1

         CEASD ANNUAL CONFERENCE

     SUNDAY, MAY 4, 2008 - 8:30 A.M.



       MR. GETTEL:  GOOD MORNING.  HOW'S

 THAT?  CAN YOU HEAR?  NO, CAN'T HEAR.

     GOOD MORNING.  HOW'S THAT?  YOU CAN

 CONTINUE TO GATHER, GET YOUR BREAKFAST.

 WE'RE GOING TO START THIS MORNING'S

 PRESENTATION.  WE'RE GOING TO BE LOOKING

 AT THE ACCREDITATION, THE CEASD

 ACCREDITATION PROCESS WITH CLAIRE BUGEN

 AND JOE FINNEGAN.

     I JUST NEED TO CLARIFY SOME THINGS

 ON THE AGENDA.

     AFTER THIS SESSION THIS MORNING,

 WE'RE GOING TO HAVE OUR BUSINESS MEETING

 AND ELECTIONS.  AND THEN WE'RE GOING TO

 HAVE LUNCH, YES, LUNCH.  AND BEFORE

 LUNCH I JUST WANT TO ACKNOWLEDGE THAT

 YESTERDAY WE HAD REALLY A BRIEF TIME

 WHEN WE WERE SET UP IN OUR REGIONS TO

 HAVE DISCUSSIONS.  AND I APOLOGIZE THAT

 THAT TIME WAS SO BRIEF, BECAUSE IT

 SEEMED THAT PEOPLE WERE REALLY ENJOYING

 THAT OPPORTUNITY TO GET TOGETHER WITH







                                         2

 THEIR REGIONS, THE OTHER SUPERINTENDENTS

 AND ADMINISTRATORS FROM THEIR

 NEIGHBORING PARTS OF THE COUNTRY.

     THAT'S SOMETHING THAT WE'LL CONTINUE

 TO THINK ABOUT AS A BOARD AND HOW WE CAN

 FACILITATE REGIONAL NETWORKING AND

 GETTING TOGETHER, SHARING INFORMATION.

     ON THIS SHORT AGENDA SUMMARY, IT

 SAYS THAT THERE ARE REGIONAL MEETINGS

 TODAY.  THAT'S NOT TRUE.  AT LUNCH WE'RE

 GOING TO HAVE PRESENTATION BY DR. MIKE

 DENINGER FROM GALLAUDET.  AND HE'S GOING

 TO BE TALKING ABOUT WORK FROM THE CLERC

 CENTER AND WANTS TO HAVE A DIALOGUE WITH

 US HERE.  SO WE'LL DO THAT DURING LUNCH.

     THEN THIS AFTERNOON, WE HAVE

 PRESENTATION ON EARLY INTERVENTION.  AND

 THEN THE LAST SESSION, I BELIEVE, IS A

 REPORT ON LITERACY FROM CABER.  THIS

 EVENING IS THE BANQUET.  ONE THING I'D

 ENCOURAGE YOU TO REMEMBER IS WE HAVE OUR

 SILENT AUCTION ITEMS IN THE ROOM -- IN

 THE ROOM ACROSS THE HALLWAY OVER HERE.

 GO AHEAD AND LOOK AT THEM.  THERE'S SOME

 FUN THINGS, SOME REALLY NICE THINGS THAT







                                         3

 ARE OUT THERE FOR AUCTION.  AND WE'RE

 ALSO GOING TO, THEN, CLOSE OFF THE

 BIDDING AT ABOUT SEVEN O'CLOCK, JUST

 BEFORE WE SERVE DINNER TONIGHT, HOPING

 THAT THERE'S A LITTLE BIT OF HEATED

 COMPETITION FOR THOSE THINGS.  BECAUSE

 ALL OF THAT MONEY COMES BACK TO CEASD.

 AND THAT MONEY SUPPORTS OUR OPERATION.

     WE HAVE SOME PEOPLE TO THANK.  THESE

 ARE PEOPLE THAT HAVE COME, THEY'VE BEEN

 ASKED BY THEIR ADMINISTRATORS FROM THEIR

 SCHOOLS TO COME AND SERVE US HERE, AND

 THAT'S OUR INTERPRETERS.  AND I WANT TO

 ACKNOWLEDGE THEM, IF THEY WILL STAND UP,

 PLEASE.  WE HAVE OUR INTERPRETERS HERE.

 WE HAVE BONNY, AND BONNY-LYNN FROM THE

 NEW MEXICO SCHOOL'S COORDINATING THAT

 SERVICE FOR US AND HAS DONE A REMARKABLE

 JOB.  AND WE APPRECIATE THAT; THANK YOU.

     AND FINALLY, I WANT TO ACKNOWLEDGE

 THE SCHOOLS THAT SPONSORED THIS

 CONFERENCE.  WE'VE REALLY GENERATED A

 LOT OF FUNDS.  IT'S BEEN REMARKABLE.  WE

 APPRECIATE THAT.  WE APPRECIATE THE

 SCHOOLS' GENEROSITY IN SUPPORTING US.  I







                                         4

 DON'T THINK WE'RE GOING TO BREAK A

 RECORD WITH THE FUNDRAISING FOR CEASD

 THIS YEAR, BUT WE'RE GOING TO BE CLOSE,

 I BELIEVE, AND THAT'S BECAUSE OF ALL OF

 YOU PARTICIPATING AND SPONSORING FUNDS.

 AND THIS MORNING BREAKFAST IS SPONSORED

 BY THE PENNSYLVANIA SCHOOL FOR THE DEAF.

 AND WE WANT TO THANK PENNSYLVANIA SCHOOL

 FOR THE DEAF.  SO THANK YOU.  FISCHGRUND

 IS DOWN HERE AT THE END HAVING

 BREAKFAST.

     AND THEN TODAY, OUR LUNCH AND THE

 OTHER BREAKS ARE SPONSORED BY NTID, SO

 WE WANT TO RECOGNIZE AND THANK ALAN

 HOROWITZ AND HIS STAFF FOR SPONSORING

 NTID DAY AND SPONSORING THE CONFERENCE.

 I DON'T KNOW IF WE HAVE ANY PEOPLE HERE

 FROM NTID, BUT WE'LL THANK THEM ANYWAY.

     JOE HAS SOME ANNOUNCEMENTS, AND THEN

 WE'LL GET STARTED.

       MR. FINNEGAN:  I HAVE SEVERAL

 ANNOUNCEMENTS TO SHARE, AND I'M GOING TO

 KEEP MOST OF THEM UNTIL THE END OF OUR

 ACCREDITATION PRESENTATION.  BUT I DID

 WANT TO RECOGNIZE AN INDIVIDUAL FOR HIS







                                         5

 HEROIC EFFORTS DURING THE RIVER FLOAT.

 I DON'T KNOW WHAT EVERYBODY ELSE DID,

 BUT THERE WAS A GROUP OF US THAT WENT

 DOWN THE RIVER LAST NIGHT, AND IT WAS A

 WONDERFUL EXPERIENCE.  THE WEATHER

 COOPERATED, THE SCENERY WAS FANTASTIC,

 THE FOOD WAS OUTSTANDING.  IT WASN'T

 PREPARED BY THE HOLIDAY INN.  WE HAD A

 GREAT TIME.  BUT IN OUR BOAT THERE WERE

 THREE OF US -- THEY CALL THEM BOATS.

 RUBBER RAFTS IS WHAT I CALL THEM.  IN

 OUR BOAT OUR OARSMAN GOT TIRED AND

 NEEDED A REST, SO WE ELECTED DON RHOTEN

 TO TAKE OVER, AND THAT WAS FOOLISH ON

 OUR PART.  I HAVE A CERTIFICATE FOR HIM

 THIS MORNING.  THIS IS FROM THE MONTANA

 RIVER RAFTING COMPANY PRESENTS THIS

 CERTIFICATE OF MERIT WITH GREAT

 APPRECIATION TO DONALD RHOTEN FOR HIS

 TIRELESS EFFORTS IN GUIDING THE FLOAT S0

 AS TO ALLOW VERN AN EXTENDED REST.  AND

 WITH THIS CERTIFICATE WE HAVE TWO

 ALEVES.  CONGRATULATIONS, DON.  COME AND

 GET YOUR CERTIFICATE.

     AND I WILL SAVE THE IMPORTANT







                                         6

 ANNOUNCEMENTS FOR THE END OF THE

 PRESENTATION.

       MR. GETTEL:  SO WE'RE GOING TO

 WELCOME UP CLAIRE AND JOE WHO ARE GOING

 TO GIVE US THIS MORNING'S OPENING

 PRESENTATION, ACTUALLY TRAINING AND

 RECRUITING PRESENTATION, FOR

 ACCREDITATION FOR CEASD.  IF YOUR SCHOOL

 HAS BEEN THROUGH THIS PROCESS -- I, WE,

 MSDB WENT THROUGH THE PROCESS JUST THREE

 YEARS AGO.  AND IT MERGES JUST PERFECTLY

 WITH OUR REGIONAL ACCREDITATION AND WITH

 THE OTHER ACCREDITATION THAT OUR SCHOOL

 RECEIVES FROM THE NATIONAL ORGANIZATION

 FOR BLINDNESS.  IT WAS REALLY VERY

 SEAMLESS.  WE HAVE ONE REPORT FROM THE

 GROUP.  IT WAS A JOINT REVIEW VISIT.

 AND WE APPRECIATE THE PROCESS BECAUSE IT

 SUPPORTS OUR SCHOOL IMPROVEMENT PLAN.

 IT'S EXACTLY WHAT IT DOES; CLARIFIES

 WHAT OUR NEEDS ARE, WHAT OUR GOALS

 SHOULD BE, AND SHOWS US WHAT GOOD WORK

 WE'RE DOING.

     SO THANK YOU TO CEASD FOR MAKING

 THIS PROCESS AVAILABLE TO US.  AND I'LL







                                         7

 LET YOU TAKE OFF HERE.

       MS. BUGEN:  GOOD MORNING.  I'M

 GOING TO GO A AHEAD AND START, BECAUSE

 ED REMINDED THEY WE HAVE 36 SLIDES.  SO

 HE'S GOING TO START THROWING THINGS AT

 ME.

     SO GO AHEAD.  WE'RE GOING TO REVIEW

 THE TEN THINGS TO MAKE TEAM AND SCHOOL

 SUCCESS WITH THE ACCREDITATION PROCESS.

 SO, FIVE WORDS OR LESS, IT'S INTENSE

 WORK, IT REQUIRES TEAM WORK, IT'S VERY

 STIMULATING, IT'S AN INTELLECTUAL

 ENDEAVOR, AND I STILL INCLUDE JOE IN

 THAT, AND IT'S VERY COLLEGIAL.  IT'S A

 WONDERFUL COLLABORATION.

     OUR PRESENTATION THIS MORNING WILL

 TOUCH ON EACH OF THESE THINGS.  I'LL

 GIVE YOU A MINUTE TO READ THEM.

     MOST IMPORTANTLY, KNOW WHAT

 ACCREDITATION MEANS.  IT'S ALL

 VOLUNTARY, THE PROCESS IS.  IT'S A

 PLANNING PROCESS TO SELF-EVALUATION.  NO

 ONE FORCES THESE DECISIONS.  YOU HAVE TO

 REALLY WANT TO DO THE WORK, THE ANALYSIS

 AT YOUR SCHOOL.  THE SCHOOL -- IT'S VERY







                                         8

 MUCH LIKE A STRATEGIC PLAN.  AND WE COME

 AND DO BOTH TOGETHER, THE STRATEGIC PLAN

 AND THE ACCREDITATION PROCESS.  AND THAT

 REALLY WORKS THE BEST AS FAR AS THE

 ADMINISTRATIVE COMPONENT GOES.  IT ALSO

 ALLOWS THE SCHOOL TO ANALYZE THE

 SIGNIFICANT ISSUES, ANALYZE STRENGTHS,

 AREAS OR OPPORTUNITIES FOR

 IMPROVEMENT -- THIS IS A BAD WORD ON THE

 POWERPOINT -- WEAKNESS.  WE DON'T

 BELIEVE THAT'S THE CORRECT WORD; AREAS

 OR OPPORTUNITY FOR IMPROVEMENT.  THE

 MOST IMPORTANT DEVELOPMENT IN THE

 PROCESS IS THE ACTION PLAN FOR

 IMPROVEMENT.

     STEP TWO, TO KNOW HOW THE PROCESS

 WORKS.  ACCREDITATION DOES NOT BEGIN

 JUST A WEEK, TWO WEEKS, A MONTH BEFORE

 THE TEAM ARRIVES.  IN FACT, IT'S ABOUT A

 ONE OR TWO-YEAR PROCESS TO GET READY FOR

 THE TEAMS.  THERE'S A LOT OF ACTIVITIES

 THAT ARE INVOLVED.  SELECTING YOUR

 COMMITTEES, YOUR EFFORT SHOULD BE TO

 INCLUDE AS MANY PEOPLE FROM YOUR SCHOOL

 COMMUNITY AS POSSIBLE.  THE BEST







                                         9

 ACCREDITATION IS EXTREMELY INCLUSIVE IN

 NATURE.  YOU DON'T HAVE TO DO EACH OF

 THE SPECIFIC ACTIVITIES ON THE TIME

 TABLE, BUT IF YOU WANT TO BE THE MODEL

 SCHOOL FOR ACCREDITATION, THEN WE WOULD

 RECOMMEND THESE STEPS AS A PART OF THE

 PROCESS.

       MR. FINNEGAN:  ONE OF THE MOST

 IMPORTANT QUESTIONS THAT WE ASK WHEN WE

 VISIT IS TO THE VARIOUS PEOPLE, STATE

 HOLDERS, STAFF, THAT WE INTERVIEW, HOW

 MUCH WERE YOU INVOLVED IN THE PROCESS?

 AND WE EXPECT TO HEAR THAT ALL THESE

 PEOPLE WERE INVOLVED IN SOME WAY, AND IT

 WASN'T DONE BY ONE OR TWO ADMINISTRATORS

 SITTING IN A ROOM WRITING THIS.  SO

 WE'RE ALWAYS LOOKING FOR THE INTENSE

 INVOLVEMENT FROM THE COMMUNITY, THE

 SCHOOL ITSELF AND THE COMMUNITY AROUND

 THE SCHOOL.

       MS. BUGEN:  THIS IS VERY

 IMPORTANT; WHAT SCHOOLS EXPECT FROM US

 WHEN WE VISIT THE CAMPUS.

       MR. FINNEGAN:  RESPECT FOR THE

 TIME AND EFFORT.  WE ARE VISITORS TO







                                        10

 YOUR SCHOOL.  AND WE HAVE TO SHOW

 RESPECT FOR YOU AND WHAT YOU'RE DOING.

 WHILE WE'RE THERE, YOU CAN'T STOP.  THE

 EDUCATIONAL PROCESS DOESN'T STOP.  WE

 ARE SOMEWHAT INTRUDERS, OUTSIDERS, AND

 WE HAVE TO SHOW RESPECT FOR WHAT YOU'RE

 DOING THEN AND WHAT YOU DID IN THE

 PROCESS TO GET READY FOR THE VISIT.  I

 THINK THAT'S ALL PRETTY

 SELF-EXPLANATORY.

       MS. BUGEN:  IT IS VERY IMPORTANT

 THAT TEAM MEMBERS RECOGNIZE THE AMOUNT

 OF WORK THAT SCHOOLS HAVE DONE, SO YOU

 ACCEPT THE RESPONSIBILITY TO BE ON THE

 TEAM, PREPARE TO WORK.  IT'S NOT JUST A

 DAYTIME JOB.  IT'S AN EVENING JOB AS

 WELL.  IT'S VERY INTENSE, AND THE PAY IS

 LOUSY, SO KEEP THAT IN MIND.

     WHAT SCHOOLS EXPECT OR WHAT WE

 EXPECT FROM THE SCHOOLS, WE WANT TO TELL

 YOU TO MEMORIZE THIS LIST.  A PRIVATE

 MEETING ROOM FOR THE TEAM.  FREQUENTLY

 WE HAVE PROBLEMS WITH THIS.  WE NEED

 TIME TO HAVE DISCUSSIONS, REFLECTIONS

 ABOUT WHAT WE'RE SEEING, WHO WE'VE MET







                                        11

 WITH.  AND IF SCHOOL STAFF ARE COMING IN

 AND OUT OF THAT SPACE, IT CAN HURT THE

 PROCESS OR CAN BE A CHALLENGE FOR US.

 SO WE NEED TO REMEMBER THAT THE TEAM IS

 ON YOUR CAMPUS.  THEY WILL NEED A SPACE.

       MR. FINNEGAN:  WE ALSO EXPECT

 LOTS OF FOOD AND BEVERAGE.  CHOCOLATE'S

 VERY IMPORTANT.  SOMETIMES FRESH FRUIT'S

 OKAY, BUT CHOCOLATE IS VERY IMPORTANT.

       MS. BUGEN:  SOME SCHOOLS WILL ASK

 US IF WE WON'T MIND TO STAY ON CAMPUS.

 THE ANSWER IS NO.  YOU NEED A PLACE TO

 ESCAPE WHEN YOU'RE DOING THIS KIND OF

 WORK.  AT NIGHT WE LIKE TO BE OFF CAMPUS

 FOR A LITTLE BIT.

       MR. FINNEGAN:  PREFERABLY A VERY

 NICE BED AND BREAKFAST IS APPRECIATED.

       MS. BUGEN:  CLASS ORGANIZED IS

 VERY HELPFUL.  IF YOUR SELF-STUDY IS

 EASY TO READ, IT HELPS US A GREAT DEAL.

 TRANSPORTATION.  YOU CAN'T IMAGINE THE

 LITTLE THINGS THAT COME INTO PLANNING

 SOMETHING LIKE THIS, THE TRANSPORTATION

 FROM THE SCHOOL TO THE HOTEL,

 RECOMMENDATIONS FOR PLACES FOR US TO







                                        12

 EAT, BECAUSE WE DEPEND ON YOU ONLY THE

 FIRST NIGHT AS THE HOST WHO INVITED THE

 TEAM.  AFTER THAT WE'RE INDEPENDENT FOR

 OUR MEALS.  BUT WE DON'T KNOW YOUR CITY,

 WE WON'T HAVE VEHICLES WITH US.

       MR. FINNEGAN:  I THINK THIS ALL

 TIES TO THE VOLUNTARYISM OF THE TEAM.

 SCHOOLS HAVE TO REMEMBER THAT THE PEOPLE

 WHO SERVE ON THE TEAMS ARE VOLUNTEERING.

 THEY'RE TAKING TIME FROM THEIR WORK,

 FROM THEIR COMMUNITY, FROM THEIR FAMILY.

 SO THE SCHOOLS -- AND THEY ALL DO.  I

 FEEL THAT THEY ALL DO.  BUT JUST A

 REMINDER THAT THE SCHOOLS NEED TO

 REMEMBER THAT.  IT'S NOT -- YOU ARE

 PAYING FOR THE ACCREDITATION, YES, BUT

 YOU'RE NOT PAYING THE INDIVIDUALS ON THE

 TEAM.  THEY DON'T PROFIT FROM THAT.  SO

 YOU NEED TO KEEP THAT IN MIND AND TREAT

 THEM ACCORDINGLY.

       MS. BUGEN:  CEASD IS A

 STANDARD-BASED ACCREDITATION PROCESS.

 WE FOLLOW MIDDLE STATES ACCREDITATION,

 AND I'LL TELL YOU WHY THAT IS; BECAUSE

 THE MIDDLE STATES IS THE MOST







                                        13

 COMPREHENSIVE, MOST IN DEPTH.  THERE ARE

 12 STANDARDS.  IF WE GO TO THE SOUTH

 EAST, SACS HAVE EIGHT STANDARDS.  NORTH

 CENTRAL, THEY HAVE SEVEN STANDARDS, I

 THINK.  SO CEASD'S POSITION, WE

 ACCOMMODATE WHATEVER THE REGION

 ACCREDITATION IS.  AND IT'S VERY, VERY

 IMPORTANT TO REMEMBER THAT WE HAVE MAYBE

 NOT DONE A VERY GOOD JOB OF

 COMMUNICATING THAT TO YOU.  BECAUSE MANY

 OF YOU STILL WRITE TWO REPORTS.  WE

 DON'T WANT TWO REPORTS.  WE WANT ONE

 REPORT.

     IF THERE IS SOMETHING IN YOUR

 REGIONAL ACCREDITATION THAT IS NOT

 INCLUDED IN THE CEASD STANDARDS, WE WILL

 INCLUDE THAT AS AN AMENDMENT TO YOUR

 REPORT.  BUT DON'T WRITE TWO SEPARATE

 REPORTS.  THAT'S WHY YOU HAVE CEASD WITH

 YOUR REGIONAL TEAM, TO SUPPORT THEM AND

 TO ACCOMMODATE THEIR PROTOCOL.

     SO WE'VE WORKED IN, WELL, ALMOST

 EVERY REGION FOR ACCREDITATION.  THEY'RE

 ALL DIFFERENT, BUT THEY'RE SIMILAR.  THE

 STANDARDS ARE VERY SIMILAR.  AND THE WAY







                                        14

 THAT THEY APPROACH THE PROCESS ITSELF IS

 VERY SIMILAR, BECAUSE OUR CEASD

 ACCREDITATION IS BASED ON THE MIDDLE

 STATE REGION ACCREDITATION.

       MR. FINNEGAN:  THIS POWERPOINT

 WILL BE POSTED NOT ONLY ON OUR WEBSITE

 RELATED TO THIS CONFERENCE, BUT WE'LL

 ALSO POST IT AND LEAVE IT ON THE SECTION

 FOR ACCREDITATION SO YOU CAN REFER TO

 THIS IN THE FUTURE.  IF YOU'RE SERVING

 ON A TEAM OR AT A SCHOOL CONSIDERING THE

 POSSIBILITY OF SIGNING UP, VOLUNTEERING

 TO GO THROUGH THE PROCESS, WE WILL SAVE

 THIS POWERPOINT ON THAT SECTION OF OUR

 WEB.

       MS. BUGEN:  WE HAVE 12 STANDARDS

 THAT YOU HAVE TO SATISFY.  WE WILL BE

 ADDING A STANDARD RELATED TO OUTREACH.

 WE FEEL THAT IT'S SIGNIFICANT NOW TO OUR

 SCHOOLS, SO WE WILL BE ADDING THAT.

     WE WANT MORE TEAM CHAIRS, BUT WE

 KNOW THAT WE HAVE SOME WORK TO DO BEFORE

 THAT CAN HAPPEN.  WE DEVELOPED A

 HANDBOOK -- OR WE NEED TO DEVELOP A

 HANDBOOK, BECAUSE THE PROCESS IS JUST SO







                                        15

 COMPLEX, AND WE WANT YOU TO HAVE

 SOMETHING TO FOLLOW; EXAMPLES, SAMPLE

 INTERVIEWS, SAMPLE QUESTIONS, SAMPLE

 SCHEDULES, ACCREDITATION REPORTS, WHAT

 SHOULD BE INCLUDED IN A REPORT.  SO

 WE'RE WORKING ON THAT WHILE WE'VE BEEN

 WORKING ON THAT FOR A LONG TIME.  BUT WE

 WILL SOON BE FINISHED, I PROMISE.

       MR. FINNEGAN:  THE CHAIR OF THE

 TEAM AND THE COORDINATOR FROM THE SCHOOL

 BOTH WORK WITH THE HOME OFFICE IN MAKING

 THE ARRANGEMENTS, SETTING UP THE TEAM,

 ALL OF THAT.  THE HOME OFFICE IS

 INVOLVED, SOMETIMES MORE, SOMETIMES

 LESS, DEPENDS ON THE SCHOOL AND THE

 SCHOOL'S NEEDS AND THE EXPERIENCE, PAST

 EXPERIENCE OF OUR TEAM'S CHAIR.  THERE

 ARE -- THE HOME OFFICE IS INVOLVED, THE

 CHAIRPERSON'S INVOLVED, AND THE SCHOOL

 COORDINATOR, THREE PEOPLE, ALLOWED TO

 COMMUNICATE TO MAKE ARRANGEMENTS.

     THIS IS MY FAVORITE.  THE ONLY TIME

 WE'VE HAD PROBLEMS LIKE MENTIONED HERE

 IS WHEN DON HAS CHAIRED THESE.  OTHER

 THAN THAT, THEY ALL GO SMOOTHLY,







                                        16

 ESPECIALLY WHEN CLAIRE AND I ARE CHAIRS.

 BUT WHEN DON HAS CHAIRED THEM, PROBLEMS.

       MS. BUGEN:  THE ACCREDITATION,

 YOU REALLY -- YOU WILL HAVE TO CONFRONT

 SOME SERIOUS CHALLENGES, PERSONALITIES

 OF SOME PEOPLE.  SOME OF THE REGIONAL

 TEAMS ARE NOT SURE HOW TO RESPOND TO

 DEAF PEOPLE, HOW TO USE INTERPRETERS,

 WHAT MAKES OUR SCHOOL UNIQUE, THAT

 REALLY REQUIRES A LOT OF COOPERATION.

 AND I'VE SEEN TEAMS THAT SAY CEASD TAKE

 THE LEAD.  I'VE SEEN TEAMS THAT WILL SAY

 WE'RE IN CONTROL.  SOMETIMES CEASD

 PEOPLE SAY HEY WAIT, WE'RE THE EXPERTS.

 BUT WE CAN'T DO THAT.  WE HAVE TO WALK

 CAREFULLY AND REALLY MASSAGE IT, WORK

 WITH THE TEAM.

       MR. FINNEGAN:  I THINK ONE OF THE

 BIGGEST CHALLENGES WHEN YOU SERVE ON A

 TEAM IS TO KEEP YOUR PERSONAL AND

 PROFESSIONAL OPINIONS AND PREFERENCES

 OUT; KEEP IT TO YOURSELF.  YOU HAVE TO

 FOLLOW THE STANDARDS, AND THAT'S WHAT

 YOU'RE CONSIDERING, NOT WHETHER OR NOT

 AT YOUR SCHOOL YOU DO IT THIS WAY, YOU







                                        17

 THINK THIS SCHOOL YOU'RE VISITING SHOULD

 FOLLOW YOUR EXAMPLE.  YOU CAN TALK ABOUT

 THAT OFF THE RECORD, SHARE SOME IDEAS

 WITH THE SCHOOL ADMINISTRATORS, BUT THAT

 CANNOT BE INCLUDED IN YOUR REPORT.  YOU

 HAVE TO FOLLOW THE PROCESS.  AND IF THE

 SCHOOL HAS FOLLOWED THE PROCESS, THEN

 THAT'S GREAT.  BUT SOMETIMES WE, THE

 MEMBERS OF THE TEAMS, TRY TO IMPOSE OUR

 PREFERENCES ON THE SCHOOL.  IT'S NOT

 APPROPRIATE.

       MS. BUGEN:  AND THE NEXT SLIDE

 TALKS ABOUT THAT.

       MR. FINNEGAN:  OKAY; WE CAN SKIP

 THIS ONE.  WE ONLY HAVE A PANEL OF FIVE

 PEOPLE WHO ARE GOING TO PRESENT THIS

 MORNING SOMETIME TOO, SO WE'VE GOT TO GO

 THROUGH THESE.

       MS. BUGEN:  THAT'S EXACTLY WHAT

 JOE WAS TALKING ABOUT.  NEVER SAY "MY

 SCHOOL."  AT MY SCHOOL WE DO THIS.  AT

 MY SCHOOL WE DO IT THIS WAY.  OR WE HAVE

 THIS KIND OF X OR Y.  THAT IS NOT THE

 RESPONSIBILITY OF THE TASK.  WE'RE SITE

 VISITORS.  WE WANT TO VALIDATE THEIR







                                        18

 SELF-STUDY, VALIDATE WHAT THEY SAY THEIR

 PHILOSOPHY IS, WHAT THEY SAY THEIR

 ACTION PLAN IS.  IT'S NOT WHAT THE TEAM

 WANTS.  OFTEN, PEOPLE HAVE TO BE

 REMINDED OF THAT.

     BOTTOM LINE, PREPARE.  THE SCHOOL

 KNOWS IF YOU HAVEN'T READ THE

 SELF-STUDY.  THEY KNOW BY YOUR

 QUESTIONS.  SO IT'S IMPORTANT TO

 PREPARE.  IT DOESN'T MATTER IF YOU READ

 IT ON THE AIRPLANE ON THE WAY THERE, BUT

 READ IT.  YOU HAVE TO BE PREPARED.

     WHAT HAPPENS WHEN YOU ARRIVE?  THE

 TEAM CHAIR WILL ASSIGN STANDARDS FOR YOU

 TO REVIEW, AND THIS IS AN EXAMPLE OF

 THAT.

       MR. FINNEGAN:  FREQUENTLY, WE DO

 THAT AHEAD OF TIME SO YOU KNOW WHAT AREA

 TO READ MORE IN DEPTH PRIOR TO ARRIVAL.

 WE'LL FREQUENTLY MAKE THOSE ASSIGNMENTS.

     THE OTHER THING RELATED TO THE

 EVALUATOR AND THE SCHOOL, SOME SCHOOLS

 ARE VERY CLEVER.  THIS IS MY OPINION

 NOW.  SOME SCHOOLS ARE VERY CLEVER, AND

 THEY USE THE ACCREDITATION PROCESS TO







                                        19

 GET SOMETHING FROM THEIR BOARD, FROM THE

 STATE, AND THEY WILL LEAD US, THE TEAM,

 TO A RECOMMENDATION THAT THE SCHOOL

 WANTS.  AND THAT'S FINE, AS LONG AS THE

 TEAM AGREES.  I MEAN, IF YOU HAVE FIVE

 GUIDANCE COUNSELORS AND YOU WANT ONE

 MORE AND YOU'RE TRYING TO CONVINCE THE

 TEAM TO MAKE THAT RECOMMENDATION, BUT

 THAT DOESN'T HAPPEN VERY OFTEN.

 FREQUENTLY YOU MIGHT NOT HAVE ONE

 GUIDANCE COUNSELOR AND YOU WANT ONE

 ADDED AND YOU LEAD US TO MAKE THAT

 RECOMMENDATION.  WE CAN HELP YOU WITH

 EXTERNAL THINGS THAT YOU NEED OR YOU'RE

 LOOKING FOR.  SO YOU SHOULD USE THE TEAM

 APPROPRIATELY, IF WE CAN HELP.

       MS. BUGEN:  SO WITH THAT, WE

 ALWAYS MEET WITH THE SUPERINTENDENT OF

 THE SCHOOL PRIOR TO MAKING OUR

 RECOMMENDATIONS IN THE EXIT REPORT.  WE

 GIVE THE SUPERINTENDENT THE RESPECT OF A

 SUMMARY OF OUR RECOMMENDATIONS.  AND

 THEN BEFORE THE REPORT IS PRESENTED TO

 CEASD BOARD FOR APPROVAL, WE SEND IT TO

 THE SUPERINTENDENT OF THE SCHOOL TO READ







                                        20

 IT THROUGH FOR POSSIBLE ERRORS IN THE

 FACTS.  NOT TO CHANGE THE

 RECOMMENDATIONS, BUT SOMETIMES WE WILL

 GET SOMETHING WRONG; THE NAME OF A

 PROGRAM OR MISS A CONCEPT OF SOMETHING.

 SO WE DO LET THE SUPERINTENDENT HAVE AN

 OPPORTUNITY TO MAKE CHANGES.

     GOING ON; OKAY, HERE WE GO.

     INTERVIEWS, YOU NEED TO DEVELOP A

 TALENT FOR CONDUCTING INTERVIEWS.  WE

 GATHER A GREAT DEAL OF INFORMATION

 THROUGH THE INTERVIEW PROCESS, THAT

 INCLUDES PARENTS, MEMBERS OF THE SCHOOL

 COMMUNITY, ALUMNI, STUDENTS, TEACHERS

 ADMINISTRATORS.  WE INTERVIEW PEOPLE AND

 WE TRY TO GO INTO EVERY CLASSROOM.

 WE'RE NOT ALWAYS SUCCESSFUL IN THAT, BUT

 WE WILL MAKE LISTS OF WHERE WE'VE BEEN,

 WHO WENT INTO THE MIDDLE SCHOOL

 CLASSROOMS, WHO HAD AN OPPORTUNITY TO GO

 INTO THE ELEMENTARY SCHOOL, THE

 PRESCHOOL, THE DORM TOWERS.  WE STAY AT

 NIGHT TO DO THE DORMS AND SEE THE

 PROGRAM THAT'S HAPPENING THERE AS WELL.

       MR. FINNEGAN:  THIS IS AN AREA







                                        21

 WHERE WE OFTEN DIFFER FROM THE REGIONAL

 GROUPS.  THEY DON'T DO MUCH VISITING.

 THEY LIKE THE PEOPLE TO COME TO THEM IN

 A ROOM GROUP OF INDIVIDUALS INTERVIEW

 DISCUSSION.  BUT WE TAKE A MORE ACTIVE

 ROLE, AND WE WANT TO GET OUT AND VISIT

 AND INTERACT, MEET STAFF, INTERVIEW IN

 THEIR CLASSROOMS AND IN THEIR TERRITORY,

 NOT ALWAYS BRING THEM INTO THAT CENTRAL

 ROOM.  THAT'S PART OF THE REASON WHY WE

 OFTEN REQUIRE MORE TIME THAN THE

 REGIONAL GROUPS AND HAVE A LARGER TEAM,

 MORE PEOPLE ON THE TEAM THAN THE

 REGIONAL GROUPS.  THEY DO MORE OF A

 PAPER.  WE DO BOTH, PAPER AND INTERVIEW

 AND OBSERVATION.

       MS. BUGEN:  EXACTLY.  NEXT SLIDE.

     IT'S IMPORTANT TO WRITE A GOOD

 REPORT.  WE TRY TO GET AS MUCH COMPLETED

 WHILE WE'RE ON-SITE AS POSSIBLE.  WE ASK

 EACH TEAM MEMBER TO WRITE UP THEIR

 STANDARDS.  THE STRENGTHS, OPPORTUNITIES

 FOR IMPROVEMENT, AND THEN WE DO A

 SCHOOL-WIDE ACCOMMODATIONS AND

 RECOMMENDATIONS.  AND THAT'S PRETTY MUCH







                                        22

 HOW THE REPORT IS WRITTEN.

     WE INCLUDE A LITTLE BIT OF

 BACKGROUND, A PROFILE OF THE SCHOOL, AND

 TRY TO MAKE A NICE DOCUMENT THAT WILL

 HELP THE SCHOOLS WITH THEIR STAFF, WITH

 THEIR PLANNING, ET CETERA.

     WE HOPE TO INCREASE THE NUMBER OF

 RESOURCES AVAILABLE FOR SCHOOLS AND FOR

 TEAMS, FOR TEAM CHAIRS.  WE'RE WORKING

 ON THAT.  REGIONS ARE AHEAD OF US IN

 THIS REGARD, SO WE ARE BEHIND ON THE

 DEVELOPMENT OF GOOD RESOURCES, BUT WE'RE

 WORKING ON IT.

     PERHAPS THE MOST IMPORTANT STEP,

 REMEMBER GOOD HOME TRAINING.

       MR. FINNEGAN:  AND DON'T FORGET

 NICE GIFTS FOR THE TEAM MEMBERS.

 DEPARTING GIFTS FOR THE TEAM MEMBERS.

 WE REALLY ENJOY GETTING YOUR SCHOOL

 SHIRTS WITH PRETTY LOGOS AND THINGS LIKE

 THAT.  SO THANK YOU.

       MS. BUGEN:  OKAY.

       MR. FINNEGAN:  WE HAVE A

 FIVE-PERSON PANEL THIS MORNING.  ALL OF

 THE INDIVIDUALS ON THE PANEL, EXCEPT







                                        23

 ONE, HAVE BEEN INVOLVED WITH

 ACCREDITATION, BOTH AT THEIR SCHOOL

 RECENTLY ACCREDITED AND HAVE SERVED ON

 THE ACCREDITATION TEAM.  SO THEY HAVE

 EXPERIENCES ON BOTH SIDES OF THE AISLE

 SO TO SPEAK.  AND WE'RE GOING TO ASK,

 HOW ABOUT CATHY RHOTEN?  LET'S ALL COME

 UP, ALL FIVE, PLEASE JOIN US.

       MS. BUGEN:  OKAY; GOOD MORNING.

 GOOD MORNING.  WE HAVE A COUPLE OF

 QUESTIONS TO GET YOU STARTED, AND THEN

 WE'LL OPEN UP THE FLOOR FOR QUESTIONS.

 TO THE PANEL; OKAY?  DOESN'T MATTER WHO

 WANTS TO GO FIRST, BUT WHAT MOTIVATED

 YOU TO PURSUE ACCREDITATION?

       MR. BOSSO:  ONE WORD ANSWER.

       MS. BUGEN:  IS THERE ANOTHER

 ANSWER?

       DR. PRICKETT:  I'M JEAN PRICKETT.

 I WAS SCHOOL FOR THE DEAF

 SUPERINTENDENT.  REALLY, IT WAS A PART

 OF ACCOUNTABILITY, ASSESSING WHAT YOU'RE

 DOING FOR YOUR REGIONAL ASSOCIATION,

 ASSESSING WHAT YOU'RE DOING FOR YOUR

 STATE, IF IT'S REQUIRED.  IN IOWA WE HAD







                                        24

 TO BE AN APPROVED PROGRAM IN IOWA, SO WE

 HAD A STATE REVIEW, YOUR CENTRAL REVIEW,

 AND CEASD.  IT WAS ALL PART OF THE

 PROCESS.  NORTH CENTRAL CAN TELL US HOW

 WE COMPARE TO SCHOOLS WITH HEARING KIDS.

 AND THE STATE TELLS US HOW WE COMPARE TO

 SPECIAL ED PROGRAMS AND TO SCHOOLS IN

 IOWA.  BUT ONLY CEASD CAN TELL US IF

 WE'RE DOING THE RIGHT THING FOR DEAF

 KIDS.

       MS. MULLHOLLAND:  I'M JANE

 MULLHOLLAND FROM OREGON, AND I WOULD

 AGREE, THE ACCOUNTABILITY PEACE

 CERTAINLY IS IMPORTANT.  BUT THERE ARE A

 NUMBER OF BENEFITS FROM THE

 ACCREDITATION PROCESS THAT ARE PROVIDED

 TO THAT PROCESS FOR THE SCHOOLS.  IT

 PROVIDES A GREAT MAP FOR YOUR SCHOOL

 IMPROVEMENT AS WELL.  IT'S IMPORTANT

 THAT IT ALSO PROVIDES OPPORTUNITIES FOR

 COORDINATING WITH OTHER PLANS.  WE HAVE

 ONE -- YOU HAVE A STRATEGIC PLAN LOOKING

 AT RESOURCES AND IMPROVEMENT, SO IT'S

 REALLY A WONDERFUL OPPORTUNITY TO

 COORDINATE YOUR EFFORTS INTO ONE







                                        25

 DOCUMENT OR ONE MAP FOR YOUR SCHOOL.

 AND IT REALLY MAKES IT, THE PLANNING,

 MUCH MORE FLUID.

       MR. BOSSO:  TRY TO ANSWER THIS.

 I GUESS THERE ARE SEVERAL REASONS.  WE

 EXPECT OUR TEACHERS TO BE REFLECTIVE.

 DURING THE PROCESS AS A SCHOOL WE NEED

 TO BE SELF-REFLECTIVE AND DO THAT

 ANALYSIS.  SO CERTAINLY, THAT'S ONE

 BENEFIT, DOING THAT SELF-REFLECTION.

 ALSO, HONESTLY, YOU HAVE FOUR OR FIVE

 PEOPLE FROM OTHER SCHOOLS WHO COME, AND

 THEY GIVE YOU THEIR PERSPECTIVE ON WHAT

 THEY'RE SEEING.  AND THAT'S REALLY GREAT

 IN VALUABLE, IN FACT, TO HAVE FIVE PEERS

 FROM OUTSIDE YOUR SCHOOL TO COME LOOK AT

 YOUR PROGRAM, GIVE YOU IDEAS, SHARE THAT

 WAS REALLY POSITIVE.

       MR. STERN:  ON TOP OF EVERYTHING

 THAT WAS ALREADY SAID, THE PROCESS

 REALLY FORCES YOU TO GET PEOPLE,

 DIFFERENT STAKEHOLDERS, TOGETHER.  YOU

 KNOW, OFTEN AS A SCHOOL WE'RE SO BUSY,

 WE DON'T SEE EACH OTHER.  SOMETIMES WE

 FORGET HOW IMPORTANT IT IS TO GET BACK







                                        26

 IN TOUCH WITH THE DIFFERENT STAKEHOLDERS

 AGAIN; PARENTS, STAFF, COMMUNITY

 MEMBERS.  SO GETTING PEOPLE TOGETHER,

 THAT WAS AN EXCELLENT PART OF IT.  AND

 ALSO IN RELATION TO THE SCHOOL'S

 STRATEGIC PLAN.  WE WERE TALKING ABOUT

 THIS AT OUR TABLE, THE RECOMMENDATIONS

 THAT CAN COME REALLY SUPPORT THE

 STRATEGIC PLAN AND INCORPORATE THOSE

 RIGHT INTO IT.  THAT CONVERSATION WE

 WILL BE COINCIDING OUR STRATEGIC PLAN

 CYCLE WITH THE ACCREDITATION CYCLE FROM

 HERE ON.  SO THIS YEAR WE WERE FORTUNATE

 IN THAT IT WAS REALLY A STROKE OF LUCK

 THAT OUR STRATEGIC PLAN CYCLE WAS JUST

 STARTING WHILE THE RECOMMENDATIONS WERE

 COMING FROM THE ACCREDITATION TEAM.  SO

 THAT WILL NOW HAPPEN AS A MATTER OF

 COURSE.  SO AGAIN, THE ROAD MAP

 COMPONENT IS REALLY IMPORTANT, BOTH THE

 PROCESS AS WELL AS THE FINAL PRODUCT

 WHICH WAS WONDERFUL AS WELL.

       MS. BUGEN:  CATHY.

       MS. RHOTEN:  I'M CATHY RHOTEN.

 WE NEED TO LOOK AT THE WHOLE PICTURE.







                                        27

 OFTENTIMES WE SEE FIRES.  WE'RE JUST

 PUTTING FIRES OUT.  THAT'S WHAT WE'RE

 DOING.  AND THIS ALLOWS US THE

 OPPORTUNITY TO GET THE WHOLE PICTURE,

 AGAIN, INCLUDING PARENTS AND ALUMNI,

 STAFF, AND STUDENTS.  SO THAT PROCESS

 REALLY COMMITS US TO SEE EVERYTHING AT

 ONE TIME.  AND I THINK THAT'S REALLY A

 GOOD REASON TO DO IT AS WELL.

       MS. BUGEN:  CAN YOU GIVE THE

 GROUP ANY ADVICE FOR WHEN THE STATE

 COORDINATOR COMES TO MEET YOUR IN-HOUSE

 PERSON, HOW DID YOU SELECT YOUR IN-HOUSE

 PERSON FOR THE ACCREDITATION

 COORDINATION FOR THE SELF-STUDY?

