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Learn about the Kindergarten - Grade 4 Workgroup

2016-17 Priorities Summary

Children and youth who are deaf, deafblind, and hard of hearing will be prepared to live independently as adults.

The priorities are:

  • As a result of information provided at the symposium and implemented through a community of practice, provide a consistent statewide evidence-based progress monitoring measure.
  • Develop leadership and organizational capacity by creating training for district leaders and parents on the Discussion Guide for use in developing language and communication focused IEPs for students who are deaf, deafblind, and hard of hearing.
  • Develop a "Compliance Review" team to review a sampling of IEPs of students who are deaf, deafblind, and hard of hearing for goals related to Language, Communication, and Social-Emotional development.
  • Disseminate technical assistance information on equal access to instruction through appropriate supports and tools to principals, Special Education Directors, RLIFs, general education teachers, and teachers deaf/hard of hearing.
  • Take a "Snapshot Survey" of students' experiences with instructional access.

Learn who is in the Kindergarten - Grade 4 workgroup.

As a Deaf parent raising a Deaf daughter, I understand the child and parent perspectives. My work in the Collaborative is how I support my daughter on her journey through the education system. The way a parent has to learn how to advocate for their Deaf child is like building a car to go 0-100 mph in 6 seconds. The stakeholders work together to help parents to be at ease and take advantage of guidelines to navigate through the big education system.

- Adan Burke, Minnesota Association of Deaf Citizens (MADC)

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