Active Learning Study Group - September 2015 This video is posted online with the following chapter markers: Chapter 1. Introduction Chapter 2. Active Learning Website Chapter 3. Study Group Overview Chapter 4. Assessment Chapter 5. Tips from Penrickton Center Chapter 6. Terminology & Scoring Chapter 7. Summary Descriptions of graphical content concludes with ** Transcript Fade up from black [ Silence ] Animation: On-screen letters "TSBVI" transform into braille cells. Fade to black. Chapter 1. Introduction [ Start slide: ] Title: Texas School for the Blind & Visually Impaired Content: Outreach Programs Active Learning Study Group September 15, 2015 Presented by Kate Hurst, Statewide Staff Development Coordinator hurstk@tsbvi.edu Matt Schultz, Deafblind Consultant Texas Deafblind Outreach schultzm@tsbvi.edu ** [ background music ] Narrator: Texas School for the Blind and Visually Impaired presents Active Learning Study Group. September 15, 2015. Facilitated by Kate Hurst, Statewide Staff Development Coordinator and Matt Schultz, a Deafblind Consultant. Kate Hurst: Hello, welcome. Matt Schultz: Hi. Kate: I'm Kate Hurst and this is -- Matt: My name's Matt Schultz. I'm a Deafblind Educational Consultant. Kate: And we're very glad to have you guys joining us today. While we're getting started and people are settling in, since this is going to be a Study Group, we're going to start a practice of finding out who's here and getting to know each other's names; and I know that some of you are sharing computers, so I'm going to ask each of you, if you would, to enter the names of the people that are with you at your location joining us [ Start slide: ] Title: Who is Here? Content: • Please let us know who is watching from your location by entering their names (first only is fine) in the chat pod and include your district or agency • Special guests ** while we begin by introducing two very special guests that we have with us today. One of our guests here today is a really wonderful person that many of you know. Patty Obrzut and, Patty, I'm going to make you pronounce your name, because I never feel comfortable in how I pronounce it or spell it, but she's here, she's the Assistant Director from the Penrickton Center for the Blind in Michigan [ Start slide: ] Title: Penrikton Center for the Blind Content: right-side photo: portrait, Patty Obrzut Patty Obrzut, Assistant Director Penrickton Center for the Blind ** and she... is one of the most knowledgeable people about Active Learning in the country and was trained specifically by Lilli Nielsen. [ Start slide: ] Title: Perkins and Paths to Literacy Content: right-side photo: Charlotte Cushman on a river bank Charlotee Cushman, eLearning Project Manager, Perkins School ** Also joining us today is another very great friend, new friend of mine, and someone that I really, really respect, Charlotte Cushman, who many of you know because she is the eLearn -- eLearning Project Manager for Perkins School and takes care of Paths to Literacy, among many other activities there and I am hoping that both of you all have been able to join us if you are there, you want to... unmute your mics, Patty and Charlotte, just say hello and let us know if there's anybody there with you. Patty: Hi, Kate, it's Patty, I'm here. [ Start slide: ] Title: Penrikton Center for the Blind Content: right-side photo: portrait, Patty Obrzut Patty Obrzut, Assistant Director Penrickton Center for the Blind ** Kate: And, Patty, pronounce your last name for me again. I'm gonna, I'm gonna remember how to do it now. Matt: [ Laughter ] Patty: It's Obrzut. Kate: Oh-ber-zut. Well, it couldn't be simpler. Okay. [ Laughter ] Thanks. Is there anyone else joining you today from Penrickton center? Patty: Yes, I have Cindy Bowman, who's our Activities Director and Jessica Russell, who's our Occupational Therapist. Kate: Wonderful. Well, welcome to you guys. We're so glad you're joining us. Charlotte, are you there? [ digital tone ] Kate: Okay, Charlotte may be just a little while getting in. We know how that goes. it's a busy, a busy Tuesday. Chapter 2. Active Learning Website Well, let's get started then. One of the things that I want to share with you, and this is one of the reasons that I've asked both Patty and Charlotte to be with us, is we are announcing a great new collaborative project between LilliWorks, Penrickton Center for the Blind, Perkins School, and Texas School for the Blind and Visually Impaired; and that is the creation of a new website devoted entirely to Active Learning. [ Start slide: ] Title: Active Learning Website Content: center graphic: screen shot of homepage of website Active Learning Space ** And we're calling it Active Learning Space. It is currently in construction. What you are seeing on your screen is just a mockup version, but I'm very excited about this collaboration and I think we're going to have some exceptionally good material on there for you; both to improve your own knowledge, but also to help other people learn more about Active Learning. And we're also hoping that this will become sort of a centralized area for people to get more information about Active Learning and what it can do and to share their ideas and their comments and things like that. So -- stay tuned for more on that and we really are interested in getting your ideas about things that you would like to see on an Active Learning website. You can email me and I'll share it with everybody else, but, please, let us know and keep posted. We're hoping to have this ready to launch by January, maybe even a little sooner if all goes well. Chapter 3. Study Group Overview The other thing that I wanted to share with you, as a part of this Active Learning Study Group… we've built something that I think many of you are probably very familiar with and that's called a LiveBinder. This… LiveBinder is a place where -- it's a private place to keep information that our Study Group can use. And once you register for the next, the December Active Learning Study Group I will send you… the link to this LiveBinder and you can get into it [ Start slide: ] Live view of web browser displaying the LiveBinder homepage for Active Learning Study Group. ** and explore what is in the LiveBinder now and one of the things we're hoping you'll do with that is if you look at the LiveBinder across the top, there's a series of tabs. And one of the tabs says "Questions." What we would like for you to do there is, if you have questions, please send them to me. [ Start slide: ] Live view of web browser displaying the LiveBinder Questions tab for Active Learning Study Group. ** I will share them, especially with our friends from Penrickton Center, and we will respond to those questions each time we get together. And then hopefully some of this information will get translated into information to go on the website for everybody to learn about. Also, another thing that I want to point out, this is where you will be able to find things like a media release. [ Start slide: ] Live view of web browser displaying the LiveBinder Media Release tab for Active Learning Study Group. ** If you during the course of the Study Group have photographs or videos that you collect of your student or you or any of your team, in order for us to be able to share these, because this is a webinar that is archived and viewed worldwide, literally, then we need to get a media release form from anybody that's caught on camera. And so in that tab are included both a Spanish and English version of that media release form. You can download it, print it off, have people sign it, mail it to us, fax it to us, and we'll talk more about that later. But we will want to get that. We also have links to the T-S-B-V-I Active Learning page there and, and we'll include some information and stuff about that. [ Start slide: ] Live view of web browser displaying the LiveBinder LilliWorks tab for Active Learning Study Group. ** And then we also have a tab that links to LilliWorks because many of you hopefully are, are… going to get the Functional Scheme assessment, which you can only purchase from LilliWorks. I know that some of you may be able to access the Functional Scheme from your service center. And that's great if you can. But if not, you can order them from LilliWorks. And I'll tell you right up front, you're going to say, "Wow, these are expensive." I think with shipping they come to about $91. But the great thing is about this, this tool is this is something that you will get for a student and that will follow that student for many, many years, and provide a lot of great information and you can use it to really document the