHIGAN. SO WE'RE AT THE 11 POINT NOW WHERE WE'RE HIRING ALL QUALIFIED PEOPLE, 12 SO CERTAINLY I APPRECIATE THAT THERE'S A STAFF 13 ISSUE HERE, THAT WE'RE GOING TO BORROW AND TRADE. 14 BUT OUR STRUGGLE AT OUR SCHOOL IS TEACHER SALARY. 15 IT HAS BEEN TRADITIONALLY LOW. 15 TO $20,000 16 LOWER THAN--PROBABLY 20 TO $25,000 LOWER THAN WHAT 17 DON IS PAYING. SO WHEN I WENT TO THE 18 SUPERINTENDENT AND WHEN I WENT TO VISIT DON'S 19 SCHOOL, I WAS LOOKING AT WHAT HE HAD, SEVEN 20 TEACHERS HE WAS HIRING, AND I THOUGHT HOW COULD 21 THAT HAPPEN? I'M ADVERTISING FOR SEVEN TEACHERS 22 AND I ONLY GOT TWO APPLICANTS. SO, REALLY, 23 ADVERTISING AT GALLAUDET, REALLY SENDING ME OUT 24 INFORMATION ALL OVER THE COUNTRY, DEVELOPING 25 NETWORKS. AND THERE IS A RESISTANCE TO COME TO Page 159 1 OUR SCHOOL BASED ON THE SALARY. SO OUR STRUGGLE 2 CONTINUES. 3 PEOPLE JUST DON'T GET IT AT THE HIGHER 4 LEVELS. YOU KNOW, THREATENING THAT I'M GOING TO 5 LOSE MONEY BECAUSE I CAN'T GET ENOUGH MONEY TO 6 EVEN HIRE THE QUALIFIED TEACHERS. SO, FINALLY, 7 THEY WERE WILLING TO STEP FORWARD WITH MORE MONEY. 8 SO NOW THERE'S THE 3 OR $4,000 MORE FOR 9 OUR TEACHERS, PRINCIPALS. YOU DON'T HAVE TO TELL 10 ANYBODY THIS RIGHT NOW, WE'LL KEEP THIS 11 CONFIDENTIALLY. BUT WHEN I WENT TO MICHIGAN--WHEN 12 I GO BACK TO MICHIGAN I'M GOING TO TALK TO THE 13 PEOPLE ABOUT WHAT'S HAPPENING THERE. TALK ABOUT 14 THE SALARY INCREASES FOR STAFF SALARIES. I'M SURE 15 YOU ARE GOING TO SEE THAT ALL THE LIST OF 16 VACANCIES THAT ARE THERE. THE PARENTS' CONCERNS 17 ARE ABOUT THE HIGHLY QUALIFIED INSTRUCTORS AND THE 18 FULL-TIME SUBS THAT WE HAVE OR THE LONG-TERM SUBS. 19 LOOKING AT THAT ONE-THIRD NUMBER, THAT IS A 20 CONCERN TO PARENTS. AND WE HAVE TO REALLY BE--HOW 21 ARE WE REALLY GOING TO PREPARE STUDENTS FOR THE 22 WORLD AFTER MSD, COLLEGE, WHATEVER THEY DO 23 AFTERWARDS. 24 SO RIGHT NOW WE'RE NOT MEETING THAT NCLB 25 REQUIREMENT. AND I BELIEVE IT'S BECAUSE OF THE Page 160 1 SALARY. I THINK ONCE THAT'S FIXED AND ONCE WE 2 FILL THOSE GAPS, FILL THOSE POSITIONS, TEACHERS 3 ARE HIGHLY QUALIFIED. SOME OF THEM WHO HAVE BEEN 4 THERE FOR MANY YEARS ARE NOT HIGHLY QUALIFIED. 5 THEY ARE NOT INTERESTED IN GOING BACK FOR 6 PROFESSIONAL DEVELOPMENT TO BECOME HIGHLY 7 QUALIFIED. I HAVE ONE WHO HAS BEEN THERE FOR 8 40 YEARS PLUS, ANOTHER WHO'S THERE FOR LONG-TERM. 9 SO THE MOTIVATION LEVEL ISN'T QUITE AS HIGH, 10 ALTHOUGH OTHER TEACHERS ARE INTERESTED IN STEPPING 11 UP TO GET THOSE HIGHLY QUALIFIED CREDENTIALS. 12 SO NOW THAT WE'RE ABOUT TO LOSE THAT 13 MONEY, CERTAINLY OUR NERVES ARE UP AND WE'RE 14 WORKING REALLY HARD TO MAKE IT HAPPEN. 15 MR. RHOTEN: I HAVE NO IDEA WHAT'S GOING 16 TO HAPPEN WITH NCLB WITH PRESIDENT BUSH BEING 17 THROWN OUT SOON. I'M GOING TO ASSUME IT'S GOING 18 TO CHANGE. BUT WPSD'S COMMITMENT TO SELF 19 EVALUATION AND IMPROVING OUR PROGRAM, STILL THERE. 20 AS LEADERS, NOT ADMINISTRATORS, AS 21 LEADERS IN THE FIELD, WE OWE IT TO OUR STUDENTS TO 22 GIVE THEM THE BEST POSSIBLE EDUCATION WE CAN. SO 23 IF WE FIND WEAKNESSES THROUGH THE EVALUATION, WE 24 NEED IMPROVEMENT. IF WE FIND OUTSTANDING THINGS 25 HAPPENING THROUGH EVALUATION, WE NEED TO TELL THE Page 161 1 WORLD. 2 MS. RAIMONDO: ALL RIGHT, WE HAVE A FEW 3 MINUTES FOR QUESTIONS AND COMMENTS, SO I HOPE THAT 4 SOME OF YOU HAVE SOME GOOD QUESTIONS FOR OUR 5 PANEL. 6 MR. FINNEGAN: COULD DON REPEAT HIS 7 STATEMENT ABOUT PRESIDENT BUSH? (LAUGHTER.) 8 MS. RAIMONDO: OKAY, NO POLITICS HERE, 9 OKAY. 10 MR. RHOTEN: I'M ALWAYS AFRAID OF AN IRS 11 AUDIT, SO NO. (LAUGHTER.) 12 SPEAKER: BARBARA, I'M WONDERING IF YOU 13 KNOW HOW MANY SCHOOLS FOR THE DEAF ARE 14 DISSEMINATING THEIR SCORES BACK TO THE LOCAL 15 EDUCATION AGENCIES AND ARE NOT RESPONSIBLE FULLY 16 FOR THE AYP, AND HOW MANY SCHOOLS FOR THE DEAF ARE 17 TAKING ON THE RESPONSIBILITY OF THE AYP 18 DESIGNATION? 19 MS. RAIMONDO: OKAY, THE QUESTION WAS HOW 20 MANY SCHOOLS FOR THE DEAF, THEMSELVES, ARE 21 ACCOUNTABLE FOR THE AYP REQUIREMENTS, HOW MANY 22 SEND THE SCORES BACK TO THE STATE OR THE LOCAL 23 DISTRICTS, YOU KNOW, WHAT THE DIFFERENT VARIATIONS 24 ARE. 25 I DON'T KNOW MYSELF, BUT I KNOW STEPHANIE Page 162 1 CAWTHON HAD AN ARTICLE ON THIS, C-A-W-T-H-O-N, HAD 2 AN ARTICLE ON THIS IN--WAS IT THE ANNALS A COUPLE 3 OF YEARS AGO? STEPHANIE CAWTHON WRITES A LOT 4 ABOUT DEAF SCHOOLS AND NO CHILD LEFT BEHIND, SO IF 5 YOU GOOGLE THAT YOU MIGHT BE ABLE TO FIND THAT 6 INFORMATION FROM HER. 7 DO OTHER PEOPLE HAVE IDEAS? IS THERE 8 ANOTHER QUESTION? 9 SPEAKER: DO YOU FEEL THAT THE STATE 10 ASSESSMENT IS BENEFICIAL TO STUDENTS? DO YOU SEE 11 GROWTH IN THE READING AND WRITING SCORES OR DO YOU 12 SEE IT FLATLINED? 13 DR. PRICKETT: IN OUR CASE, PETE, THERE 14 IS NO QUESTION IN MY MIND BUT IT HAS BEEN 15 BENEFICIAL. IT HELPS THEIR PARENTS UNDERSTAND 16 WHERE THEY ARE, COMPARED TO HEARING PEERS, AND IT 17 HELPED THEM UNDERSTAND. AND FOR THOSE WHO CARE, 18 THEY ARE GOING TO MAKE SURE THAT THEIR ASSESSMENT 19 SCORES SHOW WHAT THEY KNOW. AND THAT'S THE WHOLE 20 POINT OF THE STATE ASSESSMENT IS TO SHOW WHAT THEY 21 KNOW. THEY WANT TO SHOW WHAT THEY KNOW NOW. THEY 22 DIDN'T BEFORE. 23 MR. SANDERSON: WELL, IN OUR STATE WE'RE 24 LOOKING AT THE SCORES. IT'S HELPED THE MICHIGAN 25 EDUCATION ASSESSMENT PROGRAM. IF THE PARENT IS Page 163 1 AWARE OF THE SCORES AND THE TEACHERS ARE AWARE OF 2 THE SCORES, WE KNOW WHAT THE WEAK AREAS ARE, THE 3 STRENGTH, THE STRONG AREAS, WE HAVE AN OPPORTUNITY 4 TO PROVIDE MORE TRAINING FOR TEACHERS TO PULL THAT 5 UP. EVEN THOUGH I DON'T SAY WE HAVE ALL HIGHLY 6 QUALIFIED TEACHERS, IT DOESN'T EXCUSE THEM FROM 7 PARTICIPATING IN THE ACADEMIC STANDARDS OR HAVING 8 EXPECTATIONS APPLIED TO THEM. 9 SO I THINK IT IS IMPORTANT. THOSE 10 ASSESSMENTS ARE HELPFUL AND I THINK THAT WE LOOK 11 AT STATEWIDE ASSESSMENTS THAT ARE BEING USED AND 12 PROGRAMS THAT ARE USING DIFFERENT ASSESSMENTS 13 AROUND THE COUNTRY WILL LOOK AT MATH, LET'S SAY, 14 WE CAN CONTACT ANOTHER PROGRAM AND SAY, HEY, WE'RE 15 LOOKING AT OUR MATH SCORES. WE CAN DEVELOP 16 NETWORKING BECAUSE OF THAT. 17 WITH THE UNIVERSITY IN OUR AREA, PERHAPS 18 WE HAVE SOMEONE COME FROM IOWA WHO CAME, CLAUDIA, 19 AND--FROM THE UNIVERSITY OF PITTSBURGH AND SHE 20 CAME TO MSU AND SHE'S VERY, VERY SKILLED IN THE 21 AREAS OF MATH AND LOOKED AT OUR ASSESSMENTS. AND 22 WHAT SHE FOUND IS ONE OF OUR AREAS, WE DID HAVE A 23 WEAKNESS THERE. SHE CAME, SHE DID A NICE 24 IN-SERVICE WITH OUR TEACHERS. SO I THINK THOSE 25 SCORES REALLY DO HELP US IMPROVE AND THEY HELP OUR Page 164 1 ACADEMIC IMPROVEMENT OF ACADEMIC STANDARDS. 2 SORRY, I STOLE HER AWAY FROM YOUR AREA, BUT IT 3 WORKED OUT VERY WELL FOR US. 4 SPEAKER: I THINK YOU'VE DONE A GREAT 5 JOB. MY QUESTION IS NOT SO MUCH FOR YOU ONLY AS 6 MUCH AS THE WHOLE GROUP OF US. IT SEEMS AS THOUGH 7 WE'VE HAD OPPORTUNITIES OVER TIME, RESEARCHERS, 8 GALLAUDET RESEARCH INSTITUTES, THE UNIVERSITY OF 9 TENNESSEE AND OTHER AREAS, WHERE WE'RE STARTING TO 10 SEE MORE AND MORE RESEARCH AND THERE'S SOME 11 MOTIVATION AROUND DOING RESEARCH IN THESE AREAS. 12 I THINK WITH NCLB, THAT'S CERTAINLY A 13 COMPLEX SITUATION, AND QUALITY OF TEACHERS, 14 STUDENT ACHIEVEMENT. I WONDER IF THERE'S ANY 15 QUESTIONS YOU CAN THINK OF OFF THE TOP OF YOUR 16 HEAD RIGHT NOW THAT MIGHT BE RELEVANT TO A GOOD 17 RESEARCH QUESTION. THAT MIGHT LEAD TO SOME 18 RESEARCH THAT WOULD HELP OR SUPPORT YOUR ABILITY 19 TO MEET NCLB AND TO NEGOTIATE THROUGH THOSE 20 REQUIREMENTS. 