       MS. MULLHOLLAND:  WE PICKED THE

 BUSIEST PERSON, BASICALLY, AND SELECTED

 THEM AND WENT FROM THERE.  THE PERSON

 WHO HAS THE MOST BROADEST PERSPECTIVE OF

 THE SCHOOL, THE CAMPUS; SOMEONE WHO CAN

 WORK COLLABORATIVELY WITH THE DIFFERENT

 DEPARTMENTS.  SO THAT COORDINATION PIECE

 IS VERY INSTRUMENTAL.  IT'S ALSO VERY

 INSPIRING TO GET PEOPLE INVOLVED IN THAT

 PROCESS.  IT WAS A HARD AND A LONG







                                        28

 PROCESS, AND YOU HAVE TO BE ABLE TO

 REALLY BE A MOTIVATOR, A CHEERLEADER.

 AND YOU NEED TO BE ABLE TO KEEP

 PEOPLE -- TO MAINTAIN THEIR MOTIVATION

 LEVELS.  SO SOMEONE WHO REALLY HAS THOSE

 SKILLS IS ESSENTIAL.

       DR. PRICKETT:  YOU NEED SOMEONE

 WHO IS THOROUGHLY ORGANIZED.

       MR. STERN:  I WOULD SAY SOMEONE

 WHO IS VERY GOOD AT LOOKING AT THE

 DETAILS.  CERTAINLY YOU CAN -- SOMEONE

 WHO CAN SEE THE BIG PICTURE BUT ALSO

 SOMEONE WHO IS VERY DETAIL ORIENTED.

       MR. BOSSO:  I WOULD ALSO ADD THAT

 I THINK IT'S IMPORTANT TO -- SAME WITH

 ALL OF US HERE -- SOMEONE WHO HAS THE

 ABILITY TO INCORPORATE OTHER PEOPLE.

 SOMETIMES THE TEMPTATION MIGHT BE FOR

 THE SCHOOL, PERHAPS, TO GIVE THE

 RESPONSIBILITY TO AN INDIVIDUAL AND

 EXPECT THEM TO GO THROUGH THAT

 ACCREDITATION PROCESS.  SO THE CHALLENGE

 REALLY -- THAT CAN BE EASY TO SAY WELL

 SO AND SO IS DOING THE ACCREDITATION.

 BUT IT'S REALLY SOMEONE WHO IS GOING TO







                                        29

 INCORPORATE THE PERSON IN THE SCHOOL

 COMMUNITY AS POSSIBLE.

       MS. BUGEN:  FOR THOSE WHO HAD

 REGIONAL ACCREDITATION ALONG WITH CEASD,

 CAN YOU SHARE YOUR OBSERVATIONS OF THAT?

 DID YOU FEEL THAT WAS EFFECTIVE?

       MS. MULLHOLLAND:  I HAD TWO

 DIFFERENT EXPERIENCES; ONE WHEN THE TEAM

 CAME WITH THE REGION, ONE WHEN THEY DID

 NOT.  SO I'VE SEEN IT IN BOTH

 SITUATIONS.  WHEN IT WAS WITH THE

 REGIONS, AGAIN, THEY WERE VERY

 DIFFERENT.  THE REGION WAS HIGHLY

 RELIANT ON CEADEA GUIDANCE TO REALLY

 HELP THEM UNDERSTAND THE COMPONENTS OF

 THE PROGRAM AND UNDERSTAND THE DEPTH

 ASPECT OF WHAT THEY WERE DOING.  THE

 TEAM, I THINK, FELT MORE IN CONTROL OF

 THAT SITUATION, AND CEASD HAD -- WAS

 WELL SUPPORTED.  BUT THEY WERE USING

 THEIR STANDARDS AND PROTOCOLS, AND SO I

 THINK THAT IT WAS IMPORTANT.  BECAUSE

 WHEN YOU START -- OR OBVIOUSLY BEFORE

 THE VISITORS COME, IF POSSIBLE, SO

 THAT -- TO GET THE TWO CHAIRS IN TOUCH







                                        30

 WITH EACH OTHER SO THAT THEY CAN REALLY

 COLLABORATE THEIR WORK.  AND AGAIN, AS

 CLAIRE SAID JUST TO EMPHASIZE THE

 IMPORTANCE OF THE REPORT, ONE REPORT,

 IT'S NOT NECESSARY TO HAVE TWO.  BECAUSE

 THE STANDARDS -- THEY DO LOOK SLIGHTLY

 DIFFERENT, BUT THEY'RE BASICALLY VERY,

 VERY SIMILAR.  SO IF YOU SEE STANDARD

 NUMBER ONE, IT MIGHT BE STANDARD NUMBER

 THREE OR SOMETHING LIKE THAT.  SO

 THEY'RE NOT BOTH ORGANIZATIONS, BOTH

 STANDARDS.

     SO THE REGIONAL ACCREDITATION

 DOESN'T HAVE AS MUCH EXPERIENCE WITH

 DEAF PROGRAMS, AND THE CEASD TEAM WAS

 ABLE TO HELP THEM UNDERSTAND OR TO

 INTERPRET WHAT IT WAS THAT THE REGIONAL

 TEAM WAS SEEING, SORT OF HELP THEM TO

 GET SOME PERSPECTIVE.  IN TERMS OF

 STUDENT ACHIEVEMENT, LET'S SEE, WHAT

 DOES THAT MEAN?  BECAUSE THERE IS GREAT

 IMPROVEMENT, HOWEVER IT DOESN'T SEEM AS

 THOUGH THERE'S GREAT IMPROVEMENT.  SO

 AGAIN, CEASD WAS CRITICAL IN HELPING THE

 REGIONAL SITE.







                                        31

       MR. STERN:  IF I COULD JUST

 EXPAND ON WHAT JANE WAS SAYING, THERE'S

 A SERIOUS LACK OF AWARENESS IN THE

 GREATER COMMUNITY ABOUT THE ROLE OF DEAF

 SCHOOLS, THE UNIQUENESS, THE UNIVERSAL

 NEEDS OF DEAF AND HARD OF HEARING

 CHILDREN.  AND IN NEW MEXICO WE'RE VERY

 SMALL.  WE'VE GOT 1.7 MILLION PEOPLE IN

 THE WHOLE STATE OF NEW MEXICO.  AND SO

 ANY ABILITY TO RAISE THE AWARENESS OF

 WHAT THE COMMUNITY HAS -- WE KNOW WHEN

 THE REPRESENTATIVE FROM THE NCEA CAME

 AND DID THEIR ACCREDITATION, THERE WERE

 THREE TEACHERS WHO CAME FROM THROUGHOUT

 THE STATE OF NEW MEXICO.  I THINK THEY

 MAY ALL HAVE BEEN FROM ALBUQUERQUE.  BUT

 WE COULD REALLY SEE A TRANSFORMATION IN

 THEIR QUESTIONS THE FIRST DAY AS

 COMPARED TO JUST BEFORE THEY WERE

 LEAVING.  THEIR AWARENESS LEVEL HAD GONE

 UP.  SO IN OUR SMALL WORLD IN NEW MEXICO

 THAT SHARING AWARENESS AND HELPING THE

 SCHOOL IN THE LONG RUN, MAYBE THEY WILL

 BUMP INTO PARENTS, THEY'RE IN A BETTER

 POSITION NOW FOR THEM TO REFLECT IN A







                                        32

 DIFFERENT WAY ON THE EXPERIENCE.

       DR. PRICKETT:  WE DIDN'T HAVE THE

 SITUATION WHERE WE HAD THE VISITS

 TOGETHER.  AND IT WAS FOR ONE SIMPLE

 REASON.  THE STATE OF IOWA BASICALLY

 INSISTS ON HAVING NORTH CENTRAL WITH IT.

 AND SO HAVING THREE TEAMS ON THE CAMPUS

 AT THE SAME TIME WOULD HAVE WORKED FOR

 US, BUT IT WAS FAIRLY CLEAR THAT WE

 WOULD HAVE HAD TO MODIFY WHAT CEASD

 EXPECTS FROM A VISIT COMPARED TO WHAT

 THE STATE OF IOWA EXPECTS.  SO IF YOU

 HAD THAT SITUATION WHERE YOUR STATE

 COMES IN AND APPROVES YOUR SCHOOL

 SIMULTANEOUSLY WITH YOUR REGION, YOU

 MIGHT WANT TO FEEL OUT THE STATE AS TO

 WHETHER THEY ARE GOING TO WELCOME THE

 ADDITIONAL GROUP WITH YOU.  AND AT RISK

 OF -- I BETTER NOT SAY MORE.

       MS. BUGEN:  COULD YOU JUST

 RESPOND TO YOUR ROLE AS AN EVALUATOR, AS

 AN ON-SITE TEAM VISITOR, TO DESCRIBE

 YOUR EXPERIENCE TO ENCOURAGE MORE PEOPLE

 TO BECOME SITE TEAM VISITORS?  WOULD YOU

 LIKE TO SHARE YOUR EXPERIENCES?







                                        33

       MS. RHOTEN:  I THINK ONE OF THE

 THINGS I WAS ASKED RIGHT BEFORE OUR TEAM

 WAS ON ACCREDITATION IS WHAT HAPPENED?

 WHEN YOU ARRIVE AT THE SCHOOL YOU'RE

 VISITING, I THINK THE MOST IMPORTANT

 THING IS TO FEEL WELCOME AND WARM AND

 THAT YOU'RE INVITED TO BE THERE.  AND I

 THINK THAT WAS CRITICAL THAT WHEN YOU

 ARRIVED YOU FELT COMFORTABLE; YOU WERE

 SHOWED EVERYTHING, EVERYTHING WAS SHARED

 WITH YOU.  I THINK IT'S REALLY PART OF

 THE TEAM TOO.  IT'S WONDERFUL TO HAVE A

 LOT OF MATERIALS THERE ON THE TABLE

 WAITING FOR YOU.  YOU DON'T WANT TO HAVE

 TO GO OUT AND ASK, ASK, ASK.  THE TEAM I

 ATTENDED THERE WERE SO MANY NOTEBOOKS,

 IT WAS KIND OF OVERWHELMING.  BUT SOON

 YOU REALIZE YOU'RE NOT GOING TO READ IT

 ALL.  YOU'LL PICK AND CHOOSE WHAT'S

 NEEDED.  SO FOR THE TEAM, THE EXPERIENCE

 FOR BEFORE OUR SCHOOL WAS ACCREDITED, IT

 REALLY HELPED ME.  IT ENCOURAGED ME.  IT

 HELPED ME TO REALIZE I COULD LIVE

 THROUGH A VISIT MYSELF.  AND SO I THINK

 THAT THAT EXPERIENCE, FOR ME, HELPED A







                                        34

 GREAT DEAL IN PREPARING MYSELF FOR

 CEASD'S ACCREDITATION WHICH FOLLOWED

 THAT VISIT FIRST.

       MS. BUGEN:  ED?  NO, FINE.

       MS. MULLHOLLAND:  I WOULD AGREE

 WITH THOSE COMMENTS.  IF YOU'RE

 CONSIDERING GOING THROUGH THE

 ACCREDITATION PROCESS, IT IS CRITICAL

 FOR THE TEAM.  AND REGARDLESS OF IF

 YOU'RE PLANNING TO GO THROUGH THE

 PROCESS OR NOT, YOU -- I GUARANTEE YOU,

 YOU WILL COME BACK WITH MANY, MANY IDEAS

 TO USE IN YOUR OWN SCHOOL, WITHOUT

 QUESTION.  EVERY TIME I GO I COME BACK

 WITH LISTS OF IDEAS, PEOPLE WHO ARE

 WILLING TO SHARE, FEELING, YOU KNOW,

 LIKE -- VERY, VERY HAPPY ABOUT THE

 ABILITY TO SHARE, BORROW IDEAS.  SO IT'S

 A WONDERFUL OPPORTUNITY TO INTERACT WITH

 OUR PEERS.  SO IT'S NOT JUST US GIVING

 TO THE SCHOOLS BUT REALLY, YOU RECEIVE A

 GREAT DEAL OF BENEFITS AS WELL.

       MR. BOSSO:  REALLY, JUST

 CONNECTING TO, AGAIN, JANE'S COMMENTS,

 IT'S LIKE A PROFESSIONAL DEVELOPMENT







                                        35

 OPPORTUNITY FOR ME, REALLY.  YOU GO TO A

 SCHOOL, YOU DO AN OBSERVATION.  IT'S

 HARD WORK, WITHOUT QUESTION.  YOU ARE

 WORKING LONG HOURS DURING THAT TIME.

 BUT ALONG WITH THAT YOU HAD THE FIVE

 PEOPLE ON THE TEAM WHO ARE SHARING

 IDEAS, COLLABORATING AND COOPERATING

 WITH THE SCHOOL.  SO I ALWAYS FEEL LIKE

 I'M LEARNING A GREAT DEAL AS A LEADER,

 AS A PROFESSIONAL FROM THE EXPERIENCE.

 SO I REALLY CONSIDER IT A PROFESSIONAL

 DEVELOPMENT OPPORTUNITY IN SOME WAYS.

       MS. BUGEN:  WE WANT TO GIVE YOU

 AN OPPORTUNITY FOR QUESTIONS, SO ANY

 QUESTIONS FROM THE AUDIENCE ABOUT THE

 ACCREDITATION PROCESS?

     ROSEMARY.

       FROM THE FLOOR:  I HAVE A

 QUESTION ABOUT THE STANDARDS THAT YOU

 HAVE.  I'M WONDERING IF YOU COULD ADD A

 13 AND 14.  NOW THAT THE SCHOOLS FOR THE

 DEAF HAVE A DIFFERENT ROLE IN EXPANDING

 OUTREACH AND EARLY INTERVENTION, I THINK

 IT'S REALLY IMPORTANT THAT THE CEASD

 TEAM HAS PRETTY SPECIFIC INDICATORS FOR







                                        36

 THOSE TWO AREAS.

     THE OTHER RECOMMENDATION I WOULD

 MAKE IS THAT THERE'S SOME EXPANSION ON

 THE EARLY CHILDHOOD PIECE OF THE

 INDICATORS FOR THE STANDARD.

       MS. BUGEN:  THAT'S GOOD FEEDBACK,

 ROSEMARY, THANK YOU.  AND WE ARE

 PLANNING TO WORK ON THE OUTREACH AND NOW

 MAYBE EARLY CHILDHOOD.

       FROM THE FLOOR:  BUT I DO WANT TO

 SAY IT WAS A PROCESS, AND I REALLY THANK

 THE TEAM FOR BEING OUT AT OUR SCHOOL.

       MR. FINNEGAN:  THANK YOU.  NOW

 YOU CAN HAVE LUNCH.

       MS. BUGEN:  OTHER QUESTIONS?

       FROM THE FLOOR:  HOW MANY DAYS DO

 YOU STAY ON THE CAMPUS?  IS IT A DAY?

 CEASD, HOW LONG DO YOU ACTUALLY COME?

       MS. BUGEN:  TYPICALLY, WE USUALLY

 WILL ARRIVE ON A SUNDAY NIGHT, AN

 AFTERNOON, PERHAPS.  THERE'S A WELCOME

 OF SOME SORT, A RECEPTION, HOSTED BY THE

 SCHOOL.  JOE HAS STANDARDS FOR THOSE

 PARTICULAR ELEMENTS; I DO NOT.

     AND THEN WE'LL BEGIN MONDAY MORNING,







                                        37

 TUESDAY, USUALLY A HALF DAY WEDNESDAY.

 WE TRY TO HAVE THE EXIT ORAL REPORT AS

 IT WERE IN THE AFTERNOON ON THE THIRD

 DAY.  AND IT'S PRETTY STANDARD THAT

 THAT'S THE WAY THE SCHEDULE WOULD

 UNFOLD.

       MR. FINNEGAN:  SUNDAY TO

 WEDNESDAY BASICALLY; THANK YOU.

       FROM THE FLOOR:  WOULD YOU BE

 AVAILABLE -- WOULD IT BE POSSIBLE TO GO

 NOT ONLY TO THE SCHOOL, THE CAMPUS SITE,

 BUT TO ONE OR MORE OF THE

 OUTREACH -- YOU KNOW, WHICH WOULD

 PROBABLY NECESSARILY EXTEND IN STATES

 WITH A LOT OF MILES BETWEEN THINGS.

       MS. BUGEN:  YES, WE COULD DO

 THAT, AND WE HAVE IN THE PAST DONE THAT.

 SOMETIMES WE DO IT THROUGH PHONE CALLS,

 VP, OR SOMETIMES WE ACTUALLY DRIVE TO

 THE REMOTE SITE.

       MR. FINNEGAN:  NOT DURING THE

 WINTER IN IDAHO, HOWEVER.

       FROM THE FLOOR:  NOT A SKIER,

 HUH?

       MR. FINNEGAN:  I AM, BUT THERE







                                        38

 WOULD BE NO TIME.

       FROM THE FLOOR:  SINCE

 YOU -- WELL, SINCE THE PEOPLE WHO HAVE

 GONE THROUGH THE CEASD PROCESS IN THE

 PAST WE'RE GOING THROUGH THE SCHOOL

 IMPROVEMENT PROGRAM PLAN WITH THE STATE

 FOR ACCREDITATION, HOW MANY OF YOU HAVE

 FOUND THE CEASD -- IF WE HAVE THAT IN

 YOUR STATE SCHOOLS, HOW MUCH OF THAT

 WILL IMPACT OR MESH WITH THE SCHOOL

 IMPROVEMENT PLAN, THE CEASD

 RECOMMENDATIONS?

       MS. RHOTEN:  I THINK IT WILL MESH

 VERY WELL.  IT WILL MATCH REALLY WELL

 AND THERE'S NO PROBLEM FOR US.

       MS. BUGEN:  SO WITH THE MIDDLE

 SCHOOL PROTOCOL, MIDDLE STATES PROTOCOL,

 THAT IS A SCHOOL IMPROVEMENT PROCESS

 MODEL, AND SO IT WORKS VERY WELL.

       INTERPRETER:  WE'RE HAVING

 TECHNICAL PROBLEMS.

       FROM THE FLOOR:  IN MISSOURI WE

 HAVE A VERY RIGOROUS CREW AND

 ACCREDITATION PROCESS FOR THE SCHOOL

 REVIEW PROGRAM.  AND THAT'S WHAT TOM WAS







                                        39

 REFERRING TO.  ALL PUBLIC SCHOOLS GO

 THROUGH THE STATE, INCLUDING OUR SCHOOL

 FOR THE DEAF AND SCHOOL FOR THE BLIND

 AND OTHER OPERATING PROGRAMS.  SO WE

 JUST UNDERWENT THAT.  BUT ONE THING IT'S

 MISSING IS THE RESIDENTIAL COMPONENT.

 SO I GUESS OUR QUESTION WOULD BE WHETHER

 WE CAN NEGOTIATE SOME KIND OF DEAL WHERE

 WE WOULD LIKE A REVIEW OF THE

 RESIDENTIAL COMPONENT, BECAUSE THAT'S

 SOMETHING WE CAN'T GET ANYWHERE ELSE.

 SO WE'D LIKE YOU TO THINK ON THAT AND

 SEE WHETHER THERE'S SOMETHING WE CAN

 WORK OUT WHERE YOU GUYS -- WHERE WE HAVE

 A TEAM COME IN FOR A PORTION OF THAT FOR

 A REALLY GOOD DEAL.

       MS. BUGEN:  DON'T TALK TO JOE

 ABOUT REDUCED FEES.

       MR. FINNEGAN:  IF THE PRICE IS

 RIGHT, WE CAN DO ANYTHING.

       MS. BUGEN:  WE'LL TALK TO YOU

 MORE ABOUT THAT.

     QUESTIONS?

       MR. FINNEGAN:  ONE THING, WE'RE

 OUT OF TIME OR I WOULD ASK THIS QUESTION







                                        40

 OF THE PANEL.  BUT JUST TO MENTION -- SO

 THIS IS NOT GOING TO BE A QUESTION.

     ONE THING THAT I ALWAYS ENCOURAGE

 SCHOOLS TO DO IS TO USE THIS FOR SOME

 POSITIVE PR FOR YOUR SCHOOL.  IT'S KIND

 OF CONNECTED TO WHAT OUR KEYNOTE SPEAKER

 WAS SHARING YESTERDAY.  THIS IS A

 WONDERFUL OPPORTUNITY TO LET THE WORLD

 AND YOUR STATE KNOW WHAT YOU'VE DONE,

 WHAT YOU'VE ACCOMPLISHED, AND THAT AN

 OUTSIDE NATIONAL ORGANIZATION, KIND OF

 LIKE THE GOOD HOUSEKEEPING SEAL OF

 APPROVAL.  AND TO USE IT WHETHER IT'S

 WITH THE AWARD, WITH THE STATE

 DEPARTMENT OF EDUCATION, YOU CAN HAVE

 CEREMONIES WHERE YOU PRESENT THE

 CERTIFICATE AGAIN, LOTS OF NEWSPAPER

 ARTICLES, BUT TO USE IT WISELY TO HELP

 EDUCATE THOSE PEOPLE OUT THERE ABOUT

 QUALITY EDUCATION AT YOUR SCHOOL SERVING

 DEAF KIDS IN YOUR STATE.

     ONE LAST THING.  ALL THE SCHOOLS,

 ALL THE PEOPLE IN THE ROOM TODAY WHO

 WORK AT SCHOOLS CURRENTLY ACCREDITED,

 THAT MEANS BASICALLY THAT YOU'VE







                                        41

 BEEN -- YOU'VE PASSED OR GONE THROUGH

 THE ACCREDITATION PROCESS IN THE PAST

 FIVE YEARS AGO, NOT TWENTY YEARS AGO BUT

 THE PAST FIVE YEARS, ALL THE SCHOOLS

 HERE OR ALL THE PEOPLE HERE REPRESENTING

 THOSE SCHOOLS, PLEASE STAND UP SO WE CAN

 SEE, IF YOU CURRENTLY WORK IN AN

 ACCREDITED SCHOOL.

       MS. BUGEN:  EITHER MY STAFF ARE

 NOT PAYING ATTENTION -- OH, THERE, NOW

 THEY'RE STANDING.

       MR. FINNEGAN:  IF YOU'RE WITHIN

 THE FIVE YEARS.  CONGRATULATIONS TO ALL

 OF YOU.  AND ONE FINAL REQUEST.  HOW

 MANY PEOPLE IN THE ROOM HAVE SERVED ON A

 TEAM, A VISIT TEAM?  HOW MANY PEOPLE?

 PLEASE STAND UP.  AGAIN, THANK YOU.

 THANK YOU FOR GIVING YOUR TIME TO THIS

 PROCESS.  AND THANK YOU PANEL.

       MR. STERN:  IF I COULD JUST ADD

 ONE FINAL WORD.  ACCREDITATION IS A LOT

 OF WORK, REGARDLESS, BOTH FOR THE SCHOOL

 AND FOR THE TEAMS.  BUT IN TALKING ABOUT

 THE SCHOOL, THE AMOUNT OF WORK THAT HAS

 TO GO ON THERE, HOWEVER, YOU SEE THE







                                        42

 ACCREDITATION NOT SO MUCH AS A ONE-TIME

 HAPPENING EVERY FIVE OR SIX YEARS.  IT'S

 EVEN MORE WORK, BECAUSE IF YOU'RE USING

 THE REPORT WELL, YOU'RE LOOKING AT IT.

 IT'S AN APPLICATION TO YOUR STRATEGIC

 PLAN.  IF YOU'RE LOOKING AT THE KEY

 PRINCIPLES INVOLVING THE STAKE HOLDERS

 THE FOCUS ON OUTCOMES AND IMPROVING

 YOURSELF AS A SCHOOL, IT'S ALMOST LESS

 WORK.  IT'S JUST AN ONGOING PROCESS THAT

 YOU'RE CONTINUING CYCLING THROUGH.  SO

 IN THAT PERSPECTIVE, IT'S LESS WORK.

       MS. BUGEN:  I WOULD AGREE MORE

 WITH THAT.  IF YOU CAN TIE IT TO YOUR

 STRATEGIC PLANNING IN YOUR SCHOOL, IT IS

 A PERFECT MATCH AND IT WILL SAVE YOU

 TIME, BECAUSE IT'S THE SAME PROCESS.

     SO THANK YOU ALL.  WE'LL BE

 EXPECTING TO GET MANY LETTERS SAYING WE

 WANT TO BECOME ACCREDITED.  SO THERE

 WILL BE A LOT OF BUSINESS FOR THE

 ACCREDITATION GROUP THIS YEAR.

     AND THANK YOU TO THE PANEL.

       MR. GETTEL:  THANK YOU CLAIRE,

 THANK YOU JOE, YOUR PRESENTATION.  THANK







                                        43

 YOU ALSO RON, JEAN, ED, JANE, CATHY FOR

 SHARING YOUR EXPERIENCES.  WE'LL HAVE

 SOME ANNOUNCEMENTS.  I'M NEVER GOING TO

 GET TO MY MONTANA JOKES.  I'M STARTING

 TO GO FEEL LIKE -- ANYWAY, GETTING ON,

 WE'LL GET TO THE JOKES.

       MR. FINNEGAN:  SAVE THOSE JOKES

 UNTIL TONIGHT.  THEY WILL SOUND A LOT

 BETTER AFTER WE'VE HAD TWO OR THREE

 GLASSES OF WINE.

     AFTER THE BREAK -- WE WILL TAKE A

 BREAK SHORTLY.  AND AFTER THE BREAK, YOU

 ARE INVITED TO RETURN TO THIS ROOM FOR

 THE ANNUAL BUSINESS MEETING.

     WE DON'T HAVE THE BREAK.  NO BREAK,

 HUH?  OKAY.  IN A MINUTE WE'RE GOING TO

 TAKE A VERY SHORT BREAK BECAUSE YOU HAVE

 TO REGISTER.  IF YOU ARE REPRESENTING A

 SCHOOL AND EXPECT TO VOTE, YOU HAVE TO

 REGISTER.  SORT OF OUR WAY OF TAKING

 ATTENDANCE HERE.  AND YOU'LL REGISTER AT

 THE TABLE OVER BY THE DOOR WHERE JOHN

 TIFFANY IS.  AND THAT'S THE TIME IF YOU

 HAVE PROXIES, AND YOU WOULD BE GIVEN A

 CARD, A COLOR CODED CARD INDICATING HOW







                                        44

 MANY VOTES YOU HAVE.  AND SO THERE'S

 DIFFERENT COLORS.  THERE'S FIVE COLORS.

 I KNOW THIS IS GOING TO BE CONFUSING FOR

 SOME PEOPLE, BUT WE HAVE FIVE DIFFERENT

 COLORS DEPENDING UPON HOW MANY VOTES YOU

 HAVE.  IF YOU COME FROM A SCHOOL, THE

 SIZE OF WHICH ALLOWS YOU TO HAVE TWO

 VOTING REPRESENTATIVES AND YOU PAY DUES

 ACCORDINGLY BUT ONLY ONE OF THE VOTING

 REPRESENTATIVES IS HERE AND THE OTHER

 VOTING REPRESENTATIVE HAS GIVEN YOU A

 PROXY, YOU TURN THE PROXY IN AND YOU

 WILL GET A CARD INDICATING YOU HAVE TWO

 VOTES.  ANY VOTING THAT TAKES PLACE

 DURING THE BUSINESS MEETING, THEN YOU

 WOULD HAVE TWO VOTES FOR YOUR SCHOOL OR

 PROGRAM.  SO YOU HAVE TO REGISTER AT THE

 DOOR.  THERE WILL PROBABLY BE SOME

 HANDOUTS.  THE AGENDA WILL BE THERE.  A

 FINANCIAL REPORT WILL BE THERE.  THERE

 MAY BE SOME OTHER HANDOUTS THAT YOU'LL

 PICK UP AS YOU COME BACK INTO THE ROOM,

 AND YOU'LL NEED THOSE FOR THE 90 MINUTE,

 VERY SHORT AMOUNT OF TIME, 90-MINUTE

 BUSINESS MEETING.







                                        45

     NOW, I'M GOING TO TAKE OFF MY CEASD

 HAT AND PUT ON ANOTHER HAT THAT I'VE

 WORN OFTEN OVER THE YEARS AND THAT'S THE

 ASDC HAT, THE AMERICAN SOCIETY FOR DEAF

 CHILDREN.  I'M SURE YOU'VE ALL BECOME

 PAINFULLY AWARE OF THE FUNDRAISING

 GIMMICK THAT DON RHOTEN IS TRYING TO

 RAISE FOR FAMILY SCHOLARSHIPS FOR THE

 2009 ASDC CONFERENCE.  THE 2007

 CONFERENCE LAST SUMMER WAS HOSTED BY THE

 FLORIDA SCHOOL FOR THE DEAF AND THE

 BLIND IN ST. AUGUSTINE.  FANTASTIC

 CONFERENCE.

     ASDC MADE A VERY NICE PROFIT, AND I

 THINK ANYONE WHO ATTENDED THE CONFERENCE

 IN ST. AUGUSTINE WILL TELL YOU IT WAS A

 GREAT FAMILY ACTIVITY FOR FAMILIES OF

 DEAF AND HARD OF HEARING CHILDREN.

     THE 2009 CONFERENCE WILL BE HELD IN

 BEAUTIFUL DOWNTOWN SULFUR, OKLAHOMA,

 SPONSORED BY THE OKLAHOMA SCHOOL FOR THE

 DEAF.  AND THEY ARE ACTIVELY TRYING TO

 HELP SCHOOLS RAISE FUNDS SO YOU CAN SEND

 SOME OF YOUR FAMILIES TO THIS

 CONFERENCE.  IT'S A GREAT FAMILY







                                        46

 ACTIVITY.  IT'S ALSO PRETTY GOOD FOR

 PROFESSIONALS IN THE FIELD TO GO AS

 WELL.  BUT IT'S A GREAT FAMILY ACTIVITY.

 AND SO THEY'VE GOT SOME IDEAS AND

 SUGGESTIONS AND CHALLENGES IN THE

 EXHIBIT ROOM, ASDC DOES, FOR THOSE WHO

 ARE INTERESTED IN FINDING UNIQUE WAYS TO

 RAISE MONEY TO SEND PARENTS FROM YOUR

 SCHOOL TO THE CONFERENCE.  YOU'VE GOT A

 YEAR, TWELVE MONTHS AWAY, PLENTY OF TIME

 TO RAISE FUNDS.

     THE OTHER THING THAT ASDC IS DOING

 HERE IS TRYING TO GET SCHOOLS AND

 EDUCATIONAL PROGRAMS TO BECOME MEMBERS

 OF ASDC.  THERE'S A LIST ON THE TABLE,

 THE ASDC EXHIBIT TABLE, INDICATING THE

 VERY FEW SCHOOLS AND EDUCATIONAL

 PROGRAMS THAT ARE CURRENTLY ASDC

 MEMBERS.

     I WOULD ENCOURAGE EVERY SCHOOL TO

 SERIOUSLY CONSIDER MEMBERSHIP IN ASDC.

 A PERSON AT THAT TABLE WHO NOW WORKS FOR

 ASDC IS SHERRY DOULY.  SHERRY, IF YOU

 WOULD RAISE YOUR HAND.  SHERRY WOULD BE

 GLAD TO MEET YOUR SCHOOL REPRESENTATIVES







                                        47

 AT THE ASDC TABLE IN THE EXHIBIT ROOM.

 SHERRY IS THE PARENT ADVOCATE FOR ASDC.

 SHE REPLACED BARBARA RAIMONDO.  MANY OF

 YOU WILL REMEMBER THAT BARBARA WORKED

 FOR ASDC.  BARBARA WORKS FOR CEASD.

 BARBARA WORKS FOR NAD.  BARBARA NO

 LONGER WORKS FOR ASDC BUT SHE IS A VERY

 ACTIVE VOLUNTEER WITH ASDC, JUST LIKE ME

 AND SEVERAL OTHERS IN THE ROOM.  SO WE

 WOULD ENCOURAGE YOU TO CONSIDER

 MEMBERSHIP FOR YOUR SCHOOL OR PROGRAM IN

 THIS NATIONAL PARENT ORGANIZATION.  THE

 COST IS $250 A YEAR.  THERE ARE SEVERAL

 BENEFITS TO YOU AND YOUR FAMILIES IF YOU

 JOIN.  AND SHERRY WILL EXPLAIN THAT TO

 YOU.  BUT I THINK THE ONE THING ALL OF

 YOUR PARENTS AND YOUR SCHOOL WILL GET A

 FREE MEMBERSHIP FOR A YEAR.  I MEAN, HOW

 CAN YOU GO WRONG?  ALL OF THE PARENTS IN

 YOUR SCHOOL WILL GET A FREE MEMBERSHIP

 FOR A YEAR.  YOU'LL ALSO GET POSTED ON

 THE ASDC WEBSITE WITH A HOT LINK TO YOUR

 SCHOOL'S WEBSITE.  SO IT'S SOMETHING I

 WOULD ENCOURAGE ALL SCHOOLS TO CONSIDER.

     ASDC IS 40 YEARS OLD, JUST







                                        48

 CELEBRATED THEIR 40TH ANNIVERSARY.  SOME

 OF YOU HAVE BEEN AROUND LONG ENOUGH TO

 REMEMBER WHEN IT USED TO BE CALLED THE

 IAPD THE INTERNATIONAL ASSOCIATION OF

 PARENTS OF THE DEAF.  STARTED WITH FRED

 SCHREIBER AND PARENTS ON THE EAST COAST

 40 YEARS AGO.  CHANGED ITS NAME, BUT

 IT'S STILL THE SAME ORGANIZATION.

     HISTORICALLY, IT IS VERY FRIENDLY TO

 SCHOOLS FOR THE DEAF.  ALMOST ALL OF ITS

 NATIONAL CONFERENCES HAVE BEEN HELD ON

 CAMPUSES OF SCHOOLS FOR THE DEAF, A

 COUPLE OF EXCEPTIONS.  BUT IT'S A VERY

 FRIENDLY ORGANIZATION TO THE CONCEPT OF

 CENTER SCHOOLS.

     IT'S ALWAYS HAD SOME ADMINISTRATORS

 FROM CENTER SCHOOLS ON ITS BOARD.  FOR

 THE 40 YEARS THERE'S ALWAYS BEEN ONE OR

 MORE ADMINISTRATORS FROM -- OR

 ADMINISTRATOR FROM A CENTER SCHOOL ON

 THE BOARD OF ASDC.  SOME MIGHT DESCRIBE

 OUR RELATIONSHIP, ASDC AND CEASD, AS

 KISSING COUSINS.  AND WE HAVE WORKED

 TOGETHER FOR 40 YEARS AND HOPEFULLY FOR

 ANOTHER 40 YEARS.  AND I WOULD ENCOURAGE







                                        49

 YOU TO SERIOUSLY CONSIDER PROGRAM

 MEMBERSHIP FOR YOUR SCHOOL AT ASDC.

     NOW, WE'RE GOING TO TAKE -- UNLESS,

 STEVE, YOU WANT TO SAY ANYTHING?

       MR. GETTEL:  WE'VE GOT FIVE

 MINUTES BEFORE WE START THE BUSINESS

 MEETING, SO GET REGISTERED OVER HERE.

       MR. FINNEGAN:  IF YOU'RE GOING TO

 BE VOTING, YOU NEED TO WALK OUT, COME

 BACK IN, REGISTER AT THE TABLE; THANK

 YOU.

     (CONFERENCE IN RECESS FROM 9:15 A.M.

 TO 9:30 A.M.)

       MR. TUCKER:  OKAY, EVERYBODY.  IS

 EVERYBODY READY?

     HI THERE.  IS EVERYBODY READY?  CAN

 WE GET EVERYONE'S ATTENTION.  CAN YOU

 GET YOUR NEIGHBORS TO GET WITH US?

     HELLO?  HELLO?  IS THIS MY

 KINDERGARTEN CLASS?  FLASH FLASH FLASH.

     COULD WE GET EVERYBODY -- STEVE,

 PERHAPS YOU COULD HELP US WITH THE GROUP

 OVER BY THE SNACKS.  OH, EXCUSE US,

 EXCUSE US.

     YOU NEED FOUR INTERPRETERS FOR ME?







                                        50

 FOUR, WOW.

     ALL RIGHT, THE MONTANA MEETING IS

 CALLED TO ORDER AT -- ANYONE HAVE THE

 TIME?  OH, LET'S SEE, AT 9:32 A.M.

     FIRST WE'LL APPROVE THE MINUTES OF

 THE CEASD BUSINESS MEETING FROM LAST

 YEAR HOSTED IN MARYLAND BY GALLAUDET

 UNIVERSITY.  WHAT IS YOUR PLEASURE?

     WE'RE HERE.  BARBARA MOVED TO ACCEPT

 AS READ.  JOHN IS SECONDING.

     FIRST, I'M GOING TO GIVE MY

 PRESIDENT'S REPORT AND THEN WE'LL GET

 INTO THE ELECTIONS RIGHT AWAY, BECAUSE

 WE HAVE TO STOP AT 10:45.  AND THE

 ELECTION REQUIRES SOME COUNTING.

     THANK YOU, JOE.

     THE ELECTION REQUIRES SOME COUNTING.

 WE WILL ELECT THE PRESIDENT ELECT AND

 THE SECRETARY/TREASURER AS WELL AS

 GENERAL BOARD MEMBERS, THE CLASS OF

 2011.  SO THERE ARE THREE -- IS HAROLD,

 IS HAROLD HERE?  HAROLD, HAROLD

 SOMEWHERE; OKAY.  HE WILL MAKE A FEW

 COMMENTS AS WELL.  HE HAS BEEN ACCEPTING

 NOMINATIONS FOR THE LAST WHILE, AND WE







                                        51

 WILL ALSO OPEN UP THE FLOOR FOR

 NOMINATIONS.

     SO NOW ABOUT OUR BYLAWS.  WE WILL

 RATIFY THE CHANGES IN OUR BYLAWS, AND

 ONE OF THOSE SUGGESTED RATIFICATIONS

 WILL AFFECT YOUR ELECTION.  SO AGAIN,

 THANK YOU.  THERE IS ONE CHANGE WHICH

 SAYS THE BOARD CAN ONLY HAVE ONE

 REPRESENTATIVE FROM ONE SCHOOL OR

 ORGANIZATION.

     RIGHT NOW, IT'S A PAIR, ONE PAIR.

 CALIFORNIA, DR. KROPPING HAS BEEN

 GRANDFATHERED IN SO THAT WILL BE AS IT

 IS, BUT NOW WE HAVE ONE PERSON RUNNING

 FOR AN OFFICER POSITION AND ONE PERSON

 WHO IS ALREADY ON THE BOARD, AND IT IS

 POSSIBLE THAT THEY COULD BECOME A PAIR

 AS WELL.  FOR THE SAKE OF FAIRNESS, WHY

 NOT ALLOW ELECTIONS TO HAPPEN.  AND THEN

 AT THE END OF THE MEETING WE WILL VOTE

 ON THE BYLAWS.  SO WHATEVER HAPPENS IN

 THE ELECTION TODAY WILL BE GRANDFATHERED

 IN AS WELL.

     IS THERE ANY OBJECTION FROM THE

 FLOOR OR FOREVER HOLD YOUR PEACE.







                                        52

     THE PRESIDENT'S REPORT FIRST.  I

 FEEL LIKE I'M IN THE TWILIGHT ZONE.

 PEOPLE WERE ASKING ME THIS MORNING WHICH

 DAY IT WAS AND I WAS HMMM; I DON'T KNOW.

 I'VE BEEN IN THIS ROOM FOR FIVE STRAIGHT

 DAYS.  WHAT DAY IS IT?  MONDAY?

 SATURDAY?  SATURDAY?  OKAY; NOBODY

 KNOWS.

     SO IT'S SUNDAY.  I KNOW THAT BECAUSE

 THE NEWSPAPER WAS LARGE TODAY.  SO THAT

 GIVES ME THE INDICATOR IT'S SUNDAY.

     MY TWO YEARS HAVE GONE FAST.  ED IS

 READY TO TAKE OVER.  I'M STILL HERE

 RIGHT NOW THOUGH, BUT HE IS READY TO GO

 AND HE WILL BEGIN HIS TERM JULY 1ST.

 AND WHAT WILL HAPPEN FROM HERE UNTIL

 JULY 1ST, WE DO NOT KNOW.

     IT'S BEEN A GREAT TWO YEARS.  WE'VE

 ACCOMPLISHED A LOT; WE ALWAYS DO.  WE'VE

 HAD MANY RETREATS, LETTERS, DECISION

 MAKING, STILL HAVE MUCH, APPRECIATE THE

 WONDERFUL WORK OF JOE.  WHERE'S JOE?

 HE'S WANDERED OFF.  I'LL SAVE MY THANKS

 FOR A MOMENT.

     OH, REALLY APPRECIATE YOUR WORK IN







                                        53

 THE HOME OFFICE, JOE, VERY MUCH.  OUR

 VISIBILITY HAS GONE UP SUBSTANTIALLY.

 WE HOPE THAT WILL CONTINUE, SO THANK YOU

 VERY MUCH.

     WE ALSO APPRECIATE BARB'S WORK.

 BARB RHOTEN, THANK YOU VERY MUCH.  AT

 THE HILL, DEAF EDUCATION, YOU HAVE AN

 ISSUE, CALL BARBARA.  THAT'S HOW VISIBLE

 SHE IS THERE FOR US.  AND WE APPRECIATE

 VERY MUCH HER WORK.

     CAN'T MISS STEVE AGAIN.  STEVE,

 WHERE ARE YOU?  RIGHT OVER HERE.  THE

 TREMENDOUS WORK OF BIG SKY COUNTRY HERE

 IN MONTANA.  OUR THANKS TO YOU.  HE

 LOOKS VERY COOL.  HE'S LAID BACK OVER

 THERE.  IT'S ALL GOOD.

     WE HAVE A FULL AGENDA TODAY, SO OUR

 MEETING WILL BE FAST AND FURIOUS.

     WE'D LIKE NOW TO JUMP TO THE

 ELECTION COMMITTEE CHAIRED BY HAROLD.

 AND IF YOU WOULD STEP FORWARD, HAROLD

 MOWL.

       MR. MOWL:  GOOD MORNING.  GOOD

 MORNING.  I HAVE THE HONOR OF

 FACILITATING THE NOMINATIONS COMMITTEE







                                        54

 THIS MORNING.  WE HAVE RECEIVED SOME

 NOMINATIONS, AND BECAUSE WE WILL NEED TO

 VOTE FOR SOME OFFICERS AND FOR

 SOME -- FOR THE CLASS OF 2011, IT WILL

 TAKE SOME TIME.  SO WE'LL NEED TO

 DISTRIBUTE BALLOTS, COLLECT THEM AND

 COUNT BEFORE WE MAKE OUR ANNOUNCEMENT

 FOR THE POSITIONS.

     IF I COULD HAVE THE PROGRAM.  ARE

 THE INTERPRETERS FOLLOWING ME OKAY?  I

 THINK SO.  OKAY.  THIS WILL HELP BECAUSE

 I'M GOING TO FINGER SPELL A WHOLE BUNCH

 OF NAMES.