child progress in a great way. So anyway, once you get registered, and I would encourage you to go ahead and register right away for the December Group, then we will send you the key to that LiveBinder and I want to encourage you to get in there and explore. And if you notice right in the corner underneath the picture, when I send you the link, it will ask [ Start slide: ] Live view of web browser displaying the LiveBinder homepage for Active Learning Study Group. ** as you sign in for the key and that key is LilliNielsen, and it's got a capital 'L' and a capital 'N' in, in it. Okay. Moving right along. [ Start slide: ] Title: Study Group Participation Means… Content: • Participate in all five of the Study Groups (if you have to miss one, watch archived version before next meeting). • Dates of Study Group: o December 1, 2015 from 3-4 PM o January 21, 2016 from 3-4 PM o March 29, 2016 from 3-4 PM o May 24, 2016 from 3-4 PM • Link to On-the-Go Learning: http://www.tsbvi.edu/selected-topics/active-learning-2 ** So, what does it mean to be in our Study Group? Well, today's meeting is all about that or the biggest portion of it is about that. We want to get you kind of started and let you know what -- what you're committing to if you decide to be a part of this group. First of all, we would like you to participate in all five of the Study Groups and we know how life goes. Sometimes you have an ARD meeting or a sick child or, you know, you just can't get here. We understand that. But as much as possible, we would like you to be live and in person on these meetings. But if you can't, we will be archiving the groups are on our website, on our On the Go section and you can go in and view them. All we ask is that if you have to miss that you try to view the version that you missed before we have our next meeting, and down at the bottom on the screen, you can see the link to On-the-Go-Learning, where all of the Active Learning Study Groups will be under "Selected Topics," you can go there and check that out. [ Start slide: ] Title: Study Group Participation Means… Content: left-side text • Get a copy of Functional Scheme • Commit to using several of the assessment areas on a student • Commit to forming a team of at least yourself and one other educator or parent to work on the assessment • Come prepared to discuss and ask questions right-side photo: cover of sprial-bound book titled, Functional Scheme. ** Another thing that being a part of the Study Group means and, and we mentioned this before is that we expect you to get access to a copy of Functional Schemes. You see that on your monitor there. And we're going to ask you to commit to using several areas, assessment areas, or fields, on an actual student. And what we'd really like you to do is by the end of this, it would be wonderful if you completed the whole assessment, but to at least have completed around eight areas, seven to eight areas of the assessment. And that may seem daunting, but when you get into it, I think you'll find it's not as daunting as it seems. We also would like to get you to commit to trying to form a team of at least yourself and one other educator or parent, that's fine, to work on the assessment together. Because as we get into this, you're going to see that it's such an advantage having the expertise of O-Ts, P-Ts, parents, speech language therapists, anyone that's actually involved in serving that child, an O and M. T-V-I, of course, goes without saying. So as you're coming in, be thinking about the student that you would like to use, talk it up amongst your buds, and get them to… agree to sort of work with you on this as a team. And then… most importantly, because this is a Study Group and not a lecture -- though I am talking a lot today [ Laughter ] I don't intend to do that so much in the future. We want you to come prepared to discuss what you have learned and what you have experienced in doing these assessments, to ask questions. I know Matt and I are just getting started, this is our first time -- well, Matt actually has had an advantage because he did a test this summer. You want to mention that real quickly? Matt: Yeah. I was, I was home with my son who was six months old at the time. So I dug into the Functional Scheme Assessment and used it on him. So I can give you first person testimony of how important it is to have -- to not do it by yourself. Because as I went through each section I had questions waiting for my wife when she got home. Kate: [ Laughter ] Matt: Like, do you -- have you seen this, you know, talk to me more about that. And, and, we would each see different stuff. So we, we got a better idea of where he was and you'll get a better idea of where your students are the more people that you involve in the process. Kate: Yeah, I think that's so important. I really do. So, come prepared to discuss and ask questions and, like I say, you can post your questions in advance or as they come up. Send them to me and we'll share them out and we can all discuss them between us all. I'm sure that we'll find our answers that we need. [ Start slide: ] Title: Study Group Participation Means… Content: • Not sharing personally identifying information about a student during the webinar – use an alias • Get a media release to share videos, photos (if you choose to share) to Kate Hurst at hurstk@tsbvi.edu • English version http://www.tsbvi.edu/images/media-release-tsbvi.pdf • Spanish version http://www.tsbvi.edu/images/media-release-span.pdf ** Some of the other things that we want to share with you is that it's very important that we not share personally identifying information about a student during the webinar. So we're going to ask you to use an alias for your student and you can just pick whatever name you want. But let's try to stick to just a first name only when we discuss our student. And keep that information in mind. We've talked about the media releases and so that will be expected as well. [ Start slide: ] Title: Special Incentives! Content: • If you complete at least one area of the assessment by December 1st and submit a copy to us, you will be entered into a special drawing (hurstk@tsbvi.edu or 512-206-9320) • Winner gets 2 free registrations for the Active Learning Conference on February 26-27, 2016 at TSBVI ** And some special incentives. [ Laughter ] This is the good part. [ Laughter ] For those of you who get a team together, and get at least one area or one field of the assessment completed and to me by December the 1st, your name will be entered into a special drawing. And, Matt, you want to tell them what the winner gets? Matt: Absolutely. You get two free registrations for the Active Learning Conference that's scheduled for February 26th and 27th of 2016 here at T-S-B-V-I. Kate: And that's a very, very nice gift, and Patty's going to be presenting that for two days. We've had Patty many times and I -- I've been there every time and every time I've learned something new and something more that's been so helpful to me. Matt: So there's a little incentive, you know, for you guys to -- Kate: Yes, there is! To get it together. Matt: Because we, we know it involves work, but it… Kate: Oh, it does and there's never enough time. Matt: But it'll be worth it. Kate: Yeah. Kate: I think you'll really benefit. Matt: Yeah. So, real quick, Kate touched on, but let's review some etiquette before we, we launch our Study Group. [ Start slide: ] Title: Study Group Etiquette Content: • Use first names only or alias if referring to a student • Join in the discussion on the phone or through chat – this is not a lecture • Ask “dumb” questions and share good/bad experiences • Come prepared with materials you will need such as Functional Scheme book • Be kind and respectful….oh, and mute your mics when not sharing ** We want to use first names only or an alias if you prefer, that's fine, when refer, when referring to a student. We ask you to join the discussion on the phone through the chat. The more conversation we have, the better it will be for all of us, like we said, it's a Study Group. There's no such thing as a dumb question. If you're thinking about it… And you're unsure of something in your head, it's likely somebody else is. So, so please ask away. And -- and the more -- again, that will facilitate that discussion, it will be helpful, those questions that come up, we can use on the website moving forward so it benefits other folks other than just us, even. Please come prepared. Have your book, as soon as you can get it and have it out to reference during the webinars; that would be great. Be kind and respectful. We promise to do the same. Mute your