21 DR. PRICKETT: RON, MY FEELING ABOUT THE 22 MOST FOCAL RESEARCH QUESTION WE COULD ASK ANYBODY 23 TO ADDRESS IS, WHAT ARE THE LITERACY COMPONENTS 24 THAT WORK IN INSTRUCTION FOR DEAF KIDS? MY SENSE 25 IS THAT WE DON'T HAVE A STRONG BODY OF RESEARCH, Page 165 1 ALTHOUGH THE STAR READING PROGRAM AND SOME OF THE 2 OTHERS HAVE SHOWN GOOD RESULTS, NO QUESTION ABOUT 3 IT. 4 MY SENSE AT IOWA IS ACCELERATED READER 5 HAS MADE A DIFFERENCE, THE POWER-UP PROGRAM HAS 6 MADE A DIFFERENCE, AND ONE THAT SURPRISED ME WAS 7 KANSAS UNIVERSITY WRITING STRATEGIES. BUT THERE'S 8 NO RESEARCH ON IT. IT'S ALL ANECDOTAL FOR US, AND 9 THE RESEARCH THERE IS FROM NOVER, STEVE NOVER, IS 10 LIMITED TO THE SCHOOLS HE WAS ABLE TO STUDY. 11 SO HOW TO GET THERE, I DON'T KNOW. BUT I 12 THINK WE NEED TO FIGURE OUT WHAT LITERACY FOCUS 13 HELPS THE KIDS IN TERMS OF GETTING THE READING 14 SCORES UP. READING IMPACTS EVERYTHING ELSE, SO 15 THAT'S WHERE WE'VE GOT TO START. 16 MR. SANDERSON: I WOULD COMMENT AS WELL 17 ON THAT. I THINK WHEN WE LOOK AT THE DATA AND 18 ANALYZE, SEE THOSE STUDENTS WHO HAVE BEEN WITH US 19 FROM A YOUNG AGE, THEY ARE DOING A LOT BETTER IN 20 THEIR READING AND WRITING THAN THOSE WHO JOIN US 21 MIDDLE SCHOOL, HIGH SCHOOL. SO THOSE STUDENTS WHO 22 GROW UP IN OUR ENVIRONMENT AND ARE SIGNERS AND ARE 23 USING ASL, WE ARE USING A BILINGUAL APPROACH WITH 24 THEM AND STUDENTS ARE APPROACHED WITH THAT, THEY 25 SEE THE STRONG--AND THEY KNOW STRONG LITERACY Page 166 1 SKILLS, WE SEE THAT IMPROVEMENT. 2 SO NOVER AND JAY ENNIS WHO HAVE COME, 3 THEY HAVE HELPED US DOING MODIFICATIONS. BUT I 4 THINK THE EARLIER THE EXPOSURE IS FOR STUDENTS 5 WITH LANGUAGE, THEN WE SEE HIGHER LITERACY RATES. 6 SO WE SEE STUDENTS COME FROM ALL OVER THE STATE. 7 THE OLDER THE AGE, THE MORE STRUGGLE THEY HAVE 8 WITH THEIR LITERACY SCORES. SO EARLIER THE 9 BETTER. 10 SO WHEN WE GET THEM NOT AT THREE BUT AT 11 BIRTH, CERTAINLY THAT'S BETTER. BUT THREE IS A 12 GOOD AGE TO START AND WE'VE SEEN THIS, WHEN THOSE 13 KIDS HAVE THAT GOOD EARLY INTERVENTION, GOOD 14 LANGUAGE EXPOSURE, THEY ARE SUCCESSFUL READERS AS 15 THEY GROW UP. SO THAT'S CERTAINLY A GOAL OF OURS. 16 MR. RHOTEN: WHEN WE STARTED ANALYZING 17 INFORMATION AT WPSD, WE INCLUDED MARK MARSCHARK IN 18 THE PROCESS. HE ADDED CREDIBILITY TO THE RESEARCH 19 AND HE BROUGHT HIS BACKGROUND, EXPERTISE, AND 20 KNOWLEDGE TO REALLY DO A GOOD, BETTER ANALYSIS 21 THAN WE WERE CAPABLE OF. 22 THE PROBLEM IS FOR WPSD, WE'RE SO SMALL. 23 THERE ARE SO MANY VARIABLES INVOLVED WHERE YOU 24 HAVE STUDENTS WHO ARE ENROLLING AT SIXTH GRADE, 25 11TH GRADE, ET CETERA, ET CETERA, ET CETERA. SO Page 167 1 WE STARTED COLLABORATING WITH OTHER PRIVATE 2 SCHOOLS THROUGH THE COALITION OF PRIVATE SCHOOLS 3 FOR DEAF CHILDREN. WE'VE STARTED SHARING 4 INFORMATION AMONG THOSE SCHOOLS AND MARK HAS BEEN 5 COLLECTING THAT INFORMATION. WE STARTED A 6 LONG-TERM STUDY TO SEE HOW OUR SCHOOLS IMPACT ON 7 THE ACHIEVEMENT OF OUR STUDENTS. 8 MS. RAIMONDO: I WANT TO MAKE MY OWN 9 COMMENT HERE AND JUST PIGGYBACK ON THAT. I'VE 10 HEARD THIS STATEMENT FROM PROBABLY EVERY 11 SUPERINTENDENT I'VE EVER TALKED TO THAT OUR KIDS 12 DO SO MUCH BETTER WHEN THEY START WITH US AND 13 WE'VE GOT THE DATA TO SHOW IT. 14 I WAS REALLY GLAD TO HEAR DON TALK ABOUT 15 HOW HE WAS COMPILING DATA WITH OTHER SCHOOLS. AND 16 I WOULD REALLY ENCOURAGE THESE SCHOOLS TO WORK 17 TOGETHER AND PUBLISH ON THIS IN SOME OF THE 18 JOURNALS. SO THAT WHEN I GO TO THE HILL AND TALK 19 TO PEOPLE, WHEN YOU TALK TO YOUR CONSTITUENTS AND 20 YOU MARKET YOUR SCHOOL, YOU REALLY HAVE THE 21 NUMBERS TO SHOW YOUR SUCCESSES, NOT JUST ANECDOTAL 22 STORIES. 23 WELL, WE'RE GOING TO HAVE TO CLOSE THIS 24 PANEL NOW. WE'LL STICK AROUND FOR A FEW MINUTES 25 IF YOU HAVE ANY LAST-MINUTE QUESTIONS. THANK YOU Page 168 1 FOR YOUR KIND ATTENTION. THANK YOU, PANELISTS, 2 FOR COMING AND SHARING YOUR WORDS OF WISDOM. 3 DON'T FORGET TO SUPPORT DON ON HIS TRICYCLE. 4 (APPLAUSE.) 5 MR. BOSSO: THANK YOU VERY MUCH. 6 THANK YOU AGAIN, BARBARA, AND PANELISTS, 7 WE APPRECIATE YOUR INVOLVEMENT IN THIS SESSION AND 8 SHARING YOUR EXPERIENCES AND PERSPECTIVES WITH 9 THOSE OF US WHO ARE HERE. I KNOW WE ALL HAVE OUR 10 STORIES AND EXPERIENCES WITH NCLB AND 11 ACCOUNTABILITY AND TESTING, ET CETERA. SO IT'S A 12 GREAT OPPORTUNITY FOR US TO REALLY SHARE SOME 13 PERSPECTIVES, SO I APPRECIATE AGAIN YOUR TIME HERE 14 TODAY. THANK YOU, BARBARA, AS WELL. 15 SO NOW WE'RE GOING TO HAVE A WELL- 16 DESERVED BREAK, I THINK, AND I APPRECIATE ALL YOUR 17 ATTENTION HERE THIS AFTERNOON. IT'S A LONG DAY. 18 BUT THE INFORMATION OBVIOUSLY IS IMPORTANT TO ALL 19 OF US. SO OUR BREAK TODAY AGAIN IS SPONSORED BY 20 GALLAUDET UNIVERSITY, AS WELL AS WINTER & COMPANY. 21 SO WE THANK THEM FOR THAT, SO WE'LL BE 15 MINUTES. 22 PLEASE DO STICK TO 15, IF YOU WOULD. AND WE'RE 23 GOING TO START EXACTLY ON TIME, SO WE WANT TO BE 24 DONE ON TIME SO YOU CAN GO TO YOUR ACTIVITIES, SO 25 WE'LL SEE YOU THEN. Page 169 1 (BREAK-15 MINUTES.) 2 MR. BOSSO: COULD I GET EVERYONE'S 3 ATTENTION? HELLO, EVERYONE. CONSIDER THE LIGHTS 4 TO BE FLASHING. EYES FORWARD. OKAY. 5 I KNOW WE'RE GETTING CLOSE TO THE END OF 6 A LONG DAY BUT WE DO HAVE A FINAL IMPORTANT 7 SESSION. AND WE ALSO HAVE ACTIVITIES THAT HAVE TO 8 START ON TIME IMMEDIATELY FOLLOWING OUR LAST 9 SESSION TODAY. 10 OUR EXECUTIVE DIRECTOR, JOE FINNEGAN, 11 WILL HAVE A FEW BRIEF ANNOUNCEMENTS AND NO 12 COMMERCIALS. OKAY, CLEARLY. ALL RIGHT, VERY 13 GOOD. 14 MR. FINNEGAN: YOU KNOW, IT'S REALLY BAD 15 WHEN JOE FISCHGRUND TELLS YOU TO KEEP IT BRIEF. 16 OKAY, THINK ABOUT THAT, OKAY. 17 POWERPOINT PRESENTATIONS WILL BE ON THE 18 CEASD WEBSITE. WE'LL GET THEM UP AS SOON AS 19 POSSIBLE. WE'LL SEND E-MAILS OUT TO EVERYONE WHEN 20 THEY ARE UP AND WE MAY EVEN DO THEM AS WE GET THEM 21 AND PUT THEM UP. 22 BYLAWS. YOU SHOULD HAVE ALL RECEIVED AN 23 ELECTRONIC VERSION OF THE RECOMMENDED CHANGES, 24 REVISIONS TO THE CURRENT CEASD BYLAWS. YOU WILL 25 BE ASKED TO VOTE ON THOSE CHANGES TOMORROW DURING Page 170 1 THE BUSINESS MEETING. WE DO HAVE PRINTED HARD 2 COPIES OF THOSE BYLAWS OUT AT THE REGISTRATION 3 TABLE, SO IF YOU WOULD LIKE TO REVIEW A COPY OF 4 THE BYLAWS BEFORE YOU ARE ASKED TO VOTE TOMORROW, 5 YOU ARE WELCOME TO TAKE A COPY FROM THE TABLE. 6 THE BUSINESS MEETING TOMORROW--OH, BY THE 7 WAY, WE'RE STILL LOOKING FOR NOMINATIONS AND OUR 8 NOMINATING COMMITTEE IS HERE, AT LEAST I SEE THE 9 CHAIRPERSON OF THE NOMINATING COMMITTEE HERE. WE 10 WILL HAVE A VERY TIGHT SCHEDULE FOR THE BUSINESS 11 MEETING. IT IS ONLY 90 MINUTES. I'LL BE TALKING 12 ABOUT THAT TOMORROW MORNING BUT WE'VE GOT TO DO 13 THE BYLAWS, ELECTIONS, AND A FEW OTHER IMPORTANT 14 THINGS DURING THE BUSINESS MEETING TOMORROW. 15 MR. PRESIDENT-ELECT. 16 MR. BOSSO: OKAY, WE ARE VERY, VERY 17 FORTUNATE TO HAVE TWO WELL-ACCOMPLISHED 18 PROFESSIONALS IN THE FIELD TO SHARE WITH US 19 INFORMATION ABOUT OUR FUTURE TEACHER NEEDS, 20 CURRENT NEEDS, WHAT THE STATUS OF THAT IS. THEY 21 HAVE DISTRIBUTED A SURVEY TO MANY SCHOOLS AND THEY 22 HAVE COLLECTED WHAT THEY COULD FROM THAT. 23 SOMETIMES SCHOOLS ARE NOT THAT GOOD AT SENDING 24 THINGS BACK, PERHAPS. BUT WHAT THEY HAVE 25 COLLECTED, THEY WILL SHARE THAT INFORMATION TODAY. Page 171 1 SO WE ARE FORTUNATE TO HAVE JOE 2 FISCHGRUND AND DR. CAROL ERTING WITH US TODAY. 3 DR. BAYLESS WAS NOT ABLE TO JOIN US. SHE HAD A 4 PERSONAL COMMITMENT THAT WAS UNAVOIDABLE. SO WE 5 ARE LUCKY TO HAVE THESE TWO SPEAKERS WITH US AND 6 SO WITHOUT FURTHER ADO, I WELCOME THEM TO THE 7 STAGE. 