     SO FIRST I WOULD LIKE TO THANK DON

 RHOTEN AND JANET DICKERSON FOR HELPING

 ME WITH THE NOMINATION PROCESS.  DON, IF

 YOU WOULD STAND AND JANET DICKERSON.

 THE THREE OF US WILL BE DISTRIBUTING THE

 BALLOTS ON THESE CARDS, SO PLEASE HAVE

 YOUR CARDS READY, BASED ON THE COLOR OF

 YOUR CARD.

     SO NEXT?  THIS IS OUR CURRENT SLATE

 FOR OUR BOARD RIGHT NOW.  I'LL JUST GIVE

 YOU A MINUTE TO LOOK AT THAT.

     YOU'LL SEE THE VACANCIES, AND THAT'S







                                        55

 WHERE WE WILL NEED TO DO SOME VOTING

 THIS MORNING.

     THE COMMITTEE RECEIVED ONE

 NOMINATION FOR PRESIDENT-ELECT, AND THAT

 IS RONALD STERN FROM NEW MEXICO.

     RON, IF YOU WOULD STAND.

     ARE THERE ANY OTHER NOMINATIONS FROM

 THE FLOOR?  SHALL WE VOTE BY ACCLAMATION

 BACK HERE?

       FROM THE FLOOR:  I DO WANT TO

 SUGGEST THAT WE HAVE THE QUESTION FIRST.

 IF WE AGREE TO APPROVE THIS, WILL THAT

 POSITION BE AVAILABLE?  I WOULD LIKE TO

 MOVE THAT WE ACCEPT THE NOMINATION.

       MR. MOWL:  A SECONDER OVER HERE;

 JOE, SECONDS, JOE FISCHGRUND.  WHERE'S

 JAMIE?  JAMIE, SHALL WE PROCEED WITH THE

 VOTE?

     OKAY; SO THOSE IN FAVOR, PLEASE

 IDENTIFY YOURSELVES.

     OPPOSED?  CARRIED.

     CONGRATULATIONS, RON.

       MR. STERN:  I THINK IT'S A GREAT

 HONOR.  I LOOK FORWARD TO WORKING WITH

 ALL OF YOU.







                                        56

       MR. MOWL:  NEXT, SECRETARY.  WE

 HAVE TWO NOMINATIONS WHICH WILL REQUIRE

 A BALLOT.  JAMIE -- OH, JEAN PRICKETT

 FROM IOWA AND FERN FROM CONNECTICUT,

 FERN REISINGER.  THOSE TWO WILL BE

 RUNNING FOR SECRETARY.  SO WE WILL HAVE

 BALLOTS.  CAN YOU SCROLL DOWN?  I DO

 HAVE THE NAMES.

     SO DON, WOULD YOU DISTRIBUTE THE

 BALLOTS.  WE HAVE 82 PEOPLE; IS THAT

 RIGHT, 82?  SO AT THE END WE SHOULD HAVE

 82 BALLOTS TO COUNT.  DO YOU WANT TO GO

 THROUGH THIS PROCESS ONCE OR DO YOU

 THINK WE SHOULD DISTRIBUTE THE BALLOTS

 TWICE FOR EACH OF THE POSITIONS THAT ARE

 VACANT?  YOU ARE THE PRESIDENT, WHAT

 WOULD YOU SUGGEST, SIR?  I'LL ASK IF

 PERHAPS WE COULD HAVE ONE DISTRIBUTION

 OF BALLOTS.  THE TREASURER WE'RE GOING

 TO GO AHEAD OF.  THE CLASS OF 2011 WE

 CAN DISTRIBUTE BALLOTS AND VOTE FOR THE

 VACANT POSITIONS WITH ONE ROUND, IF THAT

 IS THE MEMBERSHIP'S PLEASURE.

     OKAY.  ALL RIGHT; SO LET'S MOVE ON

 DOWN THE LIST.  YOU KNOW WHAT?  I WONDER







                                        57

 IF PERHAPS WE CAN'T DO THAT BECAUSE JEAN

 IS ALSO RUNNING FOR ANOTHER POSITION ON

 THE BOARD.  AH, YES, GOOD POINT.  SO YOU

 KNOW WHAT, WE'RE GOING TO HAVE TO GO

 THROUGH THE PROCESS TWICE.  AND JAMIE

 HAS AGREED.  SO WE WILL GO AHEAD AND

 DISTRIBUTE THE BALLOTS NOW FOR THE

 POSITION OF SECRETARY.

       MR. TUCKER:  OKAY; EVERYBODY.  SO

 WE'LL CONTINUE WITH THE BUSINESS

 MEETING.  WE'LL HOLD THE ELECTIONS,

 WE'LL CONTINUE WITH THE BUSINESS

 MEETING, WE'LL GO BACK AND FORTH BETWEEN

 THE TWO AS THEY COUNT BALLOTS.

     BEFORE WE GO INTO THE TREASURER'S

 REPORT.  I'D LIKE TO INTRODUCE NEW

 SUPERINTENDENTS OR SUPERINTENDENTS WHO

 ARE HERE FOR THE FIRST TIME AND SOME

 WHOSE TITLES HAVE CHANGED.  PERHAPS

 THEY'VE BEEN IN THE FIELD FOR MANY YEARS

 BUT THEIR TITLES HAVE CHANGED AND

 THEY'VE MOVED ON TO OTHER SCHOOLS,

 ET CETERA.

     SO FIRST I WOULD LIKE TO INTRODUCE

 NEW SUPERINTENDENT FROM MY MOTHER'S ALMA







                                        58

 MATER SCHOOL FOR THE DEAF.  SORRY; HOLD

 ON, LORI DUNZMORE.  THAT'S THE RHODE

 ISLAND SCHOOL FOR THE DEAF.  THE

 GREATEST STATE -- THE GREAT, GREAT STATE

 OF RHODE ISLAND.

     OKAY; FROM MICHIGAN, I BELIEVE IN

 THEIR SECOND TERM, I'D LIKE TO WELCOME

 HIM, DAVID SANDERSON.  WE ARE THRILLED

 THAT YOUR STATE HAS RELEASED YOU TO JOIN

 US.

     MARY DONE FOR THE IDAHO SCHOOL FOR

 THE DEAF AND BLIND, WELCOME.

     DENNIS HOLGAN FROM NORTH DAKOTA

 SCHOOL FOR THE DEAF, HELLO.

     AND JANET FROM -- MCDANIEL FROM

 NORTH CAROLINA SCHOOL FOR THE DEAF.

     TERRY GREESEN FROM SOUTH DAKOTA

 SCHOOL FOR THE DEAF.

     PAM SHAW FROM THE SOUTH CAROLINA

 SCHOOL FOR THE DEAF AND BLIND.  SHE

 LEFT?  HER PLANE LEFT.  OH, DARN.

     TIM FROM THE UTAH SCHOOL FOR THE

 DEAF AND BLIND, WELCOME.

     LARRY TAUB FROM THE PENNSYLVANIA

 SCHOOL FOR THE DEAF.







                                        59

     PATTI TENOKA FROM THE OREGON SCHOOL

 FOR THE DEAF.

     MIKE DENINGER FROM MSSD.

     AND FOR MANY YEARS FROM GALLAUDET

 UNIT, STEVE WEINER.  AND I HOPE I

 HAVEN'T OVERLOOKED SOMEBODY.  AND THERE

 ALWAYS IS.

     WHO'S THAT FROM WASHINGTON STATE

 SCHOOL FOR THE DEAF?  WHAT'S YOUR NAME?

 RICK?  RICK HAUH FROM WASHINGTON STATE,

 WELCOME.

     ANYBODY ELSE WHO I'VE MISSED?

 ANYWAY, WELCOME TO ALL OF YOU.

     NEXT WILL BE THE TREASURER'S REPORT

 AND WE'LL ASK MIKE -- WELL, ACTUALLY,

 MIKE, UNFORTUNATELY, IS NOT ABLE TO BE

 WITH US TODAY, SO WE WILL ASK JOE TO

 STEP FORWARD AS A RELIEF PITCHER.

       MR. FINNEGAN:  SOME OF YOU MAY

 KNOW THAT MIKE BELLO WHO HAS BEEN

 TREASURER FOR CEASD FOR MANY YEARS HAD

 MAJOR SURGERY ABOUT THREE WEEKS AGO.

 AND HE'S DOING GREAT AND IS EXPECTED TO

 RETURN TO WORK AT THE LEARNING CENTER

 TOMORROW, I THINK.  BUT HE WAS NOT UP TO







                                        60

 MAKING THE TRIP TO MONTANA.  AND I'M

 SURE WHEN HE HEARS ABOUT WHAT A GREAT

 MEETING THIS HAS BEEN, HE WILL BE VERY

 SORRY THAT HE WAS NOT ABLE TO BE WITH

 US.  BUT I KNOW THAT AS A RESULT OF THIS

 OPERATION, HE'S GOING TO FEEL A WHOLE

 LOT BETTER IN THE MONTHS AHEAD.  SO WE

 SEND HIM OUR BEST WISHES.

     YOU SHOULD HAVE RECEIVED WHEN YOU

 CAME IN A COPY OF THE AGENDA FOR TODAY'S

 MEETING.  AND ATTACHED TO THAT IS THE

 FINANCIAL REPORT FOR THIS FISCAL YEAR UP

 THROUGH APRIL 15TH.

     YOU HAVE TWO COLUMNS OF NUMBERS

 HERE.  THE FAR RIGHT COLUMN SAYS

 "BUDGET."  THAT'S THE AMOUNT BUDGETED BY

 THE BOARD FOR THE FULL 12-MONTH PERIOD,

 THE ENTIRE FISCAL YEAR.

     THE COLUMN NEXT TO THAT, TO THE LEFT

 OF THE BUDGET COLUMN, IS THE ACTUAL

 EXPENDITURES FROM JULY 1, '07 THROUGH

 APRIL 15, '08.  THIS SHOWS INCOME,

 EXPENSES, AND THEN SOME OF OUR

 INVESTMENTS AT THE -- NOT SOME, ALL OF

 OUR INVESTMENTS AT THE BOTTOM.







                                        61

     THE BOARD REVIEWED THIS AT ITS

 MEETING THURSDAY EVENING, HERE, IN GREAT

 DETAIL.  THEY RECEIVED MUCH MORE

 DETAILED INFORMATION.  EVERYTHING SEEMS

 TO BE ON TRACK.  WE EXPECT TO FINISH THE

 YEAR WITH A VERY BALANCED -- ACTUALLY,

 WE EXPECT TO FINISH THE YEAR WITH

 SIGNIFICANT MONEY LEFTOVER.  I HATE TO

 USE THAT WORD "PROFIT," BUT WE WILL DO

 BETTER IN THE INCOME CATEGORY THAN WE

 WILL IN THE EXPENSE CATEGORY.

     BUT DOES ANYBODY HAVE ANY QUESTIONS

 ABOUT ANY OF THIS INFORMATION THAT YOU

 SEE ON THIS FINANCIAL STATEMENT, EITHER

 THE INCOME, EXPENSES, OR INVESTMENTS?

 THE ORGANIZATION IS VERY SOUND, SOLVENT,

 FINANCIALLY, THANKS TO YOU FOR PAYING

 YOUR DUES AND FOR SUPPORTING THIS

 CONFERENCE, NOT ONLY WITH ATTENDANCE BUT

 IN A VARIETY OF OTHER WAYS THAT YOU KNOW

 STEVE AND PREVIOUS HOSTS DEPEND ON THE

 MEMBER SUPPORT PROGRAMS TO MAKE THE

 ANNUAL CONFERENCE A FINANCIAL SUCCESS.

 AND MANY OF YOU STEP UP TO THE PLATE

 AGAIN AND AGAIN.  AND WE REALLY







                                        62

 APPRECIATE THAT.

     ANY QUESTIONS ABOUT THAT

 INFORMATION?  THANK YOU.

       MR. TUCKER:  THANK YOU, JOE.

     WE HAVE A WINNER.  HAROLD?

       MR. MOWL:  NO ONE WROTE HILLARY,

 NO ONE WROTE OBAMA, BUT OUR NEW

 SECRETARY WILL BE JEAN PRICKETT, SO

 CONGRATULATIONS, JEAN.

     OUR NEXT VACANCY WILL BE THE

 TREASURER POSITION.  WE HAVE ONE

 NOMINATION, AND THAT IS STEVE GETTEL.

 STEVE, IF YOU WOULD STAND.

     ARE THERE ANY OTHER NOMINATIONS FROM

 THE FLOOR?  WE'D LIKE TO GO PERHAPS AND

 VOTE BY ACCLAMATION.  WHO WOULD LIKE TO

 MAKE THAT MOTION?  ED IS MAKING THE

 MOTION TO VOTE BY ACCLAMATION; A SECOND,

 DAVID GEESLIN.  ALL IN FAVOR PLEASE

 IDENTIFY YOURSELF.  OPPOSED?

     CONGRATULATIONS, STEVE.

       MR. GETTEL:  THANK YOU.  IT'S MY

 PLEASURE.  IT'S ALL ON MY DESK, STACKED

 UP FOR TWO WEEKS.

       MR. MOWL:  WE WILL NEED TO SELECT







                                        63

 THREE OF THE NAMES FROM THIS LIST FOR

 THE CLASS OF 2011.  SINCE RON HAS BECOME

 PRESIDENT, WE WILL HAVE A VACANCY IN THE

 CLASS OF 2010.  SO WE'LL NEED TO VOTE

 FOR FOUR BOARD MEMBERS.  WE HAVE FOUR

 NOMINATIONS FOR THE CLASS OF 2011.

 SYDNEY DICKERSON FROM HAWAII, IF YOU

 WOULD STAND.  COULD YOU SCROLL UP,

 PLEASE.  OH, YOU CAN'T; SORRY.  THERE WE

 GO.

     BARBARA GARRISON FROM MISSOURI.

 DAVID GEESLIN FROM ARIZONA, AND ROBERT

 HILL.  FOUR NOMINATIONS ON THE FLOOR.

 ARE THERE ANY OTHER NOMINATIONS FROM THE

 FLOOR?

       FROM THE FLOOR:  BOB -- YVONNE

 BOOKER.

       MR. MOWL:  I'M SORRY; YOUR LAST

 NAME?

       FROM THE FLOOR:  ROTOWSKI.

       MR. MOWL:  VERY GOOD.  WE DO

 ACCEPT THAT NOMINATION.  THE NOMINATION

 HAS BEEN ACCEPTED.  WE NOW HAVE FIVE

 PEOPLE.  ARE THERE ANY OTHER

 NOMINATIONS?  OTHER NOMINATIONS FROM THE







                                        64

 FLOOR?  I'M CLOSING THE NOMINATIONS.  WE

 WILL NEED NOW TO VOTE FOR FOUR PEOPLE

 FROM THIS LIST; FOUR NAMES, PLEASE.

 WRITE DOWN FOUR NAMES ON YOUR BALLOT,

 FOUR NAMES ON EACH BALLOT.

     THE QUESTION FROM THE FLOOR, HOW

 WILL WE REPLACE RON?  WHAT I WOULD

 SUGGEST IS THAT THE PERSON WITH THE

 LEAST VOTES GO INTO RON'S POSITION.  SO

 THE FOURTH PLACE PERSON WILL GO INTO

 RON'S POSITION, IF THAT IS ACCEPTABLE TO

 THE MEMBERSHIP.

     BOB HILL HAS SUGGESTED THAT THE

 FOURTH-PLACE WINNER TAKE RON'S POSITION.

 THAT'S THE MOTION.  A SECOND, JEAN IS

 THE SECOND.  SO ALL THOSE IN FLAVOR

 PLEASE IDENTIFY YOURSELVES.  OPPOSED?

 ALL RIGHT; THAT IS PASSED, CARRIED.

       MR. TUCKER:  OKAY; ALL SET?

 MOVING RIGHT ALONG.

     NEXT ON THE AGENDA WE HAVE THE

 GOVERNMENT RELATIONS REPORT.  I'D LIKE

 TO INVITE BARBARA UP FRONT, PLEASE,

 BARBARA.

       MS. RAIMONDO:  I REALLY GAVE MY







                                        65

 REPORT YESTERDAY, SO I JUST WANTED TO

 TAKE THIS TIME TO SEE IF THERE ARE ANY

 QUESTIONS ABOUT WHAT I REPORTED ON, IN

 CASE YOU DIDN'T HAVE A CHANCE TO DO

 THAT.

     CAN THE MEMBERS OF THE GOVERNMENT

 RELATIONS COMMITTEE STAND SO WE CAN ALL

 RECOGNIZE WHO THEY ARE.  SO THESE ARE

 THE PEOPLE WHO ARE REPRESENTING YOU AS

 WE MAKE DECISIONS ON WHAT POSITIONS

 WE'RE GOING TO TAKE ON THE HILL.  WE

 SHARE A LOT OF INFORMATION WITH THE

 GOVERNMENT RELATIONS COMMITTEE AND THE

 BOARD.  WE'RE AT YOUR SERVICE.  I'D LOVE

 TO GET YOUR QUESTIONS AND COMMENTS ON

 THINGS THAT ARE HAPPENING IN YOUR STATE.

       FROM THE FLOOR:  THE MEDICAID

 ISSUE.

       MS. RAIMONDO:  OKAY; THIS WAS NOT

 REPORTED ON YESTERDAY.  THERE WERE

 REGULATIONS ISSUED BY THE ADMINISTRATION

 RELATED TO MEDICAID REGULATIONS.  WELL,

 THERE WERE MEDICAID REGULATIONS ISSUED

 THAT WOULD BASICALLY DIMINISH THE AMOUNT

 OF FUNDING ON CERTAIN SERVICES; FOR







                                        66

 EXAMPLE, TRANSPORTATION FOR STUDENTS

 WITH DISABILITIES.  AND A LOT OF

 ORGANIZATIONS IN WASHINGTON HAVE BEEN

 FIGHTING THE IMPLEMENTATION OF THESE

 REGULATIONS.  AND THERE HAS BEEN A BILL

 PASSED IN THE HOUSE TO PUT A MORATORIUM

 ON -- I'M SORRY -- A ONE-YEAR MORATORIUM

 ON THEM, AND NOW THE ACTION IS MOVING TO

 THE SENATE TO ALSO PROMOTE THAT ONE-YEAR

 MORATORIUM THERE.  AND THE IDEA IS TO

 PROTECT THE FUNDING FOR THESE DIFFERENT

 MEDICAID FUNDING PROVISIONS.  SO WE'VE

 BEEN SIGNING ON TO A LOT OF LETTERS THAT

 HAVE BEEN GOING UP TO THE HILL ON THAT

 ISSUE.

     ANOTHER ISSUE THAT REALLY DIDN'T GET

 ANY ATTENTION YESTERDAY.  THE EHDI BILL

 HAS BEEN PASSED IN THE HOUSE THAT WOULD

 AUTHORIZE FUNDS FOR NEWBORN HEARING

 SCREENING IN THE STATES.  SO THE STATES

 WILL HAVE TO APPLY FOR THOSE FUNDS.  I'M

 SURE MOST OF YOU ARE EXPERIENCING THAT

 IN YOUR STATE ALREADY, SO THAT ACTION

 AGAIN MOVES TO THE SENATE, AND WE EXPECT

 THAT TO BE PASSED AGAIN.







                                        67

     EVEN THOUGH THERE HASN'T BEEN

 AUTHORIZATION FOR THESE FUNDS FOR A FEW

 YEARS, THE DEPARTMENT OF HEALTH AND

 HUMAN SERVICES HAS STILL BEEN ONGOING

 WITH THE FUNDING ANYWAY.  BUT THE

 AUTHORIZATION REALLY MAKES IT VERY

 SPECIFIC AND PROTECTS THE FUNDING A

 LITTLE BIT BETTER.

     AND I KNOW A LOT OF YOU ARE STILL

 STRUGGLING WITH NEWBORN HEARING

 SCREENING.  IT'S A NEW THING.  HOW IT'S

 ALL IMPLEMENTED IS PROBLEMATIC, AND WE

 SHARE INFORMATION ON THAT.

     OTHER QUESTIONS OR COMMENTS?  OKAY;

 VERY GOOD.  THANK YOU.

       MR. TUCKER:  THANK YOU, BARBARA.

     OKAY; NEXT?  THE EXECUTIVE

 DIRECTOR'S REPORT.  I'D LIKE TO CALL JOE

 UP FRONT; JOE.

       MR. FINNEGAN:  WELL, I COULD

 STAND UP HERE FOR A LONG TIME, AND I

 KNOW THAT WOULD MAKE YOU REAL HAPPY.  SO

 I'LL QUICKLY MENTION JUST A FEW ITEMS

 THAT I THINK YOU ALL MIGHT BE INTERESTED

 IN.







                                        68

     FIRST, SOME OF YOU HAVE SEEN THE

 E-MAILS THAT HAVE BEEN GOING AROUND FOR

 THE PAST MONTH OR SIX WEEKS REGARDING

 THE POSSIBILITY OF ESTABLISHING A

 LIST-SERVE FOR CEO'S OF CENTER SCHOOLS.

 AND WE ARE ACTIVELY WORKING ON THE

 DEVELOPMENT OF THAT.  AND I WAS HOPING

 THAT AT THIS CONFERENCE I WAS GOING TO

 BE ABLE TO PASS OUT THE PROCESS AND THE

 RULES AND REGS AND ALL THAT, BUT WE'RE

 NOT QUITE THERE YET.  BUT WE'LL HAVE IT

 SOON, I WOULD HOPE, BY THE END OF THE

 MONTH.  AND WE'LL BE SENDING AN E-MAIL

 TO ALL OF THE SCHOOLS CEO'S.  AND OF

 COURSE THIS IS A MEMBERSHIP BENEFIT.

 ONLY THOSE SCHOOLS THAT ARE MEMBERS.

 AND WE'VE GOT TO FIGURE OUT SOME -- SOME

 ISSUES HAVE TO BE FIGURED OUT AS WITH

 ANY NEW PROCESS.  BUT WE'RE DETERMINED

 TO TRY TO GET SOMETHING IN PLACE THAT WE

 CAN "GUARANTEE" IS FOR MEMBER PROGRAM

 CEO'S OR THEIR DESIGNEE.

     THERE ARE A COUPLE OF PROGRAMS WHERE

 THE CEO ISN'T REALLY AN ACTIVE

 PARTICIPANT OF CEASD BUT HE OR SHE







                                        69

 DESIGNATES SOMEONE ELSE ON THEIR STAFF.

 THIS FREQUENTLY HAPPENS IN THE LARGE

 DUAL SCHOOLS OR A SCHOOL WHERE THE CEO

 MAY BE NOT FROM THE FIELD OF DEAF

 EDUCATION AND IS APPOINTED AS AN INTERIM

 FOR A COUPLE OF YEARS, BUT THERE'S

 SOMEONE ON THE STAFF, AN ASSISTANT

 SUPERINTENDENT OR PRINCIPAL, WHO IS

 DESIGNATED AS THE VOTING REPRESENTATIVE

 FROM THAT ORGANIZATION.  SO THAT

 INDIVIDUAL WOULD BE THE ONE WE WOULD BE

 TALKING TO ABOUT BEING THAT PROGRAM'S

 PARTICIPANT IN THE LIST-SERVE.

     BUT ANYWAY, YOU'LL GET MORE

 INFORMATION ON THAT.  IT WILL BE FREE,

 OF COURSE, TO MEMBER PROGRAMS.  AND

 HOPEFULLY YOU WILL FEEL COMFORTABLE

 ASKING QUESTIONS, SHARING INFORMATION.

 AND FEEL THAT IT WILL GO NO FURTHER THAN

 THE MEMBERS OF THAT LIST-SERVE.  AND

 HOPEFULLY YOU'LL FIND THAT TO BE HELPFUL

 AS YOU WRESTLE WITH QUESTIONS AND ISSUES

 BACK HOME AND SEEK SOME ADVICE OR

 GUIDANCE FROM YOUR PEERS, OTHER CEO'S

 AND MEMBER SCHOOLS AND PROGRAMS.







                                        70

     WE'RE ALSO GOING TO BE ADDING A

 SECTION ON THE WEBSITE FOR POSITIONS

 AVAILABLE, POSTING POSITIONS WHEN YOU

 ARE LOOKING TO HIRE PEOPLE.  THAT'S

 GOING TO TAKE A LITTLE BIT LONGER.

 WE'RE WORKING ON THAT.  THE LIST-SERVE

 WILL COME OUT FIRST AND THEN THE

 ANNOUNCEMENTS FOR POSTING POSITIONS.

 THERE WILL PROBABLY BE SOME FEE

 STRUCTURE ASSOCIATED WITH THIS.  IT MAY

 BE -- WHO SAID OF COURSE?  THAT'S GREAT;

 VERY GOOD, LEE.  IT WILL PROBABLY BE A

 REDUCED FEE FOR MEMBER PROGRAMS.  OTHERS

 WHO WANT TO ADVERTISE WILL PAY MORE.

 BUT WE'LL GIVE YOU SOME MORE INFORMATION

 ON THAT.  THE BOARD STILL HAS TO

 MAKE -- THE BOARD STILL HAS TO MAKE A

 FEW DECISIONS ABOUT THAT, AND THERE WILL

 BE -- WE'LL BE GETTING THAT INFORMATION

 OUT TO YOU AS WELL.  AND THIS WILL BE,

 OF COURSE, SOMETHING THAT I HOPE MANY OF

 YOU WILL FIND VALUABLE.  BUT IT'S ALSO A

 POTENTIAL NEW FUNDING STREAM FOR CEASD

 WHICH POTENTIALLY WILL MEAN WE WON'T

 HAVE TO RAISE DUES AGAIN IN THE







                                        71

 FORESEEABLE FUTURE WHICH COULD BE A

 WIN-WIN SITUATION FOR THE MEMBER

 ORGANIZATIONS AND US AS WELL.

     AS YOU KNOW, I'M SURE WE DO ALMOST

 ALL OF OUR BUSINESS ELECTRONICALLY.  WE

 DO VERY LITTLE, ALMOST NONE, SNAIL MAIL.

 AND WE DEPEND ON YOU TO READ AND RESPOND

 TO THE E-MAILS WE SEND OUT.  WE ALWAYS

 CAPTION THE E-MAIL CEASD AND THEN

 WHATEVER ELSE IT MIGHT BE.  BUT WE TRY

 TO HELP YOU IDENTIFY THE E-MAIL AS NOT

 SPAM E-MAIL.  IT WILL ALWAYS SAY IT'S

 FROM THE NATIONAL OFFICE OR OFFICE AT

 CEASD.  AND THE SUBJECT WILL ALWAYS

 START WITH CEASD.  IT'S HOW WE SEND OUT

 OUR DUES RENEWALS.  BUT WE NEED YOU TO

 HELP KEEP US CURRENT WHEN THERE ARE

 CHANGES IN YOUR SCHOOL.  WHETHER THERE

 ARE PERSONNEL CHANGES, E-MAIL CHANGES,

 PLEASE THINK OF US TO LET US KNOW THAT,

 OH, THERE'S A NEW ADMINISTRATOR WHO'S A

 VOTING REPRESENTATIVE AND THIS IS HIS OR

 HER E-MAIL ADDRESS AND THEIR NAME SO WE

 CAN KEEP THEM PLUGGED INTO THE SYSTEM.

 THE ONLY WAY WE FREQUENTLY FIND OUT IS







                                        72

 WHEN THINGS BOUNCE BACK, AND THEN WE

 CALL YOUR OFFICE AND SAY WHAT HAPPENED

 TO JOHNNY SMITH OR SUSIE SMITH OR SO

 FORTH.  SO KEEP US INFORMED.  BECAUSE WE

 DEPEND HEAVILY, EXCLUSIVELY ON E-MAIL

 COMMUNICATION WITH OUR RATHER SMALL

 MEMBERSHIP.  BUT IT'S VERY TIME

 CONSUMING TRYING TO KEEP UP WITH THE

 CHANGES.

     THE FUTURE CONFERENCES, JUST TO

 REVIEW WHERE WE'RE GOING TO BE.  I THINK

 EVERYBODY IN THIS ROOM KNOWS THAT NEXT

 YEAR WE ARE GOING TO BE IN SANTA FE, NEW

 MEXICO.  AND YOU'RE GOING TO HEAR FROM

 THE GROUP LATER THIS MORNING.

     2010 WE WILL BE IN IOWA, COUNCIL

 BLUFFS, IOWA WITH -- THE IOWA SCHOOL FOR

 THE DEAF WILL BE OUR HOST.  AND WE'LL

 PROBABLY ALL SPEND A LOT OF TIME IN THE

 CASINO ON THE RIVER IN COUNCIL BLUFFS.

     AND THEN IN 2011 -- START TO SAVE

 YOUR PENNYS NOW.  IN 2011 WE'RE GOING

 ACROSS THE PACIFIC OCEAN TO HAWAII.  I

 THINK, JUST LIKE MONTANA, I THINK IT

 WILL BE THE FIRST TIME CEASD HAS MET IN







                                        73

 HAWAII.  IT'S CERTAINLY THE FIRST TIME

 WE'VE MET HERE IN MONTANA.  BUT 2011 WE

 WILL BE GOING TO HAWAII.  SO START TO

 PLAN ACCORDINGLY.  I KNOW THAT SOME

 STATES WILL HAVE GREAT DIFFICULTY

 APPROVING TRAVEL, SO YOU'VE GOT TO PLAN

 NOW, SET UP SOME KIND OF -- INSTEAD OF A

 CHRISTMAS CLUB, A HAWAII CLUB SAVINGS

 ACCOUNT.  MAYBE YOU'LL BE ABLE TO BE

 WITH US.

     I ALSO WANT TO TAKE A FEW SECONDS TO

 INTRODUCE THE PAST CEASD PRESIDENTS WHO

 ARE WITH US TODAY.

     SAVE MY VOICE.

     WE HAVE, AND I THINK I'M GOING IN

 THE RIGHT ORDER, WAY-BACK-WHEN

 PRESIDENTS TO THE CLOSER, CURRENT

 PRESIDENTS.  ED CORBETT FROM THE OHIO

 SCHOOL FOR THE DEAF SERVED AS CEASD

 PRESIDENT.  THEN JOE FISCHGRUND, OLDER

 JOE, FROM PENNSYLVANIA, SERVED AS THE

 CEASD PRESIDENT.  HAROLD MOWL WHO'S

 PROBABLY NOT IN THE ROOM.  HE'S OUT

 STUFFING THE BALLOT BOX -- COUNTING THE

 BALLOTS.  HE ALSO SERVED AS PRESIDENT OF







                                        74

 YOUR ORGANIZATION.  AND THEN CLAIRE

 BUGEN IS OUR MOST RECENT PAST PRESIDENT.

     AND NEXT YEAR I'LL HAVE THE PLEASURE

 OF INTRODUCING JAMIE TUCKER.  OH, NO,

 BECAUSE HE'LL STILL BE ON THE BOARD.

 HE'LL STILL BE ON THE BOARD.  BUT THAT'S

 NEXT YEAR.

     ALSO, WE'D LIKE TO SEE WHO IN THE

 ROOM ARE FIRST-TIME ATTENDEES,

 REGARDLESS OF YOUR SCHOOL, REGARDLESS OF

 YOUR POSITION AT THE SCHOOL.  WHO HERE

 WITH US THIS MORNING ARE FIRST-TIME

 ATTENDEES AT A CEASD NATIONAL

 CONFERENCE?  STAND UP IF THIS IS YOUR

 FIRST CONFERENCE, PLEASE.  AND WE

 WELCOME YOU.  WE WELCOME ALL OF YOU AND

 HOPE THIS WILL BE THE FIRST OF MANY IN

 YEARS TO COME.

     I HAVE THE PLEASURE OF SAYING THAT I

 HAVE NOT MISSED A CEASD CONFERENCE SINCE

 1973.  I'VE NEVER MISSED ONE SINCE 1973.

       FROM THE FLOOR:  BOY, YOU'RE OLD.

       MR. FINNEGAN:  MY FIRST

 CONFERENCE, I WAS TEN.

     BUT IT IS A TREMENDOUS PROFESSIONAL







                                        75

 DEVELOPMENT ACTIVITY.  SOMEBODY

 MENTIONED THIS MORNING, I THINK IT WAS

 ED BOSSO, HOW SERVING ON A TEAM, AN

 ACCREDITATION TEAM, IS A PROFESSIONAL

 ACTIVITY FOR ALL MEMBERS OF THAT TEAM, A

 PROFESSIONAL DEVELOPMENT ACTIVITY.  AND

 IT SURE IS.  BUT SO IS COMING TO THE

 CEASD CONFERENCE, VERY VALUABLE.  WE

 HOPE YOU WILL CONTINUE TO MAKE IT A

 PRIORITY, BOTH FOR YOUR FUNDING AND IN

 YOUR BUSY SCHEDULES.  MAKE THIS A

 PRIORITY.

     WE HAVE A SURVEY THAT WE'RE GOING TO

 PASS OUT TO YOU IN JUST A MINUTE.  THIS

 IS A SURVEY FROM DR. MARY WINER AT

 GALLAUDET UNIVERSITY.  IT'S A TOPIC THAT

 I KNOW IS OF GREAT INTEREST TO ALL OF

 YOU IN THE ROOM, AND THE TOPIC IS

 RELATED TO BULLYING, STUDENT BULLYING AT

 SCHOOLS AND PROGRAMS FOR THE DEAF.  SO

 WE ENCOURAGE YOU TO TAKE THIS AND, WHEN

 YOU HAVE A MINUTE, RESPOND TO IT,

 PLEASE.  BUT WE'RE GOING TO PASS IT OUT

 HERE THIS MORNING.

     AS I VISIT SCHOOLS AS PART OF THE







                                        76

 ACCREDITATION PROCESS AND FOR OTHER

 REASONS, THAT IS ONE OF THE NUMBER-ONE

 TOPICS THAT WE HEAR IS THE STUDENT

 BULLYING ISSUE.  SO I KNOW THIS SURVEY

 IS RELEVANT TO OUR CURRENT NEEDS.

     MR. PRESIDENT, THAT -- OH, UNLESS

 THERE ARE QUESTIONS, THAT CONCLUDES MY

 REPORT.  UNLESS THERE ARE QUESTIONS.

 ANY QUESTIONS?  THANK YOU.

       MR. TUCKER:  THANKS.  OLD

 BUSINESS.  RON, WANT TO COME ON UP WITH

 YOUR TEAM?  OH, YOU'D LIKE TO DO THAT

 TOMORROW?  OKAY.  COME UP QUICK -- ALL

 RIGHT; SURE.

       MR. STERN:  HELLO AGAIN,

 EVERYONE.  I'M GOING TO BE VERY BRIEF.

 THERE'S TWO PARTS.  I'LL BE BRIEF

 TOMORROW.  TODAY AND TOMORROW WE WILL

 HAVE A SLIDE SHOW WITH SOME PICTURES OF

 SANTA FE FOR YOU ALL.  THE CITY IS

 DIFFERENT IN THE LAND OF ENCHANTMENT.

 WE'LL LET YOU KNOW THAT WE WILL BE DOING

 IT ON MAY 1ST, TO MAY 4TH, SO YOU CAN

 CIRCLE THOSE ON YOUR CALENDAR, 2009.  AS

 WELL -- FROM NEW MEXICO HERE TODAY WITH







                                        77

 US AND HAVE BEEN WITH US CERTAINLY MY

 VOICE IS BONNY-LYNN BARKER.  AND SHE'LL

 BE COORDINATING INTERPRETERS THERE.  AND

 SO THIS HAS BEEN A GOOD EXPERIENCE FOR

 HER.  AND AS WELL WITH US IS CINDY HUB.

 CINDY, IF YOU WOULD STAND.  AND CINDY

 WILL BE A KEY PLAYER HELPING TO

 COORDINATE THE CONFERENCE.  AT OUR

 SCHOOL ON A DAILY BASIS HER EVERYDAY JOB

 INCLUDES OVERSEEING OUR CENTER FOR

 TRAINING AND PROFESSIONAL DEVELOPMENT.

 AND THEN NEXT TO HER IS CARYLYNN

 MACBRIDE AND -- CARYLYNN RIGHT THERE.

 AND CARYLYNN IS FROM OUR OFFICE OF

 COMMUNITY AND DEVELOPMENT RELATIONS.  SO

 SHE WILL BE WORKING CLOSELY WITH CINDY.

 ROSEMARY GAIAGO IS ALSO HERE, AND SHE IS

 THE DIRECTOR OF CHILD INSTRUCTION AND

 OUTREACH.  AND NEXT YEAR SHE WILL BE THE

 ASSISTANT SUPERINTENDENT AND OUR

 COMPLIANCE AND OUTREACH.  SO SHE'S WITH

 US AS WELL.

     SO I PROMISE THAT YOU WILL HAVE A

 WONDERFUL CONFERENCE NEXT YEAR.  WE HAVE

 A GREAT TEAM AT THE NEW MEXICO SCHOOL







                                        78

 FOR THE DEAF AND SOME GREAT PICTURES.

 SO THAT'S ALL I'LL SAY FOR NOW.

       MR. TUCKER:  THANK YOU, RON.

     NOW, I BELIEVE WE HAVE SOME WINNERS

 TO BE ANNOUNCED.  WE HAVE A WINNER.

       MR. MOWL:  THE PRESIDENT ELECT.

 EIGHT YEARS AGO THERE WERE A LOT OF

 PROBLEMS WE HAD WITH OUR ELECTIONS.  THE

 CHADS WERE FOUND AND SO THINGS HAVE GONE

 VERY SMOOTHLY THIS YEAR SO I DID

 APPRECIATE THAT VERY MUCH.

     THE CLASS OF 2011 INCLUDES SYDNEY

 DICKERSON, BARBARA GARRISON, DAVID

 GEESLIN.  THE CLASS OF 2010 WILL INCLUDE

 ROBERT HILL.  SO CONGRATULATIONS TO ALL

 OF YOU.

     WE ARE FINISHED, THEN, WITH THE

 ELECTION PROCESS, IF I'M NOT MISTAKEN.

 SO THANK YOU ALL VERY MUCH.

       MR. TUCKER:  THANK YOU.  OKAY;

 LET'S SEE, WHAT TIME DO WE HAVE HERE?

 OKAY; WE NEED TO FINISH THIS AT -- BY

 10:45; IS THAT RIGHT?  WOW, WE'RE

 CUTTING IT CLOSE.  OKAY; LET'S MOVE IT

 RIGHT ALONG HERE.







                                        79

     WE MUST DISCUSS OUR BYLAWS.  SO

 RIGHT NOW WE'RE STARTING TO TALK ABOUT

 NEW BUSINESS.  LET'S TALK ABOUT OUR

 BYLAWS RATIFICATIONS AND THE ACCEPTANCE

 OF THE REVISED BYLAWS.

       MS. BUGEN:  I'M GOING TO USE THE

 INTERPRETER.  I APOLOGIZE.  WE'RE KIND

 OF ON A REAL TIGHT TIME LINE HERE.

     ALL OF YOU IN THE MEMBER SCHOOLS

 RECEIVED A COPY OF THE PROPOSED

 REVISIONS TO THE ACCREDITATION

 GUIDELINES.  YOU HAD AN OPPORTUNITY TO

 REVIEW IT -- BYLAWS; I'M SORRY.  I GOT

 ACCREDITATION ON THE BRAIN.  THAT'S WHAT

 HAPPENS WHEN YOU BECOME PAST PRESIDENT.

     OKAY; BYLAWS, YES.  AND BYLAWS ARE

 THE RESPONSIBILITY OF THE PAST

 PRESIDENT, BY THE WAY.  SEE, THEY GIVE

 YOU SOMETHING REALLY FASCINATING TO WORK

 ON.

     AND I'M GOING TO GO THROUGH THIS

 REAL QUICKLY.  SO YOU SHOULD HAVE GOTTEN

 IT ELECTRONICALLY, AND THEN YOU HAD AN

 OPPORTUNITY -- WE ANNOUNCED THAT WE HAD

 THEM AVAILABLE.  SO HOPEFULLY EVERYBODY







                                        80

 REVIEWED THEM.  I'M JUST GOING TO GO

 THROUGH THE CHANGES.  HONESTLY, MOST OF

 THESE CHANGES ARE CLEAN-UP IN NATURE;

 OKAY?  BUT I AM GOING TO CHARACTERIZE

 THEM REAL QUICKLY FOR YOU.

     OH, WELL, I CAN'T SEE THAT,

 SO -- BASICALLY, LET ME TELL YOU WHAT

 THE BYLAWS DID.  WHAT WE DID IS WE

 EXPANDED THE MISSION STATEMENT IN THE

 BYLAWS TO INCLUDE THE RESPONSIBILITIES

 OF THE ORGANIZATION.

     WE UPDATED THE NAMES OF ALL THE

 COMMITTIES IN THE BYLAWS, BECAUSE SOME

 OF THEM WERE VERY OUTDATED.

     WE CLARIFIED THE RESPONSIBILITIES OF

 ASSOCIATE MEMBERS, BECAUSE IT'S ALWAYS

 CONFUSING.  JUST LET ME PAUSE FOR A

 MOMENT AND DO THAT.  WE WELCOME

 ASSOCIATE MEMBERS INTO THIS CONFERENCE.

 THEY PAY A REDUCED FEE AS AN ASSOCIATE

 MEMBER, BUT THEY ARE NOT VOTING MEMBERS.

 ONLY THE ORGANIZATION ARE VOTING MEMBERS

 OF THE CONFERENCE.  SO THOSE WERE

 UNCLEAR IN THE BYLAWS AND WE CLARIFIED

 THAT.







                                        81

     I THINK I ALREADY SAID WHAT WE DO TO

 ENHANCE OUR MISSION.  I'M THINKING NOW

 BECAUSE THIS IS ALL FROM MEMORY.

     WE ALSO CLARIFIED THE FACT THAT AT

 THE TIME -- AND THIS IS AN IMPORTANT

 ONE -- AT THE TIME OF ELECTION TO THE

 BOARD, THERE CAN BE ONLY ONE SCHOOL

 ORGANIZATION REPRESENTED ON THE BOARD.

 THAT WAS NOT VERY CLEAR IN OUR OLD

 BYLAWS.  SO AT THE TIME OF ELECTION, IF

 YOU ARE GOING TO BE ELECTED AS AN

 OFFICER OR A BOARD MEMBER, THERE CAN

 ONLY BE ONE SCHOOL REPRESENTED.

     NOW, WE DO HAVE A SITUATION WITH OUR

 CURRENT BOARD WHERE WE HAVE TWO

 CALIFORNIA REPRESENTATIVES, BUT THEY'RE

 GRANDFATHERED IN BECAUSE WE HAVEN'T

 ADOPTED OUR NEW BYLAWS YET.

     ALSO, IN THE OLD BYLAWS, IT USED TO

 SAY THAT YOU COULD ONLY HAVE ONE -- ONE

 BOARD MEMBER FROM A STATE.  AND WE

 THOUGHT THAT WAS RATHER ODD, BECAUSE YOU

 CONSIDER A STATE LIKE NEW YORK WHERE YOU

 HAVE TEN SCHOOLS.  SO WE DIDN'T THINK

 THAT'S EVER REALLY BEEN AN ISSUE FOR US







                                        82

 ON THE BOARD.  SO WE ELIMINATED THAT

 PROVISION.

