Lesson Ideas for Self-Determination [Silence] >> Scott: Good afternoon everybody, I'm Scott Baltisberger. >> Chrissy: And I'm Chrissy Cowan. >> Scott: And we are with... Texas School for the Blind and Visually Impaired Outreach Department and thank you for joining us for this webinar on Self-Determination. >> Chrissy: You know, there's been such a push now for the Expanded Core Curriculum and assessing kids... in the ECC and so when it comes to one of the areas of the ECC, which is self-determination, we really weren't sure how to define that or how to find curriculum for it. And so... what we knew when we worked with children is that they don't -- they really don't know how to advocate for themselves. So we are -- instead of focusing on self-determination, we're-- we're focusing on a little subset of self-determination, which is self-advocacy... And so when it comes to children advocating, they're really raised not to speak up. They're raised to be compliant, and so when you put them in a classroom situation where they're having to... say to someone, 'I need this, I need- you know- this sized print or I need my materials in Braille,' They're real uncomfortable doing that. So Scott and I felt like we needed to-- to work on some specific ideas or curriculum that would help TVIs and COMs, too, work with children in the area of self-advocacy. >> Scott: Right. And I think-- I think that's a real good point that... particularly if a child might need to-- feels they're in some way disputing what an adult is saying or, you know, correcting what an adult is doing, it's very, very difficult for them to speak up, unless they've got some prior... practice doing that. I guess the other point of this, or the other thing we're looking at with this model, we wanted something that could be easily adapted for the itinerant model, so something that an itinerant teacher could bring to her student and just sort of unpack right there and use-- you know, integrated into their-- into their-- their regular lesson plans. Just to begin with, we'd like to hear from some of you guys out there, you know, what your experience has been teaching self-advocacy with students... You know, what, what observations have you made or what-- with kids and... what-- you know, how do you teach self-advocacy? >> Chrissy: Yeah, how do you teach self-advocacy? Is it something that you do... in the moment, incidentally, when you find out from a student that say, for example... And I've heard this from a student before, 'My social studies teacher tells-- hands me a piece of paper and tells me to do the best I can.' "Or my math teacher tells me to run to the office and enlarge this while the rest of the kids are working.' So do you do this kind of work in the moment or do you plan for it? What, what are you all doing? So our rationale for this is that we feel that this curriculum is going to deal with the day-to-day issues that come up in education for children with visual impairments... Our hope is that the set of materials that Scott and I are going to share with you... are going to teach the critical skills that children will need, not only in school, but also for... employment... They're going to be able to-- need to be able to advocate for themselves on the job as they are in school. And so this gives them guided practice. When you work on a set of skills like this, this gives them guided practice so that when they get to the employment scene, they can... can have some tools that are useful for them. That they've practiced. >> Scott: Yeah... The idea of it being proactive, rather than sort of responding to when a crisis situation occurs or... sort of waiting until the final years of high school when you're looking at 'Okay, now we're going to have to transition,' so you're going to need these sort of self-advocacy skills to get along in the workplace... I think it's much more effective, it's much more... more long-lasting, if you start that education earlier and make it more proactive. So rather than being a response to a crisis, or rather than it being sort of the last minute thing you throw in, you know, toward the final years of high school, you start early and the child has plenty of time to practice being a self-advocate in a more... safe environment, predictable environment, which would be the school. And so maybe those skills would be a little stronger, a little more... inculcated in that student. >> Chrissy: Mm hmm. Back to how we are... we are defining self-determination, I talked a little bit about that at the very beginning. You know, we certainly want your input, too, so throughout this webinar, feel free to write in. There's a chat kind of section, so feel free to, to jump in. When you think about self-advocacy, for you as an adult, think about what that means to you. So, for example, I might... I'm in a cubicle at work. Love my cubicle. >> Scott: [Laugh] >> Chrissy: And so, I may need to, though, at times, advocate for myself when people are talking right outside my cubicle. Or if someone is, is pretty much constantly interrupting me... Not that that happens here. But ... >> Scott: [Laugh] >> Chrissy: if it were to happen, I would need to advocate for myself. And so that happens in really small 'in the moment' kinds of things and-- as an adult-- and it also happens for larger things... A roommate situation where you have to advocate for what your needs are. And to be able to do that, you have to communicate. You have to understand clearly what it is you want and you have to be able to communicate that to somebody else. So those are the kinds of skills that we mean when we're talking about self-advocacy. We feel like this leads to self-determination... But that it is a-- it's a subset skill to self-determination. >> Scott: So self-determination is making decisions about your life. [Sneeze] >> Scott: You know, it's based on having some self-knowledge and having some control over the trajectory of your life. And you compare that-- self-advocacy is a part of that in that... that's the knowledge... the-- having the knowledge of yourself ex-- combined with skills and expressing it. And this is something that happens, you know, it's very complex and it happens throughout the day. I mean, we don't typically think of it a lot, but really it is something you're doing all the time. And so that skill base helps you to- to- to advocate better and... and, you know, the skills, the actual skills, hard skills, will help you be more, more of a credible advocate. So if you really understand what you're-- if you really understand yourself and your needs and you're able to articulate those, you're much more credible and... much more likely to get your point across. One of the things... you know, when we first started talking about this, I guess what-- one of the things that propelled this discussion was when I had gone out to see a student... on a school consultation and one of their big questions was... 'How, how do we get this guy to use his equipment?' You know, he was a student with low vision. 'He won't use his equipment.' And when I was a TVI, that happened a lot. And I hear that a lot. But this one really struck me... And I thought, you know, 'Well, yeah, how do you get the him to do that? I mean you-- do you put them on a behavior plan? Do you give them a reward system?' And that seemed very external and didn't really get to the point... which was that that student needed to really understand... how that equipment helped him, and to be able to articulate that, both to others, but also to himself. You know, the student needed to be the one making decisions and those decisions needed to be... informed. And that was really kind of where it really started to kind of click for me about approaching this not as... responding to that single situation of him not using equipment [Sneeze] >> Scott: but more about generally what was going on in his life, and what he needed to- to advocate for himself. >> Chrissy: A common scenario I see... I work here in the... low-vision tools and strategies class that the short-term programs does. So, so we have kids coming in from all around Texas and... we do a little activity with them that... is called, 'It bugs me when...?' And... so some... some kind of common scenarios come out of that activity. And- and one of the real common ones is that actually a child can see something or can do something independently. But people are being so helpful to them, that they may give them a