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Demonstrates thoughts and ideas effectively using oral, written, and nonverbal communication such as AAC devices, skills in a variety of forms and contexts.
Listens effectively to decipher meaning, including knowledge, values, attitudes, and intentions.
Uses communication skills for a range of purposes and audiences (e.g. to advocate, to inform, instruct, motivate, and persuade).

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Demonstrates honesty and care for the interests of the larger community and greater good.
Including honoring commitments and owning the outcomes, whether positive or negative.

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Demonstrates their own learning and academic skills. Including an ability to research, ask questions, set goals, and monitor progress.
Demonstrate social and developmental skills that in order to lead independent lives, apart from school and family structures.

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Demonstrates ability to identify, evaluate, and select solutions to difficult or complex situations.
Including the ability to implement and reflect critically on the feedback in a situation. As well as respond productively to feedback, praise, setbacks, and criticism. Demonstrate the ability to self-advocate in various situations.

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Demonstrate the ability to work effectively in a climate of ambiguity and changing priorities.
Demonstrate agility in thoughts and actions.
Including the ability to understand, negotiate, and balance diverse views and beliefs to reach workable solutions.
Demonstrate flexibility when acclimating to various roles and situations.

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Demonstrates willingness to learn, use, and master digital tools to maximize access to opportunities and learning.

Including the use of social networking tools safely, ethically, and efficiently.
Leverage appropriate tools to consume, create, communicate, and connect.
Demonstrate ability to appropriately integrate assistive technology into daily life.

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Variety of modes of communication.

Listens effectively (and not just "speaking")

Using knowledge and experiences to convey and understand messages

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it breaks down the communication the variety of ways we can communicate

I like they cover the specfici range and purposes of communication and focusing on self advocy and are broad

critical that they have the ability to communicate and that it includes self advocay

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No comments in this area.

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the inclusion of different modalities; the different reasons we communicate; and its comprehensive.

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Our school had always been about communication and is a broader term

They added nonverbal as well

Encompasses a broad definition

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The definition covers a lot of different means

The definition includes a lot of different reasons for communicating

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Will this get more clear as far as how this will be evaluated. How do we assess these. How will it be measured as far as success.

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Communication is the number 1 thing

Communication means being a good listener

Communication changes based on purpose and audience

A good communicator is able to advocate. Advocating requires strong communication skills.

Communication can be used for a variety of purposes. Listening first is important.

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We Like:

includes deciphering meaning, attitudes & nuances of communication.

the example to advocate and inform.

We wonder:

how will MSDB measure students in this compentency

what approaches will be used on the different aspects of communication

about determining modes of communication

What if:

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Doesn't include ASL (expressive and receptive components of ASL)

Braille is not included.

Tactile/sign into hand/protactiile?)

"...oral, written, AND/OR nonverbal..."

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We included MT curricular standards

What if these ideas were connected to curriculum standards that we already have assessments

What if we listed more ideas for different audiences (casual vs formal for example)

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about including social relationships and aspects in this definition including the nonverbal communication in these relationships and the social emotional piece tied to communication. We wonder about including more than just AAC in regards to communication as there are a variety of tech pieces that could be considered. How can we better model communications (including the time to make that happen)? We wonder if we are considering the "whole child" and how to package them all in the definition so that it is all encompassing? We wonder if our students will have the skills to self advocate for their communication needs? We wonder what it would look like if all students were empowered and equipped in all these communication areas?

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I'm curious about how this will be completed

communication within the technology realm - define all the different ways, VP, interpreters, how to use the technology as a comuunicator

be confident and proficient with acceisbly techniques for communication

make sure to expand the AAC and be more specific with that term

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How will we know if graduates are strong communicators?

How will MSDB graduates learn to be strong communicators? Will there be specific classes or focused on throughout the school day?

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what is AAC have the definition with acronym

Some concerns about it being written for adults in our profession

Does it need to be more student friendly

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Last statement - owning the outcomes

Honoring committments - following through

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students don't have access to their preferred communication mode/technology/language facilitator? Do they have the skills to still communicate?

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we have ASL (written out as American Sign Language) on there as well not assuming acronyms known by all

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I like the fact that children can understand that they are part of something bigger - that they are contributing to a larger community and their input is valued.

This seems to include the empathy piece of this.

I think this causes students to think outside of themselves and the 4 walls of MSDB.