8 MR. FISCHGRUND: GOOD AFTERNOON, 9 EVERYONE. I'M JOE FISCHGRUND. I'M NOT DON 10 RHOTEN. THIS IS DR. CAROL ERTING. 11 AND THE REASON WHY WE'RE HERE, ONE NIGHT 12 I VISITED THE DEPARTMENT OF EDUCATION. CINDY AND 13 CAROL AND I WERE TALKING ABOUT THE FUTURE OF 14 TEACHERS. WHAT DO WE NEED? WHERE WILL WE FIND 15 THEM? HOW MANY WILL WE NEED IN THE FUTURE? SO WE 16 GOT A LOT OF INFORMATION ABOUT THE REQUIREMENTS IN 17 TERMS OF TEACHER TRAINING AND ALL OF THE OTHER 18 DETAILS THAT ARE INVOLVED WITH THAT. WE DECIDED 19 TO SEE IF WE COULD COLLECT INFORMATION TO HELP AND 20 SEE WHAT WE COULD PREPARE FOR THE FUTURE OF OUR 21 TEACHERS. 22 WOULD YOU LIKE TO ADD SOMETHING? LET ME 23 GO AHEAD WITH THE DATA. WE'LL MAKE THE 24 TRANSITION. 25 OKAY, I'M GOING TO RUN VERY QUICKLY Page 172 1 THROUGH THE DATA WE COLLECTED. YOU ALL RECEIVED 2 SURVEYS THAT WERE SENT OUT THROUGH CEASD. MY 3 THANKS TO JOE FINNEGAN AND THE OFFICE FOR SENDING 4 OUT A SURVEY. 5 WHAT WE'RE GOING TO COVER TODAY IS WHAT 6 YOU TOLD US ABOUT YOUR FUTURE NEEDS. WE'RE GOING 7 TO SUMMARIZE WHAT YOU TOLD US ABOUT THE QUALITIES 8 THAT YOU WANT IN TEACHERS. REMARKABLY CONSISTENT. 9 SPEAKER: THAT'S GOOD TO KNOW. 10 MR. FISCHGRUND: AND THEN WHAT CHALLENGES 11 DO TEACHER PREPARATION PROGRAMS FACE. I KNOW MANY 12 OF US IN THE SCHOOLS THINK THEY CAN KIND OF DO 13 WHATEVER THEY WANT OR WHATEVER WE TELL THEM, WHICH 14 IS WHAT WE WOULD LIKE, BUT IN FACT THEY FACE SOME 15 RATHER SIGNIFICANT CHALLENGES AND STANDARDS AND 16 ISSUES THEMSELVES. 17 THEN WE WANT TO LEAVE SOME TIME AND SEE 18 IF WE CAN COME UP WITH SOME IDEAS OF WHAT WE CAN 19 DO TOGETHER. 20 OKAY. OUR CURRENT TEACHERS. FIRST OF 21 ALL, 31 OUT OF 67 CEASD MEMBER SCHOOLS RESPONDED. 22 THAT'S A 46 PERCENT RESPONSE RATE. SO THANK YOU 23 VERY MUCH. THAT'S A VERY GOOD RESPONSE RATE. I 24 SHOULD SAY THAT OUT OF THE 31 PEOPLE THAT 25 RESPONDED, ABOUT A THIRD OF THEM HAD MATHEMATICAL Page 173 1 MISTAKES IN THEM. ONE OF OUR RECOMMENDATIONS IS 2 THAT SUPERINTENDENTS TAKE A BASIC COURSE IN MATH. 3 THESE 31 SCHOOLS EMPLOY OVER A THOUSAND 4 TEACHERS, AND SO WE HAVE DATA ON A THOUSAND 5 TEACHERS. AND, AGAIN, THAT'S ONLY ABOUT HALF OF 6 WHAT WE REPORTED. 7 AND THE RESPONSES CAME FROM 24 STATES AND 8 THEY WERE REALLY FROM HAWAII TO ALASKA SCHOOLS, 9 GALLAUDET RESPONDED, KENDALL, MSSD. SO WE HAD 10 STATES, LARGE STATES, SMALL STATES, SO I THINK WE 11 HAD A VERY GOOD REPRESENTATIVE SAMPLING. AND 12 AGAIN, THANK YOU. I KNOW THIS IS A BUSY TIME OF 13 YEAR FOR ALL OF US SO FOR EVERYBODY TO TAKE THE 14 TIME, IT'S REALLY IMPORTANT. 15 THIS IS JUST A SUMMARY OF OUR TEACHERS BY 16 GRADE LEVEL. WHAT THIS TELLS YOU IS WHERE ALSO 17 THE BULK OF OUR STUDENTS ARE. AND SO OBVIOUSLY-- 18 AND THIS MIGHT HAVE TO DO WITH THE TRENDS YOU 19 HEARD BEFORE ABOUT STUDENTS COMING BACK INTO OUR 20 SCHOOLS AT THE HIGH SCHOOL LEVEL. BUT CLEARLY WE 21 HAVE MORE TEACHERS AND, AGAIN, IT'S ALSO THE NEEDS 22 OF SUBJECT MATTER, BUT WE HAVE MANY MORE TEACHERS 23 AT THE HIGH SCHOOL LEVEL. 24 LARGE NUMBER OF TEACHERS--LARGE NUMBER OF 25 SCHOOLS REPORTING 0 IN THE PARENT/INFANT CATEGORY Page 174 1 BECAUSE THEY DON'T HAVE 0 TO 3 SERVICES. 2 WE'RE ALSO INTERESTED IN DEMOGRAPHIC 3 DATA. 3 PERCENT OF OUR TEACHERS ARE AFRICAN 4 AMERICAN, AND I THINK AT THE LAST SURVEY IT WAS 5 ABOUT 1 TO 18 PERCENT OF OUR TEACHERS ARE AFRICAN 6 AMERICAN, CLEARLY A MISMATCH. EVEN MORE SO SINCE 7 THE FASTEST GROWING SEGMENT OF AMERICAN SOCIETY IS 8 LATINO AND THEN YOU HEAR OF SCHOOLS LIKE RON 9 TALKED ABOUT, NEW MEXICO, AND THE HIGH PERCENTAGE 10 OF LATINO STUDENTS. AND YOU LOOK NATIONALLY AND 11 IT'S OBVIOUSLY--AS A FIELD WE'RE NOT DOING WELL IN 12 TERMS OF THE DIVERSITY OF OUR TEACHER WORK FORCE. 13 AN ENCOURAGING NUMBER WAS THE, I THOUGHT, 14 RELATIVELY HIGH AND I THINK GROWING PERCENTAGE OF 15 DEAF TEACHERS, TEACHERS WHO ARE DEAF OR 16 HARD-OF-HEARING, 37 PERCENT. WE ALSO LOOKED AT 17 THE DISTRIBUTION OF DEAF TEACHERS. WE LOOKED AT 18 THE NUMBER AND THE PERCENTAGE. AND YOU CAN JUST 19 SEE HOW THIS PLAYS OUT. IT'S REMARKABLY AND 20 GRAPHICALLY CLEAR. WE TALK ABOUT THE NEED FOR 21 EARLY LANGUAGE MODELS. WE TALK ABOUT--AND LOOK AT 22 THE DISTRIBUTION OF WHERE OUR DEAF TEACHERS ARE. 23 NEARLY 60 PERCENT OF ALL THE TEACHERS 24 IDENTIFIED AS DEAF OR HARD-OF-HEARING ARE AT THE 25 SECONDARY OR CO-CURRICULAR LEVEL. SO ALTHOUGH WE Page 175 1 SPEND A LOT OF TIME TALKING ABOUT THE IMPORTANCE 2 OF A FULL LANGUAGE MODEL AT THE EARLIEST LEVELS, 3 THERE'S A MISMATCH BETWEEN WHAT WE SAY IN THE 4 NATIONAL AGENDA AND WHAT OUR PRACTICE IS AS 5 ADMINISTRATORS--AND I SAY "WE" BECAUSE I STILL AM 6 ONE FOR A COUPLE MORE MONTHS--HOW WE PLACE OUR 7 TEACHERS, HOW WE RECRUIT. THERE MAY BE SOME OTHER 8 ISSUES AS TO THE PERCEPTION OF DEAF INDIVIDUALS 9 WHO WISH TO BE TEACHERS THAT THEY WON'T GET JOBS 10 IN EARLY INTERVENTION, SO THEY DON'T GO INTO THE 11 EARLY INTERVENTION TRAINING PROGRAMS AND THERE MAY 12 BE OTHER REASONS FOR THIS. BUT I THINK THIS IS 13 SOMETHING THAT WE NEED TO THINK ABOUT. THIS IS A 14 PICTURE THAT I THINK NEEDS TO CHANGE, AND THAT'S A 15 CHANGE I DON'T THINK--WE SHOULD NOT BE TOO PATIENT 16 WITH THAT PARTICULAR CHANGE, IN MY OPINION. 17 TEACHERS LEAVING AT THE END OF 2008. WE 18 AGAIN DID THEM BY LEVELS. AGAIN, MORE TEACHERS 19 LEAVING AT THE UPPER LEVELS. TOTAL OF 76 TEACHERS 20 WERE IDENTIFIED AS LEAVING NEXT--THIS JUNE, IN TWO 21 MONTHS FROM NOW. AND THAT REPRESENTS 7.3 PERCENT 22 OF OUR TEACHER WORK FORCE. I THINK THIS MAY BE A 23 LOW NUMBER ACTUALLY, BUT EVEN 7.3 PERCENT IS A 24 PRETTY HIGH NUMBER. THE AVERAGE WAS ABOUT TWO PER 25 SCHOOL. THERE WERE A COUPLE SCHOOLS THAT REPORTED Page 176 1 SEVEN. I THINK, DAVID, MICHIGAN WAS ONE OF THOSE. 2 I DON'T KNOW IF THAT WAS THE NEXT YEAR. A COUPLE 3 SCHOOLS REPORTED SEVEN. AND THEN WE HAD SOME 4 SCHOOLS WHO WERE LUCKY, OR I THINK WERE LUCKY, WHO 5 REPORTED NO PEOPLE LEAVING. SO IT'S HARD TO MAKE 6 SENSE OF AVERAGES AND MEDIANS AND SO ON. ONLY SIX 7 OUT OF THE 31 SCHOOLS SAID THAT NOBODY WAS 8 LEAVING. SO EVERYBODY'S GOT A RECRUITMENT 9 PROBLEM. 10 AND WE ASKED 2008 THROUGH 2011. SOME 11 PEOPLE WROTE NOTES ABOUT THEY WEREN'T SURE, BUT WE 12 GOT SOME PRETTY GOOD INFORMATION. THIS IS WHAT IT 13 LOOKS LIKE. THIS IS WHAT YOU TOLD US. SO THE 14 TOTAL NUMBER OF TEACHER VACANCIES TO BE FILLED, 15 2008, JUNE OF 2008 THROUGH JUNE OF 2011, IS 296. 16 AND WHAT THAT MEANS IN TERMS OF OUR CURRENT WORK 17 FORCE IS THAT 28 PERCENT OF OUR TEACHER WORK FORCE 18 WILL TURN OVER WITHIN THE NEXT FOUR YEARS. NOW, 19 THAT I THINK IS A PRETTY--THAT'S ABOUT ONE-THIRD 20 OF OUR TEACHERS IN THE NEXT FOUR YEARS. THAT, I 21 THINK, IS A FAIRLY SIGNIFICANT AMOUNT WHEN YOU PUT 22 IT IN THAT CONTEXT. 23 ACCORDING TO DEAFED.NET, WENT THROUGH AND 24 COUNTED THEM. 39 STATES INCLUDING DC. AND, JOHN, 25 WE INCLUDED CANADA IN THIS SURVEY AS WELL. THERE Page 177 1 ARE 76 TEACHER PREPARATION PROGRAMS. 