NCDB 2020 Impact Report

Strengths

• Relationships between NCDB staff and SDBP staff are strong. Respondents are appreciative of the collaboration and helpfulness of NCDB staff.
• NCDB’s revised website resources are comprehensive, useful, relevant, and informative. Several respondents commented on the website's accessibility, organization of materials and resources, usefulness of state-specific information, and up-to-date information.
• Information from and consultations with NCDB staff are timely, relevant, of high quality, and useful for work with educators, families, and systems-change processes. Respondents praised the helpfulness and responsiveness of NCDB staff.

Challenges

• Many SDBP staff did not participate in the annual survey.
• The differences between “informal information-sharing,” “information services,” and “technical assistance consultations” are unclear.
• The “Open Hands Open Access” modules and the “Recommendations to Improve Transition Outcomes for Students with Deaf-Blindness and Additional Disabilities” have limited usefulness for some purposes, such as for coursework and online learning.

To read the full report, see NCDB Annual Survey Findings below.

Strengths

• NCDB provides responsive, helpful services and high-quality, informative products.
• Staff function well in multiple roles, including coordination, training, communication, information sharing, collaboration, and facilitation.
• Staff are prompt, supportive, collaborative, and knowledgeable.
• Staff are skilled in knowing who in the country has expertise in different areas and in linking SDBPs together to address issues.

Challenges

• There is a lack of national recognition and support for interveners.
• A disconnect exists between special education and general education.
• There continues to be a lack of awareness about deaf-blindness.

Recommendations

• Add more products with case studies and videos demonstrating teaching strategies.
• Create an introductory flyer, "elevator speech," or webinar about deaf-blind projects and who qualifies for deaf-blind services.
• Provide more opportunities at the annual DB Summit conference to network, build skills, be energized, and expand knowledge.
• Add additional mentoring, group training, universal TA, routine NCDB-initiated check-ins with each SDBP, regional liaisons, and greater leadership.
• Reduce SDBP involvement in work groups. 

The 3+2 evaluation review panel considered evidence provided by NCDB in a briefing book and presentation and during a formal review meeting. Reviewers concluded that NCDB has met most project expectations during the first two years of the project.

Strengths

• Dissemination of high-quality information and resources
• Engagement with SDBPs and national organizations 
• Depth of organizational and staff experience

Recommendations 

• Without diminishing the role of interveners or NCDB’s focus on interveners, increase emphasis on the importance of qualified teachers as well. 
• Consider the cultural and linguistic diversity of students who are deaf-blind and their families, and focus on the needs of children who have ethnic/minority backgrounds by producing materials that address diversity in the deaf-blind population and promoting culturally responsive TA.
• Enhance the usefulness of data collections through the use of qualitative measures, and consider adding focus groups to identify gaps in products and initiatives.
• Improve the efficiency and efficacy of products and TA, given new technologies and innovations.
• Identify long-term goals for information dissemination and engagement using social media and website technologies.
• Increase the emphasis on reaching a wider population (i.e., beyond well-known partners) when disseminating publications and products.
• Collaborate with national groups and organizations that support students with significant disabilities, and focus on access and progress in the general education curriculum.