modified... or adapted assignment, when really the student does fine with- with, say, regular print or without that learning device. But still they're being, for the most part, they're being polite, and they're thinking they have to and ultimately those materials end up slowing them down. So, you know, just- just teaching kids that it's okay to- to understand-- first they have to understand what it is that you need and what you want. And then communicate that to the person in the moment, to your teachers... or to your parents... And, and to do that... also teach them how to do that in a polite way... where they're not hurting anybody's feelings or stating anything in a real negative way... And so, part of what we're going to emphasize in these lessons is that when you're working with kids on how to- to talk with people about what their needs are... to advocate for themselves, is that they do it in a polite way. Scott and I had these conversations about, 'Oh, what are we going to do? You know, we've got these kids out there that aren't advocating for themselves.' And so we- we started by just a simple brainstorming approach... And we did a little research on the Expanded Core Curriculum, specifically the self-determination area, and what... materials are out there to help with teaching this. And so... as you know, because you've probably looked... at stuff, there's not a whole lot there for vision... for children with visual impairments. There is stuff on the internet about teaching self-advocacy. And it's just across the board. But we wanted something real specific to our kids with visual impairments. So... after we did this brainstorming about what specifically we're talking about, we came up with units that we're going to- we're going to come to-- or a scope and sequence that we'll- we'll share with you in a minute. So we also determined that we were going to be producing lesson plans. And the-- those lesson plans needed to follow a specific format and be consistent. So we organized the skills and- and the concepts into units. And then we sequenced the units, and then we wrote lesson plans within that sequence and we- we... also found materials that supported those lesson plans. So today we're going to share all of that with you and... we just wanted you to know a little bit about how our approach to this project was going to be. So Scott is going to talk a little bit about the scope and sequence of those units. >> Scott: So our focus with this particular curriculum... was on the students, grades K-12, and also those that are functioning within... one to year-- one to two years of their grade level. And as Chrissy was- was explaining earlier, we tried to focus on skills that were very specific to VI-- blindness and visual impairment. So there is-- there are a lot of materials out there that talk about self-advocacy and about self-determination. But there-- but we wanted things that-- we wanted to address, maybe, some of those needs that fall through the cracks, those things that are very specific to the student who has a visual impairment and... how those-- how we might be able to give them some skills for addressing that. So if we look at the scope and sequence. We've got four different units. The first unit is called, The Eye and Sight. And that unit deals more about just the mechanics, like how-- how-- what are the parts of the eye, how do different parts of the eye work together, how is sight produced? And... and then goes to talk a little bit more about... causes, things that can happen with vision to cause it to be atypical. So looking at how is visual impairment caused. So this is really kind of just the nuts and bolts. And it's the first unit because that's really kind of where you start is understanding, 'That's how the eye works.' The second unit was called student -- we call Student Toolbox and... that one is looking at the students' use of their accommodations and their equipment. >> Chrissy: And it- it's going to... go into strategies that they need to be able to access the school curriculum. What's in their toolbox? And in their toolbox is going to be strategies, it's going to be specific materials... and assistive technology. >> Scott: Yeah. >> Chrissy: So the Unit Two goes into pretty great detail about that. >> Scott: Mm hmm. The... and the thing-- I mean the one thing I- I kind of point out, I think, is that the toolbox is not about-- you- you didn't write lessons to teach how to use equipment. >> Chrissy: Correct. I didn't. [Laugh] >> Scott: [Laugh] Right. Because that's sort of a different-- >> Chrissy: Mm hmm. >> Scott: It's- it's definitely complementary with this unit. >> Chrissy: Mm hmm. >> Scott: I mean, I think you would be teaching both at the same times. >> Chrissy: Mm hmm. >> Scott: But the- the- the Student Toolbox is for them to understand... which device is best in a certain situation. >> Chrissy: Right. What is the work that needs to be done? >> Scott: Mm hmm. >> Chrissy: It looks at the curriculum. So I need to be able to access materials on the board. >> Scott: Mm hmm. >> Chrissy: And what strategy or tool do you use to do that? So it's- and- and by the way, this scope and sequence is for both students with low vision and students who are totally blind. >> Scott: Mm hmm. >> Chrissy: So the toolbox for a student who's totally blind is going to look really different for the student who has low vision. >> Scott: I think getting away from the student just being handed a piece- a piece of equipment, you know, a 4X monocular or... a dome magnifier and saying, 'Okay, this is your equipment, go use it for whatever pur-- you know, this is what you use for everything.' And able ac-- actually able to say, 'Okay, now I do need this for the students to kind of think about what they're doing.' Saying, 'Okay in this situation I need this, in this situation I need something different.' >> Chrissy: Mm hmm. >> Scott: Because I... the other thing that I remember with-- when I was working with kids... I did have those students that really liked to use monoculars, and they would use them for everything. You know, they would use them to read books >> Chrissy: Mm hmm. >> Scott: or temp-- attempt to do that. >> Chrissy: Mm hmm. >> Scott: You know. And so that's-- I think another good example of why it's good to work on... self-advocacy and- and how the Student Toolbox might address that. >> Chrissy: Today's webinar is just on Unit One and Unit Two and then at the end we're going to ask you, you want us to continue? After you look at our materials and you see the road we've taken, do you want us to continue to create some materials, lesson plans in particular, on the topics of Unit Three, Representing Myself to Others. And then Unit Four, Navigating Rules and Regulations. And those rules and regulations would be along the lines of teaching the student what IDEA means for them and when they graduate for- for- from high school, what they're going to be stepping into beyond high school. So the... the ADA Adults with Disabilities Act, >> Scott: Mm hmm. >> Chrissy: those kinds of rules and regulations. >> Scott: Right. And also... and prior to that, looking at just kind of the ARD process, >> Chrissy: Mm hmm. >> Scott: and, you know, what their participation in that could be. >> Chrissy: Mm hmm. >> Scott: It's real good practice for- for- for the work environment. >> Chrissy: Mm hmm. So we'll be asking you at the end: Do you want us to go on? All right. So let's look at the format that we used for lesson plans and... there are millions of formats out there for lesson plans and each one of us has our different way of writing down what it is we're going to be teaching. And so we felt like we needed to pick, just pick a format and run with it. So that's what we did. So I'm going to show you the format that we used and this is just a template. So at the top of each one of our lesson plans, you're going to be seeing the unit goal, and that's -- those- those are that Unit 1 or Unit 2 that we talked about. You'll see the topic... and we'll have... an explanation there. There's an objective and then the teaching procedures or steps are listed down here. So... there's an anticipatory set, and that's how you're going to be introducing this topic to the student, more or less. It's- it's- it's to kind of grease the wheels. Get them curious about what-- >> Scott: Setting the stage. >> Chrissy: Setting the stage. The introduction is: Today, we're going to be talking about that kind