2 AND COUNTING UP, HALF OF THOSE PROGRAMS 3 ARE CED CERTIFIED, THE OTHER HALF ARE NOT. SO WE 4 KNOW HALF OF THEM MEET A PARTICULAR SET OF 5 STANDARDS THAT WE ARE TO SOME DEGREE INVOLVED IN, 6 BUT WE DON'T KNOW WHAT OTHER STANDARDS THOSE 7 PROGRAMS MEET. 8 THEN I WENT THROUGH THE AMERICAN ANNALS 9 DIRECTORY EDITION WHERE THEY LIST NOT ONLY THE 10 NAMES OF THE PROGRAMS BUT THEY LIST HOW MANY THEY 11 GRADUATED IN 2006. I USED THE 2007 EDITION AND 12 THEY LIST THE PREVIOUS YEAR. 13 A COUPLE OF NOTES ABOUT THAT. 30 OF THE 14 70 PROGRAMS DID NOT REPORT NUMBER OF GRADUATES, 15 WHICH MEANS THERE'S MORE THAN THIS, BUT I'LL COME 16 BACK TO THAT. THE DEAF ED LIST AND THE AMERICAN 17 ANNALS LIST ARE NOT THE SAME. THEY ARE OFF BY A 18 COUPLE OF PROGRAMS. HOW THAT HAPPENS, MAYBE IT'S 19 THE TIME LAG, I DON'T KNOW. 20 CAROL AND I WERE REALLY CONCERNED ABOUT 21 THIS NUMBER AND WE TRIED TO DO--THIS IS JUST NOW 22 EXTRAPOLATION AND WE DIDN'T HAVE TIME TO PUT IT IN 23 HERE. 24 IF WE EXTRAPOLATE FROM THIS NUMBER WHERE 25 THEY AVERAGED ABOUT TEN GRADUATES, THEN THE 70 Page 178 1 PROGRAMS SHOULD PRODUCE ABOUT 700 GRADUATES. 2 THAT'S EXTRAPOLATING FROM WHAT WE HAVE HERE. 3 BASED ON OUR SURVEY DATA WITH 46 PERCENT 4 OF OUR SCHOOLS REPORTING, OUR SCHOOLS WOULD NEED 5 165. WE SORT OF AVERAGE OUT THE OTHER SCHOOLS 6 THAT DIDN'T REPORT. AGAIN EXTRAPOLATING FROM THE 7 DATA, WE WOULD NEED ABOUT 165. 8 BUT, REMEMBER, WE'RE NOT THE ONLY 9 EMPLOYER OF TEACHERS OF THE DEAF, SO WE'RE ABOUT 10 20 PERCENT--ALTHOUGH I HEARD THIS MORNING WE MIGHT 11 BE 15 PERCENT. BUT I USED 20 PERCENT BECAUSE 12 THAT'S EASIER TO DO IN MATH AND I'M PROBABLY ABOUT 13 AS GOOD AS THE REST OF YOU IN MATH. SO IF 165 IS 14 20 PERCENT, THEN 100 PERCENT IS 825. BUT THE 15 NUMBER WE'RE PREDICTING AS BEING PRODUCED IS 700, 16 WHICH IS ABOUT 85 PERCENT OF THE 825 THAT WOULD BE 17 NEEDED. 18 SO IF YOU EXTRAPOLATE FROM THE DATA, WHAT 19 IT APPEARS IS THAT OUR TEACHER PREPARATION 20 PROGRAMS, ALL OF THEM OPERATING PRETTY MUCH AT 21 CAPACITY, WILL ONLY BE PRODUCING ABOUT 85 PERCENT 22 OF THE TEACHERS OF THE DEAF THAT THE ENTIRE FIELD 23 NEEDS. OKAY? SO THERE IS INDEED A SHORTAGE. 24 WHERE DO OUR TEACHERS COME FROM? WE 25 ASKED ABOUT WHETHER YOU GOT YOUR TEACHERS--BY THE Page 179 1 WAY, A COPY OF THE SURVEY IS ON THE TABLE IF YOU 2 NEED A COPY TO FOLLOW IT. AND ALSO I THINK A COPY 3 OF THE HANDOUT WAS PLACED AROUND ALMOST ALL THE 4 TABLES. 5 THERE WERE NINE PROGRAMS THAT 80 PERCENT 6 OR MORE INDICATE TEACHERS WERE IN STATE. YOU CAN 7 SEE HOW THIS BROKE DOWN. WE DID IT BY QUINTILES, 8 AND YET THERE ARE EIGHT PROGRAMS WHERE LESS THAN 9 20 PERCENT WERE IN STATE. SO SOME--NINE PROGRAMS 10 PRETTY MUCH GET EVERYBODY FROM AN IN-STATE 11 TRAINING PROGRAM, PREPARATION PROGRAM. EIGHT 12 PROGRAMS GET MOST OF THEIR TEACHERS FROM OUT OF 13 STATE. AND YOU CAN SEE THOSE THAT ARE IN BETWEEN. 14 SO IT'S A MIX. 15 AND A LOT OF COMMENTS, PARTICULARLY FROM 16 SOME OF THE STATES IN THE MIDWEST AND IN THIS 17 AREA, THAT THERE WAS ONLY ONE PROGRAM AND SO 18 THAT'S THE ONLY PLACE WE GET OUR TEACHERS FROM AND 19 THEY DON'T PRODUCE ENOUGH. 20 ONE OF THE BEST PARTS WAS, WE ASKED YOU 21 WHAT WERE YOUR PROBLEMS IN RECRUITING TEACHERS? 22 AGAIN THE PANEL TALKED ABOUT THAT BEFORE. NUMBER 23 ONE PROBLEM, I BELIEVE EVERY SURVEY OR NEARLY 24 EVERY SURVEY SAID SALARY. THERE MAY HAVE BEEN ONE 25 OR TWO THAT DID NOT LIST SALARY. SO WHEN WE'RE Page 180 1 COMPETING, DAVID, JEANNE, WE'RE ALL IN THE SAME 2 BOAT. 3 SECOND MOST FREQUENT COMMENT, FINDING 4 TEACHERS WHO WANT TO WORK WITH STUDENTS WHO HAVE 5 MULTIPLE DISABILITIES. I COULD GO BACK TO THE RAW 6 DATA BUT THAT WAS PROBABLY 27 OR 28 OUT OF THE 31 7 SURVEYS. 8 RIGHT UP THERE NEXT TO THAT, NCLB; 9 FINDING TEACHERS WITH CONTENT AREA BACKGROUNDS. 10 THESE WERE BY FAR THE TOP THREE. 11 SIGNING SKILLS, A LOT OF PLACES CITED 12 THEIR LOCATION. SAID WE JUST CAN'T GET PEOPLE TO 13 COME HERE. AND A NUMBER OF PEOPLE MENTIONED THE 14 DIFFICULTY IN RECRUITING TEACHERS WHO ARE 15 THEMSELVES ARE DEAF. THESE WERE THE MOST 16 FREQUENTLY CITED PROBLEMS. 17 DOES THIS SOUND--DOES THIS APPEAR TO BE 18 FAMILIAR? 19 SPEAKER: YES. 20 MR. FISCHGRUND: TEACHER RETENTION. WE 21 ASKED YOU WHAT YOUR PROBLEMS WERE--OH, THE OTHER 22 ONE, TEACHER CERTIFICATION. PRAXIS TESTS APPEARS 23 TO BE A BARRIER TO RECRUITING. IT WILL COME UP 24 AGAIN IN RETENTION. 25 TEACHER RETENTION. WANT TO GUESS WHAT Page 181 1 THE MOST FREQUENTLY CITED PROBLEM WAS? 2 SPEAKER: SALARY. 3 MR. FISCHGRUND: SALARY. INTERESTING. 4 SAME TWO ISSUES IN RECRUITING SHOWED UP IN 5 RETENTION. LOCATION. LOT OF COMMENTS: I GET A 6 TEACHER FOR TWO YEARS, THEY GO BACK HOME. 7 A LOT OF PEOPLE JUST SAID, YOU KNOW, 8 DEMANDS OF THE JOB, IEPS. WE KNOW IT'S NOT EASY. 9 SCHOOL PHILOSOPHY WAS CITED. TEACHERS 10 EITHER DIDN'T LIKE IT, COULDN'T FIT WITH IT, 11 COULDN'T GO ALONG WITH THE PROGRAM. BUT THAT WAS 12 CITED QUITE FREQUENTLY. 13 PROFESSIONAL DEVELOPMENT REQUIREMENTS. 14 MOST STATES NOW REQUIRE YOU TO HAVE A CERTAIN 15 NUMBER OF HOURS AND I GUESS SOME TEACHERS DECIDE 16 THEY JUST WANT TO GO TO ANOTHER PROFESSION WHERE 17 YOU CAN MAKE MORE MONEY AND NOT HAVE TO TAKE A 18 COURSE TWO NIGHTS A WEEK AND NOT HAVE TO TAKE THE 19 PRAXIS TEST FOR $130 AND ALL THOSE OTHER GOOD 20 THINGS THAT COME ALONG WITH BEING A TEACHER, IN 21 ADDITION TO HAVING TO BRING HOME YOUR LESSON PLANS 22 AND CALL PARENTS AND ALL THOSE, THE DEMAND, WRITE 23 IEPS AT NIGHT WHEN YOU ARE NOT GOING TO CLASSES IN 24 ORDER TO KEEP UP YOUR CERTIFICATION. 25 THE PRAXIS TEST WAS ALSO CITED. AND HERE Page 182 1 IS ONE WE OUGHT TO TAKE NOTICE OF. IT WAS 2 PROBABLY IN ABOUT A FAIR NUMBER OF THEM. FAIR 3 NUMBER OF PEOPLE CITED ADMINISTRATIVE SUPPORT AS 4 THE REASON PEOPLE GAVE AS A RETENTION PROBLEM. SO 5 MAYBE OUR GLI COHORT CAN HELP WITH THAT. 6 NOW, WE ASKED YOU ABOUT THE COMPETENCIES 7 THAT YOU WANTED TO SEE IN YOUR TEACHERS. THE 8 CATEGORIES OF RESPONSES WERE COMMUNICATION SKILLS, 9 INSTRUCTION, AND ATTITUDE. THEY WERE PRETTY 10 CLEAR. ALMOST EVERYTHING FIT INTO THAT. 11 UNDER COMMUNICATION SKILLS, MOST 12 FREQUENTLY CITED: ASL SKILLS, NOT ENOUGH. 13 ENGLISH SKILLS, A NUMBER OF COMMENTS: I WISH I 14 COULD FIND A TEACHER WHO COULD WRITE CLEAR 15 ENGLISH. 16 WE'LL SHOW YOU SOME OF THE COMMENTS. 17 CLEAR COMMUNICATION. THESE ARE RIGHT OUT OF YOUR 18 SURVEYS. ASL FLUENCY AND CULTURAL COMPETENCE IN 19 MY SURVEYS. WRITING SKILLS CITED NUMEROUS TIMES. 20 I SEE PEOPLE'S HEADS NODDING, THINKING I WROTE 21 THAT, I WROTE THAT. MANY OF YOU WROTE REMARKABLY 22 CONSISTENT. AT LEAST WE KNOW WHAT THE ISSUES ARE. 23 AND BILINGUAL FLUENCY, THE ABILITY TO 24 FUNCTION IN TWO LANGUAGES. 25 AND UNDER THE INSTRUCTIONAL, MOST Page 183 1 FREQUENTLY CITED WAS KNOWLEDGE OF CONTENT AREA, 2 NCLB. CITED IN MOST OF THE RESPONSES, CAN ASSESS 3 STUDENT PROGRESS. I DON'T KNOW IF IT'S ONE I 4 WOULD HAVE PREDICTED, BUT CONNECTING ASSESSMENT 5 AND INSTRUCTION WAS PROBABLY ON 25 OF THE 30 6 RESPONSES. 7 DIFFERENTIATING INSTRUCTION. AND, AGAIN, 8 OFTEN FOR STUDENTS WITH ADDITIONAL DISABILITIES. 9 WILLINGNESS TO TEACH AND ABILITY TO TEACH 10 STUDENTS WITH SPECIAL NEEDS. AGAIN, ON MANY, MANY 11 SURVEYS. 12 ATTITUDES, MOST FREQUENTLY CITED. THESE 13 ARE JUST SOME OF THE WORDS I PULLED OUT: 14 NURTURING, CARING, ESTABLISHES RAPPORT. LITERALLY 15 EVERY SURVEY HAD SOMETHING IN THEM ABOUT, I DON'T 16 KNOW, THE TEACHER'S HEART. SO I THOUGHT IT WAS 17 REALLY NEAT THAT EVERYBODY MENTIONED WE WANT A 18 PERSON WHO REALLY CARES ABOUT KIDS. MOST PEOPLE 19 IT WAS THE FIRST THING THEY PUT DOWN. 20 FLEXIBILITY. CREATIVITY. DEDICATION. 21 TEAM PLAYER, VERY, VERY OFTEN. A BIG ONE. 22 HIGH EXPECTATIONS SHOWED UP IN NUMEROUS 23 NUMEROUS SURVEYS. 24 MATURITY, THAT WORD SHOWED UP IN AT LEAST 25 HALF OF THE SURVEYS. Page 184 1 THEN I THINK WE ASKED YOU TO GIVE US YOUR 2 COMMENTS ABOUT GRADUATES OF TEACHER PREPARATION 3 PROGRAMS. WE SAID TWO LINES ONLY. WE ONLY HAD A 4 FEW INSTANCES OF PROFANITY. (LAUGHTER.) WELL, 5 MORE THAN A FEW, OKAY. WE HAD SOME REAL--ONE 6 PROGRAM SAID, WE HAVE ONE PROGRAM IN OUR STATE. 