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First part is a little unclear as to what is meant - greater good of what?

Maybe change to honor and respect for the interests....

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that it talks about honoring commitment and accountability

that the good of the group is mentioned. Sometimes we have to go with ideas that aren't ours.

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What if we succeed? That would be awesome.

We support families by suggesting that they consider communication as a way to create a healthy family.

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Focuses on how we receive information (listening) as well as the expressive.

Like that it includes both non verbal, oral and written communication.

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if there is a place for compassion and sympathy as that is not the same as caring.

if there is a place for tolerance and "walking in someone else's shoes.

if cooperation should be a part of this section.

how much being a good communicator influences being a responsible citizen.

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We Like:

definition of responsible citizen

larger community and greater good

honoring the commitments to being a responsible citizen within all areas of life

We wonder:

How will the students take personal responsibility for their commitments within their environment.

have more collaboration within the community and to be mindful of one another

What if:

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About adding American Sign Language, both signed and tactile, to the definition.

How will this be implemented over time?

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The accountability is added to this term

Word responsible is important for our students

It is more than just education and valuable in the long run

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empathy is more clearly mentioned in this section.

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We like: sounded good, nothing negative, easy one. Would like to add use of sign/ASL in addition to oral, feel this is a big competency, top of the list, feel this is important in all organizations and with students and highlight effective communication with others either written or verbal. No objections. Communication and structure biggest problems. Look at all formats of communication and resources. Active listening.

I wonder:

How integrate alternate language and cultural competencies and how to implement them.

How teaching the active listening as a communicator.

How to address the language barriers and when students don't have access to language in all environments and learning to actively list.

What if:

listened to the students and teachers and look at a bottom up structure for communication giving students a stronger voice, needs of students versus staff

we have more student centered approach and building on that concept

students lead their own conference

looking at all different communication needs, establishing role models, peer support,

What if all communication was equally accessible for all students in all environments.

Our outreach is great as a mentorship for parents and students and schools. Build on mentorship and role models to support communication .

As role models, MSDB can be a model for using accommodations, support, staff mentorship, breakdown barriers, for both visual and deaf, set up environmental demonstration of modeling good communication, lead by example.

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owning the outcomes whether positive or negative

honoring commitments including civil duties - voting, volunteering or giving back to the community, understanding of government and how things function,

including their rights under ADA

educates the public as well as themselves

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I wonder what will happen within MSDB to help our students know that they are part of a bigger picture, for example will there be outside speakers, doing things in the community (ELVS), etc.

How will students gain self awareness to know if they are good citizens.

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Use the word "accountability" in the definition

Change greater good to diversity of community and culture - to limit excluding a group

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include something about comminucation as that makes you more indpentdent

don;t like "apart from school and family structures" - want to take that out - leave it more open ended because a lot of family will still have family support

add something about developing self confidence or self esteem or self awareness - courageous, risk taker and figure things out

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if it is to broad/vague of a definition

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honoring the commitment and both the negative and positive outcomes. We like that this definition is more succinct and may be easier for all levels of students to understand the expectations.

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We like.....

This needs to be more than academic skills. It needs to include social skills, independent skills, life skills, problem solving, conflict resolution, ....Being independent means a lot more than being academically prepared.

Social skills are a big part of this. This includes the ability to advocate for yourself. Students need to recognize on their own how to have a conversation without help.

Being a good communicator ties into this competency.

Independence = being a good communicator.

We need to build the skills above (social, life skills, problem solving, conflict resolution) or else academics will suffer.

It takes confidence to be an independent person.

We wonder....

How will the needed skills be built into current curriculum? And, what age will this be started? It needs to be started as early as possible.

I wonder what past graduates would say they needed, but did not get in their years of school...

What if.....

What if we don't make this a priority? The academics won't come together as they should without these skills.

What if teachers won't buy into this..... are stuck in their teaching ways? Are stuck in biases?

What if students can't generalize these skills?

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First section - detailing what it includes

Includes setting goals

Monitoring progress

Prioritize

"apart from school and family structures"

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that they need to demonstrate.

setting own goals and self monitoring is part of this

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about kids who due to the nature of disability may not live separate from family structure... how do they fit into this definition

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we added responsibility for, or owning your own learning

we change wording to be more inclusive of individuals who might not live away from support system.