of stuff. And then you're going to state the goal to the student. The-- oh, we changed this. We changed this in the lesson. I think these are the steps. >> Scott: Oh. [Indiscernible] >> Chrissy: Yeah, instead of exposition-- and you'll see in the real lesson plan, we changed these to steps. Then you're going to check for understanding at the close of every lesson, it's like, 'What did you learn today?' You know. And then there's going to be closure, which is, you know, you're wrapping up, you're saying what you're going to be doing next time, it's- it's closure to the lesson. >> Scott: Mm. hmm. >> Chrissy: Each lesson plan has a note at the bottom to you, to the teacher. It also has a listing of materials that you could use for that lesson. And so this is, just basically, the lesson plan format that we used. We're not saying it's the one that you need to use. But when you go to... our website, you're going- you're going to be seeing this. [ Slide end: ] >> Scott: Mm hmm. >> Chrissy: All of- all of the lesson plans are posted online... They're not in the format exactly-- precisely that we're going to show you... But they're all posted online and we're going to be sharing that website with you at the close of the session. [ Slide start: ] Description Start: Title: Unit One: The Eye and Sight Text: Knowledge of the structure and function one’s own visual system: • Provides a sense of ownership and control. • Supports a better method to explain and present facts about one’s visual system to others. Description End: >> Scott: So let's look at Unit 1 first... The Eye and Sight. So a little overview of this... The rationale for approaching, for designing this unit was that... the knowledge and structure and- of the structure and function of one's own visual system provides a sense of ownership and control and supports a better method to explain and present facts about one's visual system to others. That basically means, if you understand, you know, how your eyes work and what your visual needs are, you're going to be able to talk about them with a little more authority and... other people, including your peers and adults, might take you a little more seriously. Unit 1 is divided into five different topics. And you can see these here. It starts with What is an Eye? And that is just talking about the parts of the eye. Basically. Just the- the structures, the different structures that are in the eye. The second topic is How Does an Eye Work? And that's what each part of the eye does, you know, how is vision produced? The third one: Everyone has Different Eyes and-- Three and four: Everyone has different eyes. First talking about animals and then about people. The reason that I approached it this way was to- to ease into that idea of differences, you know, that people's eyes are different and... eyes are different in many different ways. They're different colors, they're different shapes, they do different things. Because we need to get to the subject of the individual's eyes, which is... Topic 5, How is My Eye Special? So I thought, you know, approaching it this way makes it a little more fun, a little more engaging for a lot of kids, and also... kind of gives that idea of, yes, we're all- we're all different and that's okay. And so getting away from that idea of... your eye, you know, you as this person with a visual impairment are different than everyone else. >> Chrissy: Mm hmm. >> Scott: No, really, we're all different. And... here's how... here's- here's how you're different, here's how I'm different. So let's look at the lesson plan from Unit 1: What is an Eye? So I'm going to share with you that lesson plan now. So the topic: What is an Eye? The unit goal: The student will describe how the visual system functions and also the nature of his or her individual vision-- visual system, that is, the cause of their visual impairment. The lesson objective is that 'the student will identify all major structures of the eye' and then I'll just kind of go over the- the procedures. So the anticipatory set- set would just be to ask the student, you know: 'How do you get- how do you know what's going on around you? How do you get information from your environment?' I'm sort of guiding them through talking about your- your senses, you know, what kind of senses do you have? You have a sense of taste, a sense of smell, a sense of touch? And guess what, you have a sense of... sight. And... so in the introduction you'll say, 'Well, we're going to talk about that body part and that sense, which is the eye and vision. And you might start off saying, 'Okay, what's,' you know-- of course, looking at their existing information -- 'What parts of the eye... do you know? Can you name any parts of the eye?' And of course most kids are going to know you've eyelashes, and eyebrows and eyelids and things like that. Which is a good starting point. So you can say, 'Okay, well, after our lesson today,' going into our stated goal, 'after our lesson today, 'you will be... able to name all the parts of the eye, both inside and outside and tell me what they're called.' So I like that. I really like stating the goal with kids, because I like it to be very explicit and concrete: This is what we're learning today. I... I really like having that as part of the lesson plan. Okay. So using... a poster or a model or... even a homemade diagram, I found a lot of times it was a lot of fun to-- with a child to sort of draw kind of a cutaway view of the eye and color in all of the sections and talk about them. So starting with the outside, the part that you can see, you know, right? Like the, you know, the lens and the pupil and the iris, and kind of then moving more inside and talking about each part as they come up... You know, for example, you know, Here's- here's something you can download. This is from Crayola's website, and it's a- it's kind of a nice little schematic of an eye. You could use that or you could do something similar... You could get eye posters, some of them are really pretty. I mean, look at this one. Sclera. Stock photos. You know, here's a nice one with a black background... That one's kind of psychedelic looking. Some... might like that one... But... one that I found kids really like, kids really like is the eyeball 3D model. I mean, they really like taking the eye apart and holding it in their hands. And of course for a student who is blind, this would be... probably the best way to go. >> Chrissy: Mm hmm. >> Scott: I mean, much better than a, than a... a tactile schematic. >> Chrissy: Mm hmm. >> Scott: But kids really like this. I never found anybody that didn't like taking the eye apart. [Laugh] I really didn't, you know, you pull out the pupil, and hold it in your hand, move it around. And these are not, you know, this one- the one I'm showing you here is pretty fancy. But I mean they make, they make cheaper ones. I mean, you can get this stuff for, you know, 15 bucks or 20 bucks. >> Chrissy: And you- you might check with the science department. Sometimes the science teacher has models of the eye. >> Scott: Mm hmm. Sometimes they do... So really... you go through that... Another thing you might do with an older student, or a student who's a little more tech savvy, is you might actually go to some of these web pages and... look for- look for something that has different info about the eye. And at the end, in the resources... you know, if you look down here at the bottom, Resources and Materials, you know there are- there are some links to websites that have info... information geared toward kids that talk about the eye. So that's another option for kind of exploring this aspect. Of course, the Check for Understanding, that is your... assessment, to see what they know. They can either go back through the eye, or the poster, or the drawing, it's kind of neat to have them make- make the drawing of it, you know, 'Draw me the eye and tell me what, you know, each part of it is...' Have them do that. And... then at the end, of course, you know, you just say, you know, 'Today we've learned about all the different parts of the eye and next time we're going to talk about what... job of each part is.' So, that's the lead-in for the second topic. >> Chrissy: There were some comments that were made when Scott and I were talking about... why you would want to teach children self-advocacy. And... someone wrote in: 'I give my students permission to speak up.' And you know that sounds like such a simple thing, but it really is important. It's- it's having that conversation with them that, 'You know, it's okay to speak up.' And... 