mics, please, when you are not sharing. It's not that we don't care what's happening in your life. It's just not during the webinar time. [ Laughter ]. It's not a good time to bring it up then. That's our etiquette review. Chapter 4. Assessment [ Start slide: ] Title: Purpose of Assessment Content: • Create best possible basis for developing appropriate learning program • Establish an emotional age • Establish sensory and motor skills • Establish likes and dislikes • Determine overall functioning levels to guide instruction and interaction – 5 Phases of Education Treatment ** And now I want to talk to you a little bit about the purpose of the assessment. The purpose of the assessment is to create the best possible basis for developing appropriate learning program for our students. And we intend to do that in four ways: We want to establish -- with the assessment, we want to establish an emotional age for the student, which will give us insight and information on how to approach that child during interactions. We want to establish sensory and motor skill information, which will help us decide what type of equipment to bring into play, what type of materials, how to set up that equipment and materials. It will also give us really good information about what skill is next, what's out there on the horizon. That's something that's really important for us as practitioners to know when we're planning the instruction. We want to establish the student's likes and dislikes. Just like us, our kids learn best when they're motivated. So knowing what motivates them can help us incorporate that into our interactions and it can have a really big impact for kids that may not naturally come out of themselves and enter interactions or maybe haven't had a lot of success in the past so… Thinking about likes and dislikes is something that we're going to talk about as we go through the process. And finally, we want to determine the overall functioning level that guides the instruction and interactions. For more information on that topic, there's two sources you can go to, Lilli's book "Are You Blind?" outlines the five phases of… education treatment. Also Kate has written a wonderful article. Kate: The Reader's Digest version. Matt: The Reader's Digest version! Yeah. Well, it… it's great. It really does summarize everything well and, and there's a link to that article on your notes for today's webinar. So please check those out when you have a chance. Kate: And I might mention there's also in the discussion of uh‑‑ I believe it's the -- not last year's Active Learning Study Group, but the previous years Study Group there's some great discussion about those five phases in the archive version on our, on the On the Go Learning site about that as well. Matt: So, now if you have your book, feel free to open it up and follow along with us as we kind of start to break down the organization of the book and go through it a little bit. You can see that the Fields of Functional Schemes are listed and there are 20. As Kate mentioned, that's a lot. [ Start slide: ] Title: Fields of Functional Scheme Content: 1. Gross Movement 2. Fine Movement 3. Mouth Movement 4. Visual Perception 5. Auditory Perception 6. Haptic-Tactile Perception 7. Oral-Gustatory Perception 8. Spatial Perception 9. Object Perception 10. Language – Non-verbal & verbal, comprehension 11. Social Perception 12. Emotional Perception 13. Perception Through Play and Activity 14. Developmentally Impeding Functions 15. Toilet Skills 16. Undressing and Dressing Skills 17. Eating Skills ** Kate: [ Laughter ] Matt: It's okay if you don't go through all of them. We're going to try to take two every time we meet and go through together. And we have some selected for you guys that we recommend, but if there's other ones that speak to you or speak to members of your team, if you -- if your team involves a parent -- which we hope it will -- Kate: Yes, we do. Matt: And they feel strongly about one of these areas that, that they would like more information, please feel free to, to do that. Again, Kate mentioned the LiveBinder earlier. As you go through those areas if you have questions, go to that LiveBinder, submit the question and, and we will see if we can't help you out with that. Kate: And we'll also be putting notes up in that LiveBinder from -- from each webinar so that, that you can have -- like we're hoping that, that we have tips for you to think about as we go along. And so we'll put stuff like that up that maybe will help you as we, as we work through this. Matt: if you have your book, you might be thinking to yourself, wow, it's really big. Kate: [ Laughter ] Matt: 20 sections is a lot. That's -- and, and it's true. It's a large assessment. And like we've talked about, we don't want you to do it all on yourself. That's the benefit of, of, of having a team around you. And it's best comp -- if it's completed by that team, a lot of these skills and functions that we're going to be looking at happen quickly. Kate: Yes. Very. Matt: They involve subtle movements. Kate: Very. Matt: We cannot expect one person to… to spot them all. Literally the more eyes and brains we have on the scene looking at the kids, the better information we're going to get for the assessment, which is going to translate to the better intervention and instruction that comes out of it. [ Start slide: ] Title: Challenges in Completing Assessment Content: • Length of assessment – you can’t do it all at once • Best if completed by a team that includes the parent(s) • May not have all the equipment mentioned in assessment • Some areas of assessment not as rich as others ** You'll notice the assessment mentions equipment, specific equipment that's used and you may not have that equipment, that's okay. There's a couple places we can point you, you can speak with your Education Service Center and they might be able to help you get some of the equipment. You can speak with us at T-S-B-V-I Outreach and we have a loan program, we might be able to loan you some of the equipment. Just raise your hand and reach out to us and let us know if we can help you with that. Kate: And I'm hoping, and I'm sure Patty will talk about this a little later on, that maybe our friends from Penrickton can give us some ideas about if you don't have a specific piece of equipment and you are going through the assessment, what can you do, what should you be looking for, and, and how to kind of work around some of that. Because I know for a lot of you, you may just be starting with Active Learning and you may not have a full complement of the equipment on hand. So ... Matt: You know, also, Dr. Nielsen acknowledged that not each section of the assessment is fully complete. That's okay. It's a heck of a place to start. If someone on your team has other assessments they want to bring forward to get more information on your kid, by all means. Kate: Yeah, yeah. Matt: By all means, go, go forth and, and bring that up. [ Start slide: ] Title: Overview of Assessment Process for Study Group Content: 1. Collect team and plan assessment 2. Observe the child in independent and interactive situations that include Active Learning materials/equipment 3. Video tape if possible so all the team can see 4. Complete draft of checklist 5. Review and confirm with team ** Just a quick overview of the assessment process as we see it for the purposes of our Study Group. First of all, we really recommend getting the team together and start thinking about what your plan is for the assessment. Who's going to do what portions? There are gross motor and fine motor sections that we're going to be talking about. If you can get an O-T or P-T on board and want to ask them to take that portion that would be a good place to start. The T-V-I may want to… to look at the sensory areas, the visual perception areas themselves. We encourage you to speak with the parent and find out… Kate: Absolutely. Matt: what area they are most interested in. As we divide… the sections up, it becomes more digestible. So that's a good place to start. And then make a plan to observe the child. And there are two areas that we want to observe the child in. We want to observe them independently, acting on objects and materials… where it's quiet. Kate: Mm hmm. Matt: It's them and the materials, they have the time that they need to do so, we can gain a lot of information. Kate: Yeah, nobody is bugging them. [ Laughter ] Matt: but we also want to remember to observe the child having interactions with staff members… Kate: Yeah. Matt: …familiar people, parents. Kate: Parents especially, yeah. Matt: Sometimes for whatever reason that piece is ‑‑ Kate: It's overlooked I think, frequently. Matt: Yeah. But as we'll talk about, you know, for that social/emotional development to occur, those interactions with others really become important. Kate: Mm hmm. Matt: And our students need to know that they are part of a community, that their actions matter and are being observed, and people care about them and -- and they can serve as a basis for building interactions and conversations. Kate: And like you and I were talking, Matt, you, know, I think with so many of our students and, and… this doesn't just come from Lilli, it comes from Van Dyke, it comes from so many of the experts in our field that, you know, trust and bonding are the foundation for all learning. And so, you know, this is a tool that can really help us, you know, look at where that child is socially and emotionally and make sure that our actions are helping to build trust and bonding and confidence in that child; a sense of, as Lilli says a sense of "self identity," so that they know what they can do, are proud of it, feel confident. We want that for all of our students, but I think it's especially important for these students and sometimes we just sort of forget about it, you know. Matt: Absolutely. Kate: It seems like there's so many challenges for a lot of these children. It gets overlooked. But I think it's like the foundation to what we need to do, so, you know, it's real important to -- to look at all of that. Matt: Absolutely. We encourage you to use videotape if possible. We talked about how some of the things that we were going to be looking at happened very quickly. They're very subtle. A videotape provides you an opportunity to look again… and every time I've ever done it, I learned something new that I maybe missed. Kate: Oh, yeah. Matt: it also functions as a way to share information with the team. Kate: Yeah. Matt: If… you have an opportunity to sit down and watch the video of… of the student interacting with your team members it's going to facilitate a discussion. Kate: Absolutely. Matt: You'll get some more information out of the discussion, so please try to do so. We recommend you start by the lead on, on a particular area to complete just a draft uh… of the checklist. That will give you an idea of where you are. I use pencil when I did it and then bring that information to the team to get more information and confirmation on where that -- if that is the right area. And, again, I think… that can't be discussed without mentioning the parent again. Kate: Yeah, because the child will be different in some respects at home. Matt: And that's okay. Kate: And that's okay, that's okay, yeah, absolutely. Matt: That's okay. Just write it down. Kate: Yeah. Matt: You know, document where -- Kate: We just want the picture. Matt: That's right. It's a snapshot. Kate: Okay. Well we're going to take in this next section of time really trying to go through and give you guys some basic information about the booklet and how scoring takes place um… in a real quick way. You all will have the book hopefully and you can read the instructions, but I for one have to say that I read them once and got quite a few things wrong! Matt: [ Laughter ] Kate: So we're so pleased that we have with us today some of the staff from Penrickton Center and I thought we would start off by letting them give us just some little tips because they've done so many of these assessments, that they use things that they've discovered through the hundreds of them that they've done that, that will help us along and then we're going to go kind of step‑by‑step and look at, you know, pieces and parts of it so we can get familiar with the content of the book. So, Patty, uh… if you and your staff would like to jump on in and just share whatever you feel is important to share. Chapter 5. Tips from Penrickton Center [ Start slide: ] Title: Tips from Penrickton Center Content: left-side graphic: logo, Penrickton Center for the Blind right-side photo: Patty Obrzut, Assistant Director, Penrickton Center for the Blind. ** Patty: Hi, again, this is Patty. I guess, Kate, what you are mentioning with the Functional Scheme, I found that it's the easiest to play with a child and then use your observations to fill in multiple sections. So I know we're going to try to do one section at a time and we started that way, too, when we first started to do the assessments. But it, it will eventually be easier if you are playing with a child if you -- once you know the assessment, when you see things if you just flip through and fill them in as you see them; almost in the normal course of a child's day. And then we also did do where we have different staff like we have a dance and movement therapist, a music therapist. And we found like the dance and movement therapist is really working on gross motor and fine motor skills, so we did split it up, and she did kind of tackle those sections where, where the occupational therapist might have been doing the mouth motor sections and the play sections. So it is helpful to have people split it up, but I will definitely tell you that people will have differences of opinion. [ Laughter ]. Patty: And… you know, you'll end up having conversations: "Well, I saw that, what do you think that means?" and you end up coming up with a mutual decision about how you're going to answer that question. And it may sometimes vary from child to child, which is what's -- difficult about this assessment is that it's not, you know, can this child do this exactly. But that's what's also nice about the assessment, I think, is you're getting a real picture of a child, not -- a book picture of a child. So -- Those were some of the tips. I will say like I mentioned to you, Kate, the most important thing I think is that it should not be a checklist. Other than the milestone page which we're going to cover in a little bit, you want a date, the month and the year, and then you want to put your initials, which we'll talk about, of who is making that observation. Because when we were doing it as a team, if I saw someone else filled in a section and I disagreed, by knowing the initials of the person I could go to that person and say, "I don't see that, what did you mean by that?" And then that led to a conversation, which sometimes resulted in the answer getting changed. So it's really important to put the date and your name versus just the check. Cindy: [ Inaudible ] Patty: Go ahead, Cindy. Cindy has a comment. Cindy: I just also wanted to say one of the things that makes it difficult is that the language in the book was written by Dr. Nielsen a while ago and so… and, and in Denmark, so some of the language that's in there you, people might not be familiar with. So I think that we'll cover that also as we go through the assessment. Patty: Yeah. I always make a joke in my lecture, one of the things she says, which Kate knows full well, she calls a flashlight a torch and people always are like, "You give a torch to a blind child?" [ Laughter ]. Patty: Yeah. You know… Don't freak out if you see some words. Or she says chamber pot a lot, which is toilet. If you are not sure what those words are, ask. She also says "he," she doesn't uses politically correct terminology, "he" or "she." So don't be offended by that kind of language. but we still remember there's one thing that says "moves her feet like, like a bird." And we're, and we're like, "What in the world does she mean by that?" So, the hard part is, you know, Lilli's passed away we don't have someone to go ask what she truly meant by something. But I think… for the most part, we think we know what she means by a certain question. but when in doubt then the the team comes with "well, this is what we meant by this, function or this, you know, specific question. And that's how we're answering it and that's how we're going to answer it from now on." So… I think those are most of my suggestions unless, Jessica, you got -- Matt: [ Laughter ] Patty: I'm asking my own group if we have a -- But that's, I think, a good place to start, and I know we're going to cover each section and we'll probably have more comments as we go along. Kate: Absolutely. And I think, you know, one of the hopes that I have for this Study Group is as we go along and maybe get little video examples here and there, we can show what we think this means and maybe help other people down the road when they are trying to figure out "Well, what does this mean?" This is, this is kind of how we approached it and hopefully as the Active Learning website grows, there will be more examples from Penrickton Center and we can all kind of get on the same page about some