Specifications include, but are not limited to: provide a multitude of high-quality professional learning activities to promote inclusionary learning for students with disabilities to meaningfully participate in the regular education environment. Professional development activities and experiences must be aimed to enhance the education for students with disabilities within the general curriculum using researched evidenced-based instructional practices and strategies, combined with the utilization of Individual Education Programs (hereafter referred to as IEPs) to increase academic, behavioral, and social outcomes for the improvement performance in reading, writing, and mathematics.; Priority 1: Support the NH Department of Education (NHDOE), Bureau of Special Education Support regarding the unique needs of students who are Deaf and Hard of Hearing to provide information to families and schools. The information involves the National Association of State Directors (NASDSE), 2018 Optimizing Outcomes for Students who are Deaf or Hard of Hearing: Educational Services Guidelines; the National Education Accessible Materials Center, and the Universal Design for Learning Framework; Priority 2: Coordinate with the NHDOE, Bureau of Special Education Support to build and coordinate the New Hampshire Deaf Education Service Guidelines, a virtual platform offering professional learning content and eLearning opportunities to families and educators related to deafness and hard of hearing, serving students from birth through graduation that incorporates information and trainings from national organizations such as: Assist the Bureau of Special Education Support to select providers to receive customized professional learning opportunities that support the implementation and scale-up of program and service improvements decision making.; Support providers with the service options, and tools to encourage ongoing sustainable practices within their own programs to ensure students who are deaf and hard of hearing are engaging, communicating, interacting, and learning using The Deaf Education Services Guidelines.; Empower/promote active engagement from providers in their participation in the development of sustainable practices across the State as well as promoting/sharing what they have learned/done in their own programs with other districts/private providers.; Priority 3: Design and coordinate the New Hampshire Teacher of the Deaf and Hard of Hearing Community of Practice, through information resources and facilitate the continued sharing of information hrough the existing community of practice, while expanding the reach to all New Hampshire citizens via a multimedia campaign.