'Here's some situations that you might want to speak up for' and even role playing with the student on, 'Tell me, you know, how did your day go today? Did anything happen where you felt like you didn't get what you needed or, or whatever?' And then start that conversation or start these units with those kinds of conversations with children, just by simply giving them permission to speak up. And, again, in a polite way... Someone also said that... they teach self-advocacy modeling in the moment. And... I'm assuming it's as-- that what you meant is as things occur, that you, you model advocacy for the student and then you have a discussion with them, either openly or later about what you're- what it was you were doing... And I remember I had one student... blind student, Amanda, who... first grade, beginning of the school year, first-- maybe even first day-- and the teacher... was writing on the board and Amanda's hand shot up and she said, 'You know I can't see that!' >> Scott: [Laugh] >> Chrissy: And... you know, I stopped, I was in the back of the classroom and I- and I thought: 'Note to self, I need to teach her how to advocate in a nice way.' And... you know, the teacher was kind of shocked. But later I talked with Amanda about 'Here's how you-- Yes, you know, she hasn't learned yet that she needs to talk when she's writing on the board. And here's a way to handle that kind of situation.' So I do like modeling in the moment and... and then also giving kids permission to, to speak up. Another person said that they share the IEP Accommodation Sheet with their students. And that's really a strong way, too, to... to review with the students: 'This is...' >> Scott: Mm hmm. >> Chrissy: 'This is actually a- a legal document and it's been designed by this committee of people to help you... with accommodations in the classroom and here they are. And so these are the kinds of things you might want to advocate for when you're in class. So... we've taken you all the way through Scott's Lesson 1 and... you know, Scott and I kind of -- Scott did Unit 1 and I did Unit 2, so that's why I'm calling it 'Scott's Unit 1.' >> Scott: Mm hmm. >> Chrissy: So you saw where we're headed so far with Unit 1. Do you have any questions or any concerns about Unit 1 at this point? >> Scott: Yeah. Or any suggestions... >> Chrissy: Or suggestions. >> Scott: or any ideas- ideas that you guys might have. You know, one thing you know, the-- we're talking about, you know-- somebody that mentioned about going over the IEP Accommodations Page, and that's something we would be looking at, we're planning on doing that unit on... What was the name, Unit 3? Or no Unit 4, which is... >> Chrissy: Unit 4. >> Scott: Which is the... >> Chrissy: Which... the, the rules and laws. >> Scott: Yeah. Rules, regulations and laws. >> Chrissy: What did we call that? [Laugh] >> Scott: [Laugh] I don't remember, I looked-- I was looking at my notes. But anyway, that-- yeah, I think that's- that, that's- that would definitely be something you would want to cover in- in that unit... And kind of putting it in the context of a lot of the other information that... or other... the rights and the obligations that- that students have. >> Chrissy: So... Unit 2 is once you go through Scott's four lessons on the eye... and you know I think we, we designed these, more or less, to be sequential, but they don't have to be sequential. >> Scott: Mm hmm. >> Chrissy: But it makes sense. It certainly makes sense for a student to understand everything there is to know about their sight, before they can really understand why they need these tools and strategies, or how to communicate with their boss on what kind of modifications they might need on the job. So... when you explain to people the physical reason why... you might need something, it makes it more plausible to the people that are listening to your- to your audience. So Unit 2, the Student Toolbox-- are again, they're strategies and... tools that are going to help you increase access across the gen- general curriculum. I feel like that when you are able to communicate what tools and strategies you need, or understand them, it- it provides you a sense of ownership and control. And we really want the locus of control to be with the student, not with all the people around them. So... really knowing and being able to define and explain what it is you need gives you more control... Also, the toolbox is intended to support a better method. To help explain personal preferences for access. So once the student goes through this group of units, they'll- they'll be able to... explain better. So what you see here is Scott's The Eye and Sight-- the very top-- and then the toolbox topics are these bulleted areas. So, How Does My Vision Affect My Access to Information ? And there are three lessons under that topic. Then Strategies for Increasing Access, and there are three different... lesson plans under that topic. And then, Strategies for Communicating with Others about Access. And there are two different topics under that one. So... there, laid out on this handout, are all the lesson plans. So... let's look at the next slide. And I'm going to show you one of the lesson plans from Unit 2, and it's- it's called Strategies for Communicating with Others about Access. This one, what I really wanted the student to be able to do is to develop the skills to communicate preferred accommodations to compensate for their vision loss... And ultimately they're going to... have a product when they're done with this group of units... that they can show to people. So... let's look at the introduction to this lesson, which is right here. So you're telling the student, 'We're going to be learning a- about how to document and communicate your per- preferred adaptations and accommodations for school, work... and- and you tell them why that's important. You need to be able to communicate with teachers and... and this is going to help you advocate for your visual pre- preferences as an adult. [clears throat] This is what we've been talking about. So you're going to state the goal. So the instruction is you're going to start by completing a worksheet with the student called Access to Visual Media. And in these lesson plans, any time you see -- so I'm going to pop down here to Materials... and the Access to Visual Media is the first one down here... those materials are also going to be on-- they're on the website as a companion to these lessons. So let's look at this Access to Visual Media. This is the- the document you're going to be completing with the student... And this is a great eye-opener and conversation starter. So there's a code for this. 'RP: I use regular print. LP: I use large print.'.. 'I use Braille or tactile materials. OD: I use an optical device. WH: I can do this if someone helps me. WH means 'With Help, and X: I can't do this at all.' So I... I have a column here that has different types of media that are classic types of media found in classrooms. So textbooks: 'How do you access that?' And this is a conversation you have with your student. 'How are you reading your textbooks?' And you probably know, you know, the answers to these. But you want to pull the words out of the student. So 'I use regular print,' you know, and they're going to mark that. Or 'I do that with Braille.' You know, whatever. And so you go through some of these things. Let's go to board games. 'How are you accessing board games?' 'Well, I can't read it.' You know, you may have something like that come up... 'What about a computer monitor?' 'I really can't read that, either.' You know, so you're going to- you're going to get information from the student, and you're going to learn a little bit about how they're accessing things in their classroom, and they're going to see it all in one place. It's like 'Hmm...' >> Scott: Mm hmm. >> Chrissy: 'I got some Xs there.'