of those more obscure, items in the assessment. So… Great. Terrific. Chapter 6. Terminology & Scoring All right, if you have your book with you, we're going to jump right into it. If you don't have your book with you, you should have all of this content in your handout and though it may not be the clearest read, I think it will be sufficient to get you going until you can actually get your book and dig into it a little more in‑depth. [ Start slide: ] Content: graphic: top half of a page from Functional Scheme containing a table with 9 columns and 7 rows; left-side label titled, Field and an arrow pointing to table title, Emotional Perception; right-side label titled Segment and an arrow pointing to table title, Level 0-3 months. ** One of the things that -- I -- had to do so that I could make sense of the instructions is I had to get familiar with some of the terminology. And what you're seeing on the screen is the -- area in Emotional Perception and it's at the birth to three month level. And -- what I have marked with arrows is on the left side where it says "Emotional Perception," that is referred to as a field. And then on the right‑hand corner at the top of the -- the page in your book, you'll see the level "Birth to 3" or "3 to 6 Months," whatever. And that's considered the segment. [ Start slide: ] Title: Organization of the Fields Content: • 11 segments covering birth to 48 months in periods of 3 and 6 months • List of functions for this level of development ** So in the organization of the fields, there are 11 segments that cover from birth to 48 months, developmentally, I want to stress that. It's not just about a child's age. It's about their developmental level. From birth to 48 months, in -- chunks of 3 to 6 month blocks. And you'll see that as you go along. So it's birth to 3, 3 to 6, 6 to 9, and so forth. And then beneath each of those, in each of those -- fields, there is a list of functions for that level of development. So, if we go to the next slide, we can take a look at that. [ Start slide: ] Content: graphic: top half of a page from Functional Scheme containing a table with 9 columns and 7 rows; left-side label titled, Field and an arrow pointing to table title, Emotional Perception; right-side label titled Segment and an arrow pointing to table title, Level 0-3 months; lower left-side label titled, Functions and an arrow pointing to array of rows titled, E001, E002, E003, E004. ** So, down on the, left‑hand column of the page, you'll see numbered functions. And like this is in Emotional Perception so it starts out E 001, E 002, and so forth, and goes on up. Patty, I had one question about this immediately and there are -- several blank spaces below most of these and I didn't know if there was any specific reason for that, that you were aware of, and I thought that I would just ask while we had you here. Patty: That's a good question. The blanks are there on purpose so that you can add functions that you feel fit within that -- that segment. That you can add them in. They were also left blank for Lilli because she always improved the assessment. Kate: Ah! Patty: And she would add things as she went on from year to year. So later on in the, the ones that I filled out that I sent you that we're going to look at a little later; I have actually three that we added ourselves to a certain section that were related to a specific child that I'll show you an example of. But they are blank so that you can add information if you would like to. Kate: That's great, that's great. Matt: Cool, yeah. Kate: I kind of thought that might have been the case but I wasn't sure. [ Start slide: ] Content: graphic: top half of a page from Functional Scheme containing a table with 9 columns and 7 rows; left-side label titled, Field and an arrow pointing to table title, Emotional Perception; right-side label titled Segment and an arrow pointing to table title, Level 3-6 months; lower left-side label titled, Functions and an arrow pointing to array of rows titled, E013, E014, E015. ** So, we'll look at the next -- section or slide so you can see this is the same field, the same -- but the segment is different. It's the 3 to 6 Month segment and then there's a new set of functions for that… there. So ... for each of the fields… that we're going to take a look at, the very first page of each of those fields: like the Emotional Perception, Social Perception, Gross Movement, Fine Movement… begins with a list of milestones. [ Start slide: ] Title: Organization of fields Content: • Milestones at each beginning of each field represent 1-2 functions of each segment ** And they represent one or two functions from each of the segments in that field. So -- if we go to the next slide you will see what we mean there. [ Start slide: ] Content: graphic: a page from Functional Scheme containing a table titled, Emotional Perception. ** So for Emotional Perception, on the left column, you see the level. So it's 0 to 3 Months, 3 to 6 Months, 6 to 9 Months, so on you, all the way down to 42 to 48 Months. And then in the middle are the milestones, those are, those are just functions that you will find in each of those segments as you go along. And then you have a "Yes" and a "No" column. And that's how they're organized. And this is where you're going to start each time that you go along. We'll get into that just a little bit more. [ Start slide: ] Title: Organization of fields Content: • Functions without specific developmental level supplement each field ** Then another piece of information that's included in each of the fields is usually found at the very, very end of that field and it is, it includes functions that are without a specific developmental level. So if we go to the next slide you can see what we mean by this. [ Start slide: ] Content: Full page image from Functional Scheme containing a table titled, Emotional Perception Irrespective of level of development. ** So in Emotional Perception, we have this form at the very end of that section that says Emotional Perception Irrespective of Level of Development and there's a list of additional functions that relate to emotional perception that don't tie into any specific developmental level. And we'll -- we'll probably talk about that more. Patty, do you have anything to say about that… particularly at this point? Patty: I think -- yeah. I think it's just important, those are going to be things that, you know, you see a child doing that -- they're important to write down. So, is the child hyperactive, is the child violent, are they biting themselves? So they're all things that don't have a date, is the child doing it or are they not doing it? So it is important to fill out those sections. And they can be easily overlooked because they are at the end of a section. So you know you do -- you do a specific time frame from zero to 3 months, you fill it all in and you think that you are done. Always remember to go to the end of the section to look for that Irrespective of Level of Development section. They are not in all sections, too, some sections don't have them. And it helps track behavior, also, of the child over time, so you can know when they kind of stop doing that or when they started doing it. That may be very important. Kate: Yeah. I can see where that really would be. And I think it's also just such great information to be able to sort of share uh… with those who are trying to develop, especially in school settings, behavioral plans and stuff. So everybody is in the same page and we know what we are looking at. Okay. Moving on to the next slide. And then on Page 7 of the book is a summary of fields of the assessment. And what that is, it is a place where data from all the different fields that you do are collected [ Start slide: ] Title: Summary of Fields of Assessment Content: • On page 7 • Data from all fields of assessment collected • Provides current level of performance (functioning) • Can be used to show child progress ** and what you will get from that is a current level of performance or functioning. So if we're talking about the Plath or the Plop or whatever you're calling it, wherever you are, this is going to give you a lot of information that will help you with that. And what I also love about this is it's a really -- great graphic way to see what the child is doing, to look at sort of overall development, to try to figure out where their areas that, you know, that the child is really doing, you know, exceptionally well and other areas where they may be lagging behind developmentally. So it's just a, a really great place to get a picture of it. So if we go to the next slide, you can see