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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
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