.. And this can be done with different, different age levels of kids with different levels of support. So back to our lesson plan. That's the first thing that you're going to do with them, and then Step Two says, use that information from that access to visual media... the student should begin to comp-- to- to work on a different worksheet called, Personal Preferences for Access. And so... you know, this is the beginning of... how you're going to communicate with others, so you-- they need to work on this... so that they can create a product on down the road... So this personal preference- preferences is just a note page for that. So, you know, I've got information on My Etiology, Access to Distance Tasks in School Settings, 'examples and strategies, and tools I use to do this, and my challenges, you know, what's holding me up here? We do some things similar to this in the short-term program class with the middle and high schoolers... And they-- when you get to the challenges part, it's really pretty upsetting to read what their challenges are... 'I-- you know, I-- I can't see it, I can't do it.'.. And... depending on what the task is. So this-- this does have different categories of tasks, so distance tasks in community settings, near and medial tasks in community settings. And-- so, you know, I would suggest you take a tool like this, load it on the computer, and have the student talk to you and you fill it in, rather than have them write, unless they want to -- you know, unless they want to do that. But... this is not a writing exercise. This is a 'let's get it down, what are your preferences, what do you need to let people know?' It helps them verbalize it. >> Scott: Mm hmm. >> Chrissy: And it helps them document it... So then back to our lesson plan. Have the student look online to research some basic, non-technical information on his etiology. If you've done that already... with one of the first units, then you've got it. And... that's going to go on that Personal Preferences Worksheet. Because they've got to be able to say to a teacher, 'You know what, I've got oculio-cutaneous albinism, and for me being in a really bright room is difficult, it's difficult for me to access the board.' Or whatever. But to- to... introduce that need when you preface it by what your etiology is, you can see where that group of lessons was really important for them to understand. >> Scott: Mm hmm. >> Chrissy: Then your Step 4, you're going to continue to- to discuss and write information, fill in that Personal Preferences Worksheet, and then at the end of this lesson, for the Checking for Understanding... the student should be able to explain the vision etiology to you in a way that they're going to describe it to other people at this point. And then tell you how he best functions in a typical classroom... The- the materials are listed down here, and then the resources for skill evaluation and instruction... are from... the ECC Essentials, Teaching the Expanded Core Curriculum to Students with Visual Impairments, see Chapter 12, Self-Determination. So if you don't have that book, it's a wonderful resource. Something you should probably add to your library, and I pulled heavily from this resource for this bank of lessons. >> Scott: Okay, does anybody-- If any of you guys out there have any questions or comments about... Unit 2, Unit 1 or Unit 2, we'd appreciate hearing from you now. So... either... you can use the chat or... >> Chrissy: I think we have a little audience poll coming up. >> Scott: So we'd like to hear from you, If you guys can take a couple of minutes and fill out this poll. >> Chrissy: Which is very brief. >> Scott: It's... It's very brief... So, 'Have you developed lesson plans on self-determination and/or self-advocacy that you would want to post to the TSBVI website for others to access?' It's a yes or it's a no. Cuz we'd really like to start getting more lessons on this-- in this area. >> Chrissy: Yeah. And if-- if you would like to-- I mean, if you have created something that you really like... >> Scott: Mm hmm. >> Chrissy: It does not need to be in the same format. Remember that. >> Scott: Right. >> Chrissy: It could even be a listing of-- 'Well, here are some things that I've done in- in teaching self-determination or self-advocacy.' >> Scott: Mm hmm. >> Chrissy: If you would want to send those to Scott or I... with the intent of post-- of us posting that list or whatever comes up, on the website, if it's-- if- if that's doable, because we really don't know. We submit things to be posted, but not everything can be posted. But anyway, if you've got something that you'd like to share with all of us, please send them to one of us. >> Scott: As we were saying in the beginning, this is an area that really hasn't been addressed-- doesn't seem to have been addressed as... extensively as some other areas of the ECC. And so just getting-- finding out what- what people have... what they're using and making it available, sharing it, I think is a great idea. One thing that I wanted to comment, one of the comments... I think Judy made... earlier, as we're- as we're watching the last segment... you know, she was-- I think she was talking about teachable moments and how... you know-- those are great-- teachable moments are wonderful, but there's a certain time constraint to that. And... so when it comes up, if you're just kind of hitting it... piecemeal, then maybe that information won't be re-- be retained as well... Whereas if you provide sort of a- a framework, a format, if you- if you- if you approach self-advocacy through sort of systematically, like- like we're suggesting here that provides a structure that- that student can sort of attach those moments, those teachable moments to, and I think that helps to-- retain it and retrieve it later on when- when they need it. Because, you know, a teachable moment is wonderful, but a lot of times I think kids look at it like, 'Okay, that situation happened.' And if the situation-- the next situation may be-- may not be a lot different, but if it's a little bit different, they tend to look at it as a different situation. >> Chrissy: Mm hmm. >> Scott: So kind of look at it like this sort of very systematic way of going through it. I think it's very helpful for kids to -- to be able to access this information. >> Chrissy: Lucy says, 'You can use those teachable moments as a gauge for what you need to teach explicitly to the student. >> Scott: Mm hmm. >> Chrissy: Abs- absolutely. >> Scott: True. >> Chrissy: As things come up. I- I was in the capitol with a- an elementary student who was using a telescope to-- we were in the restaurant for the capitol and... a large group of participants had already been let out for lunch. So there was quite a lot of people in this lunch room. And there were different stations where you could order different kinds of food, and this- this guy was learning how to use his telescope and I was his teacher in the moment. And a woman told him to move out of the way. [Laughter] 'Hurry! Move out of the way.' And, you know, it was- it was one of those uncomfortable teachable moments where I- I didn't -- I didn't know how to handle that right in the moment. And... so, and we used it later as a conversation, a talking point. What could we have done and... and so... those- those moments really do happen a lot in front of us. Okay. So, that was, you know, I just reviewed one of the lessons in the toolbox. There are about-- 12 minus 4... there's about eight or nine lessons. And so you will need to go online to find the rest of them, and we're going to-- towards the end of this, again, we'll show you how to do that... Okay. I'm-- there's-- I don't have a whole lot of activity on the chat and nobody seems to be unmuting. So we'll... go on to the next section. Should be that we are sharing-- you are able to see my computer. >> Scott: Yes. There it is. >> Chrissy: Okay. There we go. All right... for those of you who are not real familiar with the TSBVI website, I'm- I'm going to start us at home. So I'm going to start us at the very beginning of this website. So TSBVI is www.tsbvi.edu That takes us to the home page. And... for those of you that have been teaching for a while, you know, we've made some really incredible changes to this website. We have a committee of people dedicated to making it... user-friendly, because we have so much stuff on it, it's hard to find. But if you go to the Home, and you go to Resources, a tab at the top, and then you come over here to the left and you go to Selected Resources, then you have a listing down here. And since we're talking about the Expanded Core Curriculum, I'm just going to scroll down to the Expanded Core Curriculum and click on Self-Determination Skills. Oops! Okay. So that takes me to this page. Now, there's a lot of stuff on self-determination, well not a whole lot, but there's some stuff here. And then Scott's and my units