     CAN ANYBODY ADVANCE THAT FOR ME?

 JUST CLICK, CLICK, CLICK.  I DON'T WANT

 TO GO BACKWARDS HERE.

     OKAY; ALL THE WAY THROUGH THE BYLAWS

 IT KEPT SAYING THE ONLY FOCUS OF A

 SCHOOL THAT QUALIFIES FOR MEMBERSHIP.

 AND WE HAVE SUCH DIVERSITY IN OUR

 SCHOOLS AND OUR PROGRAMS THAT WE DIDN'T

 WANT TO SAY THE ONLY FOCUS.  BECAUSE

 GALLAUDET UNIVERSITY'S FOCUS IS

 DIFFERENT FROM TEXAS SCHOOL FOR THE

 DEAF'S FOCUS.  SO WE JUST TALKED ABOUT A

 PRIMARY FOCUS; OKAY?

     OH, IT'S NOT WORKING; OKAY.

     I'M TRYING TO REMEMBER WHAT ELSE IS

 IN THE BYLAWS THAT WE CHANGED, WE

 CLARIFIED.  I ALREADY EXPLAINED THE

 VOTING MEMBERS.  OKAY; JOE'S GOING TO

 COME UP AND HELP ME.  I'M REALLY SORRY

 THAT THIS ISN'T WORKING.

     AH, THANK YOU.  OKAY; IN THE OLD

 BYLAWS IT SAID WE POSTED THE MEMBERSHIP

 ON THE WALL BECAUSE WE USED TO DO THAT







                                        83

 20 YEARS AGO.  BUT WE DON'T DO THAT

 ANYMORE, SO WE ELIMINATED THAT.

     I TOLD YOU ABOUT VOTING MEMBERS.

     WE ALSO INCLUDED IN THE BYLAWS WHICH

 WE NEVER HAD, THAT WE CAN MAINTAIN THE

 SERVICES OF AN EXECUTIVE DIRECTOR AND A

 GOVERNMENT LIAISON PERSON.  SO TWO VERY

 IMPORTANT THINGS THAT WERE NOT IN THE

 BYLAWS THAT ARE NOW.

     I TOLD YOU ABOUT THE NUMBER OF

 SCHOOLS.  I DON'T THINK I'M GOING TO

 NEED THE POWERPOINT, THANK YOU, BECAUSE

 SOMEBODY HELPED ME OUT HERE.

     THE NUMBER OF PEOPLE FROM ANY ONE

 ORGANIZATION AT THE TIME OF ELECTION IS

 ONE SCHOOL.

     AND THEN IN THE OLD BYLAWS WE HAD A

 LOT OF RESPONSIBILITIES OF COMMITTEES

 THAT NO LONGER EXIST.  SO, FOR EXAMPLE,

 THE TIME-AND-PLACE COMMITTEE WOULD

 CHOOSE THE SELECTION OF THE NEXT

 CONFERENCE.  WELL, WE DON'T HAVE A

 TIME-AND-PLACE COMMITTEE ANYMORE, SO WE

 JUST CLEANED UP AND UPDATED THOSE

 RESPONSIBILITIES TO GO TO THE BOARD OF







                                        84

 DIRECTORS.

     ANOTHER EXAMPLE OF THAT IS APPROVAL

 OF THE ACCREDITATION RECOMMENDATION NOW

 GOES TO THE CEASD BOARD.  WE NEVER HAD

 THAT IN OUR BYLAWS.  AND ALL ACCREDITING

 COMMITTEES BRING THEIR LEVEL UP TO THE

 BOARD.  SO WE CHANGED THAT.

     WE UPDATED THE NEW NAMES OF CAID AND

 CORE, SO WE MADE THOSE CHANGES.

     I THINK THAT SUMMARIZES ALL THE

 CHANGES THAT -- JOE MAY HAVE BROUGHT UP

 SOMETHING ELSE.

       MR. FINNEGAN:  I THINK ONE OF THE

 MOST SIGNIFICANT CHANGES THAT WILL

 IMPACT ON YOU EVERY YEAR IS THE PROXY

 SYSTEM AND VOTING.  THE OLD BYLAWS SAID

 THAT A VOTING REPRESENTATIVE FROM A

 SCHOOL COULD ONLY GIVE THEIR PROXY TO

 ANOTHER VOTING REPRESENTATIVE FROM THE

 SAME SCHOOL.

     ASSOCIATE MEMBERS WERE NOT ALLOWED

 TO GET A PROXY.  WE'VE CHANGED THAT NOW

 SO THAT A VOTING REPRESENTATIVE FROM A

 SCHOOL MAY GIVE THEIR VOTE TO AN

 ASSOCIATE MEMBER FROM THAT SCHOOL.  IT'S







                                        85

 STILL WITHIN THE SAME SCHOOL BUT, YOU

 KNOW, THERE ARE A LOT OF SCHOOLS WITH

 ONLY ONE VOTING REPRESENTATIVE.  SO IF

 THAT VOTING REPRESENTATIVE, USUALLY THE

 CEO, COULDN'T ATTEND THE CONFERENCE BUT

 THERE WAS ONE OR TWO ASSOCIATE MEMBERS

 FROM THAT SCHOOL, THAT SCHOOL HAD NO

 VOTE BECAUSE THE VOTING REPRESENTATIVE

 COULD NOT GIVE THE VOTE TO AN ASSOCIATE

 MEMBER FROM THEIR SCHOOL.

     NOW, THEY CAN DO THAT.  YOU CAN'T

 CROSS SCHOOLS.  YOU CAN'T BE A VOTING

 REPRESENTATIVE FROM SCHOOL A AND GIVE

 YOUR VOTE TO A VOTING REPRESENTATIVE OR

 AN ASSOCIATE MEMBER FROM SCHOOL B.  IT'S

 GOT TO STAY WITHIN THE SAME SCHOOL.  SO

 THAT'S A FAIRLY SIGNIFICANT CHANGE THAT

 WE'LL BE INTRODUCING NEXT YEAR, IF THIS

 PASSES TODAY.

       MS. BUGEN:  THANK YOU, JOE.  I

 HAD FORGOTTEN ABOUT THAT ONE.

     I THINK THAT COVERS ALL THE CHANGES

 TO THE BYLAWS.  I COULD -- I COULD

 EXPAND A LITTLE BIT ON THE MISSION.  ALL

 WE DID IS TALK MORE ABOUT WHAT WE DO TO







                                        86

 SUPPORT OUR MISSION.  SO I'M GOING TO

 ASK THE PRESIDENT, HE MIGHT WANT TO

 ENTERTAIN A MOTION TO APPROVE THE

 BYLAWS.

       MR. TUCKER:  OKAY.  I DON'T NEED

 THE MIKE.  THANK YOU, CLAIRE, AND JOE.

     WHAT IS YOUR PLEASURE, EVERYONE?  T

 WOULD LIKE TO ACCEPT THE BYLAWS AND

 REVISIONS AS READ.  SECOND ANYONE?

 SECONDED BY BARBARA.  READY TO VOTE?

     ALL THOSE IN FAVOR?  ALL THOSE

 OPPOSED?

     CARRIED.  AND WHERE IS STEVE NOW?

     STEVE, CAN WE UNPLUG THE CLOCK?  IS

 THAT POSSIBLE?  BECAUSE WE HAVE SEVERAL

 ITEMS THAT WE'RE NOT GOING TO BE DONE BY

 10:45.  SO ED, WHAT DO YOU THINK?  WELL,

 JUST -- YEAH, SEE WHERE WE CAN GET, YOU

 KNOW.  ED THINKS -- HE'S JUST GIVEN US

 AN EXTRA 15 MINUTES HERE.

     SO LET'S ASK FOR THE FULL

 COOPERATION FOR ALL OF THOSE WHO ARE

 GOING TO BE ASKED TO PRESENT TO MOVE IT

 RIGHT ALONG.

     NEW BUSINESS.  I'D LIKE TO INVITE







                                        87

 DR. LYNN WOOLSEY TO COME UP.

 AND -- STEVE, CAN YOU UNPLUG THE CLOCK?

 DO YOU THINK YOU CAN DO THAT?  ED,

 SOMEONE?  ALL RIGHT.

     LYNN IF YOU COULD KEEP IT TO JUST A

 FEW MINUTES, THAT WOULD BE GREAT.

       MS. WOOLSEY:  WELL, HELLO.  I'M

 LYNN WOOLSEY.  I'M HERE AS A

 REPRESENTATIVE.  I'M REPRESENTING TWO

 PEOPLE, MAYBE MORE, AND I WORK AT THE

 UNIVERSITY OF TENNESSEE IN

 KENTUCKY -- IN KNOXVILLE IN THE CENTER

 OF DEAFNESS.  I'M HALF-TIME PROFESSOR IN

 THE DEAF ED PROGRAM THERE.  I'M HERE

 REPRESENTING KAREN DILKA.  SHE'S OUR

 EXECUTIVE DIRECTOR OF THE EED.

     NOW, THIS IS NOT MY FIRST TIME AT

 CAESD, HOWEVER, WE DO REALIZE

 THAT -- OH, HOLD ON?

       FROM THE FLOOR:  THERE'S A -- THE

 MOTION WAS ACCEPTED --

       MS. WOOLSEY:  I'M SORRY; WHAT WAS

 THAT?  WHAT'S HAPPENING?  OH, YOU WANT

 ME TO GO AHEAD.  OKAY; I WASN'T CLEAR

 ABOUT THAT.  I'M SORRY.  I CAN'T SEE YOU







                                        88

 EXACTLY SO I WASN'T SURE WHAT YOU WERE

 ASKING.

     WELL, I'M REPRESENTING TWO PEOPLE.

 AND WE'RE DOING RESEARCH.  OKAY.  OKAY;

 LET'S START; LETS GO OKAY.

     THIS IS WHAT'S HAPPENING WITH NCLD.

 OKAY; IT'S TAKING OFF -- SO WE WANT AS

 PRACTICES, RESEARCHED BASED PRACTICES.

 WE'RE STARTING SMALL, HOWEVER, WE'RE IN

 HOPES TO EXPAND.  IF ANY OF YOU WANT

 SOME RESEARCH IN CLASSROOM BASICS, WE'RE

 DOING RESEARCH AT THE MACRO LEVEL,

 MAKING SECTIONS WITH OTHER RESEARCHERS,

 LOOKING AT THE BIG PICTURE RESEARCH.  WE

 NEED RESEARCH.  AND WE WANT TO DO

 RESEARCH.  I HAVE COME HERE TO SAY THAT

 WE'RE WILLING AND READY AND ABLE.  WE

 HAVE RESEARCHERS ALL OVER THE COUNTRY

 WHO ARE READY.  CONTACT US.

     NEXT SLIDE.

     THESE ARE JUST SOME IDEAS THAT WE'RE

 BRINGING FORWARD.  SO CAN WE SEND THIS

 OUT?  WE CAN SEND THIS POWERPOINT OUT,

 SO THAT'S WHAT WE'LL DO.  SO I ENCOURAGE

 YOU TO CONTACT ME.  THERE'S PAPERS I'LL







                                        89

 BE DISTRIBUTING WITH MY E-MAIL

 INFORMATION.  AND WE WANT YOU.  YOU NEED

 US.  MAKE A NICE PARTNERSHIP, NICE AND

 EASY.  SO GREAT, THAT'S IT; THANK YOU.

       MR. TUCKER:  THANK YOU.  THANK

 YOU, LYNN.

     NEXT, WE HAVE JOHN ANDERSON, CHAIR

 OF -- FOR THE NEXT ICED CONFERENCE, THE

 INTERNATIONAL CONFERENCE OF EDUCATORS

 FOR THE DEAF.  THAT'S IN 2010.  AND I'M

 THRILLED TO HAVE JOHN JOIN US.  THANK

 YOU, JOHN.

       MR. ANDERSON:  THANK YOU VERY

 MUCH.  IT'S A GREAT HONOR TO BE HERE

 REPRESENTING ICED.  AND I'D LIKE TO TAKE

 A MOMENT TO THANK YOU.  I WANT TO BRING

 GREETINGS FROM ALL YOUR CANADIAN

 COLLEAGUES.  THEY ALL SEND GREETINGS TO

 US.  IT'S SOMETHING I'D LIKE TO SEE MUCH

 MORE WITH LINKS BETWEEN CANADA AND THE

 UNITED STATES.  BUT I'M NOT HERE FOR

 THAT TODAY.  I'M HERE TO TALK ABOUT ICED

 AND TO PLAN TO ATTEND 2010 FROM JULY THE

 18TH TO THE 22ND TO COME TO VANCOUVER.

 VANCOUVER IS A CITY THAT WE'RE VERY,







                                        90

 VERY PROUD OF.  WE FEEL IT'S VERY

 FITTING TO BE A CITY FOR ICED.  IT IS A

 PLACE THAT DOES ALLOW US TO SHOW OFF

 SOME OF THE CULTURE AND DIVERSITY OF

 CANADA.  BUT IT'S ALSO A PLACE THAT'S

 VERY EASY TO GET TO FROM THE UNITED

 STATES, MAYBE EVEN MORE EASY TO GET TO

 THAN MONTANA FOR SOME OF YOU.  WE HAVE

 MANY DIRECT FLIGHTS.  AND MONTANA TALKS

 ABOUT BIG SKY COUNTRY.  WE TALK ABOUT

 SEA AND SKY COUNTRY, BECAUSE IT'S

 SURROUNDED BY MOUNTAINS AND SURROUNDED

 BY OCEAN.  IT'S A CITY THAT WE ARE SO

 PROUD TO HAVE ICED IN.  BECAUSE THIS IS

 THE FIRST TIME THAT CANADA HAS ACTUALLY

 HOSTED THIS INTERNATIONAL CONFERENCE.

     SOME OF YOU WERE INVOLVED IN 1990

 WHEN ICED WAS IN ROCHESTER, NEW YORK

 AND, OF COURSE, IT WAS IN WASHINGTON,

 D.C. BEFORE THAT.  BUT THIS IS THE FIRST

 TIME IN 18 YEARS THAT THE CONGRESS WILL

 BE BACK ON THE NORTH AMERICAN CONTINENT.

 AND WE HOPE AND TRUST THAT MANY OF YOU

 WILL BE PARTICIPANTS, WILL PRESENT

 PAPERS AT THE CONGRESS, AND WILL







                                        91

 CERTAINLY SHOW WHAT YOU HAVE TO OFFER TO

 EDUCATION OF THE DEAF THROUGHOUT THE

 WORLD.

     THE SLIDE THAT WAS -- IF I COULD GO

 BACK JUST ONE.  VANCOUVER, OF COURSE, IS

 HOSTING THE WINTER OLYMPICS AND THE

 PARA-OLYMPICS IN 2010.  WE FEEL THAT OUR

 CITY WILL BE AT ITS BEST BY JULY,

 BECAUSE THOSE GAMES HAPPEN IN FEBRUARY

 AND ALL THE TRAINS WILL BE WORKING, ALL

 THE TECHNOLOGY WILL BE WORKING.

 EVERYTHING WILL BE PERFECT.  THE DAY

 BEFORE THE CONGRESS, ON THE 13TH DAY,

 THE CONGRESS ACTUALLY STARTS, WE WILL BE

 HOLDING IN THE LAWRENCE J. CENTER FOR

 DIALOGUE WHICH IS A FACILITY THAT WE

 HAVE IN OUR CITY THAT REALLY DOES ENABLE

 A LOT OF INTERACTIVE DIALOGUE.  WE ARE

 GOING TO HOLD AN INVITATIONAL MEETING

 FOR LEADERS AROUND THE WORLD TO BE

 DISCUSSING A FACILITATED CONVERSATION ON

 THE TRENDS AND THE CHALLENGES OF

 EDUCATION OF THE DEAF FROM 2010 ON FOR

 THE NEXT FIVE YEARS.

     WE SEE THIS AS SOMETHING THAT WE ARE







                                        92

 AT CROSSROADS IN OUR EDUCATION THAT YOU

 TALKED ABOUT, AND YOU'LL BE TALKING

 ABOUT TOMORROW.  BUT WE WOULD LIKE TO

 ALSO GET AN INTERNATIONAL PERSPECTIVE.

 SO I THINK THIS IS PARTLY A CONTINUATION

 OF WHAT'S GOING TO BE HAPPENING AT THIS

 MEETING AND WHAT'S HAPPENING TOMORROW.

 AND WE WELCOME AND WE WILL BE INVITING

 YOU TO THAT.

     THE BAYSHORE HOTEL IS THE HOTEL

 WHERE WE'RE HAVING THE CONGRESS AT.

 IT'S A BEAUTIFUL HOTEL, RIGHT DOWNTOWN

 IN STANLEY PARK, FOR THOSE OF YOU WHO

 HAVE BEEN TO VANCOUVER.  IT IS CLOSE TO

 SHOPPING, CLOSE TO THE CITY.  WE HAVE

 THE WHOLE HOTEL BOOKED.  WE HAVE THE

 COMPLETE RUN OF THE HOTEL.  AND WE

 CERTAINLY KNOW THAT IT'S A GOOD FACILITY

 TO HAVE THIS AT.

     WE HAVE FIVE STRANDS IN THE

 CONGRESS.  OUR THEME IS PARTNERS IN

 EDUCATION, AND PARTNERS INCLUDES SCHOOLS

 FOR THE DEAF.  IT INCLUDES PARENTS,

 TEACHERS, ADMINISTRATORS, AND EVERYONE

 THROUGH THAT.







                                        93

     WE ALSO WILL BE GIVING OUT THE CALL

 FOR PAPERS IN ABOUT THE MIDDLE OF NEXT

 YEAR.  WE SEE THAT GOING OUT.  AND THE

 COMMITTEE HAS BEEN WORKING HARD AT DOING

 THAT.  POSTER SESSIONS ARE GOING TO BE

 PART OF THIS CONGRESS.  WE DO INTEND

 THOSE OF YOU WHO WERE IN SYDNEY,

 AUSTRALIA TEN YEARS AGO WILL REMEMBER

 THE POSTER SESSION.  WE'RE REVIVING

 THAT, BECAUSE WE BELIEVE IT GIVES AN

 OPPORTUNITY FOR SCHOOLS AND PROGRAMS TO

 REALLY EXPLAIN WHAT IS HAPPENING IN

 THEIR AREAS.  AND THAT WAS VERY, VERY

 POPULAR.

     MANY, MANY PRE AND POST-TOUR

 OPPORTUNITIES ARE THERE FOR VANCOUVER.

 ONE THAT WE ARE CERTAINLY GOING TO BE

 WORKING WITH IS THE BOAT CRUISE TO

 ALASKA.  WE ARE ACTUALLY MAKING AN

 AGREEMENT WITH HOLLAND AMERICA TO TAKE

 OVER PART OF A BOAT.  WE WON'T TAKE OVER

 THE WHOLE BOAT, OF COURSE, BUT WE WILL

 TAKE OVER PART OF IT.  SO THAT WILL BE

 HAPPENING THE DAY AFTER CONGRESS, AND

 THE BOAT WILL BE GOING UP TO ALASKA.







                                        94

     VANCOUVER IS, OF COURSE, A WONDERFUL

 PLACE TO VISIT.  WE KNOW BUDGETS ARE

 TIGHT.  WE KNOW IT'S AN EXPERIENCE OF A

 LIFETIME.  THIS IS YOUR CONFERENCE.

 IT'S NOT CANADA'S CONFERENCE, IT'S AN

 INTERNATIONAL CONGRESS.  SO IT IS YOURS,

 IT IS OURS, IT IS EVERYBODY'S.  WE NEED

 YOU THERE AND WE CERTAINLY INVITE YOU;

 THANK YOU.

       MR. TUCKER:  THANK YOU, JOHN.

     LET'S SEE, WHERE'S JAY?  YEAH, I

 HAPPENED TO REPRESENT NAD TO ICED BACK

 IN '95.  AND IT WAS IN ISRAEL AND THEN

 IN AUSTRALIA AND THEN IN MADRID IN 2005.

 IT'S A REMARKABLE EXPERIENCE,

 REMARKABLE.  AN OPPORTUNITY TO WORK WITH

 YOUR PEERS FROM AROUND THE WORLD.  AND

 JOHN, HOW MANY COUNTRIES DO YOU EXPECT

 TO BE REPRESENTED?  SEVENTY DIFFERENT

 COUNTRIES; MARVELOUS.  AN AWESOME,

 INCREDIBLE EXPERIENCE.  AND FOR US TO BE

 SO CLOSE AND HOPEFULLY TAKE ADVANTAGE OF

 IT WOULD BE WONDERFUL.  THANK YOU, JOHN,

 SO MUCH FOR YOUR PRESENTATION.  IT LOOKS

 EXCITING.







                                        95

     NOW, LET'S GET INTO OUR COMMITTEE

 REPORTS.  ACCREDITATION; CLAIRE, JOE.

       MS. BUGEN:  YOU HAVE A COPY OF

 THE ACCREDITATION REPORT.  IT TELLS YOU

 WHAT WE ACCOMPLISHED THIS YEAR.  WE HAD

 THREE SCHOOLS EARN ACCREDITATION.  WE'LL

 HONOR THEM TONIGHT.  THERE'S BEEN

 CHANGES OF THE STANDARDS.  WE'RE

 REWRITING THEM.  WE WILL UPLOAD IT ALL

 TO THE CEASD WEBSITE.  IF YOU BEGIN YOUR

 ACCREDITATION AFTER JANUARY 1 OF '09,

 YOU'LL USE THE NEW CEASD STANDARDS AND

 INDICATORS.  SO THAT'S IT.

       MR. TUCKER:  THANK YOU, CLAIRE.

 THAT WAS PERFECT; THANK YOU.

     OKAY; ED PELTIER FROM ASD, THE FIRST

 SCHOOL FOR THE DEAF IN THE WESTERN

 HEMISPHERE.  ED, WHY DON'T YOU COME UP

 AND TALK ABOUT THE RESIDENTIAL

 COMMITTEE.

       MR. PELTIER:  HELLO.  THE

 RESIDENTIAL COMMITTEE HAD FOCUSED ON

 DORMITORY COUNSELOR CERTIFICATES, AND WE

 ISSUED ABOUT 20 TO LOUISIANA ASD AND

 VERMONT AUSTIN SCHOOL.







                                        96

     SECONDLY, AT THE BOARD MEETING, IT

 WAS DISCUSSED ABOUT CONTINUING NEED TO

 FOCUS ON STUDENT LIFE DEVELOPMENT WHICH

 WE KNOW HOW IMPORTANT THE WHOLE CHILD

 EDUCATION IS.  SO YOU MAY HAVE RECEIVED

 A LETTER FROM GALLAUDET ABOUT A

 POTENTIAL CONFERENCE NEXT YEAR IN 2009

 RELATED TO STUDENT DEVELOPMENT.  AND

 CEASD WANTS TO BE SUPPORTIVE OF THAT AND

 INVOLVED IN THAT.  AND WE WILL BE.  SO

 WE'LL BE KEEPING IN TOUCH WITH YOU ABOUT

 THAT, AND WE ENCOURAGE YOU TO BE

 THINKING ABOUT THAT, BOTH FROM INVOLVING

 YOUR STUDENTS AND RESIDENTIAL OR STUDENT

 LIFE STAFF.  THAT'S MY REPORT.

       MR. TUCKER:  EXCELLENT, ED; THANK

 YOU.

     NEXT COMMITTEE, STEVE, HONORS AND

 AWARDS.

       MR. GETTEL:  AT THE BANQUET THIS

 EVENING WE'LL BE PRESENTING THE ROBERT

 DAVILA AWARD AND WE'LL HONOR FOUR

 RETIRING SUPERINTENDENTS, AND WE'LL ALSO

 HONOR ONE RETIRING PROGRAM DIRECTOR WITH

 A CERTIFICATE OF SPECIAL RECOGNITION.







                                        97

 AND THAT'S MY REPORT.

       MR. TUCKER:  NEXT WE HAVE THE

 AMERICAN ANNALS OF THE DEAF.  EDWARD, ED

 CORBETT COME ON UP.

       MR. CORBETT:  AS A CORE MEMBER OF

 THE ANNALS OF THE DEAF REPORT AND I WAS

 HERE WORKING WITH THE CEASD, YOU KNOW

 THAT.  CAID IS ALSO HERE AND HAS HAD A

 FEW MEETINGS WITH THE ANNALS COMMITTEE,

 THE ANNALS OF THE DEAF COMMITTEE, AND

 WITH THE PRESIDENT.  SO WE ARE HERE

 TODAY, AND WE STARTED OUR MEETINGS

 YESTERDAY AFTERNOON FROM 4:00 TO ABOUT

 6:00 AND THERE WILL BE A CONTINUATION OF

 THOSE TODAY.

     AND BASICALLY WE ARE MEETING TO SEE

 WHETHER GALLAUDET WILL CONTINUE TO

 SUPPORT THE ANNALS AND GIVE

 CONSIDERATION TO THE FUTURE.  AND I'M

 GETTING READY TO RETIRE.  OF COURSE,

 I'LL STILL CONTINUE TO BE ACTIVE.  BUT

 THAT WILL BE HAPPENING IN THE YEAR 2010.

 AND SO IN THE MEANTIME, WE WANT TO

 ENSURE THAT WE CONTINUE TO HAVE THE

 GREAT SUPPORT THAT WE HAVE HAD FROM







                                        98

 GALLAUDET AND CAID, CEASD FOR THE

 AMERICAN ANNALS OF THE DEAF, AMERICANS

 OLDEST PROFESSIONAL JOURNAL.  AND THAT'S

 MY REPORT.

       MR. TUCKER:  ONE FINAL COMMITTEE

 NOT ON THE AGENDA.  JEAN FROM IOWA, THE

 RESOLUTIONS COMMITTEE.

       DR. PRICKETT:  THANK YOU.

 MR. PRESIDENT, MEMBERS OF THE CEASD

 BOARD, AND FELLOW MEMBERS OF THE

 CONFERENCE OF EDUCATIONAL ADMINISTRATORS

 FOR SCHOOLS AND PROGRAMS FOR THE DEAF.

 I WISH TO PROPOSE THE FOLLOWING

 RESOLUTION: BE IT HEREBY RESOLVED THAT

 WE, THE MEMBERS OF THE CONFERENCE OF

 EDUCATIONAL ADMINISTRATORS OF SCHOOLS

 AND PROGRAMS FOR THE DEAF, WISH TO

 EXPRESS OUR SINCERE APPRECIATION AND

 GRATITUDE TO STEVE GETTEL AND THE ENTIRE

 STAFF OF THE MONTANA SCHOOL FOR THE DEAF

 AND THE BLIND WHO HAVE SO SUPERBLY

 HOSTED THIS 2009 CEASD CONFERENCE,

 LEADING THROUGH CHANGE, MEETING NEW

 CHALLENGES.

     BE IT FURTHER RESOLVED THAT WE HAVE







                                        99

 FOUND THIS CONFERENCE DELIGHTFUL,

 INFORMATIVE, HIGHLY RELEVANT, AND

 PROFITABLE FOR ALL CEASD MEMBERS AND

 GUESTS.

     THAT'S MY RESOLUTION.

       MR. TUCKER:  THANK YOU, JEAN.

 AND WHAT'S YOUR PLEASURE EVERYONE?  JAY?

 JAY MOVES TO ACCEPT THAT RESOLUTION.

 SECONDED BY PROVOS REINER.  ALL SUPPORT?

 OPPOSED ?  PASSED.  THANK YOU.  THANK

 YOU VERY MUCH JEAN, AND THANK YOU STEVE.

     THANK YOU EVERYONE FOR YOUR

 COOPERATION.  I BELIEVE WE HAVE SOME

 TIME LEFT, A FEW MINUTES.  SO LET'S OPEN

 THIS UP TO A FEW ANNOUNCEMENTS.

     JAY?

       SPEAKER:  THANK YOU, JAMIE.  A

 QUICK ANNOUNCEMENT.  WE DO HAVE OUR

 ANNUAL LANGUAGE PLANNING LEADERSHIP WEEK

 AT GALLAUDET AND WE HAVE A TEAM OF THREE

 PEOPLE.  AND ANY SCHOOLS INTERESTED IN

 LANGUAGE PLANNING AND THE PROCESS AND IF

 YOU'D LIKE THIS AT YOUR SCHOOL, WE HAVE

 THREE SLOTS AVAILABLE FOR ANY SCHOOL

 THAT WOULD LIKE TO PARTICIPATE.  WE DO







                                        100

 PROVIDE ROOM AND BOARD FOR THE ENTIRE

 WEEK AS TUITION.  YOU ARE JUST

 RESPONSIBLE FOR GETTING THERE TO DC.

 AND THAT'S HAPPENING THE THIRD WEEK OF

 JULY, 11TH THROUGH THE 15TH.  SO IF

 YOU'RE INTERESTED, PLEASE FIND ME TODAY

 OR TOMORROW AND LET ME KNOW.

       MR. TUCKER:  ANY FURTHER

 ANNOUNCEMENTS?  ED.

       MR. BOSSO:  JUST A QUICK

 ADJUSTMENT TO THE SCHEDULE.  BECAUSE OF

 OUR WONDERFUL PRESIDENT AND HIS QUICK

 FACILITATION, WE ONLY HAVE TO ADJUST OUR

 SCHEDULE BY 15 MINUTES.  SO WE'RE JUST

 GOING TO MOVE EVERYTHING 15 MINUTES.  SO

 OUR BREAK WILL START AS SOON AS WE

 ADJOURN, AND THEN WE WILL GIVE IT 15

 MINUTES, AND THEN WE'LL COME BACK AND

 WE'LL HAVE OUR NEXT PRESENTATION AT THAT

 TIME.  AND SO LUNCH THEN WILL MOVE 15

 MINUTES, AND HOPEFULLY WE'LL BE ABLE TO

 CATCH UP DURING THE LUNCH PRESENTATION

 AND WE'LL BE BACK TO SCHEDULE BY THE

 AFTERNOON.

       MR. TUCKER:  THANK YOU.  THE







                                        101

 CEASD BUSINESS MEETING IN MONTANA IS

 ADJOURNED AT 10:46 -- 56 A.M.  WE ARE

 NOW ADJOURNED; THANK YOU.  ENJOY YOUR

 BREAK.

     (CONFERENCE IN RECESS FROM 10:56

 A.M. TO 11:10 A.M.)

       MR. BOSSO:  HELLO, EVERYONE.

 COULD WE GET YOUR ATTENTION, PLEASE.  IF

 WE COULD HAVE EVERYONE KIND OF NUDGE

 EACH OTHER, WE'RE A BIT BEHIND SCHEDULE

 ALREADY AND WE NEED TO GET MOVING WITH

 THE PROGRAM.  SO IF YOU COULD PLEASE

 SETTLE AT YOUR TABLES.

     WE HAVE THE FORTUNE HERE TO HAVE

 CHRISTINE YOSHINAGA-ITANO HERE TODAY

 WITH US.  KIND OF FUNNY, I DON'T EVEN

 FEEL LIKE I NEED TO INTRODUCE HER

 BECAUSE SHE'S SO WELL KNOWN ALL OVER THE

 COUNTRY FOR HER WORK THAT I'M SURE MANY

 OF US WERE TALKING LAST NIGHT THAT, YOU

 KNOW, WE ARE CONSTANTLY LOOKING ON

 GOOGLE ON THE WEB FOR RESEARCH AND TO

 HER FOR EARLY INTERVENTION FOR EARLY

 IDENTIFICATION FOR NEWBORNS.  SO SHE'S A

 WONDERFUL SUPPORT FOR AND ADVOCATE FOR







                                        102

 OUR PROFESSION.

     WE'RE HERE FOR HER TO SHARE SOME OF

 HER OBSERVATIONS AND SOME OF THE WORK

 THAT'S HAPPENING OUT IN OUR FIELD AND

 WHAT'S REALLY SUCCESSFUL OUT IN THE

 FIELD.  AND THE LESSONS THAT WE'VE

 LEARNED FROM HER AND THEN LOOKING AT THE

 PROGRAMS.  SO WITHOUT MUCH ADO, HERE WE

 ARE WITH CHRISTINE YOSHINAGA-ITANO.

       DR. YOSHINAGA-ITANO:  IS THIS

 WORKING?

       FROM THE FLOOR:  YES.

       DR. YOSHINAGA-ITANO:  I REALLY

 STRUGGLED WITH WHAT TO ACTUALLY PRESENT

 HERE.  AND SO THERE ARE SOME SLIDES THAT

 ARE -- YOU DON'T HAVE.  AND WHEN THEY

 PUT THE POWERPOINT UP ON THE WEBSITE,

 YOU WILL HAVE IT.  BUT AFTER SOME OF THE

 QUESTIONS FROM ACTUALLY THE SUMMIT,

 THERE WERE LOTS OF QUESTIONS ABOUT

 COCHLEAR IMPLANTS AND AUDITORY VERBIAGE.

 SO I PUT SOME OF THEM IN LATER, BUT THE

 THEY WON'T BE IN YOUR HANDOUT AND I

 APOLOGIZE FOR THAT.

     ALL OF YOU PROBABLY KNOW, BECAUSE







                                        103

 YOU HAVE HAD CONNECTION WITH YOUR EHDI,

 EARLY HEARING DETECTION AND INTERVENTION

 COMMITTEES IN YOUR STATE THAT THERE HAS

 ACTUALLY BEEN SOME SIGNIFICANT PROGRESS

 IN TERMS OF SCREENING OF NEWBORNS.  SO

 LAST YEAR AND THE YEAR BEFORE WE'VE BEEN

 REPORTING THAT 92 TO 95 PERCENT OF ALL

 THE BABIES BORN IN THE UNITED STATES,

 THERE ARE FOUR MILLION BABIES BORN EVERY

 YEAR, ARE BEING SCREENED FOR HEARING

 WITHIN ONE MONTH AFTER THEIR BIRTH.

 MOST OF THEM BEFORE HOSPITAL DISCHARGE.

 THAT'S A GOOD THING.  BUT THERE ARE SOME

 REALLY BIG PROBLEMS THAT HAVE EMERGED

 SINCE THAT TIME.

     WE KNOW THAT THE INCIDENTS OF

 HEARING LOSS, THAT THE PROGRAMS THAT

 HAVE DONE A GOOD JOB IN SCREENING AND

 FOLLOW-THROUGH, THAT WE SHOULD BE

 IDENTIFYING BETWEEN TWO TO THREE

 CHILDREN PER THOUSAND BIRTHS WITH

 CONGENITAL HEARING LOSS.  AND THAT

 RANGES FROM PROFOUND DEAFNESS ALL THE

 WAY TO UNILATERAL HEARING LOSS THAT CAN

 BE MILD OR BORDERLINE.







                                        104

     NOW, HERE'S THE PROBLEM.  WE ONLY

 HAVE DATA THAT SAYS WE'RE IDENTIFYING

 ONE OUT OF EVERY THOUSAND BABIES.  AND

 THESE ARE WHAT THE STATES ARE REPORTING

 TO THE CENTER FOR DISEASE CONTROL.  SO

 WHAT THAT MEANS IS THAT WE ARE LOSING

 OVER 50 PERCENT OF THE BABIES THAT ARE

 SCREENED AT THE NEWBORN PERIOD.  AND

 THIS IS ONLY THE BEGINNING OF THE LOSS;

 OKAY?  SO THIS IS THE FOLLOW THROUGH TO

 DIAGNOSIS OF HEARING LOSS.

     PART OF THE PROBLEM IS THE DATA

 MANAGEMENT.  BUT IT'S NOT THE WHOLE

 PROBLEM.  THE HOSPITALS TRACKING SYSTEMS

 CAN'T TRACK INDIVIDUAL BABIES IN SOME OF

 THE STATES.  AND THAT'S A PROBLEM.  AND

 WHAT THEY'RE REPORTING IS THE TOTAL

 NUMBER SCREENED, THE TOTAL NUMBER

 REFERRED, AND THE TOTAL NUMBER THAT

 PASSED.

     WE'RE HAVING PROBLEMS ALL OVER THE

 UNITED STATES WITH PHYSICIANS NOT

 AGGRESSIVELY INFORMING THEIR FAMILIES

 THAT THEY NEED TO RETURN FOR FOLLOW

 THROUGH.  AND SOME OF THE PROBLEM IS







                                        105

 BECAUSE THE SCREENING PROGRAMS AREN'T

 HIGH QUALITY ENOUGH.  THEY'RE REFERRING

 SO MANY BABIES, THAT MANY OF THE BABIES

 REALLY HAVE NORMAL HEARING AND THEY

 DON'T NEED EXTENSIVE TESTING.  BUT THE

 PROTOCOLS ARE NOT BEING -- THEY DON'T

 HAVE THE FIDELITY THAT WE WOULD LIKE

 THEM TO HAVE.

     WE HAVE A BIG PROBLEM IN DIAGNOSING

 THE HEARING LOSS.  BECAUSE IN MANY OF

 YOUR STATES, THERE AREN'T CENTERS OF

 EXCELLENCE THAT HAVE STRONG PEDIATRIC

 AUDIOLOGISTS.  AND SO THEY'RE GOING ALL

 OVER THE STATE TO PEOPLE WHO REALLY

 DON'T HAVE THE EXPERTISE TO DIAGNOSE THE

 HEARING LOSS IN THE INFANT PERIOD.  AND

 SO EITHER THEY'RE DOING INAPPROPRIATE

 DIAGNOSTIC EVALUATIONS OR THEY'RE NOT

 ACTUALLY GETTING APPOINTMENTS IN THE

 RIGHT PLACE.  AND THEN, IF YOU HAVE A

 STATE AND YOU HAVE -- I DON'T KNOW,

 MAYBE SEVERAL DOZEN DIFFERENT PEOPLE OR

 EVEN AS MANY AS 50 DIFFERENT SITES THAT

 ARE DIAGNOSING DEAFNESS AND HEARING

 LOSS, THEY'RE NOT REPORTING THAT DATA TO







                                        106

 THE STATE DEPARTMENT.  SO WE DON'T KNOW

 WHETHER THE BABIES ACTUALLY CAME BACK OR

 NOT.

     THE OTHER PROBLEM IS THAT EVEN WHEN

 WE -- EVEN WHEN THE AUDIOLOGIST

 IDENTIFIES DEAFNESS AND HEARING LOSS,

 THEY DON'T KNOW WHO TO REFER THE BABIES

 TO.  SO THEY'RE NOT GETTING INTO EARLY

 INTERVENTION.  SO PART OF THE PROBLEM IS

 THAT THERE'S MANY, MANY DIFFERENT

 PROFESSIONALS THAT INTERACT WITH THESE

 FAMILIES FROM THE BIRTHING PERIOD.  AND

 THEY DO NOT UNDERSTAND THE URGENCY.

 THEY THINK WE HAVE PLENTY OF TIME AND

 THAT THERE'S NO PROBLEM WITH FAMILIES

 GETTING LOST IN THE SYSTEM

 FOR -- ACTUALLY, MANY OF THE STATES ARE

 REPORTING THAT IT COULD BE 12 TO 18

 MONTHS AFTER THE REFERRAL FROM THE

 HOSPITAL SCREENING BEFORE THEY EVER END

 UP IN A DEAFNESS SPECIFIC INTERVENTION

 PROGRAM.  SO THIS IS A HUGE PROBLEM.

     WE ARE CURRENTLY IDENTIFYING ONLY,

 ACCORDING TO THE CENTER FOR DISEASE

 CONTROL, 3,528 BABIES WITH HEARING LOSS







                                        107

 IN THE INFANT PERIOD.  WE SHOULD BE

 IDENTIFYING, MINIMALLY, 8,000, RIGHT,

 AND PROBABLY MORE LIKE 12,000 PER YEAR.

 SO WE HAVE A LOT OF WORK TO DO.

     OF THE 3,528 BABIES THAT WERE BORN

 IN 2006, ONLY HALF OF THOSE BABIES WERE

 ACTUALLY IDENTIFIED BEFORE THREE MONTHS

 OF AGE.  WHICH MEANS THAT THEY'RE LATE

 IDENTIFIED.  SO EVEN THE ONES THAT WE

 KNOW ABOUT ARE NOT GETTING IDENTIFIED

 FAST ENOUGH FOR US TO DO EARLY

 INTERVENTION.

     NOW, FROM THE BABIES THAT WE HAVE

 BEEN ABLE TO IDENTIFY, AND

 THIS -- ACTUALLY, WE'VE BEEN TALKING TO

 THE UNITED KINGDOM, SEVERAL OF THE

 PROGRAMS THAT ARE ABLE TO ACTUALLY

 COLLECT DATA WHERE THEY ACTUALLY ARE

 GETTING THE BABIES, THIS IS WHAT IT

 LOOKS LIKE.  FROM ALL THE BABIES THAT

 WE'RE IDENTIFIED, ABOUT 30 TO 40 PERCENT

 OF THEM HAVE A UNILATERAL HEARING LOSS.

 NOW, IN THE PAST, AUDIOLOGISTS WOULD

 SEND THOSE BABIES AWAY AND SAY OKAY; YOU

 HAVE ONE NORMAL EAR AND YOU HAVE ONE EAR







                                        108

 WITH A HEARING LOSS, AND THEY JUST GAVE

 COUNSELING AND THEY DIDN'T GIVE ANY

 TREATMENT.  THE PROBLEM IS THAT THOSE

 UNILATERAL HEARING LOSSES ARE AT VERY

 HIGH RISK FOR BILATERAL LOSS WITHIN THE

 FIRST YEAR OF LIFE.

     AND SO WE'RE SEEING ABOUT 20

 PERCENT, ONE OUT OF EVERY FIVE -- AND

 OUR DATA IS NOT ACTUALLY AS GOOD AS IT

 COULD BE, SO IT COULD BE MORE THAN THAT.

 BUT ONE OUT OF EVERY FIVE WITHIN THE

 FIRST TWO TO THREE YEARS, MOST OF IT IN

 THE FIRST YEAR, ARE BECOMING BILATERAL

 HEARING LOSS.  SO IF THEY'RE NOT

 FOLLOWED, WE LOSE THOSE BABIES TOO.

     OF THE BILATERAL HEARING LOSS

 CHILDREN, WE HAVE ABOUT 30 PERCENT OF

 THEM THAT ARE MILD AND MODERATE, WE HAVE

 30 PERCENT OF THEM THAT ARE MODERATE

 SEVERE SEVERE, AND WE HAVE 30 PERCENT OF

 THEM THAT WE WOULD HAVE CLASSIFIED BY

 AUDIOGRAM, WHICH WE KNOW IS NOT A GOOD

 WAY TO CLASSIFY THEM, AS DEAF.  TEN

 PERCENT OF THAT POPULATION IS PROFOUND.

 AND ACCORDING TO CRITERIA FOR COCHLEAR







                                        109

 IMPLANT, ONLY TEN PERCENT ARE EVEN

 CANDIDATES FOR CONSIDERATION.  OF THAT

 AMOUNT OF OUR SEVERE TO PROFOUND

 CATEGORIES, FIVE PERCENT OF THOSE

 FAMILIES ARE DEAF DEAF IN THE REPORTS

 THAT WE HAVE.

