^M00:00:01 [ Music ]  ^M00:00:17>> Ann Adkins: I want to welcome all of you to our second ECC webinar. And I want to thank all of our presenters again, Kates alerady introduced them. I just want to make sure everybody knows Chris Tabb. I'm gonna really push you Chris. I hope you know that he is the newest member, O&M consultant, in the Outreach Program at TSBVI. We are very fortunate to have him. You need to get to know him as soon as you can, if you don't already. We're also very fortunate that we will continue to have Ruth Ann for about another month. >> Ruth Ann Marsh: Two months >> Two more months! Oh good, we'll have her for two more months. Oh good, we can give her all kinds of stuff to do; and she has nothing on her plate at all. Sorry. Cyral is here, our Outreach Director. Kate. Olga was not able to join us, but we do appreciate her support in all of our webinars. Today our focus is going to be on O&M. We did talk quite a bit about O&M and the new legislation during our last webinar. That was the one on September 11th, and many of you participated in that. We're going to be discussing it even more today. But before we get started, just a few things I want to mention. Kate's already mentioned the upcoming webinars dealing with the ECC, that Outreach is going to do this year. The dates on two of them changed, which she mentioned. Just want to let you know that when the original information was posted, the life... Independent Living Skills was going to be in April. That is now February 5th; and Rec Leisure will be April 2nd. The next one, the next webinar will be on Social Skills and Self-determination. That will be Thursday, November 6th from 3 to 4 PM; and we hope that you will all join us. >> The other point that I want to mention is that all of these webinars; the ones on the screen right now; and that is on slide number 6 -- no, 5 -- slide 5 -- will only be for one hour. And we realize that's a really short amount of time. We know we can't possibly address all the issues and questions related to all the different areas of the Expanded Core, during that amount of time. We hope, however, that shorter time will allow more of you to take time out of your busy schedules to join us and participate. And we hope that this will provide a format to bring all of us together around specific areas of the ECC, so that we have an opportunity to share information and suggestions. All of this, of course, to help us in meeting the needs, in the best way possible, for our students with visual impairments. So because each of these webinars is only an hour, we encourage you to contact us with your questions and any issues, ahead of time, before the actual webinar, if you can. And some of you have actually done that for today's webinar. Christy, and Ruth Ann and Chris will be addressing some of the questions that arouse in the last webinar and questions they have received from some of you since that time. We know, however, that's not always possible, and questions always arise during the course of the webinar. So we encourage you to communicate with us during the webinar, this afternoon, through the online chat. And you should see that already on your screen. Cyral has graciously offered to monitor the chat. There were so many question last time, she will have her work cut out for her, because we anticipate that there will be a lot of questions again. We'll do our best to address those during the course of the day. Hopefully, your questions will be answered. But we do anticipate lots of feedback from you. So what we're going to do is collect all of those questions from the chat today; and then we're going to post them, along with our answers on the TSBVI blog. So Cyral will be moderating the chat, and Chris -- who is new to Outreach, and we can always give him so many wonderful things to do -- will be the one who is monitoring that blog -- and of course if was Chirs' idea anyway; so, hey! I really think it's a wonderful idea; a great way for all you to communicate about O&M issues. You can find the O&M blog by clicking on "blogs" at the top of our main page; scroll down the menu on the left-hand side under categories to Orientation & Mobility in Texas. The link is w-w-w dot t-s-b-v-i dot e-d-u slash blog. Anything you want to add on the blog Chirs? >> Chris Tabb: that sounds terrific. >> Ok. Alrighty. Thank you. ^M00:05:04So returning to the topic about O&M today, the other O&M trainings are in the next slide. And I think we're ready to move on to slide number seven. Those of you who are able to participate in the webinar back on September 11th are probably familiar, hopefully, with the Q&A document. During that webinar we looked at that document and it's the one that was developed to address some of the questions related to the new legislation in Texas dealing with the ECC and O&M. I know Kate attached that document to the invitation and it's also available on our website-- >> And in the pod. >> And in the pod and it's really from this PowerPoint, so. All right. Christy and Olga discussed that in detail last time? Christy's going to do that a whole lot more this time. Before we start we'll make sure everyone has all the handouts for today. So what you should have if you've had a chance to download and print them you should have a copy of that Q&A document, hopefully, it will help you if you have that. A copy of the PowerPoint and it's actually a Word document. I don't know if that get-- >> It's in the handout. >> A handout that is a Word document of the PowerPoint. You have a selection of handouts of the Region 10 ECC checklists that Christy would be going over and then you have a resource document on the Expended Core Curriculum. Those should be the main handouts that we will be talking abut today. And Christy, anything to add? You're ready to go? >> I am ready to go. So I get the lovely part of reviewing the law again and it's one of my favorite things because it's simple. You ask a question, the law gives you the answer. So, as Ann was saying we have presented these several times now, and so I'm going to be going through them very quickly. This is a