are embedded here. So... the self-determination units and lesson plans is what this webinar is about today. So we're going to go there and everything that we've talked about is- is right here. So here's the Unit 1 that we talked about, when Scott did the overview, The Eye and Sight and the topics-- none of these are links yet. But you can see that the lessons are numbered: Lesson 1, Lesson 2, et cetera. So there's five lessons here. And then there's the Student Toolbox. There are-- oh, gosh. To- to number 13, so there are seven more lessons here. I guess that's the right math. >> Scott: Mm hmm. >> Chrissy: So... the... the first topic is, How Does My Vision Affect My Access to Information? And there's -- this is broken out into grades K through 2 and then third through 12th grade... Because I thought that for the very younger students that we're talking about today... knowing how your vision affects access to information is going to sound different to... a younger child than it is for the third through 12th grader. And then... My Personal Goals is Lesson 8. Everything else from this point forward is all grade level. You will just have to tweak it to the age of the student. Then there's Strategies for Increasing Access. And Lesson 9 is Strategies for Braille Readers. Lesson 10 is Strategies for Print Readers. And then... Lesson 11 is Strategies for Using Audible Materials. And then Strategies for Communicating with Access -- with Others about Access, and that was one of the ones I shared with you. Was Lesson 12. And then-- [cough] Excuse me! And then the last one is Creating a Product to Communicate Visual Tools-- Strategies and Tools with Teachers, Lesson 13. So when you scroll on down, now you start to see links that are live. So Lesson 1, when you click-- excuse me-- that was open. When you click on-- well, it looks like this. Here are the lessons. When you click on one of those, it opens the lesson and it's-- this is what I meant earlier, by the- the formatting is a little bit different... If you want the form-- if you want these lesson plans in the format we showed you previously, on one sheet, or you're having problems downloading them on- on... your computer, please just email me. I've got everything on my computer and I can send them as a Word document. So... but here you have... on the internet piece you have the unit goal, you have the lesson objectives, you have the rationale, and then you have the teaching procedures in this table... So this is what Scott talked with you about. Now, this is what's nice about-- it being online. [Laughter] Is these links now take you to the materials. So... if you click on these links, it's going to take you outside to-- in this case, this was... a chart, an anatomical chart on the eye. So I'll just go back. And then he's going to show you where you can get an- an eye model. You can buy that online. >> Scott: Yeah. You know, these are just examples. I mean, there's a lot of different eye models and charts out there. These are some of the ones that I thought looked good. But, of course... sometimes it's just good to have a little bit of a bump like that. >> Chrissy: Mm hmm. >> Scott: Okay, here- here's where you can start your search. >> Chrissy: Yeah... We have done the work for you. We hope... So then... he continues to list out resources and materials here... And then I think you-- another website to explore-- Is this a website to explore with kids, Scott? >> Scott: Right. I looked at... one of the- one of the options I put in the lesson plan, because, you know... different- different things may work with different kids and one thing, you know, some kids who are more tech savvy or really, you know, focused on technology, or if there's technology available, they might enjoy going on to the website themselves and- and, you know, looking at some of this information, looking up some of this information. So I tried to find some websites that were... were a little more... kid friendly. >> Chrissy: Okay, okay. And this one even goes into parts of the eye and, I'm assuming... definitions of them. >> Scott: Mm hmm. Right. >> Chrissy: So that's kind of neat. >> Scott: Right. >> Chrissy: Okay. So that- that was Lesson 1. And then you just can continue. Lesson 4, I'm just going to-- >> Scott: Mm hmm. >> Chrissy: That was the one about the-- everyone has different eyes. >> Scott: Mm hmm. >> Chrissy: And so you're going to see the same format with... with the rationale for the lesson >> Scott: Mm hmm. >> Chrissy: and then books you can read to the student: >> Scott: Right. >> Chrissy: Arthur's Eyes, Does the Owl Wear Eyeglasses?, and Jacob's Eye Patch-- just to name a few. >> Scott: Yeah. So this, you know., kind of the idea here was, with this lesson was-- prior to this, it was talking about an-- different types of animal eyes. >> Chrissy: Mm hmm. >> Scott: You know, it's- it's-- to me that's a real interesting and fun topic for kids, you know, they like to learn, like, 'What kind of eyes does a- a- a dragonfly have?' >> Chrissy: Mm hmm. >> Scott: You know, 'Do you- did you know that... alligators have three eyelids?' >> Chrissy: Mm hmm. >> Scott: You know, all these-- they're all real-- they're all eyes, but all very different and they're kind of neat that way. And then kind of carrying that conversation into talking about... you know, well, you know, animals' eyes are different... camel's eyes are very different from the eyes of a rattlesnake and, you know, my eyes are- are a little different than yours. >> Chrissy: Mm hmm. >> Scott: Just kind of presenting those differences in that format and talking about it that way. So that was-- that lesson has some of those- those- those ideas. >> Chrissy: Okay. So... and Lesson 5 is one of yours, right? >> Scott: Mm hmm. >> Chrissy: And then Lesson 6 begins the tools and strategies. Go up to that. And this- this is, How Does My Vision Affect My Access to Information? And this is for the younger students. And so... when you-- there are parts in some of these lesson plans, I wanted to show you this, where you have the link... previously when I showed you an example and I went outside of... the lesson plan to show you the worksheet that went with it, well, when you do it online, those worksheets are embedded, so How I View the World is a worksheet that you use for second graders ...K through 2 and... it takes you right to the worksheet itself. If you go up to this little gear, right here, you can print this out. And... Judy, I think, had asked earlier ...are these downloadable. Well... I don't know if you can download it. But you can certainly print it out. And I'm assuming you can email it to yourself. But again, if you have problems with any of this stuff, let me know and I will send it to you. So- so this is something you would do with the younger child. This has activities and things that I do on my own or with technology, activities and things I ask others to help me with and activities and things I cannot do at all... Again, it's the very beginning of this self-determination, self-advocacy group of- of tools and strategies... It starts the conversation. So if I go back into this lesson. Again, it's -- it's also down here and that link is-- that link is down at the-- under materials and it's going to take you to the one that I just showed you... Lesson 7 is a little bit more sophisticated. It's the same general idea, but it's for the older student, remember. So... you're going to have an-- when they're done, they're going to have an idea of the visual tasks that they need to be able to access in home, school, and community settings. And there's this visual task survey that you're going to complete with them. And I- I like this... Originally, I had seen this format at a vision conference used with adults. And so... it was asking adults with low vision... how to rate... how difficult something is for them and, also... whether or not it's important to you. [Laughter] That was for the adults. We're not doing that for the kids... But so this-- I just changed it to where when you're done with it, when the student fills it out, or you fill it out with the student. They- they get a score. And so... the... so, for example, read print in books and magazines, is this very hard for you to do? Somewhat hard? It's a Likartdt scale; neither hard nor easy, somewhat easy, and very easy, and I use assistive technology. So at the very bottom of it, they're going to get a score. So, if you have between 88 and 110 