For pdf version click here.

What is Technical Assistance? Intensive and specific technical assistance (TA) is available by
request to families, service providers, schools or districts. TA may be provided on-site or it may
involve distance technology. It may also involve specific training opportunities to LEA and/or
AEA staff. Through the provision of TA, the goal of Iowa’s Deafblind Services Project is to
increase educational achievement by supporting teams requesting assistance with assessment,
designing instructional programs and regular, ongoing implementation of program
recommendations. The Project also has a focus on improving transition services for youth who
are deafblind and the achievement of post-secondary goals.

Contract Agreement: The purpose of this contract is to ensure all key players are in agreement
of what is needed to provide the best quality of service for the student. The purpose of the
Deafblind Technical Assistance Team (DTAT) is to assist and support current services already in
place through on-site technical assistance, provision of resources, and training to teams of
children who are identified and registered on the state Deafblind Registry. (Intensive services
may be defined as more than 5 visits and no more than 1 year).

Overview: When the DTAT/Deafblind Project provides intensive and/or long-term support to
train school staff in implementing intervention strategies with a specific student, there are
general procedures and processes that are worked through that involve significant resources from
both the LEA and the AEA. When a request for Technical Assistance is made to the Deafblind
Project, you can expect that the DTAT will do the following:

  • Review the child’s current Individualized Education Plan (IEP) to become familiar with
    the child’s educational program, classroom placement and goals prior to initial TA.
  • Request video of the student engaging in the targeted behavior, routines or interactions that
    are the focus of the TA. This may be completed as part of an initial review prior to
    arrangement of an on-site visit.
  • Gather and collect data while observing the student in various environments that may
    include school, community and/or home.
  • Observe and record (video if permission is given) the student’s interactions with peers and
    staff
  • Provide a written report of the TA provided and plans for on-going assistance.
  • Request that key team members, including parents, attend a meeting to discuss
    recommendations for the TA visit.
  • Develop a plan for implementing programming, which targets the area of focus for the
    student based on collaborative work with the student team.

Expectations and Responsibilities

Parent: 

  1. Attendance at meetings for your child; participate in DTAT meetings and student
    planning
  2. In every best effort, make sure my child is at school every day in the absence of
    illness, appointments, hardships, etc. Seek assistance with school attendance if
    obstacles arise.
  3. Communicate to the team any and all changes in health, medical recommendations,
    and/or family history.
  4. Collaboration with all outside providers to enable team access to assessments,
    evaluations, reports, intervention recommendations via exchange of information
    consent.
  5. Ask questions about your child’s services. Ask and be informed regarding all service
    options.

DTAT, AEA Support Staff (TVI, O & M, AUD, TOD/DHH)

  1. Complete and share Functional Vision Assessment (FVA).
  2. Complete and share Learning Media Assessment (LMA).
  3. Provide a current hearing evaluation and/or results of most recent evaluation
  4. Complete and share a Functional Listening/hearing evaluation (FLE).
  5. Complete and share orientation and mobility assessment or screening.
  6. At least two AEA staff members will be present when DTAT team member is
    present.
  7. AEA team members will participate in any additional assessments needed with
    DTAT team (may include SLP, OT, PT, psychologist, etc.).
  8. AEA team members will be present for intervention and coaching sessions.
  9. At least one AEA staff will lead future coaching and consultation for LEA staff.

LEA Staff (Special Education Teacher, Para Professional, Nurse, Counselor, General
Education Staff)

  1. Participate in the on-site TA and make yourself available as needed.
  2. Participate and collaborate on any additional assessment needs with the AEA building
    support staff and/or DTAT members.
  3. Participate in design of instructional strategies and supports if necessary. Assist in
    working with the student as necessary/requested.
  4. Be honest and forthright regarding concerns about the practicality or ability to
    implement proposed programs or ideas.

LEA Administrator

  1. Participate in DTAT meetings and student planning.
  2. Allow teaching staff time and financial support to attend seminars, classes, and/or
    workshops regarding their student’s disability.
  3. Have the majority of staff to run the program available the first day of training (and
    throughout the training). Staff should be those individuals who will be working with
    the student long-term.
  4. Have an administrator assigned to ensure material and facilities resources are
    appropriate and in place, as well as to make expectations clear for LEA staff who will
    work with the student.
  5. Allow staff time for team meetings.
  6. Have all staff necessary to maintain a program available by an agreed upon time.
  7. Full engagement by LEA staff in observing implementation of the plan and in
    understanding the theory driving plan development.
  8. Commitment to implement the strategies as written and to help the team identify
    potential barriers to success and instructional strategies plan.

Intensive Technical Assistance Request