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Peer-Learning Communities

State deaf-blind project personnel are an incredibly supportive group of individuals. They work collectively to improve the lives of children who are deaf-blind and their families by:

  • Sharing knowledge and expertise
  • Working together to solve problems
  • Collaborating to provide services 

To make this type of networking across state lines as easy as possible, NCDB offers peer-learning communities (PLCs). They are primarily for state deaf-blind projects but depending on the group may include representatives from other national entities. 

Learn more about Peer-Learning Communities for State Deaf-Blind Projects

Current PLCs are listed below. If you are interested in joining any of these, please connect with the relevant contact person. All PLCs have time and effort expectations. See Readiness for Targeted TA from NCDB for general information. Additional expectations for each group can be obtained from the group contacts.

This page was updated in October 2021. If you would like to join a group below, please reach out to the PLC contact person.

Identification and Referral

Strategies to Increase Identification and Referral

This PLC will focus on supporting activities to increase identification and referral of children, birth through 21, through collaboration with statewide systems. Members will discuss a variety of topics including analysis of child count data to identify existing patterns, and how to work with state partners (e.g., state departments of education, Part C, EHDI, Hands & Voices, schools for the deaf and blind, and health care providers) to identify needs and goals.

Contact: Emma Nelson –, (503) 504-4836 and Robbin Bull –, (503) 831-4649


Family Engagement

Family Engagement Coordinators

Family engagement coordinators, or other state deaf-blind project personnel leading family engagement activities, connect online to expand their knowledge of effective strategies for serving families and share their experiences and resources.

Contact: Megan Cote –, (913) 707-3280


Interveners and Qualified Personnel

Training Interveners Group

State deaf-blind project staff who train interveners meet to discuss obstacles, challenges, and successes, and share strategies to enhance the training, promotion, and use of interveners.

Contact: Kristi Probst –


Improving and Implementing Professional Development Practices

This PLC covers professional development systems and best practices. Members will use the Professional Development Common Project Measure Checklist to conduct self-evaluations of their project’s current professional development activities. Other activities include presentations by outside experts about professional development systems and the development of state plans to improve professional development practices.

Contact: Emma Nelson –, (503) 504-4836


Technical Assistance

Child-Specific Technical Assistance

This PLC’s main activity will be a group problem-solving process in which participants take turns presenting a problem or issue they are having in their TA and gather support and feedback from the group. Additional activities will be based on the needs of the members using a group decision-making process.

This group is open to new members. Contact Sam if you would like to join.

Contact: Sam Morgan –, (516) 833-8311


Improving Transition Outcomes

This PLC is for state deaf-blind project personnel who have plans to focus on transition issues in their states. We will explore systems, laws, and practices that impact transition outcomes for students with deaf-blindness and additional disabilities. Members are expected to explore current practices and systems within their states to to identify opportunities to partner with other organizations and agencies on systems-change activities to improve outcomes for students.

This group is recruiting new members. Please contact Mike if you would like to join.

Contact: Michael Fagbemi –, (516) 393-7596 or Ellen Condon  – 

PDF DocumentResources for Improving Transition Outcomes: Transition Outcomes Peer Learning CommunityPDF Document|130.8 KB