you are good to go. If you have between 66 and 88, perhaps you could develop some more strategies to complete these tasks more easily. And then between 22 and 66, you need to work with your TVI to develop strategies that would enable you to access more visual tasks. So that is a tool used in that particular lesson plan. >> Scott: I know somebody was asking if-- they came in late and wanted to know if you could show, again, how to get from the... the... the main page >> Chrissy: Okay. >> Scott: The TSBVI web page to the re-- to where the resources are. >> Chrissy: Okay. >> Scott: I think... Angela was asking, said she had come in late and didn't see that part. >> Chrissy: Okay. I'm going to go to TSBVI-- www.TSBVI.edu. Then Resources tab. Then when I get here, I'm going on the left to Selected Resources. When I get there, I'm scrolling down to Expanded Core Curriculum. Those are in alphabetical order. And if I look below Expanded Core Curriculum, there's Self-Determination, and then under Self- Determination, here are the units and lesson plans. It's the only thing on here that's going to say lesson plans. And so you click there and there they are. And so, if I scroll down, those lesson- lessons are printed out. And I want to show you one that's kind of near and dear-- well, they're all near and dear to my heart. But this- this... I think it's the last one-- no. I think it's 11. Oh, shoot, I did it again. Sorry. Lesson 11, is audi-- Strategies for Using Audible Materials. So allow me to get on my soapbox just a minute. >> Scott: [Laughter] >> Chrissy: A lot of kids who are visually impaired... both the totally blind students and the ones with low vision are not really in- in my estimation taught how to access audible materials when they-- as a backup to their vision. And so... and the kids that are blind do, I think, learn more strategies for using their hearing, because it's quite obvious that they need that. But you know the misconception for kids with low vision is that they... they are going to use their eyes, and they can hear just fine. And... and that's not always the case. >> Scott: Mm hmm. >> Chrissy: They-- they might be able to hear just fine, but to... support their vision with auditory strategies is very sophisticated. And so I think it takes direct teaching. >> Scott: Mm hmm. >> Chrissy: And it's not something that you can just assume is going to happen. So they need to be really good listeners and they need to act on their listening, so they need to... they need to have this lesson. So! Let me- let me show you some of the things that... this is talking about. So the goal of this lesson is to help them learn the strategies and tools to optimize functioning with audible materials, including audio books, audible output on computers and tablets, live readers and lectures... And then the first thing you're going to work on is critical listening skills. And I've given you some ways to work on that... Reading aloud to them, shar- starting with short sentences and then... having them recall as many details... and then the next... instructional piece is technology for listening. It gives the technology, over here, that you might be working on... and some activities for them to do. There's a link here to the Learning al- Ally website... and together you would review how to access and use this service. They'll need to know about this equipment. And then... how to use digital books, you're going to be teaching them how to use an mp3 player, and how to use e-books. And I want to make it real clear, though, that this lesson plan, and lesson plans, where there's technology infused in them, the lesson plan itself is not going to be walking you through the steps for this technology. You're going to need to pull on another resource to do that. And good resources for a lot of technology... are listed at the bottom of the lesson plan. So, for example, for this lesson plan, again, I pulled heavily from... let me look... Paths to Literacy, An Overview of Technology ... the Texas Talking Book Program... Auditory Strategies on Paths to Lit-- to... Literacy. And then... gosh, that's listed twice in here. There's- there's a repeat. But anyway... when you- you know- when you're working with- within... one of these lessons, you really do need to check out the resources. The Chapter 6, Assistive Technology... book, Teaching the Expanded Core Curriculum gives a lot of information about how to teach... different kinds of technology. So... this lesson plan, itself, doesn't walk you through those pieces of equipment, but there are other resources that will. Any questions about that? Because I know that might be kind of confusing. Okay... so... okay, I'm back off my soapbox. I just feel like... audible strategies are something that needs to be taught in summary, and that unless we do a direct teach with kids on how to listen to something, write it down, in a readable format, so that they can go back and study it and learn from it, is something that >> Scott: Mm hmm. >> Chrissy: that really needs to happen with all-- with all of our students. >> Scott: Yeah. I think... sometimes people look at the learning media, and if your primary learning media is vision... they- they kind of assume the audit-- you know, the auditory is the secondary, but they kind of assume that-- that that... that that student will be accessing it like a... non-visually impaired student would. >> Chrissy: Mm hmm. >> Scott: And a student who is visually impaired, who is low vision, may in fact need a lot more of those strategies, a lot more of those accommodations. >> Chrissy: Mm hmm. >> Scott: I know if you just look at like, visual fatigue >> Chrissy: Mm hmm. >> Scott: When you have kids who are having to do a lot of reading... >> Chrissy: Mm hmm. >> Scott: It can be difficult to read entire chapters or multiple chapters of books in a single sitting. >> Chrissy: Mm hmm. >> Scott: I found with a lot of my kids that, you know, being able to access audio books, audio materials. And also... when writing... when using a computer, for example, when you're doing a word processing, sometimes it helps a lot with those kids, if they have, you know, like for example ZoomText has, you know, you can switch on the audit- the auditory portion where it will... you know, read letters and words and sentences for you and it can help a lot with proofreading and catching mistakes. >> Chrissy: Mm hmm. >> Scott: Because you've seen those kids who can write really well, but their spelling might be really atrocious, and not because they can't spell, but just because it's sometimes difficult to see the differences between- you know, what you are writing-- >> Chrissy: Mm hmm. And I like students... with low vision in particular to have the textbook open... and they're visually following because there's diagrams, there's pictures, there's a lot of rich text in there, and also have the same book that they can access in an audible fashion, so that like Scott said, when they experience visual fatigue, which for many, many children with low vision is after 10 minutes-- some of them can go to 20 minutes, but it depends on their sight. And so they can switch back and forth between the audible and the book. I -- I do this now. I -- I have that audible -- audible... app on my... phone and I'll listen to books. I'll have the same book at home, and I'll listen to books in the car, I'll have the same book at home and I go back and forth. But for the kids with- with challenging sight... being able to take a break, a visual break and listen, but they need to learn how to, if they're going to have to take a test on that material or regurgitate it in any way, they need to know how to take notes as they're listening to it, as well. Okay. Humor me, if you will, I'm going to do one more lesson... And that is- is the Lesson 13, which is creating a product. So, kids, you know, when we started we said kids need to have these-- in the moment, they need to be able to advocate for themselves. But, you know, that if they can have a product to show in advance, to teachers, if they can meet with teachers ahead of time, in a private moment, and have-- inform the teacher about their etiology, inform them about... accommodations that they need... and work through systems of-- just how they're going to get through the class, if they do that, at the beginning of the school year, with each individual teacher... it-- they establish themselves, A) as a person with a visual