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does it include the concepts of building small at the most basic level? We wonder what "the greater good" means? We wonder how it can be incorporated into curriculum throughout the year at every grade level? Do teachers have time to teach this? How do we tie it to the ECC?

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we can't define the greater good? we can't agree on the interpretations of being a good citizen, etc.? What if a student doesn't want to be responsible?

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We Like:

demonstrating the social and developmental skills

development of independence and skills to thrive and development of autonomy

We wonder:

balance of indepence and self sufficient but having intradependence and maintain role in the community

What if:

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Wording on the last section is not clear.

Developmental includes self-help skills?

Include the word self-advocacy

What does a "successful" person look like

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I like:

like the students thinking beyond themselves

responsible decision making

like what this says

add take responsibility for their own decisions and actions, your decision your choice outside of commitments.

accountability

I wonder:

What is currently happening, how is decision making being implemented

how define and bridge to student success

add supported decision making

like the student embassador concept- how connect to outreach students

What if:

look at well rounded citizen in all aspects of life

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Add Self-Advocacy

Add Prioritize

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focuses on self not others

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that we are considering and including more than school campus lives but that it is considering family structures. We like the first sentence--very concise.

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critical thinking and problem solving are really equally needed.

recognition of the need and that it is "time" to ask for help.

how will we measure success?

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selecting solutions was part of asking for help/self advocating

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that the definition is very complete

that advocating is included

that problem solving is included

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Feedback - both positive and critical

Good place for the self-advocacy

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if there is way to make this include more of the family structures and the communities across Montana. We wonder about considering students with greater levels of needs and what 'independence' looks like for them compared to more traditional or functional students. We wonder about considering support levels for all levels of independence.

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We like:

the ability to reflect critically in situations in order to move past and understand

the ability to self-advocate to productively to feedback

We wonder:

Grow mind set, be open to be a problem solver

What if:

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it encompassed all situations not difficult/complex

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this one is well written

that this is all important

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it is a global standard and good to have for all people

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we borrowed some of the definitions and competencies that didn't make this final cut and included aspects of them within the "Independent Person".

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Adding something about being a critical thinker

What would the results look like for a successful problem solver?

Include something about being able to see the "big picture".

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Flexible thinker and problem solver are very much in similar catagory

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I like:

independent choices and with volunteer program let students have more choice and involvement.

builds on responsible citizen

like the definition addressing all areas of independence for a person

What if:

Students have more choice

what is "demonstrates their own" criteria

Wonder:

how will accountability and ownership be demonstrated by the students, for their own success and involvement,

Individualizing the definition of independence

add "to their ability"

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that these are all so connected

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I wonder - if we shouldn't;t add the ability to take risk, accept failure,

Like the accept feedback and critism - then you know what you need to improve or work on

problem solving with other people -

give appropriate feedback

I wonder - expanding with - "in different situations - personal, work, etc

Out of the box thinking - creativity and adaptibility within the solving of the problem

how to self advocate well - what does that mean - and indifferent situations/settings

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that a problem solver has to deal with both negative and positive feedback. We think the current definition includes everything.

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if we need to simplify the language we use with this one?

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if we could add something on keeping up with all the latest technology.

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We like:

Acclimating to various roles and situations; the power to collaborate as a team; come together and work together

the ability to negotiate and reach workable solutions while balancing diverse views

Accepting diversity and the ability to be culturally sensitive

We wonder:

does the title flexible thinker capture the full definition

What if:

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If this is going to become more and more important

The ability to integrate tech is going to become essential

how AI is going to impact...

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we had a better definition for what self-advocating is (and is not).

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it is good stuff having this competency here

A balancing of diversity

Flexibility is good in society as well

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I think the part I like the most is demonstrate agility in thoughts and actions

It ties well with problem solver and blends well

I like the last part - it sums it all up

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technology is huge in the VI world and the need for this competency is important

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What is the impact of a student who is a successful problem solver on the outcome?

How do we include theory of mind into a student's ability to problem solve? which is impacted by the sensory deficit.

What if the first part was more real life/down to earth/lay person's wording.

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that this competency includes higher level processes. We like that it includes ambiguity. We like that it includes the gray area and not just black and white thinking.

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this is an important skill in todays world

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I like:

don't like select solutions- what more focus on self thought and critical thinker, create .

make more simplified and concise

interesting to have the work praise in the definition

look at role models again and self advocay and how is this being demonstrated, enrichment time.

