Getting Your Protégé Up and Running

September 3, 2008

Chrissy Cowan

Mentor Coordinator

The First Month

Organization

Folder review

Developing a schedule

Meeting with teachers

Observing Students

The Second Month

Roles

Consulting Skills

District Forms/paperwork

The Third Month

Documenting Student Progress

Ordering Materials

Conducting evaluations

Agencies and Services

Organization on the Road

Traveling Documents Folder

Student Information Binder

Student Lessons

Teacher Packets

Examples of Contents of the Traveling Documents Folder

• District map & Mileage Chart• Campus phone numbers• District calendar• Middle school/high school bell schedule• Samples of print size• Braille cheat sheet

(see handout)

TVI Documents and Forms

Sample of a sheet inside a traveling documents folder

Print Sizes Chart

Examples of Contents of the Traveling Student Information Binder

• Student Information & Contact Record• FVE/LMA• Modifications checklist from last ARD• Eye report & Low Vision Evaluation• Current year IEP • Student Schedule• Current communications w/ others

Sample Student Information

Binder

Student Schedule

Determination of Services to Be Provided – forms from IEP

Meeting

Examples of Contents of Individual Student Pocket Folders

• Lesson Plans

• Lesson Materials

• Consultation Reports

• Progress Notes forms

Lesson plans can be simple….

Student schedule, with note at the bottom for best time to work with TVI

Examples of Documents for Teacher Packets

• TVI Information

• The Vision Itinerant’s Role

• Information on Monocular Telescopes

• Classroom Adaptations for the Student with a Visual Impairment

• VI Teacher Information-MIVI

Folder Review

Go through each student’s folder to find:VI IEPEducational placementType & amount of VI serviceGrade level/schoolFVE/LMA: recommendationsEye Report: etiology; glasses?Low Vision Evaluation: devices?

Student Data Form

TVI Information FormStudent:Vision Teacher:Phone Number:Scheduled Time to Work with Student:

Vision Teacher’s Goals for the Student:

Classroom Modifications:

 Observations: In order to determine if my objectives are being used by this student in his/her classroom, I will ask to

observe periodically. I will always notify you at least 2 days in advance to schedule a time convenient for you.

Developing a Schedule

Look at district map

Write days of week across top of folder

On Post-It Notes, write the name of each student on one note-one color for direct and a different color for consult

Developing a ScheduleIf the student’s VI time is separated out make two Post-It Notes for the same student

Place names on your file folder/calendar, spread out over the week

Using a 3rd color Post-It Note, schedule time slots for lunch, observing students, etc.

Allot time to travel between campuses

Developing a Schedule

Get names of teachers for elementary students, copy of the course schedule for middle/high school students

Set up brief meeting with teachers to share information from FVE/LMA recommendations section, discuss possible time slots to work with student (refer to Itinerant Scheduling Tips document)

Developing a Schedule

As you talk to teachers, use one index card per student to fill in VI service scheduling opportunities (days of the week and a variety of specific times). Use a highlighter to mark these times on each card

For example:

Lay the cards out and arrange a tentative schedule

Lindsey 5th Grade

Ms. Smith Harper Elem.

8-8:30 Opening8:30-10:00 Language Arts 10:00-11:30 Science/Social Studies (alternating days)11:30-12:00 Lunch12:05-1:30 Math1:35-2:35 Specials (PE, art, music)2:40-3:30 Computer Lab3:35-3:45 Closing

Developing a Schedule

Use your district map to estimate travel time/distance between campuses

Using the information from your weekly schedule pencil in an entire month

Meeting with Teachers

Give teachers a folder that may include:

• TVI Information

• The Vision Itinerant’s Role

• Information on Monoculars

• Classroom Adaptations for the Student w/ a Visual Impairment

• Documents that relate to student programming

Observing Students

Encourage protégé to do this first before working with students

Protégé should review Observation Guidelines beforehand

They should take notes while they observe

Sample of observation

notes

“Great — I’m organized, I know where to go, I know the teachers…

But what do I do??

The Role of the TVI

Share 4 documents with your protégé….

Services Provided by VI Professionals

Role of the TVI Across Content Areas

TVI Role for Students with Multiple Impairments

A “Cheat Sheet” for New Teachers (Infants)

RELATE THESE TO INDIVIDUAL STUDENTS

“How do I consult?”

Explain the difference between “direct” and “consult” service models

What does consult look like for: Students with multiple impairments?Grade level students with low vision?Infants?JUST THE BASICS AT THIS TIME OF THE YEAR

District Forms and Paperwork

Preparation for ARD’s/IFSP’s

Student Progress Reports

Paperwork specific to VI students

Special Ed. Manager, or whatever is used in district

Ordering MaterialsAPH-http://www.tsbvi.edu/Outreach/seehear/archive/

aph.htmlBraille/LT/Audio Text Books-http://www.tsbvi.edu/Education/vitextbooks.htm

Low Vision DevicesAssistive TechnologySoftwareFavorite catalogs for orderingDistrict ordering process

Conducting FVE/LMAs

Review document on requirements for FVE/LMA:

19 T.A.C. §89.1040. Eligibility Criteria

Good Procedure for FVE/LMA

“I do; we do; you do”Use a protocol that the protégé follows as you model.Plan an FVE w/ the protégéGo to as many as you canMentor should ALWAYS review and edit report before it is submitted to ARD committee

Some Resources for YouTSBVI Web Page

www.tsbvi.edu 

The RECC http://www.tsbvi.edu/recc/index.htm 

Resource Guide for Itinerant Teachers

http://www.esc13.net/vi/resources.html   

Mentor Coordinator

chrissycowan@tsbvi.edu

Agencies and Services

ESC’s

DARS-DBS

TSBVI Outreach Services

In closing…..

"Knowledge increases in proportion to its

use - that is, the more we teach

the more we learn."- H.P. Blavatsky

1831-1891