what I'm talking about. [ Start slide: ] Content: Image of the Assessment of levels of functions that has been completed. Blocks with "100" are highlighted in yellow, and those 80 and above are highlighted in green. Those at lower scores are not highlighted. Some skills go as high as 12-15 months. Highlighted skills go as high as 6-9 months. All areas are marked until the score is “0” in that field. And Patty's going to get into this a little bit more. But just quickly, if you look on the screen, you can see that the different areas represent all of the different fields in the book, and that there are, there's information included in each one of the little boxes there. And what I… I noticed about this one, and I guess we -- I think we'll just wait a little bit and Patty's going to talk about that in a minute. But what you get is that you get a kind of a visual of where that student is and, and how that student is functioning. You know, the areas that the child is excelling and the areas where the child may need a lot more practice and support. [ Start slide: ] Title: Developmentally Impeding Functions Content: • P. 213 • List of impeding functions • Should be completed ** Another area that's included in the Functional Schemes is an area called Developmentally Impeding Functions and that can be found on Page 213, this is another area that's real important to complete to be aware of. And again, let me show you on the next slide what that looks like. [ Start slide: ] Content: Full page image from Functional Scheme containing a table titled, Developmentally impeding functions. ** And this is just a little piece of it. It's not the whole thing. But you're looking at things like they are tactilely defensive, they poke their eyes, they wring their hands, things like that. And so I think that this is real important information to get as well. Those are sort of the pieces and parts of the book and I encourage you when you get it to really look through it because for the longest time I, I, I kept missing pieces of it, you know? I just kept missing pieces and -- which sort of shows how I approach a lot of things. I'm not as detailed as I need to be. Matt: [ Laughter ] Kate: Do go through and look and find these pieces in your book and check and see what is in them. So… now that we know the basic chunks of the book, let's into the, the scoring instructions. And this is where I'm going to tell you what I think and then Patty's going to tell us what's right. [ Laughter ]. Okay. So… the one thing that I got from the book is that the very first thing that you're going to do is you're going to check your milestones in whatever section you're going to start with and you're going to only complete the columns for "yes" and "no" at first. As you do that, and this is where you actually will use check boxes [ Start slide: ] Title: Scoring Instructions Content: • Check milestones (yes/no) first and start assessment segment having highest level of “yes”, e.g. 9-12 mo. + =“no”, 6-9 mo. = “yes”…date the 6-9 mo. ** You get to -- the highest level of yes's, so like if you've got yes's that go all the way up to -- 9, months or up to, to -- up to -- up through 9 months and they're all yes's, but when you get to 9 to 12 months, you begin to get no's and then you get all no's, then you're going to start -- the assessment section for the 6 to 9 month old. So, that's one of the things. Now, Patty, did I get that right? Patty: You have that correct, yes. Kate: Good, good. Patty: Let me just add, too, if you know you're going to start at the section before and if you do that section, and you're finding you are answering "no" to a lot of questions, then you're going to go even before that section, so you're going to go to the 3 to 6. So, it's just giving you a… a place to start and then you're going to do as many sections as you need to until you get a whole section that you answer completely "no" to when you get into doing all of the functions. Kate: Okay. Patty: So this is just a place to start. Kate: Okay. If you look at the next slide… [ Start slide: ] Title: Start with Milestones Content: Image from Functional Scheme showing table titled, Emotional Perception Milestones. ** This is sort of what I went through and did and then Patty, let's or, let's go to the next slide. We'll look at Patty's example, because I had a question on this, Patty. [ Start slide: ] Title: Fine Movements Content: Image of completed Fine Movements Milestones. "Yes" is check for 0-3 and 3-6 months. "No is checked for 6-9, 9-12, 12-15 months. The remainder of the milestones are left unchecked. ** She's marked "yes" in a couple of sections and then she went down and she had three "no's" running. Is there any kind of rule of thumb for when you sort of stop going down those milestones and say I think we know where to start? Patty: I… I mean typically I'm going to do it at least two, if not three before and after, just because so many of our children have splinter skills. And so, you know, the second I answer "no," the very next one I might answer, "yes" too. And so then I'm going to keep going until I get, like, three in a row or at least two in a row of no's or yes's. Kate: Okay. Patty: And then I can't remember if I sent it to you or not. But I might do this and then a year from now, go back and do the same child and now all of a sudden I'm answering "yes" to the 6 to 9 months… Kate: Mm hmm. Patty: And "yes" to the 9‑12. And so you can kind of see the progress. So, in my book I'll have a "yes" checked and a "no" checked, which means at some point in the assessment it was "no" and now it's "yes," which kind of shows you that there's improvement in the student. Kate: And again, this is just a great… report card for a, a student on where they are and where things are going. Okay. Well, that answers that question. All right. And looking at the nn, next slide… [ Start slide: ] Title: Scoring Instructions Content: • use month and year to score • - = inapplicable due to blindness or deafness • In the assessment segment, if all “yes” in 6-9 mo. go to 9-12 mo. if all “no” start program at 6-9 mo. • If some at “yes” at 9-12 mo. still start at 6-9 mo. but know student “ready for learning” at 9-12 mo. and begin to make these environments available. ** This is the next part that I got. So, when you actually get into the field segment level that you're going to do… You're going to first of all use the month and year to score, we've already mentioned that, but I want to emphasize that. Then if there is an, an item of function that really isn't applicable because, for example, the student is blind or deaf and you'll find some of those where it's specifically talking about vision or hearing, if it's not applicable at all, you use a minus for that. And so as we said before, in the assessment segment, if all -- if you've got a whole bunch, if everything in 6 to 9 months is "yes," then you go on to the 9‑12 months. And if all of the 9‑12 months are no, then you're going to drop back and start with that 6‑9 month level. However… if you get some yes's at the 9‑12 month level… but not all of them are yes's, but you get a few of them, you're still going to go back and start at that 6 to 9 month level. But you need to be aware that the student is ready for learning at that 9‑12 month level. And what I got out of this is that that is when you begin to make your learning environment that's going to, be available to the child that has things in it so that they can begin to start working towards those skills. At that -- at that 9‑12 month level. Now, Patty, is that -- did I interpret that correctly? Patty: Yes. I wanted to make one other comment, too, sometimes you're answering "no" and it's a good thing, you know. If you're in the Mouth Motor section and it says "drinks from a bottle" and you say "no," because they're drinking from a cup, then that's actually a good thing. So there are instances where an entire section you have yes's and no's, but it does mean that they're actually at the next level, so you do have to keep that in mind sometimes, too. Kate: Oh, okay. Okay. I get that. So there, it, it… I, I understand that the way the thing is worded it's geared for "no" being a "we can move forward" answer then. Matt: Mm hmm. Kate: Okay. That's important. That's really important. Patty: Well -- yeah, with some things like even when you are getting into, how somebody grasps, you know, if they're grasping with a reflexive grasp and they're not doing that anymore, you are going to say "no, they don't grasp that way" because they've moved to a higher level. Um… Kate: Oh! Patty: So it's -- it's just a little tricky in, in