impairment who- who knows what they need, and also is able to express it to others in a mature way. And so, one way to do that is to create a product, and that's what this lesson is about. And it can be-- by product, I mean it can be a PowerPoint, it can be a brochure, it can be a binder... with information in it, with- with tabs. So looking- looking at this... when you come down here to creating a product instruction, you're going to be using that personal preferences for access worksheet that I showed earlier, that's actually pages and pages long... and you're going to... use it as a- as a-- like an outline to help you with your product. So... the product should include the student's etiology, how these bullets-- how... the eye condition affects visual performance, strategies used to complete visual tasks in schools, the tools they use, and that's assistive technology, and then personal preferences for presentation of school-related materials. So you can just- you can just imagine how powerful it is for the student to have something like this. Then the next step here is to present. [Laughter] Present it to somebody. So they need to practice, with you first, having this conversation. And then you're going to want them to pick one general education teacher to listen to them. So, you know, somebody that they know, they trust, they like, or whatever; and ask them, you know, can I-- I want to try this on you... And then have them do that, that might be one of your goals for them. And then get feedback from that teacher on how it- how it could work a little bit better. You can be there or not when they do that... but you would certainly want to get feedback from both the student and the teacher or how did it go. Then you're going to keep adding teachers. You're going to select additional teachers, individually or in a group meeting... You do this. I mean, you meet with teachers individually and you say, 'You're going to have this student in your classroom, and this is the situation, he has this visual impairment and he needs these accommodations.' And, you know, now you're just handing that over to the student. And I- I know there might be a- a conversation about how- how old must a student be to be able to handle this kind of thing. But you know, I've seen second graders do this. >> Scott: Mm hmm. >> Chrissy: And- and... They have-- they make a little brochure. And... they helped produce that brochure, and that's an important step. And then they presented it to people. >> Scott: Mm hmm. It's very empowering, I think, for kids to do that. >> Chrissy: Yeah. >> Scott: I mean, I... you know, I always made a point as a TVI to go in and do, like teacher in-service... >> Chrissy: Mm hmm. >> Scott: And, you know, make sure the teachers knew what the students' needs were, and- and what the accommodations were, and shared the IEP coordination page with them and, you know, make- make all of that information available. But having... the child do a portion of that, however much they can handle... >> Chrissy: Mm hmm. >> Scott: You know... I think it's just-- it- it really changes things for that child, because they're doing it. >> Chrissy: Mm hmm. >> Scott: And if you think about it, again, if you're thinking about where we're going with this, you know, eventually that child is not, you know, I'm not going to be there... >> Chrissy: Mm hmm. >> Scott: ...when that child leaves school. Nobody's going to leave there. >> Chrissy: Mm hmm. >> Scott: At that point that child is going to have to do that for themselves. When they go in to- for a job interview... or they're in their job and they need to talk with their co-workers, or their supervisor. You know, they're going to have to be able to do that, they're going to have to be able to do it in an effective and articulate way. And the best way to have done that is having practiced it in a real-life- a real-life situation. >> Chrissy: Mm hmm. >> Scott: ...Role play is great. But if you really do it, you know, sort of like the first step is the hardest step. >> Chrissy: Mm hmm. >> Scott: Or, you know, getting your feet-- putting a toe in the cold water is the hardest part. >> Chrissy: Mm hmm. >> Scott: You know, once you've done it once, and two times, and three times, if you've done that numerous times, over your- your school career, it's going to be a lot easier to do that in the, you know, quote-unquote real world. >> Chrissy: And I- I worked with a teacher who even had her student prepare a little video, you know. I think it was five minutes. >> Scott: Mm hmm. >> Chrissy: Maybe not even. She was a cute little girl, and she explained and showed her tools and, you know... >> Scott: Mm hmm. >> Chrissy: ...just represented herself and then the- the video was put on-- at that time it was a CD, and then she played that for teachers >> Scott: Mm hmm. >> Chrissy: So that was kind of a neat thing, too. >> Scott: That's a neat idea. >> Chrissy: So at the bottom of this... there's again the... the different worksheets or materials that we use to create or to complete this lesson. So we're -- we are at... we have about eight minutes left. We're- we're towards the end of this.... And... we had started by asking you... you know, look at this format, the way that we- that we design these lessons, there are two more units. There were two more units and... we were going to ask you if it would be helpful for you, and would you be interested in participating-- helpful for you-- for us to keep on with the Unit 3 and the Unit 4? And is our approach to this, meaning writing lesson plans, helpful for you? So... please either write in... just give us some-- I see 'yes, yes, yes, absolutely these lessons are fabulous.' Thank you. >> Scott: [Laughter] >> Chrissy: Thank you, Ann! >> Scott: [Laughter] >> Chrissy: Definitely. Okay. And you- you want us to- to- to flush out, flesh out, what's the expression? Units 3 and Units 4? ...Okay. All right. >> Scott: Hmm. Seems pretty... unanimous. >> Chrissy: Okay, well great... Thank you. Thank you very much for that feedback... Oh, wow, 100% said yes. Well, okay! [Laughter]. >> Scott: [Laughter] >> Chrissy: So... Okay. Well.. then Scott and I- I mean, it took us, just to give you some idea-- [Laughter] >> Scott: [Laughter] >> Chrissy: we started this project back in February. So it's taken almost a- a full year... for us to put the- the thought that we did into these, and create these lesson plans... So we didn't want to proceed if they weren't... if they weren't perceived as being valuable. So thank you, thank you very much. >> Scott: I'm- I'm really -- because we thought they were valuable. >> Chrissy: Yeah. >> Scott: It's nice to get that validation for that work... Yeah, I really look forward to doing those-- and I was looking forward to doing those- those next two units. I think that will be real interesting to look at. >> Chrissy: Yeah, yeah. >> Scott: And... and really we would like, if you guy-- if you guys-- and... participants out there, if you have any ideas, or you have any lessons, yourselves, that you'd like to share with us, you know, or ideas about topics to cover... that would be great for you to share those with us. Just-- you could email them to us... I mean, that would be-- I mean, we have- we have great ideas sometimes. But we- we certainly don't cover it-- I think, there's more out there that we could cover. >> Chrissy: Also, piece- pieces of lessons like you-- we showed you some worksheets that are embedded in lessons on how to- how to structure a conversation with kids or pull information... in these- in the- in the area of self awareness. If you have any little worksheets or anything >> Scott: Mm hmm. >> Chrissy: that you are willing to share... again, send them on to either Scott or myself. And... >> Scott: Mm hmm. Yeah, it does- doesn't have to be a fully formed lesson plan, like we presented. >> Chrissy: Yeah. >> Scott: Just if you have a-- >> Chrissy: Don't let that scare you. [Laughter] >> Scott: Right. [Laughter] If you just- if you just have like, you know, like a worksheet, and maybe you could just make some notes on it, and say, 'Oh, this-- I used this for teaching this concept, or this has helped me in- in working on this... or just, you know, some of the comments that you- you guys were doing in the chat, some of those ideas are- are-- can be real nice, give us some- some direction to go. >> Chrissy: Okay. Great. Well, thank you for-- I'm looking at the comments, thank you very much. [Silence]