7 THEY PRODUCE GREAT TEACHERS AND WE WISH THEY COULD 8 PRODUCE MORE. SO THERE WERE LOTS OF POSITIVES, 9 TOO. 10 INADEQUATE COMMUNICATION SKILLS. HERE'S 11 ONE OF YOUR QUOTES. "IS THERE NO MINIMUM LEVEL OF 12 PROFICIENCY IN EITHER?" AND THEN, OF COURSE, THIS 13 IS WHY WE'RE SUCH A WONDERFUL FIELD. COMPLAIN 14 ABOUT TEACHER PREPARATION. NOT ENOUGH EMPHASIS ON 15 ASL. YOU KNOW WHAT THE NEXT ONE IS? TOO MUCH 16 EMPHASIS ON ASL. ALL RIGHT. 17 AND THIS IS WHAT YOU TOLD US. AND THEN 18 MY FAVORITE, AFTER COMMUNICATION SKILLS, I'LL COME 19 TO ONE MORE, SPECIAL NEEDS. INABILITY OR 20 UNWILLINGNESS, BIGGEST CONCERN. EVERYBODY, ALL 21 THE GRADUATES WANT TO TEACH HIGH-FUNCTIONING, 22 BRIGHT, ACADEMICALLY-ORIENTED DEAF STUDENTS. 23 UNABLE TO CONNECT ASSESSMENT AND 24 INSTRUCTION. SO FOR ALL THE PEOPLE IN TEACHER 25 PREPARATION, YOU KNOW, THIS IS WHAT WE'RE TELLING Page 185 1 YOU. 2 WORK ETHIC. OVER HALF EASILY OF THE 3 SURVEYS MENTIONED SOMETHING ABOUT WORK ETHIC. 4 AND GEOGRAPHY. MANY OF THE PEOPLE SAID 5 IN OUR AREA WE JUST DON'T SIMPLY HAVE ENOUGH. 6 AND DIVERSITY. PEOPLE SAY WE CAN'T FIND 7 ANY TEACHERS OF COLOR, WE CAN'T FIND ENOUGH DEAF 8 TEACHERS. THIS IS WHAT YOU TOLD US. 9 MY FAVORITE. I'LL LET YOU READ IT. 10 EVERYBODY SEE IT? 11 SPEAKER: THAT'S MORE THAN TWO SENTENCES. 12 MR. FISCHGRUND: YEAH, BUT WE LET IT IN. 13 I BELIEVE THIS SUMS IT UP REALLY WELL. WE DON'T 14 GET THE WHOLE PACKAGE BUT AGAIN WHAT WE ARE 15 GETTING ARE ENTRY LEVEL PEOPLE. 16 SO THAT'S WHAT WE SAID WE WANTED AND 17 THAT'S WHAT WE SORT OF--WE USED TO COMPLAIN ABOUT 18 IT IN THE BAR AFTER CEASD MEETINGS. YOU GOT TO 19 COMPLAIN ABOUT IT FORMALLY AND YOU GOT TO SEE YOUR 20 COMPLAINTS REPRESENTED HERE. 21 BUT, OF COURSE, PEOPLE IN TEACHER 22 PREPARATION DON'T NECESSARILY HAVE TO HAVE A MAGIC 23 WAND TO ADDRESS ALL THESE CONCERNS AND SO I WOULD 24 LIKE TO TURN IT OVER TO DR. CAROL ERTING. CAROL, 25 AS YOU KNOW, IS THE INTERIM DEAN OF THE GRADUATE Page 186 1 SCHOOL AT GALLAUDET UNIVERSITY AND A FREQUENT 2 CEASD ATTENDEE. SO, CAROL. 3 DR. ERTING: I'M HAPPY TO BE HERE, I 4 THINK. (LAUGHTER) I WISH CINDY WERE HERE INSTEAD. 5 OKAY, I JUST WANT TO SAY A LITTLE BIT AS TO WHY 6 WE'RE TOGETHER IN THE FIRST PLACE, THE TWO OF US, 7 DISCUSSING THIS. 8 THE WHOLE PART OF THE EFFORT IS TO MAKE 9 PARTNERSHIP WITH EVERYBODY INVOLVED, TO CREATE 10 THAT PARTNERSHIP AND PLANNING PROGRAMS FOR THE 11 SCHOOLS, FOR THE TEACHER PREPARATION PROGRAM. SO 12 THE THREE OF US GOT TOGETHER AND WE STARTED 13 DISCUSSING LIKE HOW WE CAN DO THAT, HOW WE CAN 14 BUILD THAT AND CREATE BETTER PARTNERSHIPS. 15 SO WE HAD VERY, VERY LONG DISCUSSIONS 16 ABOUT THIS AND WHAT IT MEANT, PARTNERSHIPS WITH 17 THE SCHOOLS, PARTNERSHIPS WITH THE UNIVERSITIES, 18 AND, BOY, ARE THE BOTH OF THEM TWO DIFFERENT 19 WORLDS. I MEAN, JUST ON A DAILY BASIS WHAT EACH 20 ENTITY DOES AND THE GOALS THAT THEY HAVE, THAT 21 THEY ARE WORKING TOWARDS. THE GOALS ARE OFTEN 22 SIMILAR, ALTHOUGH WHAT WE HAVE TO DO ON A DAILY 23 BASIS IS A COMPLETELY DIFFERENT PLAN. 24 SO THE IDEA WAS TO GATHER THE INFORMATION 25 AND THE DATA FROM YOU, WHICH IS WHY THE SURVEY WAS Page 187 1 CREATED IN THE FIRST PLACE AND, YOU KNOW, IT'S A 2 CHANCE TO GET US TO LISTEN FROM YOU AS TO WHAT 3 YOUR NEEDS ARE, WHAT YOUR PROBLEMS ARE WITH THE 4 MOST RECENT GRADUATES OF THE PROGRAMS OUT THERE, 5 AND HOW TO RETAIN THE TEACHERS THAT WE HAVE. 6 SO WE'RE HOPING THAT THIS IS JUST THE 7 BEGINNING STAGES OF AN ACTUAL REAL GENUINE 8 PARTNERSHIP DEVELOPING BETWEEN THE SCHOOLS AND THE 9 UNIVERSITIES. 10 AND FROM OUR PERSPECTIVE AT THE 11 UNIVERSITIES I THINK WE FEEL WE HAVE TO MEET THE 12 ACCREDITATIONAL REQUIREMENTS, WHICH IS CONNECTED 13 TO LICENSURE, WHICH IS HAPPENING IN OUR STATE AT 14 WASHINGTON, D.C., WE HAVE THE STATE LICENSURE. 15 AND IN ORDER FOR OUR STUDENTS TO GRADUATE THEY 16 HAVE TO GET THE LICENSE FROM DC, RECEIVE 17 LICENSURE, AND MEET ALL OF THE NCATE STANDARDS. 18 BECAUSE ALTHOUGH THE ACCREDITATION IS CONSIDERED 19 VOLUNTARY, IT'S NOT. DUE TO THE STATE 20 REQUIREMENTS, THEY HAVE ACCEPTED THAT AS THEIR 21 STANDARD, THEREFORE, IT'S A MUST WHEN IT COMES TO 22 PARTICIPATION. 23 SO NOW WITH NCLB THERE HAS BEEN HUGE 24 CHANGES, HUGE CHANGES BIG TIME FOR US AS WELL. 25 ALTHOUGH IT HAS JUST REQUIRED A BIT OF TIME FOR Page 188 1 THE UNIVERSITY TO GET COMPLETE UNDERSTANDING ON 2 WHAT IT EXACTLY MEANS FOR THE CURRICULUM THAT WE 3 OFFER FOR TEACHER PREP, AS WELL AS THE FACT OUR 4 STATE HAS TYPICALLY IGNORED ITS OWN STANDARDS. 5 FOR YEARS, FOR MANY, MANY YEARS THEY HAVE IGNORED 6 THEM. 7 THEREFORE, WITH A NEW DIRECTOR, WITH THE 8 STATE LICENSURE OFFICE COMING INTO DC, WHAT WAS 9 IT, 3, 4 YEARS AGO, DECIDED THAT THEY WERE GOING 10 TO START FOCUSING IN ON THOSE DC STANDARDS, 11 MEANING WE NOW HAVE TO START MEETING WHAT WE NEVER 12 HAD TO MEET BEFORE, WHICH WAS QUITE APPALLING FOR 13 US. TOOK US BACK A BIT. SO IT TOOK US SOME TIME 14 TO LEARN WHAT THE CHANGES ARE, WHAT THE 15 DIFFERENCES ARE, WHAT WE DIDN'T KNOW. 16 WHERE NOW IT'S VERY CLEAR TO US. WE ARE 17 VERY CLEAR AS TO WHAT THOSE ARE WHEN IT COMES TO 18 THE STANDARDS AND FOR EDUCATION THROUGH GALLAUDET. 19 SO WE HAD A HUGE CURRICULUM CHANGE AND WE WILL 20 BEGIN THAT. I MEAN, WE DON'T ACTUALLY HAVE IT 21 YET. WE ARE STILL WORKING ON IT. WE ARE STILL 22 WORKING WITH THE OLD CURRICULUM AT THIS POINT AND 23 THE CURRICULUM CHANGES AT THE UNIVERSITY LEVEL 24 VERY SLOWLY. IT DOESN'T JUST HAPPEN OVERNIGHT. 25 SO WE HAVE A HUGE NEED TO REALLY GET ON THE BALL Page 189 1 TO START MOVING ON THIS TO MAKE SURE THAT THESE 2 CHANGES ARE GOING TO START AND THEY ARE GOING TO 3 HAPPEN IN THE WAY THAT THEY NEED TO. THAT WE HAVE 4 LISTENED TO YOUR CONCERNS, TO YOUR NEEDS, AND THAT 5 WE'RE STARTING TO FOLLOW OUR STATE STANDARDS. 6 I MEAN, OBVIOUSLY ALL THIS INFORMATION UP 7 HERE ON THE POWERPOINT SLIDE IS INFORMATION YOU 8 ARE ALREADY FAMILIAR WITH. VERY SIMILAR TO WHAT 9 YOU'VE ALREADY HAD CONCERNS ABOUT. IT'S ALL THE 10 SAME. CORRECT? 11 WHEN THE ACCREDITATION GROUP COMES TO 12 VISIT, AND THAT WAS HAPPENING AT THE SAME TIME 13 THAT THE STATE CAME TO VISIT, THEY WORKED 14 COLLABORATIVELY TOGETHER AND TOOK A LOOK AT OUR 15 STANDARDS AND STARTED TO ASSESS WHETHER OR NOT WE 16 WERE MEETING THEM OR NOT. 17 JUST TO GIVE AN EXAMPLE OF WHAT'S 18 INVOLVED WITH NUMBER ONE. WITHIN OUR UNIT AT 19 GALLAUDET WE MUST HAVE A CONCEPTUAL FORMAT-- 20 FRAMEWORK THAT WE HAD TO COME UP WITH. THEY 21 WEREN'T TELLING US WHAT IT WAS. WE HAD TO DEVELOP 22 THAT OURSELVES, AND THEN WE HAD TO GIVE CLEAR 23 DEFINITIONS TO OUR CANDIDATES AND TO OUR STUDENTS 24 AT WHAT OUR CONCEPTUAL FRAMEWORK IS AND HOW THAT 25 IS EMBEDDED WITHIN ALL OF OUR COURSE WORK, WITHIN Page 190 1 ALL OF OUR INTERNSHIP PROGRAMS, ET CETERA, WHICH 2 THEN MEANS THAT WE HAVE TO DEVELOP THAT 3 PARTNERSHIP WITH THE SCHOOLS AND THROUGH THAT 4 PARTNERSHIP THEY, TOO, HAVE A FULL AWARENESS OF 5 OUR CONCEPTUAL FRAMEWORK. 6 SO OBVIOUSLY WE HAVE TO HAVE A 7 PARTNERSHIP WITH THE SCHOOLS. PARTNERSHIP WAS 8 KEY. WHEN WE'RE PLACING OUR STUDENTS WITHIN THE 9 SCHOOLS, INTO THEIR CLASSROOMS, THAT WAS A KEY 10 COMPONENT. WE EXPECTED THEM TO FOLLOW WHAT WE HAD 11 SET WITHIN OUR CONCEPTUAL FRAMEWORK. 