understanding that that is a good thing that, that you're answering "no" to that question. Kate: But, but that might also be why you need to go to that next level maybe… to look at things? Patty: Right. Right. And what we do, which we'll get into the scoring part when you're looking at the overall -- if I'm saying "no" to something, which is a good thing, I count it in my yes's as like it's an achieved thing that you have moved or I just don't count it at all, I like skip it, which we'll talk about when we get to the scoring. Because you're not going to punish a child in how you are figuring out what level they are at when they are doing something better now, um… and it's complicated because some of our kids you're going to be assessing from 0 to 3, 3 to 6, 6 to 9, you're going to be going all the way up to maybe 15 months… Kate: Mm hmm. Patty: Because they have… splinter skills. Kate: Yeah. Patty: You have to decide when those skills are things that are not -- that they should have already passed by now. Kate: Yes. Gotcha. Gotcha. Okay. So… Cindy: This is Cindy, I also wanted to say that sometimes when we started doing assessments, we would mark those, like highlight them, so we knew that those "yes" or those "no" answers were a positive statement. Kate: Gotcha, that makes a lot of sense. Matt: Mm hmm. [ Start slide: ] Title: Scoring Instructions Content: Columns • 1st time date “yes”/ “no” if relevant; use “don’t know” and “was able to” otherwise • If “yes” checked reluctantly because learner is in learning process date both “yes” and “learning has begun” – function should be included in present learning program • “performed in favorable conditions” / “performs spontaneously” date when learner achieves or commences to achieve function • In the assessment segment, if some in 9-12 are “yes” start at 6-9 mo. but ready to learn many skills at 9-12 mo. Add appropriate environments to encourage learning at this level. ** Kate: That really does. That would be very helpful. So the other thing when you get into scoring is there are a series of columns. And the first time that you're doing the assessment from what I understand, you're going to focus on the "Yes/No" column and the "Don't Know" and "Was Able To" columns. That's evidently the first time only. And what it also said is if you check "yes" kind of reluctantly because you may see that, you know, the child has done it occasionally or looks like they're about ready to, then you check "yes" but you also indicate "learning has begun." And, again, when I say check, you are actually putting in dates here. I say check, but you are using dates in this. And then you also might have, as you're going along, things where you're checking "yes" because it's performed under favorable conditions or they're performing it spontaneously. In, in my mind, I didn't know whether that was as important to indicate in the first round of assessment or more something that, kind of gave you more information as you went along. And I want to have, Patty talk about that a little bit; in those columns. Patty: Yeah, I will say in the beginning we started out where we tried to do "yes" and "no" but really quickly you figure out that, what we mean by "yes" is that a child does it on their own, all the time, without anybody telling them to do it, without any verbal cues, without any physical prompting. It means they independently know how to do it. Kate: Mm hmm. Patty: A lot of the kids are not at that level. So when we see them only do it because someone's telling them to do it, then that's only performed in favorable conditions and we'll write, right in the box, with a verbal cue because it's telling us that they really don't know how to do it, they need to be prompted. And that's not a "yes." So a "yes" has to be, in our eyes, something that they absolutely do independently without any help. That's where we get into -- if we see them do it once in a while when the environment is perfect, then we -- then we put the date in "learning has begun." We see it occasionally, but not all of the time. And we do use the "don't knows." Sometimes when we do the assessment, we get to a part we write "I don't know." It's not like -- like one of them is, does the child recognize, like, that something's hot and they shouldn't touch it. Well, we don't go around, like, lighting matches near the kids. Kate: [ Laughter ]. Patty: So it's not like, you know, we know that one. So we always put "don't know." But then, you know, we might be outside and some, and you happen to see it later on. Kate: Mm hmm. [ Start slide: ] Title: Penrikton Center for the Blind Content: right-side photo: portrait, Patty Obrzut Patty Obrzut, Assistant Director Penrickton Center for the Blind ** Patty: The whole reason why you're, you're filling in the dates and your initials is -- and I know that you'll see this in some of the assessments that I sent. You know, first you'll say "no" and you put, you know, last year's date, June 2014 and my initials. And then now it's here June, 2015 and all of a sudden there's a "yes," you see it all of the time. So now in an instant you have a book that has a "yes" and "no" filled in, but with dates, and you can see a year ago, they didn't know that skill and now it's a year later and they do know the skill. So -- we started out with the "yes" and "no's," but really quickly we started using a lot of the "learning has begun," "performed in favorable conditions," the "don't knows" and the "no's." But in our eyes, "yes" -- "yes" and "performs spontaneously" are almost the same thing in our eyes. Did they do it without anybody telling them to do it Kate: Mm hmm. Patty: Without any help, without any, verbal cues, physical prompts. And I think you have to be really careful not to say they can do it if you're helping. [ Laughter ] Because that means that you're helping. And that doesn't mean they have the skills. Kate: [ Laughter ] Great, thanks Patty. Okay, let's look at the next slide real quickly. [ Start slide: ] Content: Emotional Perception field, 0-3 month segment. Dates are placed in in the “yes” and “don’t know” column in the first 3 functions. A minus sign appears in the 4th function indicating that this item does not apply due to the child’s profound hearing loss. The columns "Learning has begun", "Performed in favorable conditions", and "Performed spontaneously" are highlighted in yellow. ** Patty: Yes. So here I think, you know, you've got a "don't know" filled in, you've got two "yes's" and you have a "no." Kate: Yeah. Patty: And I will say that it's really tricky in the emotional level. You're going to have a lot of "yes's" and "no's" and here's where a "no" could be a good thing or it could be a bad thing, it depends on the child. So the emotional level I will say is a tricky section to start with. Kate: Yeah, and I would think it would also be an area that's so important for the family to have input on, because I really do think you will see a very different child in a home environment than you might see in a school environment. Especially if you're just getting to know the kiddo. Patty: Yeah, I think it's okay to have, two people's comments in the same section, because -- and in one of our sections, I think our Dance and Movement therapist wrote, like, "I see it with the right hand but not the left hand," or "I see it in this position, but not this position." So, sometimes we use the extra boxes off to the side to make little comments so that we remember, what we're seeing if we want to, we just use that as a comment section sometimes. Kate: Oh, that makes sense, and you're seeing an example of that on the screen right now. [ Start slide: ] Content: Image of table from Functional Scheme titled, Fine Movement, 6-9 months. Various cells are marked with dates and initials. ** Patty: That's one of our, children that we did, which was the Fine Motor section, and I wanted everyone to see if you look down, you'll just see that some of the boxes are filled in "yes" and "no." And some of the boxes were filled in "no," but now you see "learning has begun." So, in the beginning when we started this everyone remembered to put the date, but they forgot to put their initials. So sometimes you just see June of 2013 or '14 with nothing, and then as we got better we went "Oh, yeah, remember to put your initials in there." But this is a child that we've done continuously over the last couple years and by looking at it you can see his progress over the last two years. And then… the one I know there's a little comment in the box which, is hard for you guys to see, but I know it was, "if the objects were overhead, he could do it, if they