     NOW, AGAIN, YOU HAVE TO REMEMBER

 THAT WE DON'T HAVE GOOD DATA COLLECTION.

 SO SOME OF THESE NUMBERS COULD BE LOW

 FROM WHAT YOU MIGHT KNOW FROM THE STATES

 THAT YOU'RE WORKING IN.

     WE CURRENTLY HAVE ABSOLUTELY NO

 DATA, EXCEPT FOR FOR IN INDIVIDUAL

 STATES, ABOUT WHETHER OR NOT CHILDREN

 THAT ARE RECOMMENDED FOR AMPLIFICATION

 ACTUALLY GET THEIR AMPLIFICATION AND THE

 AGES AT WHICH THEY GET AMPLIFICATION.

 BUT WE KNOW THERE'S AN EVEN BIGGER

 PROBLEM THAN THAT AND THAT IS THAT

 AUDIOLOGISTS EVERYWHERE IN THE UNITED

 STATES ARE WAITING UNTIL THEY GET THE

 AMPLIFICATION BEFORE THEY REFER TO EARLY

 INTERVENTION.  NOW THAT IS AN

 ABSOLUTE -- THAT IS AGAINST ALL OF OUR

 BEST PRACTICE DOCUMENTS ON WHAT THEY







                                        110

 SHOULD BE DOING.  FROM THE

 IDENTIFICATION OF HEARING LOSS WITHIN 48

 HOURS OF WHETHER OR NOT THEY HAVE

 HEARING AIDS OR NOT, THEY SHOULD BE

 REFERRING TO THE EARLY INTERVENTION

 PROGRAM.  THAT, I CAN TELL YOU, IS ONLY

 OCCURRING IN A FEW STATES THROUGHOUT THE

 UNITED STATES.

     SO HERE'S WHERE IT GETS EVEN WORSE;

 RIGHT?  OF THE 1,700 THAT WE HAVE

 DIAGNOSED BEFORE THREE MONTHS OF AGE,

 ONLY 46 PERCENT ARE ENROLLED IN AN EARLY

 INTERVENTION PROGRAM BEFORE SIX MONTHS.

 AND WE CAN'T EVEN TELL YOU THAT THE

 INTERVENTION PROGRAM THAT THEY'RE

 ENROLLED IN IS A DEAFNESS SPECIFIC

 SYSTEM.  AND I CAN ACTUALLY TELL YOU

 THAT THAT IS PROBABLY NOT HAPPENING.

 AND IT'S PROBABLY ONLY A SMALL

 PERCENTAGE OF THE 46 PERCENT THAT ARE

 ACTUALLY BEING ENROLLED IN A DEAFNESS

 SPECIFIC SYSTEM.

     SO ACCORDING TO OUR DATA, WE HAVE

 782 INFANTS IN THE UNITED STATES

 ENROLLED IN EARLY INTERVENTION BEFORE







                                        111

 SIX MONTHS OF AGE.  WE KNOW FROM OUR OWN

 DATA IN COLORADO THAT OVER A HUNDRED OF

 THEM COME FROM THE STATE OF COLORADO.  I

 THINK ABOUT 600 COME FROM THE STATE OF

 CALIFORNIA.  AND EITHER PEOPLE AREN'T

 REPORTING OR THEY'RE NOT GETTING TO

 EARLY INTERVENTION.  SO IF IT WEREN'T

 FOR CALIFORNIA, WE PROBABLY WOULD HAVE

 NO REPORTING AT ALL OF WHO GETS INTO

 INTERVENTION BY SIX MONTHS OF AGE.

     AND I CAN TELL YOU WHAT SOME OF THE

 PROBLEMS ARE.  I REALLY WOULD LIKE YOU

 TO BECOME FAMILIAR WITH THE JOINT

 COMMITTEE ON INFANT CARING 2007

 STATEMENT.  THANK HEAVENS FOR CEASD'S

 REPRESENTATION ON THAT COMMITTEE.  BETH

 BENEDICT AND BOBBY SKOGGINS HELPED ME

 PUSH FORWARD SOME THINGS ON THAT

 DOCUMENT THAT I CAN TELL YOU IF IT WERE

 LEFT UP TO THE OTOLARYNGOLOGISTS, THE

 PEDIATRICIANS, THE AUDIOLOGISTS AND THE

 SPEECH LANGUAGE PATHOLOGISTS, YOU

 WOULDN'T HAVE ANYTHING OF THESE THINGS

 ON THERE.

     IT SAYS IN THE DOCUMENT THAT BEST







                                        112

 PRACTICE IS THAT EARLY INTERVENTION

 SHOULD BE PROVIDED BY SPECIALISTS IN

 DEAFNESS AND HEARING LOSS.  THAT'S NOT

 HAPPENING.

     ALMOST ALL OF THE EARLY INTERVENTION

 SERVICES PROVIDED FOR THESE BABIES IS

 BEING PROVIDED BY SPEECH LANGUAGE

 PATHOLOGISTS.  AND I CAN PROBABLY TELL

 YOU THAT THE VAST PROPORTION OF THOSE

 SPEECH LANGUAGE PATHOLOGISTS HAVE NO

 SIGN LANGUAGE ABILITY WHATSOEVER.

     THEY ALSO DON'T HAVE A WHOLE LOT OF

 EXPERIENCE EVEN WITH ORAL DEAF AND HARD

 OF HEARING BABIES.  BECAUSE THEY HAVE

 NOT -- THEY'RE GENERALISTS.  THEY HAVE

 NOT SPECIALIZED IN DEAF AND HARD OF

 HEARING SERVICES.

     SOME OF THE BABIES -- AND ACTUALLY

 IT'S PROBABLY A HUGE PORTION, ALMOST

 EQUAL TO THE SPEECH LANGUAGE, ARE GOING

 INTO EARLY CHILDHOOD SPECIAL ED SERVICES

 PART C.  AND THESE ARE INDIVIDUALS WHO

 HAVE NEVER HAD A COURSE EVEN ON DEAFNESS

 OR HEARING LOSS.  THEY HAVE NEVER SEEN

 AN AUDIOLOGICAL REPORT.  THEY HAVE MAYBE







                                        113

 NEVER EVEN MET A DEAF OR HARD OF HEARING

 PERSON, AND THEY HAVE NO KNOWLEDGE

 WHATSOEVER.  THEY'RE THE FIRST CONTACT.

 THAT'S WHAT'S HAPPENING THROUGHOUT THE

 UNITED STATES.

     VERY, VERY FEW AS YOU HEARD

 YESTERDAY OF THE SERVICES ARE ACTUALLY

 BEING PROVIDED BY EARLY INTERVENTION

 PROVIDERS WHO ARE DEAF OR HARD OF

 HEARING.  AND EVEN FEWER ARE BEING

 PROVIDED BY ANY EARLY INTERVENTION

 PROVIDERS FROM ANY ETHNIC RACIAL GROUP

 THAT IS NOT CAUCASIAN.  AND AS YOU KNOW,

 THE ENROLLMENTS OF OUR SPANISH SPEAKING

 POPULATION AND AFRICAN AMERICAN

 POPULATION AND IN SOME PARTS OF THE

 UNITED STATES NATIVE AMERICAN POPULATION

 ARE VERY VERY LARGE POPULATION.  IF YOU

 WANT TO GET TRUST RELATIONSHIPS WITH

 THOSE FAMILIES, IT'S NOT GOING TO HAPPEN

 UNLESS YOU HAVE A CULTURALLY COMPETENT

 PERSON GOING INTO THEIR HOME.  SO THE

 BIGGEST PROBLEM THAT WE HAVE IS THAT

 WITH THOSE FAMILIES, THEY'RE BEING

 IDENTIFIED IN COLORADO EARLY, BUT WE







                                        114

 CAN'T GET THEM INTO INTERVENTION UNTIL

 AFTER SIX MONTHS OF AGE.  THE URGENCY

 ISSUE FOR THEM IS NOT THE SAME AS IT IS

 FOR OTHER FAMILIES.  WE'RE GETTING

 BETTER, BUT ONLY IF WE USE INDIVIDUALS

 WHO ARE TRAINED FROM THE ETHNIC

 COMMUNITIES THAT THEY'RE COMING FROM.

     SO WHO ARE WE NOT -- I MEAN, WE'RE

 LOSING ALL OF THESE BABIES IN A LOT OF

 PLACES.  THE UNILATERAL HEARING LOSS

 POPULATION GETS LOST A LOT AND NOT

 REPORTED.  THE BORDERLINE MILD HEARING

 LOSS KIDS GET LOST.  THIS IS ANOTHER

 PROBLEM, BECAUSE WE ALSO KNOW THAT 20

 PERCENT OF THE KIDS THAT WE FOLLOW GET

 WORSE IN THEIR HEARING, FROM THE NEWBORN

 PERIOD IN THE FIRST THREE YEARS OF LIFE.

 WHICH MEANS THAT THEY MAY START OUT WITH

 MILD HEARING LOSS, AND BY 12 MONTHS THEY

 MAY HAVE A SEVERE TO PRONOUNCED HEARING

 LOSS.  SO JUST BECAUSE THEY'RE MILD

 HEARING LOSS AT BIRTH DOESN'T MEAN THAT

 THEY'RE NOT GOING TO BE ENROLLED IN OUR

 DEAFNESS SPECIFIC PROGRAMS WITHIN A

 VERY, VERY SHORT PERIOD OF TIME.







                                        115

     WE HAVE SOME CHILDREN THAT HAVE WHAT

 WE CALL AN AUDITORY NEURAL HEARING LOSS,

 MEANING THEY CAN HEAR BUT THEIR NEURAL

 PATHWAYS ARE NOT SUFFICIENT FOR

 UNDERSTANDING LANGUAGE.  AND THESE ARE

 CHILDREN WHOSE VISUAL SYSTEMS AND

 COMMUNICATION HAVE BEEN VERY, VERY

 HIGHLY SUCCESSFUL.  HEARING AIDS HAVE

 NOT BEEN VERY SUCCESSFUL WITH THESE

 CHILDREN.  IT CAN HELP, BUT THEY'RE NOT

 WHAT WE WOULD CALL SUCCESSFUL.  BUT EVEN

 COUNTING ALL OF THOSE POPULATIONS, THAT

 DOESN'T -- THAT DOESN'T REPRESENT 50

 PERCENT OF THE CHILDREN THAT WE ARE NOW

 LOSING.

     SO WE KNOW ALSO THAT THE KIND OF

 SERVICES THAT THEY'RE GETTING IS THEY'RE

 GOING INTO THE PART C SYSTEM.  AND I

 KNOW I'VE TALKED TO A LOT OF

 REPRESENTATIVES ACROSS THE STATES FOR

 THE DEAF AND BLIND.  AND MANY OF YOU ARE

 TELLING ME THAT THERE'S A 12 TO 18-MONTH

 LAG BETWEEN THE TIME THAT THEY'RE

 IDENTIFIED AND YOU ACTUALLY GET THEM.

 BECAUSE THEY'RE IN GENERIC COUNSELING







                                        116

 SERVICES.

     NOW, WE DO KNOW FROM THE RESEARCH

 THAT THE THING THAT HELPS GRIEVING THE

 MOST FOR PARENTS IS INFORMATION AND

 DATA.  THE PART C COORDINATORS, UNLESS

 IT'S A DEAFNESS SPECIFIC PART C SYSTEM,

 CAN'T POSSIBLY PROVIDE THAT INFORMATION

 FOR PARENTS.  IT'S IMPOSSIBLE BECAUSE

 THEY JUST DON'T KNOW -- THEY DON'T HAVE

 THAT DATA.

     7.7 PERCENT ARE NON PART C.  NOW,

 I'M THINKING THAT THOSE ARE OUR DEAFNESS

 SPECIFIC PROGRAMS.  PRESUMABLY, THE

 REMAINDER OF THOSE THAT ARE NOT REPORTED

 IN EITHER OF THOSE TWO CATEGORIES ARE

 GOING TO PRIVATE SERVICES.  AND MANY OF

 THOSE FAMILIES ARE NOT EVEN GETTING THE

 INFORMATION THAT PUBLIC SERVICES ARE

 AVAILABLE AND THAT THEY'RE AVAILABLE FOR

 FREE TO MANY OF THESE FAMILIES.  SO THIS

 IS A HUGE PROBLEM.

     WE'RE GOING TO START -- HOPEFULLY WE

 WILL COLLECT DATA TO FIND OUT HOW MANY

 OF THESE PART C SYSTEMS ACTUALLY HAVE

 SOME DEAFNESS SPECIFIC -- A COMPONENT OF







                                        117

 THEIR PART C PROGRAM.  AND YOU MAY KNOW

 THAT.  YOU MAY BE WORKING WITH YOUR PART

 C SYSTEMS IN YOUR STATES, BUT IT'S A

 HUGE PROBLEM.

     SO THIS IS WHAT THE STATE IS NOW

 FROM SCREENING.  FOR EVERY HUNDRED DEAF

 AND HARD OF HEARING NEWBORNS, ONLY 50 OF

 THEM WILL BE IDENTIFIED BEFORE -- WELL,

 ACTUALLY, ONLY 50 OF THEM WILL BE

 IDENTIFIED, PERIOD.  OF THESE 50 KIDS,

 ONLY HALF OF THEM ARE GOING TO BE

 IDENTIFIED BEFORE THREE MONTHS OF AGE.

 AND OF THE 50, 32 OF THEM WILL BE

 REFERRED TO EARLY INTERVENTION, BUT ONLY

 15 OF THEM WILL ACTUALLY START BEFORE

 SIX MONTHS OF AGE.

     NOW, OUR ENTIRE SCREENING EFFORT IS

 GOING TO COMPLETELY FAIL IF WE CAN'T

 IMPROVE THESE STATISTICS.  BECAUSE

 BASICALLY, WE'RE ENDING UP WITH ALMOST

 OVER 80 PERCENT OF THE BABIES ARE NOT

 GETTING EARLY INTERVENTION.  I DON'T

 HAVE TO TELL YOU THAT THE IDENTIFICATION

 AND THE SCREENING ARE ONLY THE FIRST

 STEP.  THEY'RE REALLY NOT THAT IMPORTANT







                                        118

 IF WE CAN'T GET THEM TO APPROPRIATE

 INTERVENTION.

     I ALSO KNOW THAT MANY OF YOU HAVE

 HAD GREAT FRUSTRATIONS WORKING WITH YOUR

 EHDI COMMITTEES, AND I AM PLEADING WITH

 YOU NOT TO GIVE UP.  I KNOW HOW

 FRUSTRATING SOME OF THOSE MEETINGS CAN

 BE AND EVEN DEMEANING BECAUSE OF THE

 LACK OF KNOWLEDGE PEOPLE HAVE ABOUT

 DEAFNESS.  BUT IF YOU DON'T STAY AT THIS

 TABLE, WE'RE NEVER GOING TO IMPROVE

 THESE STATISTICS.  AND THEN ALL OF THE

 MONEY AND ALL OF THE EFFORT AND THE

 FUTURE OF THE KIDS WHO ARE DEAF AND HARD

 OF HEARING, WE'RE JUST NOT GOING TO

 SUCCEED IN DOING WHAT WE KNOW WE CAN DO.

     WE'VE GOT TO GET BETTER DATA

 MANAGEMENT.  SO IF YOU ARE NOT REPORTING

 TO THE STATE EHDI SYSTEM, YOU NEED TO

 REPORT.  BECAUSE IT'S ONLY WITH DATA

 THAT WE'RE GOING TO BE ABLE TO FORCE THE

 SYSTEM TO CHANGE.  AND THE PART THAT I

 WANT YOU TO FOCUS ON IN YOUR STATES,

 PLEASE, IS THAT THE JOINT COMMITTEE ON

 INFANT HEARING RECOMMENDED A SINGLE







                                        119

 POINT OF ENTRY AS BEST PRACTICE.  AND

 LET ME EXPLAIN TO YOU WHAT BEST PRACTICE

 IN A MEDICAL SYSTEM IS.

     IT'S A STANDARD OF CARE PROTOCOL

 THAT WAS APPROVED BY OTOLARYNGOLOGY,

 PEDIATRICS, DEAF EDUCATION, AUDIOLOGY,

 SPEECH LANGUAGE PATHOLOGY AS WHAT SHOULD

 HAPPEN.  THERE SHOULD BE A POINT OF

 ENTRY IN WHICH ALL OF THE REFERRALS ARE

 MADE TO ENSURE THAT THE CHILDREN GET

 INTO -- AND IN THE JOINT COMMITTEE

 DOCUMENT IT SAYS -- DEAFNESS SPECIFIC

 SERVICES.  SO WE ARE NOT LOOKING FOR

 GENERIC EARLY CHILDHOOD SERVICES.  WE

 WANT EXPERTS AT THE VERY BEGINNING TO BE

 INTERACTING WITH THESE FAMILIES.

     YOU ALREADY KNOW THIS.  WHY ARE WE

 EVEN BOTHERING?  BECAUSE IT'S GREATER

 PROBABILITY OF GOOD LANGUAGE

 DEVELOPMENT, GOOD SOCIAL/EMOTIONAL

 DEVELOPMENT AND GOOD AUDITORY SKILL AND

 SPEECH DEVELOPMENT.

     SO NOW, THE PROGRAMS THAT ARE

 WORKING -- ACTUALLY, THERE ARE DIFFERENT

 MODELS.  LIKE IN CALIFORNIA, IT'S NOT







                                        120

 GOING THROUGH THE STATE SCHOOL FOR THE

 DEAF AND BLIND.  THEY HAVE A DEAF AND

 HARD OF HEARING COORDINATOR AT THE STATE

 DEPARTMENT OF EDUCATION.  A LOT OF THE

 OTHER STATES, AND THERE ARE ONLY A FEW

 OF THEM THAT HAVE A SINGLE POINT OF

 ENTRY, IT IS GOING THROUGH THEIR STATE

 SCHOOL FOR THE DEAF AND BLIND.  FOR

 INSTANCE, IN COLORADO, OUR SINGLE POINT

 OF ENTRY IS THE STATE SCHOOL FOR THE

 DEAF AND BLIND, AND WE HAVE 300 BABIES

 FROM BIRTH THROUGH THREE ENROLLED IN THE

 STATE SCHOOL FOR THE DEAF AND BLIND.

 NOW, THEY'RE NOT ON-SITE BECAUSE ALL OF

 OUR SERVICES ARE IN THE HOME.  BUT IT'S

 ALL COORDINATED AND REPORTED THROUGH THE

 STATE SCHOOL TO THE STATE DEPARTMENT OF

 HEALTH.

     IF WE DON'T HAVE A SYSTEM LIKE THIS,

 WE'RE GOING TO LOSE THE DATA.  AND WE'RE

 PROBABLY NOT JUST LOSING THE DATA, WE'RE

 LOSING THE BABIES.

     IT'S REALLY IMPORTANT FOR YOU TO

 FOCUS ON THE FACT THAT THE ONLY THING

 THAT'S BEEN ENDORSED IS A DEAFNESS AND







                                        121

 HEARING LOSS SPECIFIC SYSTEM, NOT A

 GENERIC SYSTEM.  BECAUSE REMEMBER THAT

 ALL THE SPECIAL ED IS GOING

 NONCATEGORICAL.  SO FOR US TO BE ABLE TO

 GET THIS APPROVED BY EVERY PROFESSIONAL

 ORGANIZATION IS REALLY A KU.  BUT I

 THINK THEY DIDN'T UNDERSTAND IT.

 BECAUSE I THINK IF THEY DID UNDERSTAND

 IT, WE MIGHT HAVE HAD MORE FIGHTS ABOUT

 IT.  BUT THEY DON'T UNDERSTAND THE

 EDUCATIONAL SYSTEM.

     THERE ARE TWO PUBLIC DOCUMENTS THAT

 ARE SUPPORTING THIS, AND WE'RE HOPING

 FOR EVEN MORE DOCUMENTS THAT -- BUT THE

 JOINT COMMITTEE ON INFANT HEARING IS

 WHAT YOUR EHDI SYSTEMS ARE USING AS THE

 BEST PRACTICE DOCUMENT.

     SO THE WAY IT WORKS IN COLORADO IS

 THAT WE HAVE -- COLORADO CREATED THIS

 SINGLE POINT OF ENTRY WHICH IS CALLED

 THE COLORADO HEARING COORDINATOR.  THEY

 ARE EMPLOYEES OF THE COLORADO STATE

 SCHOOL FOR THE DEAF AND BLIND.  THEY ARE

 THE FIRST CONTACT.  AND WE -- UNLIKE

 CALIFORNIA THAT HAS ONE PERSON, WE HAVE







                                        122

 ACTUALLY ONE PERSON IN EVERY REGION.

 THIS PERSON CONTACTS THE FAMILY WITHIN

 48 HOURS OF THE DIAGNOSIS.  AND THEY

 PROVIDE THE BEGINNING OF EARLY

 INTERVENTION SERVICES WHICH AMOUNTS TO

 ABOUT TEN HOURS OF CONTACT.  AND DURING

 THAT TIME, THEY'RE GIVING THE RESOURCES

 OF THE STATE AND THE BASIC INFORMATION

 FOR THE FAMILIES TO BEGIN MAKING THE

 DECISIONS ON WHICH PROGRAM THEY WANT TO

 ENROLL IN.  I WILL TELL YOU THAT BECAUSE

 THE STATE SCHOOL PROGRAM, THE CHIP

 PROGRAM, IS A FREE SERVICE, THAT 90

 PERCENT OF THE FAMILIES DO GO THROUGH

 THAT SYSTEM.  NOW, THEY MAY ADD TO IT

 SOME OF THE PRIVATE SERVICES, BUT ALMOST

 ALL OF THE FAMILIES ARE ENROLLED IN OUR

 PROGRAM.

     WE STRUGGLE TO INCREASE DIVERSITY.

 WE HAVE FIVE DEAF AND HARD OF HEARING

 EARLY INTERVENTION PROVIDERS.  AND WE

 HAVE AN INCREASING NUMBER OF SPANISH

 SPEAKING AND SPANISH-LATINO PROVIDERS.

 I DON'T THINK WE HAVE ANY AMERICAN

 INDIAN PROVIDERS AT THE CURRENT TIME.







                                        123

 WE ALSO HAVE A GUIDE BY YOUR SIDE, AND

 THE PARENTS ARE ALSO PUSHING THE

 DEAFNESS SPECIFIC SERVICES.  AND THAT

 ACTUALLY IS AN AGENDA OF THE HANDS AND

 VOICES CHAPTERS.  AND SO IF THEY'RE NOT

 PUSHING IT IN YOUR STATE, THEY SHOULD BE

 PUSHING IT.  BECAUSE WE NEED EVERYBODY

 WHO'S INVOLVED IN THE SYSTEM TO BE

 CONSISTENT ON THE MESSAGES THAT WE

 PROVIDE.

     WE'RE NOW ACTUALLY THE ONLY STATE

 THAT CAN GO FROM SCREENING TO OUTCOME.

 SO WE HAVE -- WE'RE SCREENING 95 PERCENT

 OF OUR POPULATION.  WE HAVE AN 80

 PERCENT FOLLOW THROUGH, MEANING THAT

 THEY ARE DIAGNOSED BY THREE MONTHS OF

 AGE.  SO THE AVERAGE IN OUR STATE IS

 FROM FOUR TO SIX WEEKS.  AND

 INTERVENTION HAPPENS WITHIN 48 HOURS

 AFTER THE DIAGNOSIS.

     WE ARE ENROLLING 80 PERCENT OF OUR

 INFANTS BEFORE SIX MONTHS.  MOST OF THEM

 ARE ENROLLED AT ABOUT SIX TO EIGHT

 WEEKS.  AND SOME OF THEM CHOOSE NOT TO,

 PARTICULARLY SOME OF THE PARENTS WITH







                                        124

 UNILATERAL HEARING LOSS.

     WE DOCUMENT THE DEVELOPMENTAL

 OUTCOMES, AND WE HAVE -- YOU'VE READ

 SOME OF THE ARTICLES THAT I THINK I'VE

 PRESENTED BEFORE THAT THE CHILDREN WITH

 NORMAL COGNITIVE, EARLY IDENTIFICATION,

 DEAFNESS SPECIFIC SERVICES FROM THE

 BEGINNING ARE MAINTAINING AGE

 APPROPRIATE AND COGNITIVELY APPROPRIATE

 DEVELOPMENT.  IT'S STILL NOT AT THE MEAN

 OF NORMAL HEARING CHILDREN.  BUT IT IS

 ABOVE THE LEVEL OF QUALIFICATIONS FOR

 SPECIAL ED BY LANGUAGE.

     WHAT WE'RE GOING TO START ASKING

 PROGRAMS TO DO, BECAUSE THEY HAVE NOT

 BEEN DOING THIS BEFORE, IS TO TELL US

 THE AGE OF ENROLLMENT INTO THEIR EARLY

 INTERVENTION PROGRAM AND WHAT KIND OF

 PROGRAM THE BABIES ARE ENROLLED IN.  BUT

 I'M TELLING YOU THAT MOST STATES CAN'T

 DO THIS.  THEY DON'T KNOW THE

 PROFESSIONAL EXPERTISE OF THE PROVIDERS.

 MOST OF THEM CAN'T TELL ME THE QUANTITY

 OR THE FREQUENCY OF SERVICE.  AND ALMOST

 NONE OF THEM CAN TELL ME WHAT THE







                                        125

 DEVELOPMENTAL OUTCOMES OF THE BABIES

 ARE.

     SO THESE ARE -- SOME OF YOU ASKED ME

 CAN I PROVE THAT THIS PARTICULAR SINGLE

 ASPECT CREATES GOOD OUTCOMES?  WELL, I

 CAN'T.  I CAN TELL YOU WHAT OUR PROGRAM

 IS IN COLORADO AND THAT WE HAVE

 SUCCESSFUL OUTCOMES.  AND THESE ARE THE

 COMPONENTS OF THE PROGRAM.  WE HAVE A

 DEAFNESS SPECIFIC PROGRAM.  WE DO OUR

 DEVELOPMENTAL OUTCOME REPORTING.  WE

 HAVE PARENT-TO-PARENT SUPPORT.  AND THIS

 IS ALSO IN THE JCIH DOCUMENT.  I CAN

 TELL YOU THERE ARE VERY VERY FEW STATES

 THAT HAVE IT.  DEAF ROLE MODEL AND

 MENTORSHIP STATE SYSTEM WIDE SERVICES.

 AND I DON'T KNOW IF I WERE TO ASK IN

 THIS ROOM HOW MANY IN YOUR STATE HAVE A

 DEAF ROLE MODEL MENTORSHIP PROGRAM STATE

 WIDE THAT IS GUARANTEED FOR ALL EARLY

 IDENTIFIED CHILDREN IN THE STATE RATHER

 THAN UNILATERAL DEAFNESS, THERE ARE

 PROBABLY NOT MANY OF YOU.

     YOU HAVE TO FIGHT FOR THIS, BECAUSE

 I CAN'T BE THIS THERE IN EVERY ONE OF







                                        126

 YOUR STATES TO FIGHT FOR IT.  BUT IT

 SHOULD BE COMING.  THE EXPERTISE COMES

 FROM THE STATE SCHOOLS FOR THE DEAF AND

 BLIND.  IF ARE THEY'RE NOT INVITING YOU,

 YOU NEED TO PUSH YOUR WAY IN.  BECAUSE

 WE ALSO HAVE IN THE JCIH DOCUMENT THAT

 ALL DECISION MAKING FOR EHDI SHOULD HAVE

 REPRESENTATION FROM DEAF AND HARD OF

 HEARING COMMITTEES.

     ALL OF OUR SIGN LANGUAGE -- AND

 ACTUALLY, THIS WAS A BIG BATTLE IN OUR

 STATE.  ALL OF OUR SIGN LANGUAGE

 INSTRUCTION IS DONE WITH DEAF AND SOME

 HARD OF HEARING NATIVE AND FLUENT SIGN

 LANGUAGE INSTRUCTORS.  WE DO HAVE SOME

 CODAS, BUT THAT'S A MINORITY.  NOW, WHEN

 I SAY THIS WAS A BATTLE, I DON'T KNOW IF

 YOU'D BE SURPRISED NOW WE'VE HAD THIS

 FOR A LONG TIME.  BUT THE PEOPLE WHO

 OPPOSED IT THE MOST WERE OUR DEAF

 EDUCATORS AND HEARING DEAF EDUCATORS.

 BECAUSE THEY DIDN'T THINK WE NEEDED TO

 HAVE DEAF FLUENT NATIVE SIGNERS.  AND WE

 USE THE LINGUISTIC THEORY WHICH SAYS IF

 YOU'RE GOING TO INTRODUCE CHILDREN TO







                                        127

 LANGUAGE, YOU NEED TO HAVE AN EXPERT

 FLUENT SYSTEM FROM THE VERY BEGINNING.

 AND SO WE HAD A DEAF COORDINATE AT THE

 SCHOOL FOR THE DEAF AND BLIND.  SHE IS,

 I THINK, FOURTH GENERATION DEAF.  SHE

 DID ALL THE HIRING AND FIRING.  AND SHE

 ALSO DEVELOPED MOST OF THE SIGN LANGUAGE

 CURRICULUM TO TEACH THE SIGN LANGUAGE

 INSTRUCTORS HOW TO WORK IN THE HOME WITH

 THESE BABIES.  AND SHE WAS FIERCE.

 ACTUALLY, SHE ACTUALLY FIRED ONE YEAR

 THE PRESIDENT OF THE COLORADO

 ASSOCIATION FOR THE DEAF BECAUSE HE

 COULDN'T LEARN HOW TO WORK WITH BABIES

 AND TALK WITH BABIES.  AND SHE DIDN'T

 FEEL LIKE, IN TERMS OF THE INSTRUCTION,

 PART -- HE WAS OBVIOUSLY FLUENT; RIGHT.

 BECAUSE THE REQUIREMENTS WERE THAT THEY

 HAD TO BE GOOD TEACHERS AND BE

 INTERACTIVE AND NO MATTER HOW SHE WORKED

 WITH HIM SHE FELT LIKE HE WASN'T MAKING

 ENOUGH PROGRESS.  AND THEY ENDED UP WITH

 GREAT -- HE ACTUALLY AGREED THAT HE

 WASN'T A TEACHER, SO THAT WASN'T GOING

 TO WORK OUT.







                                        128

     BUT I THINK WE MAY BE THE ONLY STATE

 IN THE NATION THAT ALL OF OUR SIGN

 LANGUAGE AND INSTRUCTION IS DONE IN THIS

 MANNER FOR ALL OF OUR FAMILIES.  AND I

 DON'T KNOW WHETHER THAT'S -- I JUST

 DON'T KNOW WHAT'S BEING DONE IN OTHER

 STATES.

     IT REQUIRED OUR SYSTEM TO HIRE AND

 CREATE JOBS FOR DEAF AND HARD OF HEARING

 INSTRUCTORS AND MENTORS AND ROLE MODELS.

 AND WE CAN HARDLY KEEP UP WITH THE

 DEMAND.  I WOULD SAY 80 PERCENT OF ALL

 OF OUR FAMILIES ASK FOR A DEAF SIGN

 LANGUAGE INSTRUCTOR.  A LOT OF THEM ARE

 NOT GOOD AT THEIR SIGN LANGUAGE.  OUR

 DEAF -- HARD OF HEARING -- OR SIGN

 LANGUAGE INSTRUCTORS ACTUALLY EVEN WHEN

 THEY CAN SPEAK FLUENTLY, THEY GO INTO

 THE HOME WITHOUT AN INTERPRETER.  THEY

 MAKE THIS DECISION.  THEY ALSO DECIDED

 THAT THEY WOULD NOT TALK EVER TO THE

 FAMILY.  AND THAT'S ACTUALLY BEEN

 REALLY, REALLY GOOD.  BECAUSE IF THE

 FAMILY THINKS THEY HAVE ANY SPEECH AT

 ALL, THEN THEY DON'T LEARN SIGN LANGUAGE







                                        129

 AS FAST.  SO THEY GO INTO THE HOME AND

 START THE COMMUNICATION, AND THEY'RE ONE

 OF THE FIRST VISITORS INTO THE HOME

 WHICH IS A REALLY WONDERFULL THING.

     THAT'S WHY WE HAVE MOST OF OUR

 COCHLEAR IMPLANT BABIES HAVE HAD SIGN

 LANGUAGE INSTRUCTION FROM A DEAF PERSON.

 BY THE TIME THEY GET AN IMPLANT AT 12

 MONTHS, THEY UNDERSTAND COMMENTS,

 QUESTIONS, EXPLANATION, COMMANDS.

 THEY'RE UNDERSTANDING SIMPLE PHRASES,

 THEY UNDERSTAND LITERACY, THEY HAVE

 VOCABULARY THEY UNDERSTAND.  SO BY THE

 TIME THEY HAVE AN IMPLANT, THEY HAVE A

 LANGUAGE BASE.  AND THAT'S ACTUALLY WHAT

 WE'RE LOOKING FOR.

     SO I WANT TO MOVE FROM THERE BECAUSE

 I WANTED YOU TO UNDERSTAND WHAT OUR

 BEGINNING SIGN LANGUAGE WAS SO THAT YOU

 CAN UNDERSTAND WHAT OUR COCHLEAR IMPLANT

 RESULTS ARE.

     I HAVE PUBLISHED THIS THOUGH NOT AS

 MUCH AS I'M SURE YOU WOULD HAVE LIKED.

 PART OF IT IS BECAUSE I HAVE A DOCTORATE

 STUDENT WORKING AND THEY'RE NOT VERY







                                        130

 FAST.

     BUT BASICALLY THIS HAS BEEN

 PRESENTATIONS ON SPEECH PIGGY-BACKING

 ONTO SIGN LANGUAGE IN THE COCHLEAR

 IMPLANT POPULATION OR A FAST MAPPING

 FROM SIGN TO SPEECH.  AND I WOULD SAY

 THAT WE VERY RARELY -- ACTUALLY IN THE

 STATE OF COLORADO HAVE ANY OF OUR

 COCHLEAR IMPLANT BABIES THAT ARE NOT

 SIGNING.  IN FACT, THE REASON I CAN'T

 COMPARE A STUDY IN OUR STATE IS THAT I

 CAN'T FIND BABIES THAT AREN'T GETTING

 SIGN LANGUAGE INSTRUCTION FROM A DEAF

 SIGN LANGUAGE INSTRUCTOR.  SO I DON'T

 HAVE A GOOD ORAL -- I MEAN, AUDITORY

 VERBAL ONLY.  AND OUR AUDITORY VERBAL

 THERAPISTS WORK WITH OUR DEAF SIGN

 LANGUAGE INSTRUCTORS IN THE FAMILY.

 NOW, THEY HAVE BEEN CRITICIZED BY

 AUDITORY VERBAL -- IN FACT, THEY HAVE

 EVEN TRIED TO TAKE AWAY THEIR

 CERTIFICATION.  SO THEY HAVE HAD TO SAY

 THAT THEY ARE AUDITORY VERBAL

 THERAPISTS, THEY'RE NOT DOING AUDITORY

 VERBAL THERAPY BECAUSE AUDITORY VERBAL







                                        131

 THERAPY HAS TO BE DONE WITHOUT SIGN

 LANGUAGE, BUT THEY'RE DOING AUDITORY

 SKILLS DEVELOPMENT WITH THESE CHILDREN,

 AND THEY'RE ALSO USING SIGN LANGUAGE.

 SO THAT'S HOW WE GOT AROUND IT.

     THIS WILL BE ON THE WEBSITE, BUT

 THIS IS THE PRIMARY PUBLICATION WITHIN

 IN THE MARK AND SPENCER CHAPTER.

     THESE CHILDREN HAD TO PRE-IMPLANT TO

 BE IN THIS STUDY HAD TO SIGN 50 PERCENT

 OF THE TIME PRE-IMPLANT.  AND I ALSO

 WANT TO SAY WHEN WE TALK ABOUT SIGN

 LANGUAGE, SOME OF THESE PARENTS ARE NOT

 GOOD SIGN LANGUAGE USERS, EVEN THOUGH

 THEY'VE HAD A REALLY GOOD INSTRUCTOR.

 THEY'RE PRETTY GOOD -- THE BEGINNING OF

 ALL THE CURRICULUM, MOST PARENTS WILL

 SAY WE'RE USING SIGN LANGUAGE BUT WE'RE

 GOING TO USE IT IN ENGLISH WORD ORDER.

 THAT'S WHAT THEY ALL SAY.  AND THEY'RE

 VERY GOOD AT VOCABULARY LEARNING.  THEIR

 DEAF INSTRUCTORS REALLY WORK ON THE

 PHONOLOGICAL FEATURES OF THE LANGUAGE,

 SO THEY USE FACIAL EXPRESS, BODY

 LANGUAGE AND HOW TO USE SPACE.  AND THEY







                                        132

 WORK ON BASIC PRAGMATICS OF THE

 LANGUAGE.  SO THEY GET THAT REGARDLESS

 OF WHAT THEY SAY THAT THEY'RE GOING TO

 END UP USING WITH THE LANGUAGE.

     SO I NOW HAVE PROBABLY OVER 50 OF

 THESE BABIES.  THEY ALL SHOW THE SAME

 THING.  THIS ONE, WE ONLY PUT IN THE

 STUDY KIDS WHO DIDN'T HAVE ADDITIONAL

 DISABILITY.  AND WE'RE DOING VIDEOTAPES.

 SO ALL OF THE INFORMATION IS COMING OUT

 OF VIDEOTAPES WITH PARENT-CHILD

 INTERACTION.  AND REMEMBER -- IF I DID

 IT WITH THE DEAF SIGN LANGUAGE

 INSTRUCTOR, WE WOULD GET A MUCH

 DIFFERENT INTERACTION THAN WITH THE

 HEARING PARENT.

     SO BASICALLY THESE -- THIS IS THE

 MEAN OF ALL OF OUR KIDS WHO WERE USING

 SIGN LANGUAGE AND GOT A COCHLEAR

 IMPLANT.  THIS INCLUDES -- ACTUALLY, AT

 THIS POINT IN TIME, HALF OF THESE KIDS

 WERE LATE IDENTIFIED AND HALF OF THEM

 WERE EARLY IDENTIFIED.  THE FIRST ONE IS

 HOW MUCH SPOKEN LANGUAGE THEY HAD

 PRE-IMPLANT.  SO YOU CAN SEE IT'S WAY







                                        133

 DOWN BY THE ZERO PERCENT; ONE OR TWO

 PERCENT.  THEN THE SECOND ONE IS FIVE

 MONTHS POST-COCHLEAR IMPLANT, SIX TO 11

 MONTHS POST.  SO BY 36 MONTHS POST, A

 HUNDRED PERCENT OF OUR CHILDREN HAD

 COMPLETELY CHANGED, HAD COMPLETELY

 MAPPED THEIR SIGN LANGUAGE -- THEIR SIGN

 LANGUAGE ONTO ORAL SPEECH.

     THIS IS THE FASTEST -- AN EXAMPLE OF

 THE -- SO IN EVERY GRAPH YOU'RE GOING TO

 SEE THAT MIDDLE GRAPH.  AND THE -- OUR

 FASTEST CHILD WAS CHILD A.  SO YOU CAN

 SEE THAT WITH ZERO PRE-IMPLANT AND BY

 FIVE MONTHS POST-IMPLANT, 80 PERCENT OF

 EVERY EVERYTHING THAT THE CHILD SAID IN

 THE LANGUAGE SAMPLE WAS IN ORAL SPEECH

 WITH THEIR HEARING PARENT.  THE SLOWEST

 CHILD THAT WE HAD WAS WE WERE 11 MONTHS

 POST-COCHLEAR IMPLANT, THERE WAS NO ORAL

 SPEECH.  BY -- AND I DIDN'T GET ALL OF

 THE ASSESSMENTS IN BETWEEN.  BUT BY 30

 MONTHS THE CHILD WAS NOW USING 60

 PERCENT OF THEIR LANGUAGE WAS IN ORAL

 SPEECH.

     IT COULD HAVE BEEN USED WITH SIGN







                                        134

 LANGUAGE.  BUT TO BE REALLY HONEST, MOST

 OF OUR KIDS DON'T -- THEY EITHER USE

 SIGN LANGUAGE ONLY OR SPEECH ONLY BUT

 THEY'RE NOT USING SIGN AND SPEECH MOST

 OF THE TIME.

     I'M NOT GOING TO GO OVER ALL OF

 THESE JUST BECAUSE OF TIME, BUT YOU CAN

 READ THESE WHEN THEY GO ON THE WEBSITE.

 WHAT YOU'LL SEE IS THE MEAN OF THE

 GROUP, AND THEN THERE WILL BE ONE CHILD.

 AND YOU'LL SEE THIS CHILD ZE WHO HAD

 COCHLEAR IMPLANT AT 13 MONTHS, EARLY

 IDENTIFIED, SO STARTED SERVICE BETWEEN

 SIX TO 18 WEEKS -- I MEAN SIX TO EIGHT

 WEEKS OF AGE.  SO THE SIGN LANGUAGE

 INSTRUCTOR WAS IN HER HOME PROBABLY BY

 THREE MONTHS.  SO BY THE TIME THIS CHILD

 HAD AN IMPLANT, HE HAD HAD TEN MONTHS OF

 IN-HOME EXPERIENCE WITH A DEAF SIGN

 LANGUAGE INSTRUCTOR.  BY ELEVEN

 MONTHS -- SIX TO ELEVEN MONTHS

 POST-COCHLEAR IMPLANT, 50 PERCENT OF

 THEIR LANGUAGE SAMPLE WITH THEIR PARENT

 WAS ORAL, AND BY 18 MONTHS POST-COCHLEAR

 IMPLANT, A HUNDRED PERCENT.







                                        135

     NOW, YOU HAVE TO REMEMBER THAT THAT

 DOESN'T MEAN THAT THEY DROPPED THE SIGN

 LANGUAGE.  IT JUST MEANS THAT THE PARENT

 WAS SPEAKING ONLY TO THE CHILD IN THE

 VIDEOTAPE AND THE CHILD WAS SPEAKING

 BACK.

     IN RETROSPECT, I WISH I HAD HAD A

 VIDEOTAPE -- ANOTHER VIDEOTAPE WITH THE

 DEAF SIGN LANGUAGE INSTRUCTOR

 INTERACTING THE BABY, AND WE DON'T HAVE

 THAT.  BECAUSE THE BABIES DID HAVE GOOD

 SIGN LANGUAGE.

     SO THIS IS ANOTHER CHILD COCHLEAR

 IMPLANT.  AT 18 MONTHS, EARLY

 IDENTIFIED, PRE-IMPLANT NOTHING, FIVE

 MONTHS LATER 90 PERCENT.

     WE ACTUALLY HAVE SOME OF THE BEST

 ORAL RESULTS OF ANY COCHLEAR IMPLANT

 BABIES IN THE NATION.  WHICH, ACTUALLY,

 MOST OF THE COCHLEAR IMPLANT STUDIES

 WON'T COMPARE THEIR DATA WITH OUR DATA

 BECAUSE OF THAT.