How is critical thinking developed and supported and rewarded.

Advocacy can be difficult when put into other environments,

Expanding beyond the classroom.

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We think....

Problem solving is a great skill that we continue to learn as adults.

We have created a society of helicopter parenting, so it is important to give these skills to students.

All kids, and adults, need to learn this.

I like the definition because it talks about being able to reflect on criticism/disagreements. Self-reflection is in this definition and this is good. Conflict resolution is hard for kids and adults. Correction is hard for kids and adults because their view is skewed.

Problem solving is a part of life - how many problems do we face and solve each day?

We wonder...

We wonder if we are using teachable moments to the fullest - using real life experiences, role modeling, allowing students to make mistakes, facilitated/supported problem solving, etc.

What if....

What if we don't teach students this... quality of life will be diminished. This will impact their peer relationships, family relationships, work relationships - many different things.

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We like:

inclusion of the use of social networking safely, ethically, and efficiently.

Balance of use of technology

the importance of using technology safely and as a tool

We wonder:

will learners have access to technology

will they have the resources to attain access to the technology

What if:

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about including times/environments beyond 'ambiguity' in when you would need to be flexible--times of joy, frustration, etc. We wonder about making this definition easier to understand for our younger learners. We wonder if most adults have the ability to demonstrate what this is asking?

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if they will have the resources to find the technology they need to keep up with ever changing possibilities and the training on its use.

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Balancing diverse views (incorporates Theory of Mind, perspective, personal experiences)

Demonstrate flexibility in various roles and situations

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I like:

there is a lot to this definition.

the last sentence summarizes well- keep it simple as a flexibility

this covers a variety of situations

"diversity, equity, inclusion"

I wonder if it can be simplified. be more concise in the definition,

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we included some of the flexible/adaptable traits our unique population has, such as communicating with one another, etc. What if we included in the definition the ability for our students to learn about perceived biases and adapt around them.

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Wording in the last sentence seems off.

What does agility mean? Same as flexible?

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I like the most - the choice of words - "willingness" to learn I really appreciate that

safely and ethically - great to include

have patience in helping others help understanding how to use the tools to communicate

ways to access after leave the school, connecting with VR or other agency so that they have the technology

as technology changes - what's the process to get the updated tech

list of internet sites to access - programs avabilae in the state, MonTech, etc

Understanding how to access outside agencies and getting them connected

understanding how to adapt and learn new technologies - they change so fast

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how this will benefit them long terms working with older clients who became blind later in life struggle with assistive technology

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We like....

It is important that everyone has value, whether we agree or not, and we should treat it as such.

A boss once told me, "Let's love this idea for just 5 minutes", and this put us in the mindset to put aside our own mindset and see what happens.

WE, as adults, have to practice flexible thinking, not just our students.

I think it is easy as staff (teachers, etc) to not be flexible, but to expect it from our students.

Practice what you preach.

Children will respond to what they see and what they experience. If children are experiencing someone with a closed mind, their world becomes smaller. WE need to model it.

We wonder....

Who holds adults accountable for being an example of flexible thinking?

As Outreach, I need to be a listener and flexible thinker, and this is what makes a good team that gives student outcomes.

What if....

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how is family buying into this?

how will state standards support this?

if state standards could acknowledge the expanded core curriculum for VI and DHH in order to better support these competencies?

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if we can have role models come in such as community members to speak with students more.

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Change some of the language - layman's terms - understood by more people

Too many words

Maybe the definition is broader with the specific words being in the categories

Add self-regulate emotions

Open-minded

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that the students selected this one and recognize this as a need. I like that is includes the safety component for social media and the ethics involved (not abusing tech). We like that it encompasses areas of the ECC and helps focus on assistive technology.

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I like

the definition covers many important areas

is a mouthful, but good. Looks at ethical component. Reflects well

What if

use the work assistive technology? What is the difference between digitally literate and AT

Can we condense the definition? Has a lot of areas it is covering

Wonder:

Are we teaching all platforms? How much is too much and how do we cover all areas of digital literacy.

Add the ability to filter, research, what is "fake" and what is "real". Fact vs opinion. Add component of fact checking. Prepare for the world of AI

Tie to the other competencies of responsibility, etc.

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about the title? This is a bit garbled and confusing. Can we simplify and highlight the important pieces within the definition?

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Use social networking tools safely

Last sentence - integrating assistive technology into everyday life