weren't, he couldn't do it." So we used it as a little comment. Kate: Okay. Great. Alright, well, let's look on the next slide, Patty, and, and let you share a little bit about this one. [ Start slide: ] Content: Image of table from Functional Scheme titled, Gross Movement, Irrespective of Level of Development. Various cells are marked with dates and initials. ** Patty: Yeah, this one was just for his Gross Motor skills again. It was the Developmentally Impeding section. And just again I'm flip, flipping to it in mine so I can see it. But like, the first one sits up with a hunched back. You know, in June of 2013 we wrote we didn't really know because he wasn't sitting up independently. Where now, and then in June in 2014, we went "yes, he does sit upright with a hunched back." And actually that's not a good thing, even though he's doing it, because it's, it's a… for him right now it's a sign that he has some kyphosis going because eventually you would want to sit with a more upright back, he's still hunched over. But, you know, that he's using the HOPSA-dress and then if he has cerebral palsy, is he able to counteract, spastic reactions, which we had said no to, but now we say yes to because as he got older he got better at understanding how to move his body. [ Start slide: ] Content: Image of two pages from Functional Scheme with table titled, Developmentally Impeding Function. Various cells are marked with dates or brief notes. ** Kate: And then the next one is the Developmentally Impeding Functions and I think that's ‑- similar, very similar to what you talked about in the other section. Patty: Yeah, and I will say at the very end, it's hard for people to read because it's so small on your screen. But at the very end we actually added three different sections. We added that he taps his hands or an object on his mouth area because it's kind of a self-stemming thing that he does, that we feel is impeding function. we also added head banging, which is not in her assessment and he started doing that, so we put that in there. But you'll also notice some things he wasn't doing, he either stopped doing if he was doing it or some things he wasn't doing he started doing it. The hardest part was the whole where it says Discarded in Favorable Conditions. A lot of times we would write "yes, he head bangs but if you provide him with the right activity he doesn't head bang." So, yes, he does it, but we wrote "it's discarded in favorable conditions because if you provide him the right activity he doesn't head bang." Kate: Which is real important to know. Matt: Yeah. Patty: Right. Chapter 7. Summary [ Start slide: ] Title: Summary Content: • Dating of various fields on p. 7 gives full review of present level of development • Most likely will see discrepancy between fields • Development or lack of development in one field will influence development in other files • Program should provide enough and appropriate opportunities in deficit fields • Program should provide opportunities to use skills already achieved ** Kate: To summarize all the information, we talked about that on Page 7, Patty, do you want to quickly tell us about the importance of this and, and how this is done and y'all will go to the next slide? [ Start slide: ] Content: Image of the Assessment of levels of functions that has been completed. Blocks with "100" are highlighted in yellow, and those 80 and above are highlighted in green. Those at lower scores are not highlighted. Some skills go as high as 12-15 months. ** Patty: Yeah, the summary is going to be something that you are only going to do once the assessment is complete. So, nobody has to really worry about it for a couple of months because it's going to take you a little while. Kate: [ Laughter ] Patty: But it does give you an overall where you can see where a child is a little bit lower in function at certain areas and higher in other areas and it's going to give you an overall picture of what you should be working on. You work on all of the sections but you really pay attention where somebody is, is really far down to make sure that you're not forgetting any of these sections. So, I think as everyone fills in the sections, we can cover this a little bit more in, in future meetings. Kate: Great. And I'm going to skip real quickly to the slide that -- where we're going to ask you -- we're going to talk quickly about your assignment before we have to cut off. [ Start slide: ] Title: Ideas for Assessment Sections Content: • Social and emotional development – December 1, 2015 • Gross and fine motor development – January 21, 2016 • Visual and auditory perception – March 29, 2016 • Haptic-tactile perception and development of IEP for Active Learning – May 24, 2016 What do you think? ** So for December, I'm not going to let you have a choice. We're going to altogether work on the Social Development and Emotional Development fields in our book. And so between now and December the 1st, when we meet, and if you get it to me before then you'll be -- have the opportunity to be a big time winner, that's what we're going to focus on. But these are my suggestions for the following three events. What I'd like for you to do real quickly, right now, is in the chat, think about what your preferences that -- we're just going to look right now at January. What your preferences would be to focus on for January and just shoot that in the chat real quick to me. While you're doing that… we'll go through and here's all of the different fields. [ Start slide: ] Title: Fields of Functional Scheme 2 each for January, March, May Content: • Gross Movement • Fine Movement • Mouth Movement • Visual Perception • Auditory Perception • Haptic-Tactile Perception • Oral-Gustatory Perception • Spatial Perception • Object Perception • Language – Non-verbal & verbal, comprehension • Perception Through Play and Activity • Developmentally Impeding Functions • Toilet Skills • Undressing and Dressing Skills • Eating Skills ** They are all the fields that you can look at to think about the ones that you would like to do. And we don't all have to do the very same thing. So, just let us know what you're thinking about, being that way we can try to be a little bit better prepared in January. Before December you need to complete at least one but preferably two of those chosen fields and mark the results that you gain in your assessment summary. [ Start slide: ] Title: Before December…. Content: • Complete at least 1, but preferably 2 of the chosen fields on one of your students • Mark the results in the Assessment summary page 7 • If you can, gather several short clips of your student (1 in independent, 1 interactive) to share and post to Google Docs folder ** And if you can, we want you to try to take a couple of short clips of your student in independent and one in interactive situations, if you can share this and you get media releases [ Start slide: ] Title: Google Drive Content: • https://tools.google.com/dlpage/drive - Google Drive app • Download to iPad, iPhone, or computer • Link to Google Drive folder will be sent via email to folks registered for January group in the next week, so register today! • Send completed releases to hurstk@tsbvi.edu or fax to 512-206-9320. ** I have built a Google doc and it is up on the Google drive and I will send you the link to the Google drive so you can share that video with us. And you can send your releases to me. At h-u-r-s-t-k at t-s-b-v-i dot e-d-u or fax to 512‑206‑9320. Well, we've run out of time. I -- wish we had more. I want to thank our special guest for being here today. I really enjoyed it and thank all of you for joining us. Charlotte: Hi, this is Charlotte Cushman, and I'm just saying "hello" now because Sarah finally told me how to unmute myself. [ Start slide: ] Title: Perkins and Paths to Literacy Content: right-side photo: Charlotte Cushman on a river bank Charlotee Cushman, eLearning Project Manager, Perkins School ** Kate: Ah! Matt: [ Laughter ] Charlotte: This, we're… Really enjoyed it. So glad to be here and nice to meet everybody! Kate: Charlotte, we're so glad you were able to join in with us. We really are. We look forward to maybe having you dip in and out when you have time and we go along. Charlotte: That sound great! I'm enjoying it. Thanks, everybody. Kate: Bye, Charlotte. Matt: Thank you. Kate: Patty, Staff at Penrickton, we thank you so much for your input. Patty: Thanks, we'll be talking to you in the future. Kate: Absolutely. Patty: Everyone have a good day. Matt: You, too. Kate: Okay. Bye-bye. Fade to black. [ Silence ] Animation: On-screen letters "TSBVI" transform into braille cells. Fade to black.