     I'M JUST GOING TO SHOW ONE MORE.

 THIS CHILD ACTUALLY MAPPED ON OVER 600

 SIGN LANGUAGE WORDS WITHIN SIX MONTHS







                                        136

 AND HAD AN INTELLIGIBLE SPOKEN WORD.

 AND WE'RE SEEING THAT ACTUALLY HAPPEN

 MORE AND MORE.

     THEN WHAT HAPPENS IS THE VOCABULARY

 KEEPS GROWING, BUT THE SIGN VOCABULARY

 IS DIFFERENT THAN THE ORAL VOCABULARY SO

 WE HAVE TO KEEP TRACK OF BOTH.  WHILE

 THEY'RE LEARNING THIS, THE SIGN LANGUAGE

 THEY CAN DO LOTS OF LITERACY ACTIVITY

 BECAUSE THEIR AUDITORY SKILLS AREN'T

 SUFFICIENT.  EVEN THOUGH THEY HAVE

 SPOKEN WORDS, THEY DON'T HAVE AUDITORY

 MEMORY, THEY DON'T HAVE AUDITORY

 COMPREHENSION OF ENGLISH SYNTAX.  SO WE

 CAN DO LOTS OF LITERARY AND THINGS IN

 SIGN LANGUAGE THAT WE CAN'T DO IN

 AUDITORY VERBAL.

     AND JUST TO SHOW YOU -- THIS IS AN

 AUDITORY VERBAL CHILD WHO ACTUALLY HAD

 NORMAL CHILD PRE-COCHLEAR IMPLANT.  SO

 WE DO HAVE SOME OF THOSE, BUT I DON'T

 HAVE VERY MANY OTHERS THAT ARE ORAL

 ONLY.  AND THIS CHILD SHOWS EXACTLY THE

 SAME PROFILE AS OUR SIGNING CHILDREN.

 THERE'S JUST NO DIFFERENCE.  AND THIS







                                        137

 CHILD ACTUALLY HAD LANGUAGE AND HEARING

 BEFORE THE CHILD LOST THE HEARING WITH

 MENINGITIS.

     SO BASICALLY WHAT OUR STUDIES ARE

 SHOWING IS THAT 50 PERCENT OF THE

 CHILDREN USE SPOKEN -- NO, I HAVE THAT

 WRONG.

     ON AVERAGE, SO THAT IS 50 PERCENT,

 THE CHILDREN USE SPOKEN LANGUAGE 50

 PERCENT OF THE TIME WITH THEIR HEARING

 PARENTS AFTER ONLY SIX TO 12 MONTHS OF

 IMPLANT USE.  AND THEY USE SPOKEN

 LANGUAGE 80 PERCENT OF THE TIME WITH

 THEIR HEARING PARENT, AFTER 18 TO 24

 MONTHS OF IMPLANT USE.

     ALL OF THE COLORADO COCHLEAR IMPLANT

 SURGEONS DO SUPPORT THE USE OF SIGN

 LANGUAGE PRE AND POST-IMPLANTATION.  AND

 WE USED TO HAVE IMPLANT SURGEONS THAT

 WOULD SAY WE WON'T IMPLANT YOU IF YOU

 SIGN.  AND IF I IMPLANT YOU, YOU MUST

 STOP SIGNING.  BUT THAT DOESN'T HAPPEN

 ANYMORE BECAUSE THE KIDS ARE SO

 SUCCESSFUL, THE BIGGEST SUCCESSES

 THEY'VE EVER HAD ARE FROM THE CHILDREN







                                        138

 WHO ARE SIGNING.

     NOW, SOME OF YOU ASKED ME IS THIS

 BETTER THAN THE ORAL SUCCESSES?  AND

 IT'S NOT BETTER THAN THE ORAL SUCCESSES,

 BUT THE DIFFERENCE IS THAT IN THE BIG

 NIH STUDY, THE ONLY PREDICTOR OF SUCCESS

 WAS SOCIOECONOMIC STATUS.  SO IN OTHER

 WORDS, IF YOU HAD MONEY AND YOU HAD A

 COCHLEAR IMPLANT, YOU WERE GOING TO BE

 SUCCESSFUL.

     THE DIFFERENCE IN OUR STUDY IS THIS

 IS OUR ENTIRE POPULATION.  SOME OF THESE

 FAMILIES HAVE A SIXTH-GRADE EDUCATION

 AND THEIR CHILDREN ARE STILL SUCCESSFUL.

 WE DON'T WANT A PROGRAM THAT ISN'T GOING

 TO BE SUCCESSFUL WITH EVERYBODY.  I

 MEAN, I CAN'T JUST TAKE 30 PERCENT OF

 THE POPULATION AND SAY THIS IS THE

 PROGRAM WE'RE OFFERING.

     SO MOST OF THE TIME WHEN I PRESENTED

 THIS I JUST REALIZED THAT I PRESENT IT

 EVERY YEAR TO THE COCHLEAR IMPLANT

 SURGEONS.  SOME OF THEM BELIEVE IT AND

 SOME OF THEM DON'T.  I PRESENT AT

 AUDIOLOGY AND SPEECH LANGUAGE PATHOLOGY







                                        139

 PLACES, BUT I ACTUALLY HAVE ONLY DONE IT

 A FEW TIMES WITH PEOPLE IN THIS AUDIENCE

 BECAUSE I FIGURED YOU WERE THE CHOIR.

 BUT NOW WHAT I REALIZE FROM YESTERDAY IS

 THAT YOU NEED SOME AMMUNITION WHEN YOU

 GO OUT THERE.  SO I APOLOGIZE NOT HAVING

 SPENT A LITTLE MORE TIME WITH THIS

 PARTICULAR GROUP.  BUT I WAS SO BUSY

 TRYING TO GET THE OTHER PEOPLE TO TRY

 THE LISTEN THAT I DIDN'T -- I FAILED TO

 GIVE YOU WHAT YOU NEEDED, IN TERMS OF

 BEING ABLE TO TALK TO THEM.

     WHAT'S HAPPENING WITH IMPLANTATION

 IS THAT THE AGE OF IMPLANTATION IS

 DROPPING.  MOST OF YOUR BABIES ARE GOING

 TO BE IMPLANTED BETWEEN 12 AND 15 MONTHS

 OF AGE.  MANY OF THEM NOW ARE GETTING

 BILATERAL IMPLANTS.  THE SPEECH AND

 AUDITORY DEVELOPMENT OF THESE BABIES IS

 ACTUALLY EVEN FASTER THAN SOME OF THE

 KIDS THAT I SHOWED YOU IN THOSE GRAPHS.

     BUT ONE OF THE THINGS -- AND I

 STILL -- I HAVE TO LOOK AT THIS.  WHAT

 REALLY IS BOTHERING ME A LITTLE BIT IS

 THAT WE ARE IMPLANTING EARLIER, THEIR







                                        140

 AUDITORY AND SPEECH SKILLS ARE BETTER,

 BUT THE VOCABULARY SKILLS OF THE KIDS

 WHO HAVE SIGN LANGUAGE IS ACTUALLY

 HIGHER FROM THE DATA THAT WE'RE SHOWING.

 BUT SEE, I DON'T HAVE CONTROL

 OVER -- WHEN THE MEDICAL SYSTEM CHANGES,

 THE WHOLE POPULATION STARTS TO CHANGE

 AND THEN TO TRY TO GET THE COMPARATIVE

 DATA.  BUT SOME OF THE KIDS THAT WERE 20

 MONTHS OF AGE WHEN THEY GOT THEIR

 IMPLANT, THEY HAD A LOT OF LANGUAGE.

 AND THEY'RE FAST MAPPING INTO ORAL

 SPEECH ACTUALLY LOOKS -- THEIR ORAL

 LANGUAGE AT THE SAME AGE LOOKS BETTER

 THAN THE KIDS THAT WERE 12 MONTHS WHEN

 THEY WERE IMPLANTED, BECAUSE THEY HAD

 FEWER SIGNS, ACTUALLY, AT 12 MONTHS.  SO

 THEN WHAT HAPPENED IS THE PARENT SKILL

 WAS ALSO POORER.  SO WHAT HAPPENS IS

 THAT 50 PERCENT OF OUR FAMILIES ARE

 CONTINUING WITH SIGN LANGUAGE

 INSTRUCTION, BUT 50 PERCENT OF THEM ARE

 NOT.  AND THERE'S NOT A WHOLE LOT I CAN

 DO ABOUT THAT.

     A LOT OF THEM ARE COMING BACK TO IT







                                        141

 AFTERWARDS WHEN THEY FIND THAT THEIR

 KIDS CAN'T KEEP UP WITH THE -- EVEN THE

 PRESCHOOL ACTIVITIES WHERE THEY'RE DOING

 REALLY MORE ABSTRACT STORY TELLING.  AND

 THEIR CHILDREN CAN'T ANSWER ANY OF THE

 QUESTIONS BECAUSE THEY DON'T UNDERSTAND

 THE LANGUAGE IN THE AUDITORY MODE.  THEY

 CAN UNDERSTAND IT IN THE SIGNING MODE,

 BUT THEY CAN'T UNDERSTAND IT IN THE ORAL

 MODE.  BUT UNFORTUNATELY, THAT TAKES A

 SOPHISTICATION OF KNOWLEDGE THAT IS HARD

 FOR MANY OF THESE PARENTS.  BECAUSE

 THEY'RE SO THRILLED THAT THEIR KIDS ARE

 NOW SPEAKING AND, MANY OF THEM, THAT'S

 WHAT THEIR GOAL IS.  SO TRYING TO KEEP

 THAT INTENSIVE PROGRAMMING IN THE

 PRESCHOOL YEARS, TO ME, IS REALLY AN

 IMPORTANT PART.  I HAVEN'T QUITE FIGURED

 OUT HOW TO DO THAT EVEN IN OUR OWN

 STATE.  SO IF YOU COULD HELP OUT, THAT

 WOULD BE GREAT.

     LET ME -- THE OTHER -- SWITCHING

 TOPICS NOW TO A DIFFERENT TOPIC, THIS IS

 ON THE QUESTION OF DO THE EFFECTS FROM

 THE FIRST THREE YEARS, ARE THEY LASTING?







                                        142

 AND NOW I ACTUALLY HAVE A THOUSAND

 BABIES ON MY DATABASE.  THESE ARE 244

 BABIES, BECAUSE THEY HAVE THREE TEST

 TIMES FROM THE INFANT PERIOD ALL THE WAY

 UP TO THE PRESCHOOL PERIOD OF TIME.

     SOMETIMES THIS SEEMS STUPID TO DO

 QUESTIONS ON THINGS THAT WE ALREADY KNOW

 THE ANSWERS FOR, BUT THE MEDICAL

 PROFESSION DOESN'T -- WON'T ACCEPT

 EVIDENCE-BASED THINGS UNLESS WE DO IT IN

 A CERTAIN WAY.  SO I DON'T BELIEVE THAT

 SCREENING HAS ANYTHING -- I MEAN, THE

 ONLY THING THAT SCREENING DOES IS IT

 GIVES US AN OPPORTUNITY TO GET EARLY

 INTERVENTION STARTED EARLIER.  BUT

 SCREENING, IN AND OF ITSELF, DOESN'T DO

 ANYTHING.  PHYSICIANS THINK THAT THIS IS

 THE CURE ALL.  SO THE REASON THAT IT'S

 DONE THIS WAY IS FOR THE PHYSICIANS.

     WE HAVE THREE BIRTH COHORTS:  THE

 KIDS THAT WERE BORN BEFORE UNIVERSAL

 NEWBORN HEARING SCREENING, IN OUR STATE

 THAT WOULD BE BEFORE 1992; THE KIDS THAT

 WERE BORN WHILE WE WERE TRYING TO

 ESTABLISH THAT, THAT WOULD BE BETWEEN







                                        143

 1992 AND THROUGH 1998; AND THEN THE KIDS

 THAT WERE BORN AFTER EVERY HOSPITAL IN

 THE STATE WAS SCREENING HEARING LOSS,

 AND THAT WOULD BE AFTER 1999.  BUT AS

 YOU KNOW, WHICH PHYSICIANS AND

 AUDIOLOGISTS AND SPEECH LANGUAGE

 PATHOLOGISTS DON'T ALWAYS UNDERSTAND, IS

 THAT WE HAVE A VERY DIVERSE POPULATION.

 AND ANYTHING THAT YOU SAY ABOUT ANY

 COMPONENT OF THE POPULATION WILL BE

 UNTRUE FOR A DIFFERENT SUBGROUP OF THE

 POPULATION.  SO -- AND MOST PEOPLE WHO

 DO RESEARCH DON'T DO A POPULATION.  THEY

 PICK ONLY THE KIDS THAT ARE AT THE TOP.

 SO WE HAVE LOTS AND LOTS OF DATA ABOUT

 THE KIDS THAT ARE SUCCESSFUL.  AND THE

 KIDS THAT YOU SERVE, BECAUSE YOU'RE

 GETTING A LOT OF THE KIDS THAT NOBODY

 ELSE WANTS TO SERVE OR HAVE DROPPED OUT

 OF THE SYSTEM OR THEY'VE FAILED IN THE

 SYSTEM THAT WITH THE LOWER EFFORT OR

 THEY GO TO THE SCHOOLS FOR THE DEAF AND

 BLIND, THERE'S ALMOST NO RESEARCH ON

 THESE CHILDREN.  AND OBVIOUSLY THAT'S

 WHERE WE NEED OUR RESEARCH TO BE.







                                        144

     SO THIS IS BASICALLY WHAT THESE

 PLOTS LOOK LIKE.  I'M NOT GOING TO GO

 OVER IT.  BUT THE LINE THERE IS THE

 AVERAGE FUNCTIONING FOR LATE IDENTIFIED

 AND EARLY IDENTIFIED CHILDREN.

 EVERYTHING ABOVE THE LINE IS AT AGE

 LEVEL AND A LITTLE BIT BELOW THE LINE.

 SO THERE'S A COMPONENT BELOW THE LINE

 AND I CAN'T -- LET'S SEE.  I DON'T HAVE

 THE -- I CAN'T QUITE FIGURE THIS OUT.

     SO PROBABLY ABOUT HERE ON UP, THOSE

 ARE ALL LOW AVERAGE.  AND THEN BELOW

 THAT ARE ALL KIDS THAT WOULD HAVE BEEN

 STAFFED BY SPECIAL ED FOR LANGUAGE THAT

 IS SIGNIFICANTLY BELOW NORMAL.

     BUT WHAT IT MEANS IS THAT, ACTUALLY,

 A GOOD PORTION OF THESE CHILDREN IN OUR

 STATE, 75 TO 80 PERCENT OF THEM, ARE

 WITHIN THE NORMAL RANGE.  THEY'RE NOT

 EXACTLY AT AGE LEVEL, BUT THEY'RE NOT SO

 DELAYED THAT THEY WOULD BE STAFFED INTO

 SPECIAL EDUCATION.

     SO THIS JUST SHOWS YOU THE GROWTH

 CURVE.  THE DOTTED LINE IS NORMAL.  THE

 RED LINE ARE THE KIDS THAT WERE BORN







                                        145

 AFTER UNIVERSAL NEWBORN HEARING

 SCREENING.  SO WE STILL HAVE A LOT OF

 WORK TO DO.  THEY'RE NOT QUITE ON THE

 AVERAGE OF NORMAL DEVELOPMENT, BUT

 THEY'RE WITHIN THE NORMAL RANGE.

 THEY'RE IN THE LOW AVERAGE RANGE.  AND

 THE BLUE LINE ARE THE KIDS THAT WERE

 BORN BEFORE UNIVERSAL NEWBORN HEARING

 SCREENING WAS ESTABLISHED.  THEY'RE WAY

 FAR AWAY FROM ANYTHING WITHIN THE RANGE

 OF NORMAL DEVELOPMENT.

     THIS PROBABLY YOU JUST CAN READ IT,

 BUT IT JUST TELLS YOU WHAT THE PROGRESS

 OF SCREENING WAS IN OUR STATE.  HERE WE

 DIVIDED IT OUT EVEN MORE.  AND THAT IS

 THE BLUE LINE AS THERE WERE NO EARLY

 IDENTIFIED CHILDREN THROUGH UNIVERSAL

 NEWBORN SCREENING.  THE RED LINE IS

 ABOUT HALF OF THE KIDS WERE IDENTIFIED

 EARLY.  AND THE GREEN LINE IS NOW ALL OF

 THE KIDS ARE IDENTIFIED, EXCEPT FOR OUR

 SPANISH SPEAKING CHILDREN FROM

 NONENGLISH SPEAKING HOMES.  THOSE

 CHILDREN ARE IDENTIFIED, BUT THEY'RE NOT

 STARTING INTERVENTION QUICK ENOUGH.







                                        146

     SO BASICALLY WHAT WE'VE DONE IS JUST

 REPLICATED ALL THE WAY THROUGH AGE SEVEN

 THAT IF WE GIVE DEAFNESS SPECIFIC

 SERVICES, THESE KIDS STAY ON -- THEY'RE

 NOT LOSING -- THEY ACTUALLY ARE LOSING A

 LITTLE BIT OF GROUND.  THEY'RE GETTING A

 LITTLE BIT WORSE AS THEY GET OLDER.  AND

 I'M PERSONALLY CONVINCED IT'S BECAUSE

 THEY LOSE SERVICES IN THE PRESCHOOL

 YEARS.  WE DON'T MAINTAIN THE LEVEL OF

 QUALITY SERVICE IN PRESCHOOL AS WE DID

 IN THE INFANT PROGRAM.  AND THAT'S

 BECAUSE OUR CHILDREN GO FROM PART C TO

 PART B.  AND PART B FOR PRESCHOOL IS

 REALLY VERY, VERY VARIED DEPENDING UPON

 WHERE YOU LIVE IN OUR STATE.

     NOW, ALL OF YOU KNOW THIS

 STATISTIC -- WELL, ACTUALLY, 40 PERCENT

 OF ALL OF BABIES ARE MULTIPLY DISABLED.

 WHAT SEEMS TO BE DIFFERENT IS THAT THEY

 ARE MORE MULTIPLY DISABLED.  IN OTHER

 WORDS, THE SEVERITY OF THEIR PROBLEMS IS

 GREATER.  SO THEY MAY STILL BE 40

 PERCENT OF THE POPULATION, BUT THEIR

 COGNITIVE NEUROLOGICAL ISSUES AND THE







                                        147

 MULTIPLICITY OF THEIR SECONDARY PROBLEMS

 ARE GREATER THAN I -- THIRTY YEARS AGO.

 SO WE MIGHT HAVE BEEN SAYING THERE WAS

 30 TO 40 PERCENT THIRTY YEARS AGO, BUT

 THESE KIDS ARE MUCH MORE INVOLVED THAN

 BEFORE.  MANY OF THEM HAVE COGNITIVE

 DISABILITIES, AND MANY OF THEM WERE BORN

 IN THE INTENSIVE CARE UNITS.  THESE ARE

 BABIES THAT WERE PREMATURE, WEIGHED VERY

 FEW POUNDS AT BIRTH AND HAVE MANY

 ISSUES, DEAFNESS BEING ONE OF THEM.

     NOW, IN THE PAST, MANY OF THOSE KIDS

 WOULD HAVE BEEN -- THEY WOULD HAVE SAID

 DEAFNESS IS NOT THE PRIMARY DISABILITY.

 BUT DEAFNESS IS THE REASON THAT THEY

 DON'T DEVELOP COMMUNICATION.  AND SO IF

 THEIR COGNITIVE -- WHAT HAPPENS IF WE

 DON'T SEE THEM AS THE PRIMARY PROVIDER,

 WE DON'T GET THEIR COMMUNICATION LEVEL

 TO THEIR COGNITIVE LEVEL.  SO THEY'RE

 DELAYED BECAUSE THEIR COGNITION IS

 DELAYED.  BUT IF THEY GET DEAFNESS

 SPECIFIC SERVICES, THEY GET

 COMMUNICATION.  IF THEY DON'T, THEY

 DON'T GET COMMUNICATION.  THEY MIGHT GET







                                        148

 LOVE AND CARE, BUT THEY'RE NOT GETTING

 ANY WORDS OR THEY'RE NOT GETTING ANY

 LANGUAGE OR COGNITIVE DEVELOPMENT TO

 HELP THEM COMMUNICATE.

     BASICALLY WHAT WE KNOW NOW IS THAT

 THIS WHOLE GROUP OF LOW COGNITIVE KIDS

 ARE FUNCTIONING AT HALF OF THE LEVEL OF

 KIDS WITH NORMAL COGNITIVE.  THAT'S ALL

 THIS GRAPH IS SHOWING.  SO THE SLOPE IS

 .39 GROWTH VERSUS THE GROWTH CURVE OF

 .69.  THE GRAPHS DON'T TAKE INTO ACCOUNT

 YET AGE OF IDENTIFICATION OR DEGREE OF

 HEARING LOSS.  WE'RE STILL WORKING ON

 THAT.  BUT IT JUST GIVES YOU AN IDEA OF

 HOW IT'S VERY COMPLICATED TO ACTUALLY DO

 THIS DATA CRUNCHING.  BECAUSE EVERY TIME

 YOU FIND AN ANSWER YOU HAVE TO ADD

 SOMETHING ELSE IN TO REFINE IT JUST THAT

 ONE MORE BIT.

     DEGREE OF HEARING LOSS FOR CHILDREN

 WITH LOW COGNITION, AND THAT'S WHAT ALL

 THESE GRAPHS ARE SHOWING YOU, ACTUALLY

 MAKES ALMOST NO DIFFERENCE WHATSOEVER.

 NOW, WHETHER THAT'S BECAUSE THEY'RE NOT

 GETTING GOOD SERVICES, I HAVE NO IDEA.







                                        149

 BUT DEGREE OF HEARING LOSS PREDICTS JUST

 ABOUT NOTHING FOR OUR LOW COGNITIVE

 CHILDREN.  IN OTHER WORDS, IF YOU HAVE A

 LOW COGNITIVE MILD HEARING LOSS AND A

 LOW COGNITIVE WITH PROFOUND HEARING

 LOSS, THEY'RE GOING TO TURN OUT ABOUT

 THE SAME IN TERMS OF THEIR LANGUAGE

 SKILLS.

     THERE IS AN EFFECT WE'RE NOW FINDING

 WITH THE NORMAL COGNITIVE GROUP.  BUT

 IT'S MILD HEARING LOSS VERSUS EVERYTHING

 ELSE.  THE MILD HEARING LOSS WITH GOOD

 INTERVENTION ARE ACTUALLY STAYING RIGHT

 AT PRETTY CLOSE TO THE NORMAL -- TO THE

 MEAN OF NORMALLY HEARING CHILDREN.  AND

 THEY SHOULD BE.  WE IDENTIFIED THEM AT

 SIX TO EIGHT WEEKS, AND THEY HEAR PRETTY

 NORMAL WITH THEIR AMPLIFICATION.  SO

 THEY SHOULD BE RIGHT ON PAR WITH THE

 REST.

     ALL OF THE REST FROM MODERATE ON

 DOWN LOOK ALMOST THE SAME.  SO WHEN

 PEOPLE SAY HARD OF HEARING SHOULD GET

 DIFFERENT SERVICES OR HARD OF HEARING

 AREN'T THAT MUCH DIFFERENT, WHAT WE'VE







                                        150

 FOUND IS ACTUALLY THE HARD OF HEARING

 AND THE DEAF SHARE MUCH MORE

 CHARACTERISTICS THAN THE HARD OF HEARING

 SHARE WITH NORMAL HEARING.

     AND, YOU KNOW, UNFORTUNATELY, OUR

 FIELD HAS SEPARATED THOSE OUT.  AND

 WE'VE SEPARATED THOSE OUT BECAUSE OF

 MEDICAL DEFINITIONS.  AND THAT'S

 PROBABLY A DETRIMENT TO WHAT WE'RE

 TRYING TO DO NOW.  BUT PEOPLE WHO HAVE

 KNOWLEDGE ABOUT DEAFNESS AND HEARING

 SHOULD BE THE PEOPLE WHO SERVE THESE

 CHILDREN, WHETHER THEY HAVE UNILATERAL

 LOSS OR PROFOUND LOSS.  AND ALL OF OUR

 DATA ON SUCCESS SAYS THAT THESE ARE THE

 PROVIDERS THAT ARE PROVIDING THAT.

     THIS -- YOU DON'T NEED TO LOOK AT

 THESE.  THESE JUST SHOW YOU THE

 DIFFERENCE BETWEEN COGNITIVELY NORMAL

 AND COGNITIVELY IMPAIRED BY DEGREE OF

 HEARING LOSS.  I'M HOPING THAT WITHIN

 THE NEXT YEAR WE'LL BE ABLE TO DIVIDE IT

 OUT SO THAT I CAN ACTUALLY SAY WITH

 CHILDREN WITH THIS KIND OF COGNITIVE

 DISABILITY AND THESE DEGREES OF HEARING







                                        151

 LOSS, THIS IS WHAT YOU'RE GOING TO SEE.

 THE GROWTH CURVES ARE LIKE THIS.  WITH

 CHILDREN THAT ARE NORMAL OR ABOVE NORMAL

 THIS IS WHAT YOU'RE GOING TO SEE.  AND

 WE ARE DIVIDING IT OUT BY DEGREE OF

 HEARING LOSS, EVEN THOUGH I'M SURE THAT

 IN THE END WHEN I TAKE THE EARLY

 IDENTIFIED AND LATE IDENTIFIED THAT THE

 DEGREE OF HEARING LOSS FOR MODERATE TO

 PROFOUND WILL ACTUALLY SHOW JUST ABOUT

 NOTHING, THAT THEY'RE ALL GOING TO LOOK

 VERY, VERY SIMILAR.

     THIS JUST SHOWS YOU HOW VERY SIMILAR

 THEY ARE, ACTUALLY.

     I AM WORRIED THAT THE LANGUAGE

 QUOTIENTS DECREASE WITH AGE, BUT THAT'S

 BECAUSE LANGUAGE GETS HARDER AS CHILDREN

 GET OLDER.  WHICH IS ALSO THE REASON

 THAT MOST OF OUR PARENTS ARE DOING THIS

 SIGN LANGUAGE INSTRUCTION FROM THE VERY

 BEGINNING.  BECAUSE EVEN WITH THE

 COCHLEAR IMPLANTS WITH THEIR KIDS ARE

 GOING TO BE CURED FOR THEIR AUDITOR

 SPEECH DEVELOPMENT WHAT WE'RE SAYING TO

 THEM IS OKAY, IF YOU GET THE IMPLANT AT







                                        152

 12 MONTHS, IT'S GOING TO TAKE YOUR CHILD

 AT LEAST 12 MONTHS TO JUST GET THE

 DISCRIMINATION.  THEY'LL GET IT WITH

 GOOD THERAPY.  BUT WHILE THEY'RE DOING

 THAT, THEY'RE NOT GOING TO BE LEARNING

 MUCH VOCABULARY.  BETWEEN 12 MONTHS AND

 24 MONTHS OF AGE, YOUR CHILDREN HAVE TO

 LEARN 300 VOCABULARY WORDS JUST TO SAY

 ON PAR WITH NORMAL.  AND WITHIN A HALF A

 YEAR LATER, THEY SHOULD HAVE 600 TO A

 THOUSAND WORDS.  BY THE TIME THEY GET TO

 KINDERGARTEN, WE WANT THEM TO HAVE 3,000

 TO 5,000 WORDS.  AND YOU'RE NOT GOING TO

 BE ABLE TO DO THIS ORALLY.  BECAUSE YOUR

 KIDS ARE TRYING TO LEARN THE

 DISCRIMINATION, THE MEMORY, NOT ONLY THE

 VOCABULARY, BUT THE SENTENCE STRUCTURE.

 WE KNOW WE CAN DO THAT IF WE HAVE BOTH

 INSTRUCTION AUDITORY AND SIGN LANGUAGE.

     SO OUR EARLY IDENTIFIED KIDS

 AT -- WITH NORMAL COGNITION AT 18 MONTHS

 ARE RIGHT AT THE MEAN OF NORMAL; 99

 INSTEAD OF A HUNDRED.  THEY'RE LOSING A

 LITTLE BIT BY 36 MONTHS.  THEY'RE 87.

 BUT THAT'S PRETTY CLOSE.  THEY'RE STILL







                                        153

 LOW AVERAGE.  BUT I'M WORRIED ABOUT THAT

 THEY LOSE EVEN MORE FROM THE THREE TO

 FIVE PERIOD.  SO OUR GOAL IN THE STATE

 OF COLORADO IS TO NOT SEE THAT SLIGHT

 DECREASE.  EVEN THOUGH THEY STAY WITHIN

 THE NORMAL RANGE, THEY GET MORE AND MORE

 AT RISK FOR DROPPING INTO THE DELAYED --

 THE SIGNIFICANTLY DELAYED RANGE AS THEY

 AGE.

     WHAT I WANT TO GET TO IS THE SCHOOL

 AGE STUFF.  SO LET ME JUST SPEND A

 LITTLE BIT OF TIME ON OUR SCHOOL AGE

 DATA, BECAUSE WE ACTUALLY HAVE BEEN

 COLLECTING DATA IN THE STATE OF COLORADO

 ON OUR ENTIRE POPULATION FOR THE LAST

 PROBABLY TWENTY YEARS.

     TRYING TO COMPARE DEAF AND HARD OF

 HEARING CHILDREN WITH THE NORMALLY

 HEARING MAINSTREAM POPULATION IS A

 PROBLEM.  BECAUSE IT ISN'T UNTIL

 UNIVERSAL NEWBORN HEARING SCREENING THAT

 WE COULD EVEN GIVE THE TEST TO MOST OF

 THE KIDS AND THEY WOULDN'T FALL SO FAR

 BELOW THE NORM THAT THEY WEREN'T EVEN

 SCORING ON THE TEST.  NOW OUR KIDS CAN







                                        154

 TAKE THE REGULAR ED TEST.  SO WE ARE

 ABLE TO COMPARE THEM.  ONLY ONE PERCENT

 OF OUR POPULATION ACTUALLY ARE ON THE

 ALTERNATIVE MODE WHICH REALLY HAS BEEN

 GREAT FOR US.

     WE HAVE THE NO CHILD LEFT BEHIND

 TEST.  IT'S CALLED CSAP, COLORADO

 ASSESSMENT PROGRAM.  AND IT'S BEING

 GIVEN TO ALL OF OUR DEAF AND HARD OF

 HEARING KIDS FROM THIRD GRADE THROUGH

 12TH GRADE.  SO WHAT WE SEE FROM THIS IS

 WE STARTED BEING ABLE TO COLLECT THIS

 DATA IN 2001.  SO IF YOU LOOK AT THE

 FIRST BAR WHICH IS UNSATISFACTORY, 40

 PERCENT OF THE KIDS WERE UNSATISFACTORY

 IN 2001.  BY 2005 WE HAD IMPROVED BY

 ALMOST TEN PERCENT.  WHICH MEANS THAT WE

 BUMPED ALL OF THOSE KIDS THAT WERE

 UNSATISFACTORY EITHER INTO PARTIALLY

 PROFICIENT OR PROFICIENT.  NOW, THE

 PARTIALLY PROFICIENT OR PROFICIENT ARE

 KIDS THAT ARE FUNCTIONING WITHIN THE

 NORMAL RANGE.  BUT OBVIOUSLY OUR STATE

 DEPARTMENT OF EDUCATION WANTS EVERYBODY

 TO BE IN EITHER PROFICIENT OR ADVANCED.







                                        155

 SO 80 PERCENT OF OUR KIDS ARE

 FUNCTIONING WITHIN THE RANGE OF THE

 NORMAL CLASSROOM WHICH IS REALLY PRETTY

 PHENOMENAL.  AND AS TIME GOODS ON, WE

 HAVE MORE AND MORE KIDS IN THE ADVANCED

 GROUP.

     NOW, I CAN TELL YOU WHAT OUR BIGGEST

 PROBLEM IS.  OUR BIGGEST PROBLEM IS THAT

 THE MORE SUCCESSFUL WE ARE WITH ANY OF

 OUR KIDS, THEY GET PLACED OUT OF SPECIAL

 ED INTO 504.  AND ONCE THEY GO INTO 504,

 OUR STATE DEPARTMENT OF EDUCATION SAYS

 THAT THEY'RE NO LONGER DEAF, EVEN WHEN

 THEY'RE PROFOUNDLY DEAF.  SO THEY PLACED

 THEM IN THE CONTROL GROUP WHICH IS THE

 NORMALLY HEARING GROUP.  SO WHAT IT DOES

 IS -- SEE, WE WOULD ACTUALLY BE BETTER

 IF THEY DIDN'T TAKE ALL THE KIDS THAT

 WERE IN 504 AND PUT THEM IN THE CONTROL

 GROUP.  BECAUSE THEY DON'T LET US

 KEEP -- THE ONLY WAY WE'RE GOING TO BE

 ABLE TO FOLLOW THESE KIDS IS IF WE KNOW

 WHAT THEY WERE LIKE AT BIRTH AND WE CAN

 FOLLOW THEM INDIVIDUALLY ALL THE WAY UP

 THROUGH 12TH GRADE.  BECAUSE EVERY TIME







                                        156

 YOU'RE REALLY SUCCESSFUL AND THE KIDS

 ARE FUNCTIONING AT AGE LEVEL OR IN

 GIFTED PROGRAMS, THEY'RE GOING TO TAKE

 THOSE KIDS AWAY FROM YOU.  YOU'RE NO

 LONGER GOING TO BE ABLE TO CLAIM THEM AS

 DEAF AND HARD OF HEARING, EVEN WHEN

 WITHOUT THE COCHLEAR IMPLANT TURNED, ON

 THEY'RE COMPLETELY DEAF.  THEY CAN HEAR

 NOTHING.

     WE HAVE TO FIX THIS.  BECAUSE

 OTHERWISE THE KIDS THAT WE'RE GOING TO

 BE LEFT WITH ARE THE MULTIPLY DISABLED,

 THE LATE IDENTIFIED AND THE NONENGLISH

 SPEAKING KIDS.  AND IT'S GOING TO LOOK

 LIKE WE'RE DOING NOTHING, WHEN WE'VE

 ACTUALLY BEEN ENORMOUSLY SUCCESSFUL.

     SO BASICALLY WHAT WE'VE BEEN ABLE TO

 SHOW BECAUSE NOW WE HAVE A WHOLE

 POPULATION OF CHILDREN THAT HAVE BEEN

 EARLY IDENTIFIED, WE ACTUALLY -- THE

 THIRD GRADE CLASS IS THE FIRST CLASS FOR

 THIS TESTING THAT ACTUALLY EVERY ONE OF

 THOSE BABIES WENT THROUGH UNIVERSAL

 NEWBORN HEARING PROGRAM IF THEY WERE

 BORN IN THE STATE OF COLORADO.  THE REST







                                        157

 OF THEM FROM FOURTH GRADE TO 12TH GRADE

 SOME OF THEM DID AND SOME OF THEM

 DIDN'T.  BUT WHAT WE'RE SHOWING

 ACCORDING TO THE NORMAL HEARING NORMS IS

 THAT LESS THAN 20 PERCENT OF OUR

 CHILDREN ARE MAKING LESS THAN A YEAR'S

 GAIN.  AND 81 PERCENT OF OUR CHILDREN

 ARE MAKING A YEAR'S GAIN OR GREATER ON

 THEIR READING, WRITING, AND MATH.  SO

 THESE KIDS ARE REALLY -- NOW, IF THEY'RE

 DELAYED, THEY'RE STILL GOING TO BE

 DELAYED.  BUT THEY'RE MAKING A YEAR'S

 GROWTH.

     THIS IS THE WRITING.  ONLY TEN

 PERCENT ARE MAKING LESS THAN A YEAR'S

 GROWTH.  55 PERCENT ARE MAKING A YEAR'S

 GROWTH IN WRITING.  30 PERCENT ARE

 MAKING GREATER THAN A YEAR'S GROWTH.

 AND WE HAD A REALLY WEIRD THING HAPPEN

 THAT OUR DEAF AND HARD OF HEARING KIDS

 WERE DOING BETTER ON THE WRITING THAN

 OUR NORMALLY HEARING CONTROLS.  AND

 THAT'S BECAUSE THEY NO LONGER TEACH ANY

 ENGLISH LANGUAGE STRUCTURE IN THE

 REGULAR ED CLASSROOMS.  AND SO THE KIDS







                                        158

 WRITING IN THE NORMALLY HEARING KIDS

 WRITING WAS JUST AWFUL IN THE CONTROL

 GROUP.  AND THEY HAD -- THEY ENDED UP IN

 OUR STATE DOING LOTS AND LOTS OF

 IN-SERVICE AND CHANGING THE WAY THEY

 PROGRAM BECAUSE IT WAS PRETTY BAD.

     AND THEN THE MATH SCORES, LESS THAN

 TEN PERCENT ARE MAKING LESS THAN A

 YEAR'S GROWTH.  AND THERE'S ACTUALLY

 OVER 90 PERCENT OF OUR KIDS ARE MAKING A

 YEAR'S GROWTH OR GREATER IN OUR MATH

 SKILLS.  AND THIS INCLUDES ALL THE

 CENTER BASED, THE STATE SCHOOL FOR THE

 DEAF, AND ALL THE MAINSTREAM PROGRAMS.

     SO IF YOU HAVE EARLY IDENTIFICATION

 AND YOU GET APPROPRIATE DEAFNESS

 SPECIFIC SERVICES FOR THESE KIDS,

 REGARDLESS OF WHERE THEIR PROGRAM

 WHETHER THEY'RE IN THE MAINSTREAM, THE

 STATE SCHOOL FOR THE DEAF AND BLIND OR

 THE CENTER BASED PROGRAM, THESE KIDS CAN

 BE PRETTY COMPARABLE TO THEIR HEARING

 KIDS.

     NOW THE BEST THING, AND THE THING

 THAT -- THIS IS THE ONLY DATA THAT I







                                        159

 HAVE ON THIS.  AND THE REASON THAT IT'S

 THE ONLY DATA THAT I HAVE IS BECAUSE IN

 THE STATE OF COLORADO, EARLY

 IDENTIFICATION IS EQUIVALENT TO EARLY

 INTERVENTION REPORTS.  THAT'S NOT TRUE

 IN YOUR STATES.  SO IF I WERE STUDYING

 YOUR STATES, I COULD PROBABLY DIVIDE IT

 OUT.  BUT BECAUSE WE HAVE KIDS IN THE

 THIRD GRADE THROUGH TWELFTH GRADE IN THE

 STUDY WHO EITHER WERE IN THE BEGINNING

 PART OF SCREENING OR WERE NOT SCREENED

 AT ALL, WE HAVE KIDS THAT WERE EARLY

 IDENTIFIED BUT DIDN'T PARTICIPATE IN

 EARLY INTERVENTION.

     SO IT TURNS OUT THAT THE MOST

 POWERFUL PREDICTOR FOR DEAF AND HARD OF

 HEARING KIDS, SCHOOL AGE, THIRD GRADE

 THROUGH TWELVE GRADES, FOR SUCCESSFUL

 OUTCOMES IS WHETHER THEY PARTICIPATED IN

 AN EARLY INTERVENTION PROGRAM THAT WAS

 DEAFNESS SPECIFIC, NOT EARLY

 IDENTIFICATION.

     THE SECOND ONE, ACTUALLY, IS WHETHER

 THEY PARTICIPATE IN EXTRACURRICULAR

 ACTIVITIES.  IT'S ONLY THE THIRD ONE







                                        160

 THAT IS AGE IDENTIFICATION OF HEARING

 LOSS.

     SPOKEN LANGUAGE IS IN THERE BECAUSE

 THERE IS SOME OVERLAP WITH SOME OF THE

 EXTRACURRICULAR ACTIVITIES WHEN THEY'RE

 IN THE MAINSTREAM.  BUT THERE'S NOT THAT

 MUCH PREDICTED VALUE FOR EITHER THE

 SPOKEN LANGUAGE OR FOR THE DEGREE OF

 HEARING.  AND A LOT OF THAT DEGREE OF

 HEARING LOSS IS TAKEN UP BY THE

 UNILATERAL -- NO, ACTUALLY, IT'S TAKEN

 UP BY THE MILD HEARING LOSS POPULATION.

     AS IN ALL OF THE CSAP RESULTS FOR

 THE REGULAR CLASSROOM AND OUR DEAFNESS

 SPECIFIC SERVICES, CHILDREN WHO ARE ON

 FREE AND REDUCED LUNCH, IT'S A DETRIMENT

 TO THEIR ACADEMIC PERFORMANCE.  AND

 THAT'S TRUE, UNFORTUNATELY, ACROSS ALL

 OF OUR SERVICES.

     WE HAVE A PROGRAM IN COLORADO THAT

 ACTUALLY FOR SCHOOL PLACEMENT, IS

 STANDARD ACROSS THE STATE.  WE CALL IT

 THE COLORADO INDIVIDUAL PERFORMANCE

 PROFILE.  EVERY SCHOOL DISTRICT IN THE

 STATE USES IT FOR PROGRAMMING.  AND







                                        161

 BASICALLY, IT'S BASED ON THE FACT THAT

 THE CHILDRENS LANGUAGE LEVELS SHOULD BE

 COMMENSURATE WITH THEIR COGNITIVE

 LEVELS.  AND IF THEY'RE NOT, THEN THE

 LEVEL OF SERVICE PROVIDED INTENSIFIES

 DEPENDING UPON THE DEGREE OF DELAY.  AND

 FROM OUR DATA, IT LOOKS LIKE THE SPECIAL

 ED TEAMS ARE MAKING GOOD DECISIONS.

 BECAUSE NO MATTER WHERE THEY'RE PLACED,

 NO MATTER -- THEY'RE MAKING THE SAME

 DEGREE OF GROWTH.  SO IF THEY'RE IN THE

 RESIDENTIAL SCHOOL, THAT'S GOOD BECAUSE

 THEY NEED THAT LEVEL OF SERVICE BECAUSE

 THEY'RE MAKING GOOD GROWTH.  AND IF

 THEY'RE IN THE CENTER BASED PROGRAM WITH

 PARTIAL SELF-CONTAINED PARTIAL

 MAINSTREAMING, THEY ARE MAKING THE RIGHT

 DECISION BECAUSE THEY'RE MAKING GOOD

 GROWTH.  AND THAT'S THE WAY WE NEED SOME

 OF THAT.

     NOW, IT'S NOT JUST COLORADO THAT

 ACTUALLY CAN SHOW THESE RESULTS.  WE'VE

 BEEN DOING SOME WESTERN STATES

 PROGRAMMING.  AND ACTUALLY, THE WESTERN

 STATES ARE ALL VERY, VERY SIMILAR TO







                                        162

 COLORADO.  THEY HAVE A STATE-WIDE EARLY

 INTERVENTION PROGRAM.  ARIZONA, UTAH,

 NEW MEXICO, WYOMING NOT SO MUCH, IDAHO,

 AND I'M PROBABLY FORGETTING ONE OF THE

 WESTERN STATES.  THE BIGGEST PROBLEM IS

 THE OTHER WESTERN STATES AREN'T GETTING

 THE REFERRALS.  THEY HAVE A STATE-WIDE

 SYSTEM, BUT THEY'RE NOT GETTING THE

 REFERRALS FROM THE SCREENING PROGRAM.