12 AND IF YOUR SCHOOLS WEREN'T AGREEING WITH 13 IT, WE HAD A HUGE PROBLEM ON OUR HANDS. SO THERE 14 MAY HAVE BEEN ONE GROUP AND YET ANOTHER GROUP 15 MAKING DECISIONS, BUT YET THAT PARTNERSHIP WAS 16 NECESSARY. SO, WE'RE HAVING OUR NEXT 17 ACCREDITATION VISIT WITHIN 2, 3 YEARS--2 YEARS I 18 BELIEVE NOW--AND I FEEL LIKE IT'S VERY IMPORTANT 19 FOR US TO TAKE THAT NEXT STEP FORWARD TO REALLY 20 SHOW THAT WE'VE DEVELOPED THE PARTNERSHIPS WITH 21 THE SCHOOLS, THAT WE'VE HAD THEM AS A PART OF THE 22 DEVELOPMENT OF OUR CONCEPTUAL FRAMEWORK. 23 JUST AN EXAMPLE OF THE SECOND UNIT 24 CAPACITY. IF YOU TAKE A LOOK AT NO. 4 BEING 25 DIVERSITY. WE MUST DOCUMENT SO THAT WE CAN SHOW Page 191 1 THAT WE HAVE PROVIDED DIVERSITY OF EXPERIENCE FOR 2 OUR STUDENTS. THAT OVERALL WE CAN PLACE STUDENTS 3 IN A VARIETY OF DIFFERENT SETTINGS AND PROGRAMS 4 WITHIN THE CLASSROOM, WITHIN DIFFERENT SORTS OF 5 DIVERSITY WITHIN THE STUDENTS, THAT OUR STUDENTS 6 WERE READY FOR THAT. 7 SO OBVIOUSLY WE'RE GOING TO NEED A 8 PARTNERSHIP FOR WHAT THOSE DIVERSITY NEEDS ARE. 9 WE HAVE TO MAKE SURE WE HAVE GOOD COLLABORATION 10 WITH EACH OTHER AS TO WHAT THE DIFFERENT NEEDS AND 11 DIVERSITIES ARE OUT THERE AND TO FILL, IN ORDER TO 12 PLACE THE STUDENTS APPROPRIATELY. 13 OTHERS ARE JUST EXAMPLES. ALTHOUGH, YOU 14 KNOW, WE DO WANT CONVERSATION TODAY ON A LOT OF 15 THIS BUT WE, OF COURSE, DON'T WANT TO TAKE THE 16 WHOLE AFTERNOON. BUT WE DO NEED TO DISCUSS HOW TO 17 WORK TOGETHER BETTER. 18 ADDITIONALLY, THE NCATE STANDARDS EACH OF 19 OUR PROGRAMS HAS A SPECIALTY, SO THEY HAVE 20 SPECIALIZED PROFESSIONAL ASSOCIATION STANDARDS 21 WITHIN NCATE. FOR EXAMPLE, WE HAVE THE MASTERS 22 CORE PROGRAM. IT'S A CEC STANDARD. AND WITH THE 23 CEC, THERE MUST BE APPROVAL FOR OUR DEAF EDUCATION 24 PROGRAM AND THEN WE REPORT THEN TO NCATE. THEY 25 MONITOR TO MAKE SURE THAT OUR PROFESSIONAL GROUP Page 192 1 AND STANDARDS HAVE BEEN APPROVED BEFORE THEY EVEN 2 REVIEW, GO THROUGH A REVIEW. SO IT INCLUDES 3 EVERYTHING FROM ELEMENTARY, ELEMENTARY ENGLISH, 4 MATHEMATICS, PHYSICAL EDUCATION, ALL THOSE YOU SEE 5 LISTED. THEY EACH HAVE THEIR OWN STANDARDS TO 6 FOLLOW. AND WE HAVE MANY LEVELS OF STANDARDS TO 7 MEET TO GET APPROVAL ON AND, AGAIN, IT'S A VERY 8 LONG, LENGTHY PROCESS. 9 SCIENCE AS WELL, SECONDARY SCIENCE. 10 OKAY, I THINK WE'VE ALREADY HAD A BIT OF 11 A DISCUSSION THROUGH OUR PANELS ON WHAT A HIGHLY 12 QUALIFIED TEACHER IS AND THE VARIABLE DEFINITIONS 13 PER STATE AND, YOU KNOW, THE FEDERAL REQUIREMENTS, 14 OF COURSE. BUT WITHIN EACH STATE I THINK THAT IS 15 VIEWED DIFFERENTLY. 16 IN DC, WE HAVE TO MEET IT IN DC AS HIGHLY 17 QUALIFIED AS WELL. 18 ACTUALLY, IT IS A FEDERAL REQUIREMENT TO 19 BE HIGHLY QUALIFIED AS A TEACHER OF DEAF/HARD OF 20 HEARING STUDENTS. WE HAVE TO HAVE LICENSURE IN A 21 GENERAL ED PRACTICE, AS WELL AS IN THE DEAF ED 22 FIELD, SPECIAL ED. 23 IT USED TO BE THAT OUR TEACHERS HAD TO 24 HAVE WITHIN THEIR OWN CLASSROOM ONLY WHAT WAS IN 25 THEIR OWN CLASSROOM, A DEAF ED DEGREE FOR THAT Page 193 1 ONLY, BUT THAT'S NOT NOW CONSIDERED A HIGHLY 2 QUALIFIED REQUIREMENT. 3 SO WE HAVE A REAL PROBLEM AT GALLAUDET 4 RIGHT NOW BECAUSE I WOULD SAY MOST APPLICANTS 5 WITHIN THE MASTER PROGRAM DO NOT HAVE A GENERAL ED 6 DEGREE IN THE FIRST PLACE. SO WHEN THEY COME IN 7 TO THE MASTER'S PROGRAM, THEY ARE HAVING TO TAKE 8 SEVERAL COURSES AS PREREQUISITES IN EDUCATION, BUT 9 IT'S NOT ALLOWING THEM TO BE BECOME LICENSED YET 10 AT THAT POINT. 11 OUR STATE IS SAYING YOU HAVE TO GRADUATE 12 FROM AN APPROVED PROGRAM TO RECEIVE YOUR LICENSE. 13 IT USED TO BE THAT THE TRANSCRIPT, GOING TO THE 14 TRANSCRIPT AND YOU SEE THAT YOU MET ALL OF YOUR 15 QUALIFICATIONS, WELL, THEN THAT WOULD BE 16 SUFFICIENT FOR LICENSURE. YET WE CANNOT USE THE 17 TRANSCRIPT REVIEW ANY LONGER TO MEET LICENSURE 18 REQUIREMENTS. YOU HAVE TO BE ABLE TO GRADUATE 19 FROM OUR PROGRAM, AN APPROVED PROGRAM. 20 AN UNDERGRAD PROGRAM IS GOING TO HAVE THE 21 GENERAL ED, BUT WE DON'T HAVE GENERAL ED AT THE 22 MASTER'S LEVEL. SO, THEREFORE, OUR STUDENTS ARE 23 HAVING TO GO THROUGH YEARS OF COURSE WORK AS 24 UNDERGRAD STUDENTS, WHICH IS A GREAT SITUATION 25 REALLY BECAUSE AS THEY GO THROUGH THE UNDERGRAD Page 194 1 PROGRAM AND REACH THE GRADUATE PROGRAM, THEY ARE 2 QUALIFIED FOR LICENSURE AS SPECIAL ED--EXCUSE ME, 3 AS GENERAL ED. IF THEY PASS, THAT IS, AND THEN 4 THEY CAN GET THEIR MASTERS AND THEN HAVE BOTH 5 LICENSURES. 6 ALTHOUGH WITHIN OUR MASTER'S PROGRAM, THE 7 STUDENTS APPLYING TYPICALLY DON'T HAVE A GENERAL 8 ED LICENSURE SO WHEN THEY GRADUATE THEY CAN'T BE 9 CONSIDERED HIGHLY QUALIFIED. WE HAVE TO MAKE SOME 10 RADICAL CHANGES WITHIN OUR CURRICULUM NOW SO THAT 11 WE ARE ABLE TO GRADUATE STUDENTS FROM OUR MASTER'S 12 PROGRAM AND TO BE ABLE TO RECEIVE BOTH AREAS OF 13 REQUIREMENT SATISFACTION SO THAT THEY CAN BE 14 LICENSED AND THEN HIGHLY QUALIFIED. SO WE'RE 15 STILL STRUGGLING NOW IN TRYING TO FIGURE OUT HOW 16 CAN WE DO THAT WITHIN OUR CURRICULUM. BUT, WHEW, 17 IT'S A HUGE PROBLEM. HUGE PROJECT AHEAD. 18 THE QUESTION ABOUT HOW EACH STATE DEFINES 19 HIGHLY QUALIFIED IS SOMETHING THAT WE DO WANT TO 20 DISCUSS TODAY. IN DC, IF OUR STUDENTS RECEIVE THE 21 DC LICENSURE, THEN THERE'S RECIPROCITY FOR ABOUT 22 45 STATES THAT THEY CAN GO TO AND RECEIVE 23 PROVISIONAL LICENSURE BECAUSE--AND THEN THAT 24 USUALLY MEETS THAT STATE'S REQUIREMENTS, ALTHOUGH 25 THERE ARE A FEW WHO DO NOT. LIKE CALIFORNIA BEING Page 195 1 ONE, NEW YORK ANOTHER, PENNSYLVANIA ANOTHER. I 2 THINK IOWA IS YET ANOTHER AND I THINK THERE IS ONE 3 MORE IF I REMEMBER CORRECTLY. 4 SO FOR OUR STUDENTS, WE TELL THEM IT'S 5 BEST TO GET YOUR LICENSURE IN DC BECAUSE THEN YOU 6 WILL BE ABLE TO GET A JOB IN NEARLY EVERY OTHER 7 STATE THAT YOU APPLY IN AND MEET THEIR 8 REQUIREMENTS. 9 DO YOU WANT TO GO AHEAD AND DISCUSS THIS 10 PART HERE, JOE? YOU WANT ME TO GO AHEAD? OKAY. 11 I THINK AGAIN IT'S A VERY COMPLICATED 12 ISSUE TO REALLY UNDERSTAND EVERY STATE'S 13 SITUATION. YOU KNOW, THERE ARE 50 DIFFERENT 14 STATES WE'RE CONSIDERING HERE. AND THE RESTRAINTS 15 PUT ON EACH STATE, ESPECIALLY FOR THE UNIVERSITY'S 16 TEACHER PREP PROGRAMS. THAT'S OUR CHALLENGE ON 17 HOW TO MEET YOUR NEEDS WITHIN EACH STATE AND OUR 18 REQUIREMENTS TO MATCH WITH THOSE NEEDS. AND, OF 19 COURSE, WE CAN'T DO THAT WITHOUT COMMUNICATING 20 WITH EACH OTHER. SO WE WANT TO START A DIALOGUE 21 ON AN ONGOING BASIS, REALLY, NOT JUST HERE TODAY, 22 BUT WHERE WE CAN REALLY BENEFIT FROM EACH OTHER'S 23 IDEAS AND SHARING. 24 MR. FISCHGRUND: IS THERE ANY COMMENTS OR 25 QUESTIONS ON HOW WE CAN HELP MOVE ALONG AND CREATE Page 196 1 THAT PARTNERSHIP? 2 DR. ERTING: I HAVE A QUESTION. I WOULD 3 LIKE TO KNOW, OUT OF ALL YOUR STATES HOW MANY OF 4 YOU ARE DEPENDING ON THE HIGH SAT TESTING FOR 5 QUALIFIED TEACHERS WITH THE PRAXIS OR SOME OF THE 6 OTHER ASSESSMENTS OR STATE ASSESSMENTS. LOOKS 7 LIKE ABOUT HALF. 8 MR. FISCHGRUND: ARE THERE ANY STATES WHO 9 DON'T HAVE ANY SPECIFIC TESTS FOR TEACHERS? ANY 10 OUT THERE? OKAY. 11 DR. ERTING: LOOKS LIKE PRAXIS IS OFTEN 12 USED. 13 HOW MANY OF YOU ARE USING PRAXIS AS YOUR 14 STATE REQUIRED ASSESSMENT? OKAY. 15 MR. FISCHGRUND: HOW MANY STATES HAVE 16 YOUR OWN INDIVIDUAL ASSESSMENTS? IT LOOKS LIKE 17 NEW MEXICO, GEORGIA, ILLINOIS. 18 DR. ERTING: SO IT LOOKS LIKE ABOUT A 19 THIRD OF THE STATES, SO SEVERAL DO HAVE THEIR OWN 20 ASSESSMENTS THAT THEY ARE USING. 