 SO THEY'RE NOT GETTING AS MANY OF THE

 BABIES.  BUT FROM THE BABIES THAT

 THEY'RE GETTING, WE'VE BEEN ASSESSING

 THEIR DEVELOPMENT WITH THE SAME

 INSTRUMENT.  AND THEY'RE GETTING

 IDENTICAL RESULTS TO COLORADO.  AND ALL

 OF THEIR SERVICES STATEWIDE, I THINK,

 ARE ALL THROUGH THE STATE SCHOOL FOR THE

 DEAF AND BLIND.  IS THAT RIGHT, MARY?  I

 THINK ALL OF US HAVE STATEWIDE SERVICES

 EARLY INTERVENTION STATEWIDE, AND

 THEY'RE ALL MANAGED THROUGH STATE

 SCHOOL.  SO WHEN WE HAVE THAT, WE'RE ALL

 SHOWING EXACTLY THE SAME RESULTS.

 WYOMING DOESN'T BECAUSE I DON'T WYOMING

 DOESN'T HAVE ANY KIDS BASICALLY.  THEY







                                        163

 ONLY HAVE LIKE 9,000 BIRTHS PER YEAR.

     NOW, WE DID A SCHOOL AGE STUDY WITH

 ARIZONA.  WE HAVE 150 KIDS.  AND THE

 AVERAGE PERFORMANCE ACADEMICALLY OF

 THESE KIDS -- THESE ARE MAINSTREAM KIDS

 WITH ONE STANDARD DEVIATION OF THEIR

 HEARING PEERS.  BUT THE MAINSTREAM KIDS,

 IF THEY'RE THEIR ON IEPS, ARE GETTING

 DEAFNESS SPECIFIC SERVICES.  SO WE'RE

 SIMILAR WITH ARIZONA ACROSS THE BOARD.

     THESE ARE JUST SOME OF THE EFFECTS

 THAT YOU WOULD GUESS WOULD BE THE

 FACTORS THAT WOULD AFFECT WHETHER OR NOT

 THEY'RE GOING TO BE SUCCESSFUL.

     SO THERE ARE MORE SLIDES IN THERE,

 BUT I JUST WANTED TO GIVE YOU THE GIST

 OF WHAT OUR RESEARCH IS SHOWING.  AND AT

 THIS POINT IF ANY OF YOU HAVE ANY

 QUESTIONS, I THINK I'D LIKE TO....

       MR. BOSSO:  WE HAVE FIVE MINUTES

 LEFT FOR QUESTIONS, THEN WE'LL HAVE TO

 MOVE ALONG AND GO TO LUNCH.  AND THEN

 WE'LL GET EVERYTHING READY FOR THE

 12:30.  SO IF YOU HAVE ANY QUESTIONS,

 THEN DR. LAURENE GALLIMORE WILL DO THEM.







                                        164

 BUT IF YOU HAVE ANY QUESTIONS, PLEASE

 ADDRESS THEM.

       FROM THE FLOOR:  ON THE SUMMARY

 OF CSAP OUTCOMES, STRONG EFFECTS OF

 OUTCOMES PRIORITIZE AND THEN EARLY

 INTERVENTION, SO THERE'S NOT A MENTION

 ABOUT SIGN LANGUAGE.  BUT DO WE ASSUME

 THERE THAT THEY GOT DEAF SPECIFIC

 INTERVENTION AND THAT SIGN LANGUAGE WAS

 A COMPONENT OF THOSE CHILDREN'S

 PROGRAMS?

       DR. YOSHINAGA-ITANO:  WELL, I CAN

 ONLY TELL YOU THAT I DON'T KNOW AS MUCH

 ABOUT ARIZONA, BUT THEY'RE HERE SO THEY

 CAN TELL YOU.

     IN COLORADO, 80 PERCENT OF THOSE

 CHILDREN GOT A DEAF SIGN LANGUAGE

 INSTRUCTOR AND WERE EARLY IDENTIFIED AND

 EARLY INTERVENTION WITHIN THE FIRST SIX

 MONTHS OF LIFE.

     I THINK ARIZONA, IF THEY GET THEIR

 KIDS -- I'M NOT SURE ACTUALLY.  I THINK

 THEY'RE PRETTY SIMILAR.

       FROM THE FLOOR:  VERY SIMILAR.

       DR. YOSHINAGA-ITANO:  YOU HAVE A







                                        165

 DEAF MENTOR PROGRAM.  I MEAN, WE HAVE

 VERY, VERY SIMILAR CHARACTERISTICS.

       FROM THE FLOOR:  THANK YOU.

       FROM THE FLOOR:  I JUST GOT AN

 E-MAIL LAST NIGHT FROM HOME IN UTAH AND

 THEY WERE SAYING THAT THEY WERE GOING TO

 PUT THE IMPLANT TEAM WANTS TO GET

 TOGETHER BECAUSE THEY'VE GOT RESEARCH

 FROM SEATTLE SAYING THAT WE ARE ONLY

 GOING TO IMPLANT BABIES WHO HAVE IT

 COMMITTED TO OR THOSE FAMILIES HAVE

 COMMITTED TO AN AUDITORY ORAL APPROACH.

 DO YOU HAVE SOME RESEARCH THAT I CAN

 SITE SAYING THAT THE OPPOSITE IS ALSO

 TRUE?  OR ARE THERE OTHER STUDIES?

       DR. YOSHINAGA-ITANO:  I DON'T

 THINK THAT STUDY -- I THINK THE STUDY IS

 NOT FROM SEATTLE.  BECAUSE THE SEATTLE

 CHILDREN'S HOSPITAL, I THINK, HAS A LOT

 OF COCHLEAR IMPLANT CHILDREN THAT ARE IN

 SIGN LANGUAGE PROGRAMS.

     BUT BEING IN A SIGN LANGUAGE PROGRAM

 AND GETTING SIGN LANGUAGE INSTRUCTION IN

 THE HOME BY A DEAF FLUENT SIGNER, I MEAN

 THEY MAY NOT BE EQUIVALENT KINDS OF







                                        166

 THINGS.

     BUT THERE IS A STUDY THAT HAS

 ACTUALLY NOT BEEN PUBLISHED.  I THINK

 THEY'RE WRITING A BOOK ON IT.  THERE'S A

 STUDY THAT'S OUT THERE NOW THAT WAS A

 STUDY OF ORAL -- MOSTLY AUDITORY VERBAL

 PROGRAMS AND WHAT THEY CALLED SIGN

 SUPPORTED SPEECH.  NOW, I DON'T KNOW IF

 YOU WOULD CHARACTERIZE YOUR PROGRAM AS

 SIGN SUPPORTED SPEECH, BUT COLORADO

 DIDN'T HAVE ANY PARTICIPANTS IN THAT

 STUDY BECAUSE WE DON'T HAVE ANY PROGRAMS

 THAT WE COULD CHARACTERIZE AS SIGN

 SUPPORTIVE SPEECH.  THEY CAME OUT WITH

 THE RESULTS THAT THERE WAS NO DIFFERENCE

 IN THE SPEECH OUTCOMES OF THE CHILDREN

 THAT WERE IN SIGN SUPPORTED SPEECH AND

 ORALISM.  BUT THE RESEARCHER CONCLUDED

 AS A RESULT OF NO SIGNIFICANT FINDINGS

 THAT, THEREFORE, NO FAMILY SHOULD USE

 SIGN LANGUAGE BECAUSE THERE'S NO

 DIFFERENCE.

     YOU HAVE TO REMEMBER THESE ARE NOT

 POPULATION STUDIES.  THEY TOOK PROGRAMS

 ALL OVER THE UNITED STATES, AND THEY







                                        167

 HAND PICKED FROM EACH PROGRAM.  SO THERE

 ARE MAYBE THREE OR FOUR KIDS FROM EACH

 PROGRAM, FROM MOSTLY PRIVATE.  I WOULD

 SAY THAT THERE PROBABLY WAS NO PUBLIC

 PROGRAM THAT WAS IN THE STUDY.  THAT'S

 THE OTHER PROBLEM.

     THEN THEY LOOKED AT THE LATE

 IDENTIFIED KIDS AND THEY SAID THEIR LATE

 IDENTIFIED KIDS CATCH UP.  NOW IT'S TRUE

 SOME LATE IDENTIFIED KIDS DO CATCH UP.

 BUT WE CAN LOOK AT ALL THE HISTORICAL

 LITERATURE, MOST OF THE KIDS DON'T CATCH

 UP.  AND THE WAY TO CATCH UP IS BY

 HAVING HIGHER COGNITIVE AND HAVING

 HIGHER SOCIOECONOMIC KIDS.  AND YOU GET

 MORE SERVICES.  SO WE KNOW THEY CATCH

 UP.  BUT THE RESEARCHER MADE THE

 INFERENCE FROM THAT DATA THAT IF YOU'RE

 LATE IDENTIFIED -- OH, NO, THERE WAS ONE

 OTHER FINDING.  THE LIGHT IDENTIFIED

 KIDS THAT USED SIGN LANGUAGE DID POORER

 IN THEIR SPEECH DEVELOPMENT THAN THE

 LIGHT IDENTIFIED KIDS WHO WERE ORAL

 ONLY.  BUT IT GIVES NO PREVIOUS HISTORY.

 THEY TOOK THESE KIDS, ENROLLED IN THE







                                        168

 PROGRAM.  THEY DIDN'T SAY WHAT THEIR

 LANGUAGE WAS LIKE WHEN THEY ENROLLED IN

 THE PROGRAM OR HOW LONG THEY'D BEEN IN

 THE PROGRAM.  SO THE RESEARCHER MADE THE

 CONCLUSION THAT, THEREFORE, LATE

 IDENTIFIED CHILDREN WHO WANT TO TALK

 SHOULD NEVER HAVE SIGN LANGUAGE.  SO

 THAT'S THE STUDY THAT YOU'RE GOING TO BE

 HEARING ABOUT ALL OVER THE UNITED

 STATES.  BUT I CAN TELL YOU RIGHT NOW

 THAT IT HAS NOT BEEN PUBLISHED.  AND I

 THINK IT HASN'T BEEN PUBLISHED BECAUSE

 IT HAS SOME BASIC ISSUES WITH THE DESIGN

 OF THE STUDY.

     NOW, IT PROBABLY WILL BE PUBLISHED.

 BECAUSE IF YOU KEEP AT IT, YOU'RE GOING

 TO GET IT PUBLISHED SOMEWHERE.  BUT

 YOU'RE GOING TO HAVE TO KNOW ABOUT THIS

 STUDY, BECAUSE THE ORALISTS ARE GOING TO

 BRING THIS UP ALL THE TIME.  SO WHO WAS

 THE RESEARCHER?  SUSAN NICHE?  IT WAS A

 BIG NIH STUDY ON SPEECH.  AND SUSAN WAS

 IN UTAH.  SO I THINK IT'S THE UTAH

 STUDY.  I DON'T THINK IT'S THE SEATTLE,

 WASHINGTON STUDY.  BECAUSE PEOPLE IN







                                        169

 SEATTLE, WASHINGTON ARE MUCH MORE PRO

 THE USE OF SIGN LANGUAGE.

     DR. NAPARCO ALSO HAS MANY, MANY

 CHILDREN WHO ARE SIGNING PLUS HAVE A

 COCHLEAR IMPLANT IN THE BALTIMORE,

 MARYLAND AREA.  IN MASSACHUSETTS AT THE

 CHILDREN'S HOSPITAL, ALMOST ALL OF THEIR

 CHILDREN GETTING COCHLEAR IMPLANTS ARE

 ALSO SIGNING.  BECAUSE THERE'S A LOT OF

 SUPPORT.  SO THERE ARE POCKETS

 THROUGHOUT THE UNITED STATES IN WHICH

 THEY ARE -- THEY HAVE PROGRAMS THAT ARE

 VERY, VERY SUCCESSFUL WITH CHILDREN WHO

 SIGN.

       MR. BOSSO:  I'M GOING TO HAVE TO

 CUT OFF QUESTIONS AT THIS POINT.  WE

 REALLY NEED TO KIND OF MOVE ON TO LUNCH.

 SO I WOULD ASK YOU TO JOIN ME IN REALLY

 THANKING CHRIS.

     AND WE'LL ADD SOME QUESTION TIME

 AFTER DR. LAURENE GALLIMORE SPEAKS.

     SO LUNCHTIME, IF YOU WANT TO CATCH

 UP WITH HER AT LUNCHTIME.

     ALSO, PLEASE TAKE THE OPPORTUNITY TO

 GO THROUGH THE SILENT AUCTION ROOM.







                                        170

 THERE ARE DIFFERENT THINGS THAT OUR

 SCHOOLS AND PROGRAMS HAVE DONATED RIGHT

 ACROSS THE HALL; OKAY?  SO GO AND ENJOY

 LUNCH.

     (CONFERENCE IN LUNCH RECESS FROM

 12:30 P.M. TO 2:00 P.M.)

       MR. BOSSO:  IS EVERYBODY READY?

 OKAY; HELLO EVERYBODY.  WELCOME BACK.

 HI.

     WE'RE GOING TO NEED TO MOVE ALONG

 HERE.  YOU KNOW OUR SCHEDULE IS, WELL,

 IT MIGHT NOT BE EXACTLY, NOT EXACTLY BUT

 I'M SECOND TO HIM IN TRYING TO KEEP

 THINGS MOVING ALONG HERE.  SO WE HAVE

 OUR FINAL PRESENTATION OF THE DAY.  AND

 WE REALLY ARE FORTUNATE TO HAVE

 DR. LAURENE GALLIMORE HERE WITH US, A

 FRIEND AND COLLEAGUE TO MANY OF US IN

 THIS ROOM.  WE'VE KNOWN HER -- I'VE

 KNOWN LAURENE FOR A LONG TIME; THRILLED

 TO HAVE HER WITH US.  I CAN INTRODUCE

 ALL HER BACKGROUND, BUT SHE THREATENED

 ME, SO I'M GOING TO HAVE TO STICK TO

 JUST A POINT OR TWO.  SO I'M NOT GOING

 TO GO INTO DETAIL.  MOST OF YOU KNOW HER







                                        171

 AND KNOW ABOUT HER ACCOMPLISHMENTS AND

 THAT EXTREMELY LENGTHY LIST.  SO WE

 INVITED LAURENE TO COME AND SPEAK WITH

 US TODAY BECAUSE SHE'S DOING IMPORTANT

 WORK FOR GROUPS ACROSS THE COUNTRY IN

 EARLY CHILDHOOD LEGISLATION AND THE

 COLLABORATION THAT IS HAPPENING WITH

 CABER.  SO THAT GROUP HAS BEEN MEETING

 OVER TIME, AND WE ASKED HER IF SHE WOULD

 COME AND SHARE WITH US SOME OF WHAT'S

 HAPPENING AND, AS WELL, SOME OF HER

 VISIONS AND WHAT THOSE IMPACTS MAY HAVE

 ON LITERACY DEVELOPMENT, ET CETERA.

     SO WELCOME TO THE STAGE.

       MS. GALLIMORE:  HELLO EVERYBODY.

 I'M A LITTLE BIT RELIEVED THAT ED KEPT

 IT BRIEF.  THAT WAS ALL RIGHT.  HE COULD

 HAVE ADDED A WHOLE LOT MORE THINGS, BUT

 I WAS THINKING DON'T PUT THAT IN THERE,

 DON'T PUT THAT IN THERE.

     WELL, OF COURSE I'M STILL HERE A

 LITTLE BIT WITH DIFFICULTY AND, YOU

 KNOW, WANTING PEOPLE TO ASK ME IF I'M

 OKAY.  I JUST WANT TO LET YOU KNOW FROM

 THE BIKE ACCIDENT, AS YOU COME UP TO ME







                                        172

 ONE BY ONE -- AND I HAVE TO TELL THE

 STORY.  I'M JUST GOING TO LET YOU ALL

 KNOW NOW I'M MUCH BETTER.  THE DOCTOR

 HAS LOOKED AT MY BACK RIB WHERE IT WAS

 BROKEN ALL THE WAY DOWN, TWO CENTIMETERS

 FROM THE SPINAL CORD.  SO THAT'S WHERE

 THE FRACTURE WAS.  MY COLLAR BONE WAS

 BROKEN.  I HAD SOME BREAKS IN MY SIDE

 BUT, THANK GOD, I'M ALIVE.  AND I DIDN'T

 HAVE EXTENSIVE DAMAGE, SO I'M

 STILL -- IN MY MIND, I'M THE OLD

 LAURENE.  I JUST WANT TO GET OUT THERE

 AND DO EVERYTHING.  AND I'M BEING HELD

 BACK SOMEWHAT BY THIS INJURY.  SO I

 REMIND MYSELF TO TAKE IT COOL AND SLOW

 DOWN.  BUT I'M REALLY OKAY NOW.  AND IT

 WILL TAKE SOME TIME, BUT I KNOW PEOPLE

 ARE ASKING ME IF I'M GOING TO GET UP ON

 MY BIKE AGAIN.  AND I ABSOLUTELY WILL.

 YOU KNOW, WHEN YOU HAVE A CAR ACCIDENT

 YOU STILL HAVE TO DRIVE AGAIN; SAME

 IDEA.

     SO I'LL BE BACK ON A BIKE AGAIN,

 ABSOLUTELY.  BUT I'M GOING TO DO IT IN A

 WISER, MORE RESPONSIBLE WAY, POSSIBLY.







                                        173

 YOU KNOW, YOU CAN'T AVOID ACCIDENTS.

 YOU NEVER KNOW WHAT'S GOING TO HAPPEN

 TOMORROW.  SO ANYWAY, SO THAT LETS YOU

 KNOW ABOUT MY HEALTH; THAT I AM OKAY.

 AND THANK YOU SO MUCH FOR EVERYBODY

 ASKING.

     I JUST GOT HERE FROM OREGON, REALLY.

 I JUST LEFT PORTLAND THIS MORNING AROUND

 6:00 A.M., FLEW INTO DENVER, COLORADO,

 CHANGED PLANES, GOT BACK UP IN THE AIR

 AND GOT INTO GREAT FALLS AT JUST 12:30.

 SO SIX HOURS FOR ME TO GET HERE TO FLY

 TO DENVER AND THEN TO HERE.  THERE IS NO

 FLIGHTS BETWEEN PORTLAND AND GREAT

 FALLS; NOTHING DIRECT.  SO I HAD TO JUST

 DO THE BEST I COULD, YOU KNOW, TO GET

 HERE.

     I ALMOST WASN'T GOING TO MAKE IT.

 LORI MORRIS, WHO IS ONE OF MY

 CO-PRESENTERS, SHE WAS PLANNING TO COME

 WITH ME SO WE COULD TEAM THIS

 PRESENTATION, BUT SHE COULDN'T MAKE IT

 BECAUSE OF SURGERY THAT SHE HAD.  SO

 ANYWAY, I'M HERE, AND WE'RE GOING TO GO

 ON WITH THE REPORT.







                                        174

     I'M REALLY HONORED TO BE HERE.  I'M

 REALLY HONORED TO SEE EVERYBODY.  SOME

 OF YOU ARE OLD FRIENDS, AND IT'S JUST

 REALLY GOOD.  IT HELPS ME LOOK BACK TO

 MY OLD TIMES AS A SUPERVISING TEACHER OF

 ELEMENTARY ED WAY BACK AND ASSISTANT

 PRINCIPAL.  SO IT'S REALLY GOOD TO SEE

 YOU ALL AND HAVE THESE GREAT MEMORIES.

     SO LET'S GET STARTED.

     I'M NOT REALLY EXACTLY DOING A

 WORKSHOP.  I JUST WANTED TO SHARE THE

 RESULTS OF THE REPORT; WHAT OUR GROUP

 HAS BEEN DOING, WHERE WE ARE.  SO I'M

 JUST GOING TO GIVE YOU A BRIEF SUMMARY

 OF WHAT WE'VE BEEN UNDERTAKING.

     IT DID IT, YEAH.  I HAD TO PRACTICE

 BEFORE Y'ALL GOT HERE, AND IT DID OKAY.

     ANYWAY, YOU CAN READ THROUGH THIS

 SLIDE.  ALL RIGHT; LET ME TALK ABOUT

 SEVERAL OF THESE POINTS AS WE GO ALONG.

 WE FIRST GOT TOGETHER IN 2005,

 SUMMERTIME, AT GALLAUDET UNIVERSITY, WAS

 THE VERY FIRST MEETING WHERE WE WENT FOR

 THE PURPOSE FOR WHY WE WOULD MEET AND WE

 HAD THOSE DISCUSSIONS.  AFTER THAT WE







                                        175

 SELECTED THE PROCESS OF -- WENT THROUGH

 THE PROCESS OF SELECTING THE GROUP

 MEMBERS AND HOW AND WHY WE WOULD PICK

 THOSE PEOPLE.  WE HAD SEVEN PRIORITIES

 IDENTIFIED.  AFTER THAT MEETING IN 2005,

 I MEAN, IT WAS A FRIDAY NIGHT AND ALL

 DAY SATURDAY AND A SUNDAY TO NOON, WHERE

 WE GOT TOGETHER AND DEVELOPED THESE

 SEVEN PRIORITIES.  WE WORKED WITH

 GALLAUDET LEADERSHIP INSTITUTE AND WITH

 CABER AND THE ROLE.  SO THAT'S WHAT

 WE'LL BE TALKING ABOUT THIS AFTERNOON.

     WHEN WE FIRST GOT TOGETHER IN 2005

 WE HAD REPRESENTERS IN THESE AREAS.  IT

 WAS A LARGE GROUP OF PEOPLE.  DISCUSSION

 WENT BACK AND FORTH.  WHAT DID WE MEAN?

 WHAT DID BILINGUAL EDUCATION MEAN FOR

 EARLY CHILDHOOD EDUCATION?  IT WAS A

 GOOD DISCUSSION AND A GREAT MEETING.  WE

 DECIDED TO SET UP THESE SEVEN

 PRIORITIES.

     WE LOOKED AT THE NEEDS.  WHAT COULD

 BE, YOU KNOW, ADDRESSED WITH BILINGUAL

 EDUCATION FOR BABIES?  WE WERE LOOKING

 AT BIRTH TO EIGHT.  AND SOME PEOPLE DID







                                        176

 BIRTH TO FIVE, BUT WE WANTED TO EXTEND

 THAT, BIRTH TO EIGHT.

     YOU CAN TAKE A FEW MINUTES TO JUST

 LOOK OVER THAT SLIDE, SEE WHO YOU KNOW

 FROM YOUR AREA, PROBABLY SOME OF YOUR

 STAFF.

     AFTER WE HAD THE LARGE MEETING WE

 WHITTLED IT DOWN TO 12.  THESE ARE FOCUS

 GROUPS, ADVISORY AND FOCUS GROUPS.  AND

 YOU MIGHT WONDER WHY WE WENT TO THESE

 12.  THESE ARE THE SCHOOLS THAT

 COMMITTED AND AGREED TO DO THE SUPPORT

 FOR THESE THREE YEARS FROM 2007 TO 2010.

 THEY PROMISED THEIR SUPPORT FOR THE

 PROJECT.  AND ALSO, THESE PEOPLE WHO

 HAVE ALREADY HAD TRAINING UNDER CABER,

 SO THEY WERE ALREADY FAMILIAR WITH THE

 BASIC PREMISE.  AND THAT MADE THE JOB

 MUCH EASIER, TO HAVE A SMALLER GROUP OF

 PEOPLE WHO REALLY HAD THE PRACTICE AND

 THE BACKGROUND TO FOCUS ON THAT

 BIRTH-TO-EIGHT-YEAR-OLD GROUP.

     WE MET AT THE INDIANA SCHOOL FOR THE

 DEAF LAST YEAR IN THE SPRINGTIME 2007.

 WE GOT TOGETHER THERE.  AGAIN, WE HAD







                                        177

 GOOD DISCUSSION, REVIEWED WHAT WE HAD

 DONE THE YEAR BEFORE OR WHAT WE HAD DONE

 IN 2005, TWO PREVIOUS YEARS, BECAUSE

 THERE WAS A TWO-YEAR INTERVAL BETWEEN

 THE MEETINGS.  SO WE HAD TO REVIEW WHAT

 WAS OUR ROLE, WHAT WERE WE DOING, WHAT

 DID WE AGAIN MEAN BY BILINGUAL BY

 WORKING WITH INFANTS.  AND THIS GROUP

 WILL CONTINUE WORKING TOGETHER UNTIL

 2010.

     OKAY; RIGHT THERE, I GOT IT NOW.

     LORI AND MYSELF ARE COORDINATING THE

 PROJECT.  WE HAD THE SELECTION PROCESS

 FOR THE MEMBERS WHICH I'VE ALREADY

 EXPLAINED.  WE HAD THE MEETING IN

 INDIANA WHICH I EXPLAINED.  AND THEN

 THIS PAST NOVEMBER WE MET AGAIN, AND WE

 AGREED TO MEET TWICE A YEAR.  WE JUST

 MET IN APRIL OF 2008.  WE JUST HAD THIS

 MEETING, AND WILL AGAIN MEET IN THE FALL

 AROUND OCTOBER, NOVEMBER.  THAT'S REALLY

 UNDECIDED AT THIS POINT.  AND WE ARE

 EXTREMELY FORTUNATE TO HAVE THE SPONSORS

 WHO HAVE HELPED COVER THE COSTS FOR

 TRANSPORTATION, THE FLIGHTS, THE







                                        178

 MEETINGS, THE PAPERS, THE MATERIALS.

 WE'VE BEEN EXTREMELY FORTUNATE TO HAVE

 HAWK RELAY BE A SPONSOR FOR THE

 THREE-YEAR PROJECT.  THEIR FOCUS IS

 HELPING TO DEVELOP THE WEBSITE WE'LL BE

 USING AND HELP WITH THE PREPARATION FOR

 THE CONFERENCE AS WELL, AND THE PREP

 PROGRAMS FOR THE MATERIALS, THE

 BROCHURES, ALL OF THE MATERIAL THAT WILL

 BE DISSEMINATED TO THE SCHOOLS AND

 HOSPITALS, ALL THE DOCUMENTATION.  SO

 THAT HAS BEEN JUST A GENEROUS GIFT AND

 AMOUNT OF SUPPORT.  ALSO, DAWN SIGN

 PRESS HAS BEEN A VERY ENTHUSIASTIC

 PARTICIPANT IN, PARTICULARLY, DEVELOPING

 MATERIALS FOR INFANTS AND FOR PARENTS TO

 USE THE SIGN VIDEOTAPES THAT WE CAN USE

 WITH OUR PARENTS AND INFANTS.  THEY'VE

 BEEN EXTREMELY ENTHUSIASTIC ABOUT

 WORKING WITH US.  THE SCHOOLS FOR THE

 DEAF WHICH I'LL NAME, THE SCHOOLS FOR

 THE DEAF THAT HAVE PROMISED THEIR

 SUPPORT ALSO GALLAUDET UNIVERSITY.

     WE SENT A LETTER TO EACH OF THESE

 ADMINISTRATORS ABOUT THE THREE-YEAR







                                        179

 PLAN, ABOUT THE SPECIFIC PHASE ONE,

 PHASE TWO, AND PHASE THREE OBJECTIVES,

 THE VISION, AND WHAT WE WANTED TO

 ACCOMPLISH, WHAT PRODUCT DID WE WANT.

 THESE ADMINISTRATORS REALLY PLEDGED

 THEIR SUPPORT FOR THE PROCESS, SO I WANT

 TO THANK ALL OF YOU ADMINISTRATORS FOR

 THE SUPPORT PROVIDED BY THESE SCHOOLS

 NAMED ON THE SCREEN.  THANK YOU SO MUCH.

     OUR GROUP HAS BEEN REALLY GREAT.

 IT'S A HARD-WORKING GROUP.  AND WAIT,

 LET ME ADD THIS BEFORE I FORGET.  THAT

 SELECTION OF THAT 12 CORE GROUP, WE CALL

 THOSE OUR FRONT-LINERS.  THAT'S THE

 GROUP OF PEOPLE WHO WORK DIRECTLY WITH

 CHILDREN EVERY DAY.  WHO WORK WITH THE

 INFANTS WHO HAVE THAT EXPERIENCE THAT

 THEY HAVE THE STRUGGLES THEY FACE

 FRUSTRATIONS WITH THIS KIND OF WORK.

 AND SO WE WERE ABLE TO GET, YOU KNOW,

 THEIR ADVICE, THEIR SUGGESTIONS.  HOW DO

 WE CHANGE THE PROGRAM TO BETTER FITS THE

 NEEDS?  AND THEIR EXPERIENCE ON THE

 FRONT LINE HAS HELPED US A GREAT DEAL.

     WE WORK WITH THESE RESEARCHERS VERY







                                        180

 CLOSELY.  CINDY BAILES MET WITH US IN

 NOVEMBER AND SIGNS OF LITERACY SHOWED

 THE LAB DISCUSSIONS AND HOW WE CAN USE

 THEIR RESEARCH, THE DATA, TO ASSIST US.

 SO WE'VE BEEN IN CLOSE CONTACT WITH

 THESE -- IT HAS BEEN A WEALTH OF DATA,

 FOCUSING ON THE RESEARCH, LONG-TERM

 STUDIES, ALSO LAMAR UNIVERSITY.  RIGHT

 NOW WE'RE WORKING WITH AUDIOLOGISTS AND

 THE SPEECH PROFESSIONALS AND LOOKING AT

 THEIR RESEARCH OF 48 STATES THAT ARE

 CONNECTED WITH INFANT PROGRAM EARLY

 IDENTIFICATION.  WE'RE COLLECTING THEIR

 DATA, THEIR INFORMATION, THE BROCHURES,

 THE PAMPHLETS, ANY KIND OF INFORMATION

 THAT AUDIOLOGISTS AND SPEECH THERAPISTS

 OR DOCTORS, BECAUSE THAT'S THE FIRST

 INFORMATION WHERE PARENTS FIND OUT THEIR

 CHILD IS DEAF.  SO THOSE -- OUT OF THOSE

 48 STATES THAT WE ALSO -- WE LOOKED AT

 THE RESEARCH.

     THERE WAS A LOT OF DISAPPOINTMENT IN

 SOME OF THE ISSUES ABOUT LANGUAGE

 CONCEPTS AND MISCONCEPTIONS ABOUT ASL.

 YOU KNOW, IT'S THE 21ST CENTURY.  WE'RE







                                        181

 HERE, BUT WE STILL NEED TO HAVE

 APPROPRIATE INFORMATION DISSEMINATED TO

 THOSE PROFESSIONALS AND CHANGE OUT THE

 OLD INFORMATION THAT DEAF

 PEOPLE -- WHAT'S IMPORTANT ABOUT ASL AND

 ABOUT THE COMMUNITY AND ABOUT THE

 LANGUAGE.  THERE'S MANY MISCONCEPTIONS

 ABOUT US.

     SO THAT WORK HAS BEEN GATHERED.

 THAT'S BEEN GREAT WORK.

     ALSO JENNIE SINGLETON, SHE SPOKE IN

 THE SPRING.  AND HER RESEARCH IS ON HOW

 A CHILD LEARNS CLASSROOM BEHAVIORS FROM

 FOUR YEARS OLD TO SIX.  THAT'S THAT

 STUDY.  AND SHE HAS BEEN WORKING WITH US

 CLOSELY AS WELL WITH HER STUDIES ON

 CHILD BEHAVIOR, CHILD LITERACY, AND

 LANGUAGE ACQUISITION.  SO THE CONTACT

 WITH THESE RESEARCHERS HAS BEEN

 FREQUENT.

     IN 2005 WE AGREED ON THESE SEVEN

 PRIORITIES.  SO THIS IS PART OF THE

 THREE-YEAR WORK.  WE'VE DIVIDED IT UP

 INTO PHASES.  THE FIRST -- AND WITH

 STUDYING THE PRIORITIES IN EACH PHASE,







                                        182

 BUT THESE ARE -- YOU KNOW, THIS

 HOPEFULLY WILL BE COMPLETED IN THE END

 OF 2010.

     NOW, I'VE GIVEN YOU THE BACKGROUND

 OF HOW THE GROUP WAS FORMED AND THE

 RATIONALE FOR THE DEVELOPMENT OF THIS

 GROUP.

     DO WE SEE THE HORSE BEHIND THE CART?

 I HAVE TO SHARE WITH YOU WHAT I READ

 TODAY.  THIS IS U.S.A. TODAY.  YOU KNOW,

 ON THE PLANE FLIGHT I'VE GOT TO READ A

 NEWSPAPER, SO IT WAS REALLY NICE I WAS

 ABLE TO GET A U.S.A. TODAY.  AND THIS

 MORNING I'M READING IT, AND ABSOLUTELY

 AN ARTICLE THAT PERFECTLY FIT WHAT I'M

 TALKING ABOUT TODAY.  NO CHILD LEFT

 BEHIND LEGISLATION.  YOU'RE ALL AWARE OF

 THAT.  THESE ARE CONCERNS ABOUT READING

 AND TESTING IN THE FIRST GRADE.  DOES

 READING IMPROVE?  THEY TEST, THEN

 PROVIDE THE PROGRAM AND THEN RETEST.

 AND OF COURSE, WE'RE NOT GOING TO BE

 SURPRISED, YOU KNOW, THERE HAS BEEN

 LITTLE IMPACT ON THE CHILD, LITTLE

 IMPROVEMENT.  THIS IS FIRST GRADERS, SIX







                                        183

 YEARS OLD.

     IT SEEMS THAT THEY CONTINUE TO SPEND

 THE MONEY FOCUSING ON FIRST GRADERS.  SO

 WHAT'S WRONG WITH THIS PICTURE?  WE HAVE

 GOT TO SHIFT THIS FRAMEWORK TO INFANTS.

 WE'VE GOT TO LOOK AT BABIES.  SO IT

 SEEMS LIKE WE'RE STILL STUCK IN THIS

 MIND SET, AND WE'VE GOT TO PULL IT DOWN

 TO WORKING WITH BABIES.  AND OF COURSE,

 IT TAKES TIME TO LOOK AT EARLY CHILDHOOD

 EDUCATION.  YOU KNOW, YOU'VE GOT A FIRST

 GRADER THAT'S NOT MAKING GAINS IN

 READING.  IN 2008 WE ARE STILL HAVING

 THE SIMILAR PROBLEMS.

     AND ANOTHER EXAMPLE, JOHN FREEBURG,

 MAYBE SOME OF YOU KNOW HIM, HE'S A

 FORMER BOSS OF MINE FROM WESTERN OREGON

 UNIVERSITY.  HE WAS MY FORMER SUPERVISOR

 THERE.  HE IS AN EXPERT AT GETTING

 GRANTS, GRANTS AWARDED TO HIM.  SO ONE

 DAY HE WALKED INTO MY OFFICE AND HE SAID

 HEY, LAURENE, GUESS WHAT?  GOOD NEWS.  I

 GOT ANOTHER GRANT AWARD, A FEW HUNDRED

 THOUSAND DOLLARS.  AND I THOUGHT WOW.

 AND I WAS LIKE WHAT IS THE MONEY FOR?







                                        184

 WHAT IS THE GRANT?  IT'S TO HELP DEAF

 ADULTS WITH LIFE SKILLS, IMPROVING

 READING AND WRITING SKILLS, COUNSELING.

 IT WILL BE ALL INVOLVED IN THOSE KINDS

 OF THINGS.  THERE WILL BE STAFF HIRED TO

 WORK WITH THOSE DEAF ADULTS.  AND I

 THOUGHT MORE DEAF ADULTS THAT CAN'T READ

 AND WRITE, DEAF PEOPLE WHO DON'T HAVE

 JOBS.  SEEMS LIKE THE SAME OLD STORY.

 BUT THE MONEY WAS AWARDED TO SET UP THIS

 PROGRAM.  AND I SAID HEY, JOHN, WE'RE

 ALWAYS PUTTING A BAND-AID ON THIS.  IT'S

 JUST A BAND-AID.  WHY CAN'T WE GET THAT

 MONEY DOWN TO WHERE IT HAS MORE IMPACT

 WITH BABIES?

     AND I ALWAYS SAY IT'S CHEAPER TO

 RAISE A CHILD THAN TO FIX AN ADULT.

 IT'S CHEAPER.  IF YOU PAY ATTENTION TO

 THE BABIES, THEY'RE GOING TO GROW UP AND

 BE FINE, IF WE MAKE THAT FOCUS THERE.

 AND MONEY CAN'T SOLVE EVERYTHING.

 YOU'VE GOT THE PARENTS, YOU NEED ASL

 CLASSES, YOU NEED HOME VISITS.  WE NEED

 ALL OF THOSE THINGS.  AND YOU CAN

 IMAGINE PUTTING THE MONEY TOWARD THAT?







                                        185

 BUT OF COURSE, THERE'S NOT ENOUGH MONEY.

 THERE'S NOT ENOUGH FUNDING TO REALLY

 HAVE THE KINDS OF PROGRAMS FOR BABIES.

 SO, AGAIN, WE NEED TO GET THE CART

 BEHIND THE HORSE.

     WE'RE TALKING ABOUT STAR SCHOOLS

 MANAGED BY DR. STEVE NOBER, ONE OF THE

 FEW WHO SET UP IN 1998, YOU KNOW,

 SEVERAL YEARS AGO.  AND WE WORKED

 CLOSELY WITH THESE SCHOOLS.  AND WE SAW

 THAT EVERY YEAR WE WOULD STUDY.  AND I

 ASKED STEVE, NOW, IN 2008, HAVE WE

 REALLY MADE GAINS?  MAYBE.  WE STILL

 NEED MORE RESEARCH.  BUT I KNOW AS

 TEACHERS COME UP TO ME AND TELL ME ABOUT

 THEIR CHALLENGES, THEY'RE LIKE, OH, YES,

 ASL AND BILINGUAL IS WONDERFUL FOR K

 THROUGH FOURTH GRADE.  BUT WE

 STILL -- ANYTIME THAT YOU COME AND SEE

 KIDS THAT HAVE NO LANGUAGE.  WE'RE STILL

 SEEING THAT IN THAT AGE GROUP WHO ARE

 NOT READY.  THEY STILL DON'T KNOW THEIR

 COLORS.  THEY DON'T KNOW THEIR NUMBERS.

 THEY MAY NOT EVEN KNOW THEIR NAME, THE

 NAMES OF THEIR PARENTS.  SO HOLD







                                        186

 BILINGUAL LANGUAGE FOR THESE KIDS AND

 GET THEM CAUGHT UP SEEMS TO BE THE

 FOCUS.

     AGAIN, WE NEED TO SHIFT THAT FOCUS

 TO THESE BIRTH-TO-FIVE-YEAR-OLDS, REALLY

 REALLY BUILD THEIR LANGUAGE.  SO STEVE

 AND I AGREED AND WERE ABLE TO SUPPORT

 THE CABER GROUP.  AND OF COURSE, WE'RE

 BEHIND, YOU KNOW.  WE STILL HAVE YEARS

 OF OBSERVATION.  AND DON'T GET ME WRONG.

 THERE ARE MANY POSITIVE THINGS THAT HAVE

 COME OUT OF THIS.  BUT STILL, WE'VE GOT

 THE PROBLEM OF ACCESS.

     THESE ARE THE UNIVERSITIES THAT WORK

 ALSO CLOSELY WITH THE STAR SCHOOLS.  WE

 TRY TO PREPARE OUR STUDENTS TO BECOME

 TEACHERS IN THE PREPARATION PROCESS, BUT

 WE STILL NOTICE SOME WEAKNESSES.

 THERE'S NOT ENOUGH EARLY CHILDHOOD

 EDUCATION EMPHASIS.  MOST OF THE

 TRAINING PREPARES US TO DO K THROUGH 12.

 AND THAT'S ALL.  AND THERE'S NO FOCUS ON

 THAT BIRTH TO THREE -- BIRTH TO FIVE.

 SO THAT'S A BIG PROBLEM.

     AND LET'S SEE; WHAT DO THEIR







                                        187

 CURRICULUMS LOOK LIKE?  WHERE'S ASL AND

 BILINGUAL, YOU KNOW, THE FIRST DAY WHEN

 A BABY'S BORN?  WHAT DOES THAT LOOK

 LIKE?  WHAT DO WE HAVE?

     MY DAUGHTER, ROSA LEE, SHE'S A CHILD

 SPECIALIST.  SHE WORKS FOR THE

 MASSACHUSETTS COMMISSION FOR THE DEAF IN

 MASSACHUSETTS.  SHE DOES A LOT OF

 TRAVELLING IN THE STATE.  AND SHE SEES

 KIDS ZERO TO 21.  AND WHILE I WAS -- YOU

 KNOW, MY DAUGHTER WAS HOME WITH ME

 TAKING CARE OF ME -- AND ACTUALLY, MY

 DAUGHTER WAS KIND OF MEAN TO ME, BUT

 WHILE DURING TAKING CARE OF ME, EACH

 TIME SHE CAME HOME AND WE GOT A CHANCE

 TO TALK AND I WANTED TO KNOW WHAT'S

 HAPPENING WITH YOUR WORK, AND SHE SAID

 I'M DOING ALL THESE VISITS.  AND LAST

 FALL I WAS DISMAYED TO FIND OUT THAT

 STILL, VERY OFTEN, PARENTS SAY THIS IS

 THE FIRST DEAF PERSON I'VE MET.  YOU

 WOULD THINK THAT THE PARENTS WOULD HAVE

 ALREADY MET DEAF PROFESSIONALS AND WOULD

 HAVE COME WITH AN INTERPRETER AND HAVE

 HAD THAT OPPORTUNITY.  BUT LAST FALL IN







                                        188

 2007, THAT REALLY IS DISAPPOINTING.

     AND WHEN PARENTS ASK DID YOU DRIVE?

 YOU CAME ALONE?  AND THEY ASK ABOUT ASL

 AND BILINGUAL AND WHAT IS THAT?  WHAT DO

 I DO WITH MY BABY BIRTH TO TWO AND WHAT

 WORDS AND WHAT SIGNS AND HOW DO I TEACH

 IT?  AND MY DAUGHTER JUST, YOU KNOW,

 GOES ON GUT FEELING; HOW MY MOTHER

 TAUGHT ME, YOU KNOW, JUST BOMBARDING ME

 WITH LANGUAGE.  SO SHE COMES HOME AND

 SHE GOES MOM, DO SOMETHING.  YOU HAVE A

 GOOD PROGRAM FOR SPEECH.  IT'S

 BEAUTIFUL.  LOOK, YOU KNOW, IT'S

 MULTI-FACETED AND PARENTS WILL GO WITH

 THAT, BECAUSE IT'S ALL THERE AND IT'S

 SOPHISTICATED.  BUT NOTHING TO GIVE THEM

 ABOUT ASL AND ENGLISH.  IT'S ALL JUST,

 KNOW, LITTLE BITTY THINGS, LITTLE THINGS

 HERE AND THERE.  BUT THERE'S NOTHING

 REALLY APPROPRIATE TO PROVIDE THE

 PARENTS.  SO NOW THAT'S WHAT WE NEED.