21 SPEAKER: WHEN A STUDENT GRADUATES FROM 22 THE STUDENT PREP PROGRAM AT GALLAUDET, ARE THEY 23 CONSIDERED LICENSED THERE IN DC? BECAUSE FOR 24 KANSAS THAT WOULD BE GREAT, BECAUSE THEN THEY 25 COULD COME IN FROM A GRADUATE PROGRAM THERE IN Page 197 1 GALLAUDET WHERE THEY HAVE RECEIVED THEIR 2 LICENSURE, BUT THEN IT'S VERY DIFFICULT THAT 3 KANSAS ACTUALLY REQUIRES THAT WITHIN OUR PROGRAMS 4 AT OUR SCHOOLS. SO IF THEY HAVE GRADUATED FROM 5 GALLAUDET AND THEY ARE NOT LICENSED AND THEY TRY 6 TO APPLY INTO OUR KANSAS AREA, I THINK THERE'S A 7 LOT OF HOME RULES PER SE. IS THERE ANY ADVICE 8 THAT YOU CAN GIVE WHEN IT COMES TO LICENSURE? AND 9 CAN WE SUGGEST THAT THEY GO RECEIVE LICENSURE 10 FIRST BEFORE? 11 DR. ERTING: WE DEFINITELY ADVISE OUR 12 STUDENTS TO RECEIVE THE LICENSURE FROM DC AS MUCH 13 AS POSSIBLE. REGARDLESS IF THEY WANT TO STAY IN 14 OUR AREA OR MOVE AWAY, THAT THEY RECEIVE THE 15 LICENSURE FOR THAT EXACT REASON THAT YOU JUST 16 EXPLAINED. SO IF THE STUDENTS ARE GRADUATING FROM 17 OUR MASTER'S DEAF ED PROGRAM, YET THEY DON'T HAVE 18 THAT GENERAL ED LICENSURE YET, THEN THEY ARE ONLY 19 RECEIVING THE SPECIAL ED LICENSE. 20 SO MOST OF YOU, I THINK THAT'S WHERE THE 21 PROBLEM LIES, IS IT NOT? THAT IS FOR YOU, YOU ARE 22 SAYING BACK THERE, SO ISN'T THAT THE CASE FOR MOST 23 STATES? 24 SPEAKER: I HAVE A QUESTION ABOUT THE 25 GALLAUDET ADMISSION STANDARDS FOR TEACHERS TO GO Page 198 1 INTO YOUR PROGRAMS, PARTICULARLY THE MASTER'S 2 LEVEL. 3 DR. ERTING: SO YOU ARE ASKING WHAT THE 4 STANDARDS ARE OR WHAT THE REQUIREMENTS ARE? 5 SPEAKER: YES. 6 DR. ERTING: BOTH, OKAY. WELL, THEY ARE 7 GOING TO BE CHANGING AS OF NEXT YEAR. IT'S BEEN 8 DECIDED THAT--OKAY, WELL, WE'RE STILL IN THE 9 PROCESS NOW OF AND IN DISCUSSION OF WHETHER OR NOT 10 THOSE--WHETHER OR NOT THEY NEED TO PASS PRAXIS I 11 FIRST AS ONE OF THE FIRST REQUIREMENTS BEFORE THEY 12 CAN EVEN ENTER. THAT'S THE BASIC READING, 13 WRITING, AND MATH ASSESSMENTS. 14 ALTHOUGH RIGHT NOW THAT'S NOT HOW IT IS. 15 BUT THAT DISCUSSION THAT WE'RE WANTING TO MAKE 16 THAT CHANGE WHERE IT IS PRINTED IN THE CATALOG FOR 17 NEXT YEAR SO THAT THE FOLLOWING YEAR STUDENTS WILL 18 KNOW THAT IS A REQUIREMENT. 19 SO THERE'S GOING TO BE A LIST, THEN, OF 20 PREREQUISITE COURSES JUST LIKE WE'VE DONE IN THE 21 SAME OLD WAY OF BUSINESS, ON WHAT COURSES ARE 22 NEEDED. AND, OF COURSE, THEY ALL GO THROUGH THE 23 SAME COMMITTEE APPROVAL PROCESS WHEN CHANGES ARE 24 HAPPENING LIKE THIS. BUT WE'RE PROBABLY THINKING 25 THERE'S PROBABLY MORE THAN TEN PREREQUISITE Page 199 1 COURSES NECESSARY, THAT'S GOING TO BE LIKE LIBERAL 2 ARTS, LANGUAGE ARTS, GENERAL ED, ET CETERA, SO 3 THERE'S GOING TO BE MORE THAN TEN COURSES. 4 WITHOUT THEM, THEY CAN'T BE ADMITTED. 5 EITHER TEN, POSSIBLY LESS, YOU CAN THEN 6 BE ACCEPTED INTO THE THREE-YEAR PROGRAM. BUT YOU 7 SEE THE PROBLEM. IT'S A THREE-YEAR PROGRAM IN 8 ORDER TO GRADUATE. WE DON'T HAVE--AND THEY DON'T 9 HAVE THE GENERAL ED LICENSE. 10 MR. FISCHGRUND: SO THEN, YOU KNOW, FOR 11 LOW--AND THEN THEY ARE TAKING JOBS WITH LOW SALARY 12 AND LOW PAY AND YOU SEE THE DILEMMA, DON'T YOU? 13 SO THAT HAS BEEN OUR PROBLEM. YES. 14 SPEAKER: IN ARIZONA IT'S ALREADY A BIT 15 COMPLICATED, ESPECIALLY FOR THE GENERAL ED 16 TEACHERS, WHETHER IT'S DEAF STUDENTS OR HEARING 17 STUDENTS. ALREADY WE HAVE A HUGE ISSUE IN THE 18 STATE OF ARIZONA. 19 AS STATE REQUIREMENTS HAVE IT, THEY ARE 20 TAKING STRUCTURED ENGLISH IMMERSION COURSES, 60 21 CLOCK HOURS OF THAT BY THE YEAR 2009; THAT'S A 22 REQUIREMENT. SO THERE ARE A LOT OF TEACHERS WHO 23 ARE REALLY UNDER PRESSURE RIGHT NOW TRYING TO MEET 24 THAT, PLUS HAVING THEIR OWN INDIVIDUAL COURSES 25 THAT THEY ARE GOING TO HAVE TO TAKE IN ORDER TO Page 200 1 RECEIVE LICENSURE IN ARIZONA AND TAKING THEIR 2 ASSESSMENT--THE REGULAR STANDARDIZED ASSESSMENT AS 3 WELL. 4 PLUS, THOSE WHO HAVE TO BE QUALIFIED IN 5 THEIR CONTENT AREA, THEY ARE GOING BACK TO CERTAIN 6 PROGRAMS WHETHER OR NOT THEY HAD A DEGREE IN DEAF 7 ED OR NOT. SO SUPPOSE YOU RECEIVE COURSE UNITS IN 8 SPECIALIZED CORE AREAS, OF THAT CONTENT AREA, I'M 9 WONDERING IF THERE IS SOMETHING THAT GALLAUDET CAN 10 SET UP AS A POSTGRADUATE PROGRAM FOR THOSE 11 STUDENTS WHO NEED TO MAKE UP THOSE COURSES. MAYBE 12 INSTEAD OF A THREE-YEAR, MAYBE LIKE A ONE-YEAR 13 TYPE OF PROGRAM SO THAT THEY CAN QUICKLY TRANSFER 14 INTO THE GRAD PROGRAM. IS THAT SOMETHING THAT 15 WOULD BE ABLE TO WORK OUT? 16 DR. ERTING: AND THAT'S EXACTLY WHY WE 17 NEED OUR CONVERSATION TO HAPPEN, THIS DIALOGUE. 18 THERE ARE SO MANY THINGS WE CAN DO THAT NEEDS TO 19 BE DONE, BUT WE JUST NEED TO BE AWARE OF WHAT 20 THOSE NEEDS ARE SO WE CAN MAKE SOME IMMEDIATE, 21 HUGE CHANGES. 22 AND, OF COURSE, ALL THE NEEDS AREN'T 23 GOING TO BE THE SAME IN EVERY STATE. SO THANK YOU 24 FOR THAT INFORMATION. 25 BUT HOW MANY OTHER STATES ARE GOING TO Page 201 1 HAVE THAT SAME ISSUE AT HAND? I THINK THERE ARE A 2 LOT OF STUDENTS WHO ARE GOING TO BE INTERESTED IN 3 THAT SORT OF PROGRAM AS YOU JUST SUGGESTED. 4 POSSIBLY THOSE WOULD BE AVAILABLE ONLINE OR MAYBE 5 THROUGH CERTIFICATION PROGRAMS. SO WE NEED TO 6 KNOW, HOW CAN WE MATCH THE NEEDS? HOW CAN WE 7 MATCH THE NEEDS OF YOUR STATE AND, MORE 8 PARTICULARLY, YOUR SCHOOL WHEN IT COMES TO THAT 9 REAL SPECIFIC INFORMATION? SO THANK YOU FOR 10 SHARING THAT. 11 SO WE DEFINITELY NEED TO FIND A WAY OF 12 GATHERING THIS INFORMATION IN A MORE UNIFIED 13 SYSTEM AND IN MORE DEPTH. 14 MR. FISCHGRUND: YOU KNOW, JUST TO--ONE 15 CONCERN THAT YOU MENTIONED. YOU KNOW, YOU SAID 16 PEOPLE, IF THEY ARE REQUIRED TO TAKE ENGLISH, AN 17 ENGLISH COURSE. OKAY. AND, YOU KNOW, YOU 18 RESPONDED TO THE QUESTIONNAIRE AND SAID THAT WAS A 19 BIG CONCERN OF YOURS. READING AND WRITING SKILLS. 20 AND SO WHAT WOULD YOU RECOMMEND FOR TEACHER PREP 21 PROGRAMS TO RESOLVE THAT ISSUE? YOU KNOW, HOW DO 22 YOU TEST THOSE SKILLS? AND HAVE AN ENTRY LEVEL 23 KIND OF TEST POSSIBLY. 24 MANY OF YOU MADE COMMENTS ABOUT NOT BEING 25 EFFICIENT IN THE COMMUNICATION SKILLS, LACKING Page 202 1 EFFICIENCY THERE. AND SO WHAT DO YOU RECOMMEND 2 FOR THAT IN TERMS OF WHAT'S GOING TO BE HELPFUL 3 FOR THOSE APPLYING FOR TEACHER PREP PROGRAMS? 4 WHAT DO THEY NEED? YOU KNOW, THE ENTRY LEVEL 5 REQUIREMENTS, WHAT DO YOU SUGGEST THEY SHOULD BE? 6 AND WE WOULD LOVE TO HEAR FROM YOU. 7 GALLAUDET IS ONE TEACHER PREP PROGRAM, 8 JUST ONE, THAT WE'RE TALKING WITH RIGHT NOW. SO 9 WE'RE OBVIOUSLY VERY INTERESTED IN YOUR OPINION 10 AND YOUR COMMENTS ABOUT WHAT YOU SEE THE NEEDS ARE 11 IN TERMS OF PREPARING THESE TEACHERS WHO ARE 12 COMING TO YOUR SCHOOLS. AND WE'RE TALKING ABOUT 13 LEVELS OF FLUENCY IN BOTH AMERICAN SIGN LANGUAGE 14 AND ENGLISH. 15 SPEAKER: BEFORE YOU TAKE THE BAR EXAM, 16 YOU HAVE TO STUDY, YOU HAVE TO TAKE YOUR TEST. I 17 WONDER IF SOMETHING--GRADUATING BEFORE FROM A 18 TEACHER PREP PROGRAM, IF THERE'S NOT SOMETHING 19 SIMILAR. THERE WOULD BE COURSES, WHETHER IT'S 20 DEAF OR HEARING, THAT YOU CAN IDENTIFY WEAK AREAS 21 BEFORE YOU GO INTO THE TESTING AREA. 22 I KNOW AT MY HOME, MICHIGAN UNIVERSITY, 23 NOT MONTANA, THE DIRECTOR WORKS WITH INDIVIDUALS 24 TO REALLY BUILD UP THOSE PARTICULAR AREAS SO THAT 25 THEY PASS. BUT WHEN THEY TAKE THE TEST, THAT'S Page 203 1 DIFFERENT. THAT'S THE WHOLE FOUR YEARS OF 2 ACCUMULATED INFORMATION. 3 SO I WONDER IF GALLAUDET COULD LOOK AT 4 SOMETHING LIKE THAT FOR ALL OF US. I THINK IN 5 MICHIGAN THAT'S AN INTERESTING PROBLEM. 6 WE HAVE TWO TEACHER, ONE QUOTAS, TWO 7 QUOTAS, THEY PASSED THE CONTENT AREA BUT THEY HAVE 8 NO DEAF ED LICENSE. SO NOW THEY HAVE TO GO BACK 9 TO A FOUR-YEAR PROGRAM. THEY ARE A CERTIFIED 10 TEACHER. THEY WANT TO WORK FOR US, IMAGINE, FOR 11 THE AMOUNT OF MONEY WE PAY AND EVERYTHING. THEY 12 WANT TO WORK FOR US AND YET WE CAN'T GET THEM 13 CERTIFIED IN DEAF ED. AND SO THEY ARE ALREADY-- 14 THEY CAN SIGN, THEY ALREADY HAVE THOSE 15 PROFICIENCIES, BUT THEY CANNOT GET WHAT THEY NEED 16 AS FAR AS CERTIFICATION IS CONCERNED. 