     WE'VE GOT TO GET OURSELVES UP TO THE

 SAME PAR AS THE SPEECH FOLKS HAVE, AND

 GET ABOVE IT IF WE CAN.  YOU KNOW, WE

 HAVE SUCH A RICH LANGUAGE.  WE NEED TO







                                        189

 BE ABLE TO EXPLAIN IT.  NOW, WE HAVE

 LATENT PROGRAMS FOR BILINGUAL WORK WITH

 PARENTS.

     THE KEY WORD THERE, AT AN EARLY AGE.

 THOSE ARE THE KEY WORDS THERE, "EARLY."

 WE'VE GOT TO START EARLY, AND THEN WE

 CAN GRADUATE THESE STUDENTS WITH

 DIPLOMAS.  THAT'S THE RIGHT VISION.  AND

 IT'S COMMON SENSE, YOU KNOW, START

 EARLY.  I'M SEEING THAT IN A FEW SCHOOLS

 WHERE THE GRADUATION RATES ARE HIGHER.

 I'M SEEING THAT BECAUSE THEY'RE STARTING

 A REAL EMPHASIS ON EARLY IMPACT.

     OUCH.

     WELL, THAT'S THE SAME ONE.

     THIS IS TRUE.  UNBELIEVABLE.  THE

 GROUP RESEARCH WITH VIDEOTAPES AND

 MATERIALS AND SIGNS, YOU KNOW, ARE

 AVAILABLE.  BUT A NETWORK OF INFORMATION

 IS THERE FOR HEARING PARENTS WITH

 HEARING BABIES.  I MEAN, IT IS

 WALL-TO-WALL VIDEOTAPES, BOOKS,

 CURRICULUMS, PROGRAMS, THE RESEARCH.

 IT'S JUST OUT THERE SO THAT HEARING

 PARENTS WITH HEARING BABIES CAN ACCESS







                                        190

 IT.  NOW WE CAN USE SOME OF THAT, BUT

 WHERE ARE THE DEAF BABIES?  WHERE IS THE

 SUPPORT FOR THEM?  THIS IS IRONIC.  I

 MEAN, IT NEEDS TO BE THE REVERSE.

     SO FAR, THERE'S ONLY ONE COLLEGE,

 WESTERN MARYLAND COLLEGE -- MAYBE THEY

 CHANGED THEIR NAME.  IT USED TO BE

 WESTERN MARYLAND COLLEGE.  NOW IT'S

 MCDANIEL COLLEGE.  I GRADUATED FROM

 WESTERN MARYLAND COLLEGE AGES BACK, BUT

 NOW I KNOW WHAT IT'S CALLED MCDANIEL

 COLLEGE.  THAT'S STILL THE ONLY ONE

 THAT'S PREPARING TEACHERS TO TEACH ASL

 TO CHILDREN.  THERE'S JUST ONE SO FAR.

     NOW GALLAUDET HAS A DIFFERENT

 PROGRAM.  THEY'VE GOT ASL AND STUDY

 PROGRAMS, SO THAT'S PREPARING STUDENTS

 TO TEACH A SECOND LANGUAGE L2 WHICH IS

 DIFFERENT.  BUT SO FAR, THERE'S NO

 PREPARATION FOR STUDENTS TO TEACH ASL TO

 CHILDREN.  EVEN OUR GRADUATE STUDENTS

 WHO WILL BECOME K-THROUGH-12 TEACHERS,

 DO NOT HAVE ENOUGH COURSE WORK IN ORDER

 TO TEACH THE LANGUAGE ARTS ASSOCIATED

 WITH ASL.







                                        191

     FEWER AND FEWER TEACHERS POSSESS

 AMERICAN SIGN LANGUAGE SKILLS AND

 PROFICIENCY.  THAT NUMBER IS DWINDLING.

 AND ASL CURRICULUM; WHERE ARE THEY?  WE

 HAVE ASSESSMENT AFTER ASSESSMENT, BUT WE

 DON'T HAVE THE CURRICULUM.  WE OVER-TEST

 BUT WE DON'T HAVE A CURRICULUM

 ASSOCIATED WITH IT.

     LOOK AT THESE NUMBERS.  IT IS JUST

 OFF THE CHARTS.  ASL TEACHERS OBVIOUSLY

 MAKE A LOT OF MONEY.  PEOPLE ARE

 SCREAMING TO FIND -- PUBLIC SCHOOLS,

 PUBLIC HIGH SCHOOLS ARE TRYING TO HIRE

 TEACHERS.  THEY'RE SCREAMING FOR THEM TO

 TEACH HEARING STUDENTS ASL.  ALMOST

 NOTHING, THOUGH, FOR DEAF PEOPLE.  WHY

 DO YOU THINK THIS IS HAPPENING?  LET ME

 ASK YOU.  GO AHEAD, LET ME BE THE

 TEACHER AND ASK THE QUESTION.  WHY IS

 THIS HAPPENING?  GIVE IT SOME THOUGHT.

 DO I SEE A HAND?

     THERE'S FEAR OF LOSING THE SPEECH

 ABILITY FOR THOSE CHILDREN, I THINK, IS

 PROBABLY MOST OFTEN WHAT WE SEE.

     WELL, HELLO.  IT'S GOOD TO SEE YOU







                                        192

 BACK THERE.  MY FORMER STUDENT.  I

 REMEMBER WHEN YOU COULD JUST -- HE

 REMEMBERS THE DAY -- THE TIME WHEN HE

 COULD BARELY SIGN.  SO THIS IS A SHOCK

 TO SEE YOU.  I DON'T KNOW WHAT WAS THAT,

 FRESHMAN IN HIGH SCHOOL?  YOU STILL LOOK

 YOUNG.  YOU'RE LOOKING GOOD.

       FROM THE FLOOR:  WHY THANK YOU.

       MS. GALLIMORE:  I TAUGHT HIM

 LITERATURE IN THE SUPERVISING TEACHER'S

 OFFICE.  AND WHY I WAS PUNISHED, BECAUSE

 I WAS READING A BOOK IN CLASS.  GOT

 BOARD, COULDN'T SIGN, HE GOT INTO A

 BOOK.  SO I SENT HIM TO THE PRINCIPAL'S

 OFFICE FOR READING THAT.  SO IMAGINE

 BEING SENT TO THE PRINCIPAL'S OFFICE FOR

 READING A BOOK.  BUT I'M GRATEFUL FOR

 THAT IN HINDSIGHT.  SO YES, THE FEAR OF

 LOSING SPEECH, YES, THAT IS ONE OF THE

 POSSIBILITIES, CERTAINLY.

     OKAY; LET'S MOVE ON.  THERE IS

 LIMITED RESEARCH.  I'LL GIVE YOU A

 MOMENT TO LOOK AT THIS.

     OKAY.  THIS IS NOT ALL, CERTAINLY,

 BUT IT'S VERY DIFFICULT TO FIND ANY







                                        193

 RESEARCH THAT FOCUSES OR SHOWS EXACTLY

 THE ASL/ENGLISH BILINGUAL IMPACT ON A

 BABY FROM ZERO TO FIVE OR ZERO TO EIGHT,

 BIRTH TO EIGHT, VERY LITTLE.  THERE IS

 VERY LITTLE SPORADIC BITS OF RESEARCH

 HERE AND THERE.  NOW, WITH DR. NOBER'S

 GROUP AND THE RESEARCH THAT THEY -- WE

 JUST HAD A MEETING RECENTLY WITH CAROL

 PADDING.  AND THERE WERE SIX OR SEVEN OF

 US, I GUESS, AND WE DECIDED AT THAT

 POINT THAT WE WERE GOING TO CHANGE THE

 RESEARCH AGENDA SOMEWHAT.  THEY WANTED

 TO RESEARCH AND PUT MORE FOCUS ON DEAF

 CHILDREN OF DEAF PARENTS.  WE NEED MORE

 RESEARCH ON THAT GROUP TO SEE HOW IT IS

 THAT THEY ARE SUCCESSFUL.  WHAT IS IT

 THAT THEY'RE DOING?  LOOKING BACK, DO

 THEY HAVE RECOLLECTIONS ABOUT LEARNING

 TO READ AND WRITE WHEN THEY WERE VERY

 YOUNG?  AGAIN, LOOKING AT INTERVIEWING

 CHILDREN WHEN THEY'RE SIX, WHEN THEY'RE

 TEN AND, AGAIN, LATER ON.  ASKING DEAF

 ADULTS, ALSO, HOW DID YOU BECOME A

 SUCCESSFUL READER?  OFTEN, SUCCESSFUL

 READERS DO NOT REMEMBER HOW THEY LEARNED







                                        194

 TO READ.  AND SO IF THEY HAVE

 OUTSTANDING ASL SKILLS AND ENGLISH

 SKILLS, THEY VERY OFTEN HAVE NO

 RECOLLECTION OF LEARNING.  THEY WERE

 EXPOSED TO STORIES ON A DAILY BASIS.

 AND SO REALLY, IT'S TRYING TO DRAW VALUE

 INTO A RESEARCH QUESTION AND BRING THAT

 CLOSER AND TRY AND MAKE APPLICATIONS

 THERE TO THE NEWBORNS AND THE YOUNG DEAF

 CHILDREN.  SO THAT RESEARCH, TRYING TO

 NOW SEEK OUT ONLY -- WE'VE ONLY BEEN

 ABLE TO FIND TWO OR THREE SURVEYS THAT

 LOOK AT THESE VERY YOUNG DEAF CHILDREN

 OF DEAF PARENTS.  MANY OF THE RESEARCH

 DATA THAT'S OUT THERE, IT'S RELATED TO

 DEAF CHILDREN OF HEARING PARENTS.  AND

 THAT'S THE DEFICIT MODEL.  THEY'RE

 STRUGGLING.  HOW IS IT THAT THEY LEARNED

 TO READ?  WELL, THE LITERATURE IS THERE

 FOR THAT SIDE OF THE COIN, BUT THERE IS

 NOT ENOUGH STUDIES THAT DEAF CHILDREN OF

 DEAF PARENTS AND THAT COHORT.  AND

 THAT'S POWERFUL DATA THAT COMES FROM

 THERE, THOSE SUCCESSFUL READERS.  HOW IS

 IT THAT THAT HAPPENED?  SO WE'RE LOOKING







                                        195

 NOW -- CAROL PADDING IS NOW -- AND

 DR. NOBER, MYSELF, THAT TEAM ARE

 STARTING TO LOOK AT THAT GROUP.  AND

 WE'RE GOING TO FIND PERHAPS SOME

 INTERESTING INFORMATION THAT WILL

 PROVIDE STRATEGIES AND HELP TO SUPPORT

 LITERACY IN THOSE YOUNG CHILDREN.

     OF COURSE, WE KNOW TELLING STORIES

 TO YOUR CHILDREN ON A DAILY BASIS HAS AN

 IMPACT.  WE KNOW THAT.  THERE'S NO

 QUESTION THERE.  HOW OFTEN?  DEAF ADULTS

 WILL SAY THAT THEY WERE SELF-TAUGHT,

 THAT THEY DID NOT LEARN IN THE SCHOOLS

 IN THE TRADITIONAL WAY, THROUGH SORT OF

 A PEDAGOGICAL MODEL, BUT ONE THAT THEY

 WERE SELF TAUGHT.  WHAT DOES THAT MEAN,

 TO BE SELF TAUGHT TO READ?  WHAT DOES

 THAT LOOK LIKE?  AND TO REALLY GET A

 BETTER UNDERSTANDING, WE REALLY NEED TO

 UNDERSTAND THAT MODEL OF BEING SELF

 TAUGHT AND BECOMING AFFLUENT READERS AND

 LEARNING THAT THROUGH LEARNING TO READ

 BY READING.

     SOME OTHER RESEARCH HERE.  THERE IS

 A LOT OF RESEARCH, AGAIN, AS I SAID, ON







                                        196

 HEARING CHILDREN.  THAT IS A RICH DATA

 FIELD RIGHT THERE, INCLUDING CULTURAL

 INFORMATION, BLACK CULTURE, INDIAN

 CULTURE.  THAT INFORMATION IS THERE.

 AND IT'S VERY RICH.  AND YOU CAN ASSUME

 THAT THE LANGUAGE IS THE BASIC

 COMMONALITY BETWEEN ALL THOSE GROUPS;

 LANGUAGE ACQUISITION, EMOTIONAL SUPPORT,

 RELATIONSHIPS AT HOME.  WE'LL ASSUME

 THAT THOSE ARE THE SAME.  THERE IS

 CULTURAL VARIATION, CERTAINLY.  HOWEVER,

 THIS RESEARCH SHOWS VERY SIMILAR THINGS

 IN OTHER WAYS.  AGAIN, VERY LITTLE ON

 THESE DEAF BABIES.

     THE DATA, AGAIN, IS NEEDED.

     OKAY.  CHECKING IN ON THE

 INTERPRETERS; OKAY.

     SO WE HAVE FRAMES OF REFERENCE HERE

 FOR CONSIDERATION.  AGAIN, I MENTIONED

 THE NEWSPAPER ARTICLE THAT I READ.  WE

 KNOW THAT PEOPLE IN GENERAL STILL HAVE

 THIS SAME FRAME OF REFERENCE, K TO 12,

 TRYING TO FIX THINGS, TRYING TO IMPROVE

 THINGS, TRYING TO WORK WITHIN THIS

 FRAME, AND THAT HAS NOT CHANGED.  AND







                                        197

 WHAT WE NEED TO DO IS MAKE A CHANGE OF

 FRAME.

     AND THAT'S YOUR THEME, IF I'M NOT

 MISTAKEN; LEADERSHIP THROUGH CHANGE.

 AND THAT'S A PERFECT TITLE FOR YOUR

 CONFERENCE.  IT'S A CHALLENGE FOR US TO

 REALLY CHANGE OUR FRAME OF REFERENCE.

 YOU KNOW, OBAMA TALKS ABOUT BEING RIGHT

 FOR CHANGE, THAT HE IS AN AGENT OF

 CHANGE.  SO CHANGE IS VERY, VERY

 IMPORTANT.  IT'S EVEN A POLITICAL WORD.

 WE SEE IT ON THE POLITICAL LANDSCAPE.

 CHANGE IS COMING.  CHANGE IS NECESSARY.

     SO HERE I OFFER SOME FRAME OF

 REFERENCE.  FIRST WE LOOK AT ORALISM OR

 ECE, AND WE KNOW THAT FRAME OF REFERENCE

 IS STRONGLY IN PLACE.  THE JOE TRACY

 CLINIC WAS -- IN CALIFORNIA USED TO BE

 RIGHT NEXT TO -- USED TO BE THE

 UNIVERSITY OF CALIFORNIA.  MY

 DAUGHTER-IN-LAW STUDIED EARLY CHILDHOOD,

 DID HER MASTER'S DEGREE THERE.  AND SHE

 INVITED ME, I WAS VERY EXCITED, TO GO

 AND SPEND SOME TIME THERE.  AND IT WAS A

 VERY, VERY IMPRESSIVE PROGRAM, AMAZING







                                        198

 IN FACT.  CURRICULUM, PARENT SUPPORT,

 THE SYSTEM, EVERYTHING WAS JUST VERY,

 VERY IMPRESSIVE.  THE ADMINISTRATORS OF

 THAT PROGRAM CAN SIGN, SO I HAD AN

 OPPORTUNITY TO DIALOGUE WITH THEM.  AND

 IT WAS A VERY WELL DEVELOPED AND WELL

 ORGANIZED PLAN.

     THE SECOND, A GENERAL SYSTEM, A

 FAMOUS QUOTE THAT SAYS "PARENTS HAVE

 OPTIONS."  WE KNOW THIS.  WE'VE HEARD

 THIS OVER AND OVER AGAIN.  WE'VE HEARD

 THIS.  WE KNOW PARENTS HAVE OPTIONS.

 PARENTS HAVE OPTIONS; C1, C2, ORALISM,

 SIGN LANGUAGE, CUBE, WHATEVER,

 ET CETERA, JUMPING ROPE, ET CETERA,

 WHATEVER.  YOU KNOW WHAT I'M SAYING.

 THERE'S A LONG, LONG LIST.  I KNOW I'M

 BEING FUNNY, BUT YOU KNOW WE TALK ABOUT

 THE CONTINUUM OF OPTIONS AND IT'S VERY

 CONFUSING FOR PARENTS.  SO WHEN PARENTS

 ARE ASKING FOR INFORMATION ABOUT ASL,

 THEY'RE GETTING VERY, VERY LITTLE.

 THEY'RE NOT GETTING PROPER INFORMATION

 AMONG THIS LONG LIST OF OPTIONS.  SO WE

 REALLY DON'T SEE THAT BEING AN







                                        199

 INFORMATIVE PLACE FOR PARENTS.

     THIS NEXT FRAME OF REFERENCE IS

 ALMOST NOT EVEN DEVELOPED YET, YOU SEE

 HERE.  WHERE IS THAT INFORMATION?

 GRABBING A LITTLE BIT HERE, A LITTLE BIT

 THERE, SOME STAR SCHOOL INFORMATION, AND

 STARTING TO BUILD A DATA BASE.  WE'VE

 SEEN SOME INFORMATION, PROGRAM READINESS

 COMING FROM THERE, BUT IT'S REALLY NOT

 TAKEN ANY FIRM SHAPE, AS OF YET.

     SO OUR GROUP DECIDED TO PUT A

 MISSION STATEMENT IN PLACE, AND THAT WAS

 JUST THIS PAST APRIL.  I'LL GIVE YOU AN

 OPPORTUNITY TO LOOK AT IT.

     IN APRIL OUR GROUP GOT TOGETHER AND

 ESTABLISHED THIS MISSION.  IT'S NOT

 FINALIZED, WILL BE DISSEMINATED TO THEIR

 SCHOOL ADMINISTRATORS, THE SCHOOLS WHO

 ARE SUPPORTING THE WORK, AND MAKE SURE

 THAT EVERYONE IS PHILOSOPHICALLY ON THE

 SAME PAGE.  AND THEN IN THE FALL WHEN WE

 GATHER AGAIN, WE WILL MAKE A FINAL DRAFT

 AND IT WILL BE POSTED AT THAT TIME TO

 THE WEBSITE.  AND WE WILL GET

 INFORMATION TO SUPPORT AND CONTINUE,







                                        200

 THEN, TO MOVE FORWARD FROM THAT POINT.

     WE HAVE A VISION AS WELL.  AND,

 AGAIN, YOU CAN TAKE A QUICK MOMENT TO

 LOOK AT THIS.

     YOU'LL SEE HERE THE SECOND ONE IS

 SIGNIFICANT.  WE REALLY BELIEVE THAT

 PARENTS' OPTIONS ARE VERY IMPORTANT.  WE

 ABSOLUTELY BELIEVE THAT.  BUT WE NEED TO

 MAKE SURE THAT THEY MAKE A WELL-INFORMED

 DECISION, AND THAT IS A VERY IMPORTANT

 PIECE.  ORALISM, CERTAINLY, GENERAL

 EDUCATION, DEFINITELY.  AND ASL

 BILINGUALISM, DEFINITELY AS WELL.  WE

 DON'T WANT PEOPLE TO MAKE DECISIONS

 BASED ON MISCONCEPTIONS OR BEING ILL

 INFORMED.

     ALSO, WE WANT TO EMPHASIZE ASL AND

 ENGLISH ARE CONSIDERED TO BE EQUAL

 PEERS.  ONE IS NOT BETTER THAN THE

 OTHER.  IT IS IMPOSSIBLE FOR A DEAF

 PERSON TO BE A WELL-ROUNDED MEMBER OF

 SOCIETY WITH ONLY ONE OF THOSE

 LANGUAGES.  CERTAINLY, ENGLISH NEEDS TO

 BE CONSIDERED HIGHLY RESPECTABLE;

 READING, WRITING.  WE CAN'T SAY THAT IS







                                        201

 OFF THE TABLE.  THAT IS A LIFESTYLE THAT

 IS AN IMPORTANT PIECE OF LIVING IN OUR

 SOCIETY.  SO WHEN PEOPLE ASK DO YOU HAVE

 A PREFERENCE, IT IS IMPOSSIBLE TO ANSWER

 THAT QUESTION.  WE WANT CHILDREN TO GROW

 UP THINKING ABOUT BOTH LANGUAGES

 EQUALLY, RESPECTING BOTH AND HAVING AN

 ATTITUDE THAT APPRECIATES BOTH.

     OKAY; VERY GOOD.

     SO NOW, WHAT WE'RE WORKING ON

 HERE -- STARTING TO BREAK A SWEAT.  GET

 THE SLEEVES ROLLED UP.  AND REMEMBER BY

 2010 OUR MONEY WILL -- WE ARE COMMITTED

 TO SCHOOLS AND TO THE PROJECT UNTIL

 THEN.  SO THE WEBSITE HAS BEEN

 ESTABLISHED.  THERE ARE PICTURES PRETTY

 GOOD, I KNOW.  WE REALLY WANT -- WE

 THREW OUT SOME PICTURES, THE ONES THAT

 HAVE DIVERSITY.  WE HAVE TO GO BACK.

 WE'RE IMPROVING THAT.  AND THERE ARE

 SOME VERY CUTE BABY PICTURES AND

 WHATNOT, LOTS OF INTERESTING BACKGROUND

 INFORMATION.  BROCHURES ARE IN DRAFT

 FORM RIGHT NOW.  WE'RE DOING A PILOT.

 WE'VE SENT IT OUT TO SOME DOCTORS, SOME







                                        202

 AUDIOLOGISTS, SOME SPEECH PEOPLE TO SEE

 WHAT SUGGESTS THEY HAVE.  AND IF, IN

 FACT, THIS WILL BE THE ONE THAT WILL

 REPLACE THE ONES THAT ARE OUT THERE.

 AGAIN, BY 2010 EVERYONE WILL HAVE COPIES

 OF OUR OFFICIAL BROCHURE BY THEN, AND

 THEY WILL BE DISTRIBUTED BY 2010.

     ALSO, WE HAVE OFTEN ASKED QUESTIONS.

 WHEN THAT BABY IS IDENTIFIED AND MOM AND

 DAD ARE LOOKING AT THAT BABY, WHAT ARE

 THEIR QUESTIONS.  HOW DO I LEARN TO

 SIGN?  WILL MY BABY LEARN TO DRIVE?

 THOSE TYPES OF COMMON FACTS.  AND THOSE

 12 PEOPLE WHO HAVE BEEN GETTING TOGETHER

 AND MEETING HAVE LOTS OF EXPOSURE TO

 PARENTS.  AND WE STILL HEAR PARENTS TALK

 ABOUT WHETHER THEIR NEWBORN IS GOING TO

 LEARN HOW TO DRIVE.  SO SIXTEEN YEARS

 DOWN THE ROAD, PARENTS STILL HAVE THAT

 QUESTION.  SO WE HAVE DEVELOPED SOME

 FREQUENTLY ASKED QUESTIONS FROM PARENTS,

 ALSO FOR PROFESSIONALS AND FOR COMMUNITY

 MEMBERS; AGAIN, DAY-ONE FACTS.

     AND THEN PUBLISHING OUR DATA, OUR

 INFORMATION.  SOME OF OUR STUDIES, SOME







                                        203

 OF THE WORK THAT'S BEING DONE.  AND WE

 WANT THAT RESEARCH -- WE WANT THAT TO BE

 STARTED AGAIN FROM NEWBORNS RIGHT UP

 THROUGH LOOKING AT READING STORIES.

 WHAT ARE SOME OF THOSE INITIAL WORDS

 THAT ARE LEARNED?  AND WHAT RESEARCH,

 AGAIN, IS OUT THERE?  ALSO, WE WANT TO

 IDENTIFY REGIONAL PROGRAMS THAT ARE OUT

 THERE; NEW MEXICO SCHOOL FOR THE DEAF,

 CALIFORNIA AT RIVERSIDE, ALL THE

 DIFFERENT PROGRAMS, INDIANA, ET CETERA.

 WHERE ARE PROGRAMS THAT ARE LOOKING AT

 THESE ISSUES.  AND OF COURSE, TEACHER

 TRAINING PROGRAM.  DEFINITIVELY, WE'VE

 DECIDED THIS IS A NECESSITY, AND WE NEED

 TO PREPARE OUR STUDENTS TO BECOME BETTER

 TEACHERS SO THAT -- FOR THAT GROUP OF

 BIRTH-TO-EIGHT-YEAR-OLDS.  AND AS I

 SAID, PEER REVIEWERS FOR THE WORK WE'RE

 DOING.

     I CAN'T EMPHASIZE ENOUGH THE

 IMPORTANCE OF HAVING DEAF PROFESSIONALS

 MEETING PARENTS FACE TO FACE.  IT'S SO

 CRUCIAL.  THEY CAN'T STAND BACK.  THAT

 EXPERIENCE FOR A PARENT TO MEET -- AS I







                                        204

 WAS TELLING YOU ABOUT MY

 DAUGHTER -- PARENTS MEETING HER AND

 SAYING SHE'S THE FIRST DEAF PERSON

 THEY'VE MET.  IT'S HER JOB BECAUSE OF

 HER JOB, HER ROLE, IS NOT TO HAVE A

 SPECIFIC PREFERENCE, BUT SOMETIMES JUST

 PRESENTING AS A DEAF ADULT, BEING DEAF,

 IS SALES ENOUGH.  IT'S A POWERFUL TOOL.

 WE CAN'T SELL THINGS, NECESSARILY.  I

 MEAN, MY DAUGHTER CAN'T PREACH.  WELL,

 SHE COULD IF SHE WANTED TO, BUT SHE'S

 NOT ALLOWED TO DO PREACHING.  BUT

 REALLY, WE CAN'T EMPHASIZE ENOUGH,

 ENCOURAGING YOU TO WORK AS A TEAM WITH

 DEAF PROFESSIONALS, PUT INTERPRETERS IN

 THOSE PLACES AND BRING DEAF PEOPLE INTO

 THOSE SITUATIONS.  PARENT SCREENING

 PROCESS IS REDUCED IN TIME,

 DEFINITIVELY, BY BEING EXPOSED TO DEAF

 ADULTS, HAVING AN OPPORTUNITY TO ASK

 QUESTIONS OF A DEAF PERSON ABOUT THEIR

 EXPERIENCE, ABOUT THEIR LIVES.

     IT'S THE SAME PRINCIPAL FOR SENDING

 A BLACK WORKER TO A BLACK FAMILY OR AN

 INDIAN WORKER TO AN INDIAN FAMILY, ET







                                        205

 CETERA.  I KNOW IT'S THE SAME OLD STORY

 BUT, AGAIN, I CAN'T EMPHASIZE HOW

 IMPORTANT THAT IS FOR FAMILIES.

     OOPS, HERE WE GO.

     THERE IT IS.  THERE, ARE YOU WITH

 ME?  IS EVERYBODY WITH ME STILL?

 EXCELLENT.  I DO HAVE A REFERENCE PAGE

 HERE FOR -- IS THERE TIME?  HOW ARE WE

 DOING?  WE HAVE A COUPLE OF MINUTES.  WE

 HAVE TEN MINUTES OR SO, THEN, FOR ANY

 QUESTIONS.  SO LET ME JUST ASK HOW IS IT

 GOING TO WORK BEST?  SHOULD WE HAVE

 PEOPLE COME UP TO THE FRONT OR WILL WE

 HAVE PEOPLE SHADOW?  THE INTERPRETER'S

 SAYING THAT SHE'LL SHADOW FROM THE

 FRONT.  THANK YOU.  ALL RIGHT.  VERY

 GOOD.

       FROM THE FLOOR:  YOU KNOW -- HI.

       MS. GALLIMORE:  HELLO.

       FROM THE FLOOR:  HI.  I'M NORMA

 JEAN.

       MS. GALLIMORE:  HI.

       FROM THE FLOOR:  ALL RIGHT; MY

 NAME IS NORMA JEAN.  I'M FROM CANADA.

 AND WHEN YOU WERE TALKING ABOUT THE







                                        206

 WEBSITE, THAT WEB ADDRESS --

       MS. GALLIMORE:  COULD YOU STAND

 UP PLEASE?  THEN PEOPLE CAN'T SEE SO

 SHE'S GOING TO COPY THE SIGNING.  YOU

 PREFER HER TO WALK ALL THE WAY UP HERE,

 IS THAT -- NORMA JEAN, WOULD YOU MIND?

 OKAY; LET ME JUST LOOK AT THE

 INTERPRETING SITUATION HERE.  OFTEN

 PEOPLE PREFER THE INFORMATION TO BE

 FIRSTHAND.  AND SO IF YOU WOULDN'T MIND,

 WOULD YOU CONSIDER THEN -- NORMA JENA IS

 NOT SURE SHE REALLY HAS A QUESTION NOW.

 I JUST WANTED TO KNOW MORE ABOUT THE

 NAME OF THE WEB PAGE.  I'LL LET THIS ONE

 GO.  WHAT WAS -- THE WEB PAGE IS IT'S ON

 THE FRONT.  IT'S THE NATIONAL,

 ET CETERA, ET CETERA, ET CETERA

 ET CETERA.  OH GREAT; THANK YOU.  DID

 YOU GET A COPY?  DID YOU GET A HANDOUT?

 NO.  IS THERE A HANDOUT?  NATIONAL ASL

 ENGLISH EARLY CHILDHOOD -- NO, WAIT;

 THAT'S NOT IT.  WE DECIDED TO GET RID OF

 BILINGUAL.  WAIT; LET'S SEE.  THE

 NATIONAL AMERICAN SIGN LANGUAGE/ENGLISH

 LITERACY -- OH, WAIT.







                                        207

     THIS EXCEPT FOR NOT BILINGUAL.

 NATIONAL ASL/ENGLISH EARLY CHILDHOOD

 EDUCATION ADVISORY FOCUS GROUP.

     SO WE TRIED TO GET IT DOWN A LITTLE

 BIT.  WWW -- REALLY, WHAT WAS YOUR

 QUESTION?  GOOD QUESTION.  IT'S A VERY

 GOOD QUESTION.  LET ME SEE.  WHAT IS THE

 WEBSITE?  LET ME SEE IF I CAN REMEMBER

 WWW -- ANYWAY, I WILL GET BACK TO YOU.

 LET ME GET BACK TO YOU, BECAUSE I'M SURE

 I'M GOING TO REMEMBER IT.

       MR. BOSSO:  AND WE'LL POST ALL

 THE POWERPOINTS ON THE WEBSITE.  AND SO

 BEFORE SHE POSTS IT, PERHAPS WE CAN GET

 THAT INFORMATION ADDED TO THE

 POWERPOINT.

       MS. GALLIMORE:  I SHOULD KNOW THE

 ANSWER TO THAT, BUT IT'S JUST A BRAND

 NEW WEBSITE AND IT'S STILL IN DRAFT

 FORM.

     OTHER QUESTIONS?  OVER HERE

 (INDICATING).

       FROM THE FLOOR:  HI, I'M HAROLD.

 OH, I'VE GOT TO COME OVER.

       MS. GALLIMORE:  SO PERHAPS YOU'RE







                                        208

 THINKING ABOUT ASKING A QUESTION YOU

 COULD FORM A LINE HERE SO WE WILL BE

 READY TO TAKE ADVANTAGE OF THAT.

       FROM THE FLOOR:  HI, THERE, VERY

 NICE TO SEE YOU.

       MS. GALLIMORE:  NICE TO SEE YOU

 AS WELL.

       FROM THE FLOOR:  I'M HAPPY YOU'RE

 ALL RIGHT.  YOU WERE SUPPOSED TO BE WITH

 US LAST SUMMER, I KNOW.

     SO ANYWAY, MY QUESTION FOR

 YOU -- CERTAINLY A GREAT PRESENTATION

 REALLY ENJOYED IT; GREAT PRESENTATION.

     MY QUESTION FOR YOU IS I'M WONDERING

 HOW IT IS THAT YOU'RE WORKING WITH THE

 L2 PEOPLE?  CAN YOU TALK A LITTLE BIT TO

 THAT, IF YOU WOULD?

       MS. GALLIMORE:  YEAH, IF YOU

 WOULD STAY.  I'M WORKING WITH JEANNIE

 FROM THAT PROGRAM FROM L2, AND SHE'S ON

 THE TEAM AS WELL AS STEVE NOBER.  AND SO

 WE ARE WORKING COLLABORATIVE IN THAT

 WAY.

       FROM THE FLOOR:  SO YOU'RE REALLY

 BRINGING THINGS TOGETHER THEN?







                                        209

       MS. GALLIMORE:  YES, PARTICULARLY

 THROUGH JEANNIE SINGLETON WHO'S OUR

 LIAISON THERE.

     HELLO.

       FROM THE FLOOR:  HI.  I REALLY

 ENJOYED YOUR PRESENTATION AS WELL.  I'M

 WONDERING IF YOUR PRESENTATION IS -- IF

 YOU'RE GOING TO DIFFERENT CONFERENCES,

 FOR EXAMPLE, MEDICAL CONFERENCES,

 AUDIOLOGICAL CONFERENCES, ET CETERA,

 SHARING THIS INFORMATION WITH THEM?

       MS. GALLIMORE:  WE DO ACTUALLY

 PLAN IN THE FALL TO DO THAT.  BUT BEFORE

 WE GO WE JUST WANT TO BE CLEAR WITH

 OURSELVES AROUND THE VISION, THE

 MISSION, AND MAKE SURE WHAT MESSAGE IT

 IS THAT WE'RE SENDING.  WE'RE STILL NOT

 EXACTLY SURE, SO WE ARE GOING TO BE

 MEETING IN THE FALL WITH SPEECH PEOPLE

 AND WITH AUDIOLOGICAL PEOPLE, YES.

       FROM THE FLOOR:  I KNOW THAT

 ANNUALLY THERE IS A NATIONAL CONFERENCE

 SO THAT'S GOING TO BE FOR --

       MS. GALLIMORE:  FOR EHDI?  YES

 ABSOLUTELY, THAT IS ON OUR AGENDA, OUR







                                        210

 RADAR; THANK YOU.

     HELLO.

       FROM THE FLOOR:  YOU WERE TALKING

 ABOUT THE ASL CURRICULUM, AND I JUST

 WANTED TO GO BACK A LITTLE BIT.  I KNOW

 I BROUGHT THIS QUESTION UP AROUND

 LANGUAGE PLANNING LAST YEAR.  LOOKING AT

 FOCUSING ON THE CHILD, FOCUSING ON

 HAVING CONVERSATION ABOUT ASL

 CURRICULUM, I GUESS IT JUST FEELS THAT

 MAYBE WE NEED TO START A LITTLE BIT

 GOING BACKWARDS LOOKING AT SOME ISSUES

 PRIOR TO THAT.  YOU KNOW, CERTAINLY, I

 WONDER IF YOU HAD ANY THOUGHTS ABOUT

 DEVELOPING THE ASL CURRICULUM AND WHAT

 SHOULD HAPPEN BEFORE THAT.

       MS. GALLIMORE:  I ALMOST WAS

 GOING TO ESCAPE BUT APPARENTLY NOT

 QUITE.  YOU'RE TALKING ABOUT STANDARDS,

 BENCHMARKERS, ET CETERA, ALL OF THOSE

 THINGS WILL BE INCLUDED SO THAT THERE

 WILL BE A WAY TO MONITOR GROWTH.

       FROM THE FLOOR:  AS SOON AS I

 LEAVE THE STAGE, I'M SORRY, THE QUESTION

 HAS LEFT MY MIND, BUT....







                                        211

       MS. GALLIMORE:  JUST POINTING OUT

 THE IMPORTANCE OF LOOKING AT STANDARDS

 BEFORE DEVELOPING THE CURRICULUM, MAKING

 ING SURE THE STANDARDS ARE IN PLACE

 PRIOR TO CURRICULUM DEVELOPMENT.

     SIR, WOULD YOU LIKE TO JUST STAY

 THERE?

       FROM THE FLOOR:  WOULD YOU JUST

 HELP ME?

       MS. GALLIMORE:  CERTAINLY I

 COULD.  I KNOW EXACTLY HOW YOU FEEL WITH

 YOUR CANE, SO I'M HAPPY TO EXTEND A

 HAND.

       FROM THE FLOOR:  I WORK FOR THE

 CALIFORNIA DISTRICT OF EDUCATION

 DEPARTMENT OF EDUCATION, AND SO I'M

 SEEING HOW YOU HAD TWO DEAF SCHOOLS

 WORKING FOR YOU FROM CALIFORNIA.  AND

 I'M DELIGHTED TO KNOW THAT.  I'M

 WONDERING, BECAUSE I DIDN'T KNOW UNTIL I

 CAME HERE AT THIS NATIONAL CONFERENCE

 THAT OUR DEAF SCHOOLS WERE WORKING WITH

 YOU.  SO I WONDER HOW YOU WILL BE

 WORKING WITH THE DEAF SCHOOLS INVOLVED

 IN YOUR PROJECT TO ENSURE THAT STATE







                                        212

 DEPARTMENTS OF EDUCATION HAVE ACCESS OR

 CAN HELP, PERHAPS, WITH THE

 DISSEMINATION OF SOME OF THE

 INFORMATION.  I WONDER IF YOU COULD

 SPEAK TO THAT.

       MS. GALLIMORE:  YES.  IN YEAR TWO

 OF PHASE TWO OF OUR PLAN THAT IS

 ABSOLUTELY A PART OF WHAT WE'RE PLANNING

 TO DO.  WE'RE NOW BUILDING SORT OF THE

 FOUNDATION FOR OUR PROJECT, LOOKING AT

 THE CONTENT MATERIAL.  WE NEED TO HAVE

 BETTER SENSE OF THE PROGRAMS, THE

 MATERIALS.  AND ONCE THAT'S IN HAND, WE

 WILL PROCEED, THEN, TO GO AND SHARE THE

 INFORMATION STATEWIDE.  BECAUSE WE'RE AT

 SUCH A NOVICE POINT IN OUR PROJECT RIGHT

 NOW, MORE INFORMATION IS GOING TO BE

 NEEDED TO BE GATHERED.  PARENTS ARE

 CERTAINLY ASKING FOR HOW THE INFORMATION

 IS COMING TO THEM, WHEN WILL THEY GET

 IT, AND WE HAVE NOT REALLY FULLY

 RESPONDED TO THEM AS OF YET EITHER,

 BECAUSE WE REALLY WOULD LIKE TO HAVE A

 BETTER SENSE OF WHAT WE'RE DOING AND THE

 MATERIALS BEFORE WE MOVE IN THAT







                                        213

 DIRECTION.  BUT CERTAINLY, THERE MIGHT

 BE POLICY MAKERS OR PEOPLE WHO WOULD BE

 INTERESTED EARLY IN PHASE TWO.  WE COULD

 GET A BETTER SENSE OF WHAT IT IS THEY'RE

 LOOKING FOR FROM US, AND THAT COULD BE A

 WAY TO IMPACT SOME OF THE WORK WE DO.

       FROM THE FLOOR:  I THINK, YOU

 KNOW, PERHAPS, I MEAN, STATEWIDE, PEOPLE

 CAN BENEFIT FROM THE WORK YOU'RE DOING.

       MS. GALLIMORE:  ABSOLUTELY.

       FROM THE FLOOR:  THANK YOU.

       MS. GALLIMORE:  THANK YOU FOR

 YOUR QUESTION.

     ONE MORE.  HI THERE.

       FROM THE FLOOR:  I JUST THINK

 LONG OVERDO, VERY EXCITED TO HEAR ABOUT

 YOUR PROJECT, AND I'M VERY INTERESTED IN

 SEEING LANGUAGE PLANNING.  WE'VE TALKED

 ABOUT LANGUAGE PLANNING IN THE GENERAL

 SENSE AND LOOKING NOW WITH THE BY-BY

 APPROACH, I THINK IT'S JUST VERY

 EXCITING.  SO IT'S OBVIOUSLY A VERY

 LARGE PROJECT.  AND WHEN OUR SCHOOL WAS

 ASKED TO GET INVOLVED, AS OTHER SCHOOLS

 HAVE, I KNOW YOU HAVE TAKEN CERTAIN







                                        214

 EXPERTS FROM AROUND THE COUNTRY.  I

 WONDER IF YOU THINK THERE'S A POINT WHEN

 A FULL-TIME STAFF MIGHT BE SOMEONE YOU

 NEED TO LOOK AT TO SUPPORT YOUR PROJECT.

 RIGHT, I FORGOT, I HAVE TO STAY ON

 STAGE.

       MS. GALLIMORE:  AGAIN, WITH STEVE

 NOBER WE ARE LOOKING AT USING SOME OF

 HIS STAFF.  AND HE'S BEEN WILLING TO

 WORK WITH US IN DOING SOME GRANT

 WRITING.  SO CERTAINLY WE DO NEED TO

 HAVE AT LEAST A FULL-TIME STAFF TO HELP

 FACILITATE THIS PROJECT AS OPPOSED TO

 JUST SOME VOLUNTEERS AND PART -- TIME

 PEOPLE PUTTING TOGETHER THEIR IDEAS.  SO

 DR. NOBER IS LOOKING NOW AT PUTTING A

 GRANT IN PLACE SO WE CAN WORK SIDE BY

 SIDE.  THAT WOULD BE A NEW POSITION IN

 THE CABER OFFICE.

       FROM THE FLOOR:  SO I WONDER,

 TOO, ABOUT TAKING ADVANTAGE OF SOMETHING

 THAT'S HAPPENING AT THE CLERC CENTER.

 IT MIGHT BE SOMETHING WE WANT TO LOOK

 AT.

       MS. GALLIMORE:  I SEE THE CLERK







                                        215

 CENTER IS REPRESENTED HERE, SO I'VE

 ALREADY GOT MY EYE ON MIKE RIGHT NOW.

 DR. DENINGER IS HERE, AND I'VE ALREADY

 MADE CONTACT WITH HIM.

     ANY OTHER QUESTIONS?  I WOULD LIKE

 TO THANK YOU ALL VERY MUCH FOR YOUR TIME

 AND YOUR ATTENTION THIS AFTERNOON.  I

 VERY MUCH APPRECIATE IT.  THANK YOU ALL.

       MR. BOSSO:  THANK YOU SO MUCH.

 THAT'S AWESOME.

     NOW, REALLY, WE TRULY DO HAVE SOME

 TIME FOR YOU TO RELAX A LITTLE BIT.  AND

 DO SO.

     AND WHERE'S PRESIDENT TUCKER?  WHERE

 IS JAMIE?  JAMIE?  WHAT'S THE SIGN FOR

 FRESHEN UP?  WE'RE GOING TO FRESHEN UP

 AND GET READY, SIGNED, SEALED AND

 DELIVERED THERE, WHATEVER YOU NEED TO DO

 TO BRING IT TOGETHER BEFORE WE SEE YOU

 AT THE BANQUET IN ABOUT TWO HOURS' TIME.

 SO THANK YOU, ALL OF YOU.

     THANK YOU, LAURENE.

     (CONFERENCE CONCLUDED FOR THE DAY AT

 3:15 P.M.)