17 DR. ERTING: RESPONDING TO THE 18 PREPARATION FOR THE TEST ITSELF. WE HAVE ACTUALLY 19 STARTED SOME OF THAT WITH THE PRAXIS LIKE 2, 20 3 YEARS AGO, WHERE OUR PASSING RATE AS IT STANDS 21 NOW IS IMPROVED FROM 40 PERCENT TO NOW ALMOST 22 80 PERCENT PASSING. AND WE JUST RECEIVED THAT 23 INFORMATION HERE LIKE 2, 3 WEEKS AGO. SO THAT IS 24 DEFINITELY HELPING THE PREPARATION FOR TAKING THE 25 TEST. SO WE'RE DEFINITELY ON THE RIGHT TRACK. WE Page 204 1 HAVEN'T REACHED DESTINATION YET, BUT WE ARE ON THE 2 RIGHT TRACK. 3 I THINK WHAT YOU JUST COMMENTED ON, I 4 THINK OTHER STATES HAVE SIMILAR PROBLEMS. THE 5 CONTENT AREA THEY HAVE MET, YET CERTIFICATION AND 6 DEAF ED THEY HAVE YET TO MEET. I THINK THAT'S 7 DEFINITELY ONE OF THE THINGS WE WANT TO ADDRESS 8 WITHIN OUR CURRICULUM DEVELOPMENT AND MAKE SURE TO 9 ADD PROGRAMS TO COVER THAT, WHETHER THAT BE ONLINE 10 OR HYBRID PROGRAMS, SIMILAR TO THE GLI PROGRAM 11 THAT'S HAPPENING, SO WE CAN START ADDRESSING THOSE 12 ISSUES. WE DEFINITELY HAVE THAT IN MIND OR ARE 13 KEEPING THAT IN MIND. 14 I DO WANT TO SAY ONE MORE THING, BECAUSE 15 I JUST LEARNED THAT IN DC RIGHT NOW WE'RE IN THE 16 PROCESS, IN THE QUICK PROCESS OF CHANGE, FOR 17 HIGHLY QUALIFIED DEFINITION WITH THE 18 SUPERINTENDENT OF SCHOOLS. 19 AND WE'RE GOING TO BE ENCOURAGING MORE 20 ALTERNATIVES AND THAT'S GOING TO CHANGE THE RATE 21 OF CERTIFICATION PROGRAM. AND THAT'S GOING TO BE 22 HAPPENING ALL OVER THE STATES NOW. SO PART OF 23 THAT IS GOING TO BE BUILDING THAT DATA WAREHOUSE 24 SYSTEM SO WE CAN START COLLECTING THE INFORMATION 25 ON STUDENT ACHIEVEMENT AND TYING THAT IN TO THE Page 205 1 INDIVIDUAL STUDENT ACHIEVEMENT TO INDIVIDUAL 2 TEACHERS. 3 AND THAT IS GOING TO ACTUALLY BECOME PART 4 OF THE TEACHER'S EVALUATION AND DETERMINATION IF 5 THE TEACHERS ARE KEPT AS A HIGHLY QUALIFIED 6 STATUS. AND THAT'S IN THE WORKS RIGHT NOW, WHICH 7 WILL PROBABLY BE COMING OUT IN AN OFFICIAL 8 ANNOUNCEMENT SOON FROM DC. 9 AND WITH NCATE, IT'S ALREADY REQUIRING US 10 TO DEMONSTRATE THAT OUR TEACHER CANDIDATES CAN 11 MAKE THE STUDENTS LEARN IF--GET THOSE STUDENTS TO 12 LEARN, WHICH HAS NEVER HAPPENED BEFORE. WE NEVER 13 HAD THAT FOR TEACHING. WE'VE NEVER HAD THAT. SO 14 NOW WE ARE GOING TO HAVE AN ASSESSMENT OF SORTS 15 THAT DURING THE STUDENT TEACHING PERIOD, THEY ARE 16 GOING TO HAVE TO DEMONSTRATE--OUR CANDIDATES ARE 17 GOING TO HAVE TO PRODUCE CHILDREN LEARNING 18 OUTCOMES, WHICH IS WHAT WE'RE DOING RIGHT NOW WITH 19 SOME OF OUR TEACHERS AND WE'RE USING A PILOT GROUP 20 AS A SAMPLE BECAUSE WE'RE REALIZING WE NEED TO DO 21 THAT. 22 AGAIN, BACK TO THAT PARTNERSHIP WITH YOU 23 ALL, TO WORK WITH OUR TEACHERS, WE NEED TO 24 KNOW--TO MAKE SURE TO GET A GOOD TEACHER WORK 25 SAMPLE WITH OUR TEACHERS AND INTERNS. THAT WE Page 206 1 HAVE TO MAKE SURE TO SHARE THE KNOWLEDGE THAT WE 2 HAVE FROM OUR TEACHER WORK SAMPLE. 3 I THINK IT'S GOOD BUT, AT THE SAME TIME, 4 IT'S A VERY COMPLICATED TASK. 5 SPEAKER: I WAS JUST WONDERING IF THIS 6 NEXT STEP (CAN'T HEAR HER). 7 MR. FISCHGRUND: THE QUESTION WAS, HAD WE 8 CONSIDERED OUTLINING A SURVEY OR QUESTIONNAIRE IN 9 TEACHER PREP PROGRAMS TO SEE IF WE'RE CONSIDERING 10 DEVELOPING THAT. WE HAVE TO LOOK AT THE SURVEY 11 NOW--WHO WE HAVE IN THE PREP PROGRAMS AND CONSIDER 12 WHAT THEY CAN DO. 13 DR. ERTING: ABSOLUTELY. AND WE ALSO 14 HAVE TO GET A LOT MORE INFORMATION FROM ALL OF YOU 15 AS TO WHAT YOUR VISION OF PARTNERSHIP IS. I MEAN, 16 WE HAVE SOME INFORMATION ALREADY FROM THE SURVEY 17 ON WHAT YOUR NEEDS/WANTS ARE FROM YOUR SCHOOLS FOR 18 TEACHERS, BUT HOW CAN WE SUCCESSFULLY CREATE THAT 19 PARTNERSHIP WITH YOU TO GET WHAT YOUR NEEDS ARE? 20 SO THAT'S THE DIALOGUE THAT WE NEED TO CONTINUE 21 ONGOING. 22 MR. BOSSO: WOULD IT BE HELPFUL FOR CEASD 23 TO PUT TOGETHER, PERHAPS, AN AD HOC COMMITTEE THAT 24 COULD MEET, YOU KNOW, JUST TEMPORARILY MAYBE A 25 COUPLE OF TIMES OVER THE NEXT LITTLE WHILE TO Page 207 1 PROVIDE SOME ADVICE OR SOME SPECIFIC INFORMATION? 2 WOULD THAT BE SOMETHING YOU WOULD BE INTERESTED 3 IN? I COULD CERTAINLY TALK ABOUT THAT WITH THE 4 BOARD IF YOU THOUGHT THAT WOULD BE HELPFUL. 5 DR. ERTING: YES, I DO THINK SO. I THINK 6 ANYTHING TO HELP ENCOURAGE THIS DIALOGUE BETWEEN 7 SCHOOLS AND TEACHER PREP PROGRAMS WOULD BE 8 ABSOLUTELY WONDERFUL, YES. IT'S THE BEST STEP. 9 MR. BOSSO: OKAY, YOU KNOW, I HATE TO 10 HAVE THE LAST WORD BUT I DO WANT TO SAY THE 11 COMMENTS AND QUESTIONS, WE'LL TAKE ONE MORE AND 12 THEN WE'LL BE WRAPPING UP. 13 MR. FISCHGRUND: HOW MANY PEOPLE HERE ARE 14 FROM TEACHER PREPARATION PROGRAMS? TWO. TWO? 15 SPEAKER: YOU MEAN ORIGINALLY? 16 MR. FISCHGRUND: CURRENTLY, CURRENTLY. 17 OKAY. HOW MANY PEOPLE HERE HAVE ATTENDED ACEDHH? 18 HOW MANY ATTENDED THERE? HOW MANY PEOPLE ATTENDED 19 THIS YEAR? FOUR. OKAY. SO THAT'S A STEP. MAYBE 20 WE CAN TALK WITH EACH OTHER AND START SHARING 21 INFORMATION WITH EACH OTHER. 22 THAT GROUP AND THE TEACHER PREPARATION 23 GROUP CAN COME TOGETHER, I THINK, AND THEY ARE 24 STARTING TO, STARTING TO ALIGN THEMSELVES TOGETHER 25 HERE. Page 208 1 SO, ED, FINAL WORDS HERE, I THINK. 2 (APPLAUSE.) 3 MR. BOSSO: MY FINAL WORD IS THANK YOU 4 VERY MUCH, TO BOTH OF YOU, FOR YOUR WORK IN 5 COLLECTING THAT INFORMATION, BRINGING IT TOGETHER 6 AND SHARING IT WITH US IN A WAY THAT WE COULD 7 REALLY ACCESS IT AND TO CONTINUE OUR PARTNERSHIP 8 WITH YOU WORKING TOGETHER TO IMPROVE PREPARATION 9 PROGRAMS FOR OUR TEACHERS, IMPROVE OUR TRAINING AT 10 BOTH ENDS AND BRING THAT TOGETHER. SO THANK YOU 11 VERY, VERY MUCH FOR YOUR TIME. 12 SO NOW YOU NEED TO GIVE YOURSELVES A HUGE 13 ROUND OF APPLAUSE FOR YOUR PERSEVERANCE TODAY 14 SITTING THERE. THANK YOU FOR YOUR MEANINGFUL 15 PARTICIPATION. WE'LL HAVE ANOTHER MEANINGFUL DAY 16 TOMORROW, BUT NOW IT'S TIME TO ENJOY THE DIFFERENT 17 ACTIVITIES YOU SIGNED UP FOR A LITTLE BIT. 18 STEVE--HOLD ON FOR A MINUTE. STEVE HAS A 19 FEW ANNOUNCEMENTS ABOUT THOSE DIFFERENT 20 ACTIVITIES. SO IF YOU WOULD COME UP, STEVE. 21 MR. GETTEL: WHO IS LOADING EXPECTING TO 22 EAT CHICKEN? RAISE YOUR HAND IF YOU WANTED 23 CHICKEN INSTEAD OF STEAK. 2, 3? YOU HAVE A 24 CHOICE RIGHT NOW. BUT IT'S ONLY GOING TO LAST 25 ABOUT 15 SECONDS. ONE, 2, 3. I SEE THREE HANDS. Page 209 1 THAT'S WHAT I'M GOING TO TELL THEM. REMEMBER, IF 2 YOU DIDN'T ASK FOR CHICKEN, DON'T BE EATING THE 3 CHICKEN. THAT'S NOT NICE. (LAUGHTER.) 4 WE HAVE EXACTLY 20 MINUTES FOR THE PEOPLE 5 WHO ARE FLOATING. THIS IS THE ONE THAT'S REALLY 6 STRESSING ME. WE HAVE 20 MINUTES TO GET READY FOR 7 THE FLOAT AND BE IN FRONT OF THE HOTEL. IF YOU 8 ARE NOT IN FRONT OF THE HOTEL IN 20 MINUTES, THEY 9 ARE GOING TO LEAVE YOU HERE. 10 THE GOLFERS, THERE WAS A GROUP OF FOUR, 11 TEE TIME IS 4:37. THE OTHER PEOPLE THAT HAD 12 SIGNED UP, TRANSPORTATION WILL BE IN FRONT OF THE 13 HOTEL. IF YOU HAVE ANY QUESTIONS, ASK THE PEOPLE 14 SITTING AT THE TABLE. TOMORROW MORNING WE'RE 15 STARTING AT, OH, LORD, 7:30, BREAKFAST, SAME 16 STORY, RIGHT THERE. 17 MR. BOSSO: ONE OTHER QUICK ANNOUNCEMENT. 18 THE JOINT ANNALS MEETING, THAT WILL BE STARTING 19 IMMEDIATELY FOLLOWING THIS. IT WILL BE ACROSS THE 20 HALL IN THE MISSOURI ROOM, AND THAT IS CEASD REPS 21 AND ANYONE ELSE WHO IS INTERESTED IN JOINING US 22 AND TAKING A LOOK AT THAT. SO WE'LL BE ACROSS THE 23 HALL. OH, AND ENJOY YOUR EVENING. THANK YOU ALL 24 AGAIN. 25 (END OF SESSION. )