part where if you have questions, send them in on the chat and Chris will be tabulating those and we'll get to as many as we can now and as we can later. So I'm going to be starting in the Q&A document on question 18. This is the group of questions that are specific to O&M. I will refer back to some of the other questions that sound very similar in the document, but I'll be starting there on that page 8. So that first question is, "What is the role of the O&M in evaluation and instruction in all the other areas of the ECC?" Well, you want the easy answer first, is the role is it's critical of course. In evaluation -- I think that most O&Ms don't realize that they are addressing all those nine areas or for the most part, most of them in the national context of an O&M evaluation. So if you remember in one of the earlier questions, the question was if the child is not being identified with child with visual impairment, do you have to evaluate in all the nine areas of the ECC as part of that evaluation? Well, the answer to that question early in the document was no. However, when you're doing an O&M evaluation, most of those areas are covered. And we're going to see that when we show you guys some examples of how we do ECC checklist later. So, the answer is, during evaluation the O&M's role is critical in looking at most of those areas of the ECC. And in instruction, it is the same answer as you can expect. It is critical and sometimes even more important for the O&M to look at those things, like social skills, daily living skills, all those kinds of areas. So, working together, collaboration is the number one key answer there. OK, question number 19, moving on. Does an O&M evaluation include areas of ECC? Oh, I think we just answered that question, didn't we? So, yes. A lot of these questions are quite redundant but the answer is exactly the same. If you think practically, an O&M evaluation for the most part is going to cover those nine areas. So much so, you guys, to the point where I think we can even restructure our O&M evaluation to be able to give them that information in a structured format of the ECC areas. Now, does that make sense? So if you're looking at use of optical devices which is a standard part of the O&M evaluation, why not just change that into use of optical devices, slash, slash, assistive technology. And so we can relate and correlate our O&M evaluation to the nine years of the ECC very, very simply by not doing any extra work. Isn't that classic? All right, question number 20. What happens if the TVI and the O&M disagree whether a child is eligible as a student with a visual impairment? We got to remember, what is the law saying now? Let's go back to the law first. Eligibility is based on four things now. Initial eligibility, FVE/LMA, eye report, and O&M evaluation, all right? If everybody can't play well together, what are we going to do? The law says it's not one person's decision. For eligibility, it isn't our decision. So, if you can't agree on eligibility, then it isn't our decision there. That is the basic law. However, best practices, same thing we've been preaching the last few times that we've done these webinars, communication, collaboration. I will give you just a recent example. I had an O&M, one of my O&Ms called me just very recently saying, OK, guess what? I just did an evaluation on an infant and I think the kid might need services so I talked to the VI teacher and guess what the VI teacher had done? She completed her FVE/LMA two weeks ago. And it turns out that she did not qualify the child. And now we have this issue of lack of communication. It was very simple. When the two spoke again later on, they realized what the lack of communication caused the issues and they came to a conclusion on reevaluating in six months and talking to each other and making sure that that happen the second time around. So, don't forget the eligibility is based on all four of those components now and you must speak together. All right, question number 21. This is easy. Who can provide an O&M in the school system? Got to be ACVREP certified. Got to pass that test, got to be approved by the board, got to have all those things done. End of question 21. Question number 22. We don't have any questions coming up so far, so that's good. Question 22, what happens if after an O&M evaluation, the O&M and the TVI disagree about the need for O&M services? All right, so this kind of looks like that other question we just had a minute ago about eligibility, right? This might be a little bit more of a twist here. Remember again, what is the bottom line? Whose decision is it about the need for services? The ARD's decision. In this case, if the VI does not qualify and the O&M does qualify, then basically, you're just going to open up a big old can of worms that we don't want to open. So if that happens though, in question 12, something that's caused a little ruckus in our field, but I think that if we have that upfront communication, we're not going to have cases of this happening where the child doesn't qualify to the FVE/LMA, but they do qualify for the O&M. And if that happens, and question 12 addresses that. And what the results are going to be according to TEA are that the instructional service arrangement is going to be instructional for O&M and not a related service. Now, I know that all of you have lots of questions about that and we honestly don't know exactly, you know, where that's going to lead and does that mean that the VI still have to be at the ARD, well, I would think so because the O&M evaluation says that the child is visually impaired and does need specially designed instruction. But it could potentially mean that the service that the O&M has provided will be an instructional service and instructional arrangement and not a related service. But, what's my advice? Don't go there. Qualify through-- ^M00:13:49 [ Laughter ]  ^M00:13:50 Qualify through VI in general and VI really look at the ECC areas, because I can almost 99.9 percent guarantee you that you're going to find some areas of transition and areas of need there if the O&M is seeing some things, such as this distance vision, at all. Ok, Question 23, if a student has received an O&M evaluation, all right, already had one years ago, and did not qualify for O&M, does that student have to be reevaluated again at each reevaluation? OK. Did everybody get that? The kid has had an O&M evaluation before, so this question is going to look a lot like question number 25 in just a minute, but this one the student did have an eval, did not qualify, do they have to have an evaluation at each -- at the reeval time? No, they do not. However, the second part of that law says that the O&M must be a part of that multidisciplinary team that reviews the data and determines whether there's a need for evaluation. Now, some folks, you guys, are doing that across the board. It's a three-year reevaluation, we just reevaluate for O&M.  ^M00:15:04Some folks are making that choice and that's in your Q&A. Some folks are asking that the O&M comes at every ARD that it has to do with reevaluation discussions, and are being apart of that team looking at the data to determine the need. Some folks are doing a REED form and I'm going to show you -- I think that we might be able to show you an example, at least we're going to show you a link that would take you to the sample REED form. But some folks are saying, "OK, well three-year reevaluation is coming up." We don't know if the kid's going to need an O&M reevaluation or not. Let's ask the O&M the fill out this REED form, collect the data ahead of time and present it to the ARD committee whether in person or send it electronically or give it to the vision teacher. However, your district, you know, determines that and that's the way that the O&M will be a part of that team that looks at data. OK. So, the only thing that I will caution you is that a lot of -- here recently, a lot of my vision folks are showing us that three-year reevaluation ARDs and realizing they're talking about reevaluation and forgetting that is the three-year reevaluation timeframe. So, we've kind of started up a new calendar that says OK, which kids are up for three-year reevaluations and kind of done a spreadsheet of that so that we know when we're going in to the ARD that they are three-year reevals. And there's that form right there. Thank you, Kate, for putting that one up. It's just a data collection sheet and we get permission to collect that information ahead of time and present it to the ARD. There's topics about talking to other related service folks, talking to parents, reviewing the data, reviewing FIE and FVE/LMA. And of course, anyone that -- with -- you can share and use that form however you like. Just put your information at the top of it. All right. So, just a couple options there for does the O&M have to reevaluate at the three year.  ^M00:17:09And some people are even opting to say, yes, they're just across the board and going to reevaluate that. All right. So, the next slide has just the link for that form that you see on the screen right now. So, I'm going to pass it and go on into question 24. This is one of my favorite ones. It's not just the VIs and O&Ms that don't play well together all the time, it's also legislatures and rule makers and rule writers. So, question 24 is, why does the rule still say that the VI should make a recommendation on the need for an O&M evaluation? Well we got the federal law. Then we got the state law and then we got commissioner's rules, and they all kind of follow each other. And, commissioner's rule is just kind of interpretation of what's the Texas Education Code law is and so there's just not -- the commissioner's rule is just not being rewritten to explain what the Texas law now says. So, some people still keep that little board in their functional vision, learning media assessment that says, you know the part about the need for an O&M evaluation and we have a little sample in the Q&A and what you can write in this spot right there. Oops, I forgot to forward my phone, sorry folks. OK. So, in that little board has come and must be a part of their team in evaluating data. Therefore, our recommendation on whether an O&M evaluation is needed needs to take the O&M and put into consideration. So, it's a nice little blurb if you need to put that in there. And people were still concerned about that being in commissioner's rule. All right. And, now we're on to question 25 and 25 is going to relate back to 23. Remember that 23 was what if the student had had an evaluation already. But this question relates to what if the student has never had an O&M eval, then when would that evaluation be requested? At their annual ARD, at a three-year, at a reeval, when in the world do we do that? Well we got a lot of phone calls at the beginning of the school year saying, "Oh, my gosh, this kid's been VI for seven years, they've never had an O&M. And an ARD's coming up, do we need to have the O&M come do and evaluation basically. No, no, no, no, no. You do not automatically evaluate. What does the rule say? The law said initial and any time there's a talk of a reevaluation and then of course, the third component for best practices and common sense you guys, is anytime the need comes up. If you're an annual ARD, it is not the three-year eval. The parents say they just took the child to Retina Foundation and they've lost another 40 degrees of field. Then that probably tells me that we need to ask for an O&M evaluation right away. So, don't just do it initial and at three-year. Do it whenever also common sense dictates. All right. Question number 26. Is an O&M required to attend every ARD, even if the student is not receiving or has never received an O&M evaluation? Nope, the law says nothing about ARD attendance for an O&M. Just that the same rules are still on there, the same law about the teacher of the visually impaired attending but not the O&M attending. But we do want to caution you about one thing. If you look in Texas Education Code 89.1050, there's a lot of new information about the mandatory people at an ARD, and one of those components reads this. "It must include an individual who can interpret the instructional implication of evaluation results." So, if an O&M has done an evaluation, recently on that child, but can't make it to the ARD because of whatever the reason is, and no one else is there to review the evaluation and discuss the instructional implication, then there might be an issue with that Texas Education Code being... not addressed correctly. So I want you guys to really be careful about that. You know, an O&M can always participate by phone to explain their evaluation, and to review those instructional implications, OK? I know we're in the past we've been letting other people review those. That's something that we'll be working on at Region 10 a little bit stronger. All right, question 27.  ^M00:21:34We're going to look at this one very quickly, Section 504. Yes, if the kid doesn't qualify for special ed but they need O&M, and the team decides they're 504. You can do it. You just have to use local funds and you always have a 504 person you can go to. I can't ever answer all those 504 questions myself. It can be done, but I have to use my local funds and that processes a little bit different as far as eligibility for special education.  All right, last question, 28. If a child does not qualify for special ed under IDEA or a student with visual impairment, would the service be travel training? That's my favorite thing. What do I always say to you guys? Don't go there. O&M is not travel training. Travel training is not O&M. We aren't qualified, they aren't qualified, so that question has a lot more information in the handout, in the Q&A about law and what it says about travel training and O&M. But no, I'm hoping that nobody is providing any travel training unless they have been certified in that area, trained in that area, and have permission to do that. I think we're finished with the Q&A, any questions come up over that? All right, then we're going to move on and we're going to talk the second part. You know, the first part is just quickly looking at law, the second part is -- we're going to be looking at how you document evaluation and instruction and progress in the ECC. This is going to be kind of fun. We're going to show you a real sample and then we're going to move on into showing you how we can address those through instructional strategies. And then Chris is going to finish up the presentation with showing some really neat resources -- Chris and Ann. So, I want to review a couple things with you. Remember that the law does not specify how we are to document strengths and needs in the ECC. Every district -- every vision teacher should work with their district and their administrators to figure that out. Again, the way that we do it at Region 10 is that we use a series of three checklists. It's the initial gathering of information before we dig deeper into true evaluation. And we use those based on the evals kit from TSBVI. Those checklists are divided into three areas. Now it's kind of important to understand, a very traditional nine areas of the ECC checklist is the first one we use, for ages zero all the way up to grade seven. And we use a couple of other tools for infants and babies and toddlers also. And then whenever the child gets up in transition age, somewhere around eighth grade, ninth grade, tenth grade, depending on the level of the student, and then up, we use a transition checklist from the evals. And then for students who are multiply impaired, visually impaired, all the way up from infancy, all the way up to 21, 22, we use the Infused Skills. And of course, so many of you guys use other things out there and that is great. I am super pleased that you're using different types of tools and different ways to document, that is all just fine. If you need a way to start, then we can -- we always going to encourage you to use a system that's already in place that might be a little bit easier to use. So, I think Ruth Ann is going to tell you a little bit about how playing well together works for the best. ^M00:24:51 >> It's really, really important that information is gathered from a variety of people that have contact with the child on a regular basis. Of course parents and guardians would be one of your first go-to people, because they can provide important information about what the child does at home. As an outreach consultant, we frequently find that the child behaves differently at home than at school. And to have that information can help you know how to work with that child and bring some of those skills into the classroom. Obviously, you want information from the COMS and the TVIs. The OTs and PTs are also very important. Speech language pathologists, that has a lot to do with areas of the ECC for self-determination, social interaction skills, so you want to include them. Of course the classroom teachers and the paraprofessionals that see the child everyday and see how they perform in a variety of different environments. The DARS and DBS counselors, the ones that -- the children that do have an active caseload, getting information from them is a really good idea. And I'm sure there are others. Anybody else have any idea about some other people that you might got to to get information?  ^M00:26:27I know that there are other people. Sometimes, the -- even the secretary in the office will know how the kid reacts in that environment. Whether the child becomes very, very quiet and is very shy, or whether the child becomes very gregarious and likes to engage with people that they don't know particularly well or see regularly. Collaboration for all of this is going to be very, very important. As an O&M specialist, we are teaching or including pretty much all the areas of the ECC in our lessons on a regular basis, it just kind of comes to us naturally. But we haven't had the need, really, to do much documentation about it. The new laws changed that. We do need to document and doing it in conjunction with the TVI in particular, and drawing in information from all the other specialists is really going to be important.  ^M00:27:40Sarah [assumed spelling], you were going to say something? >> No? >>OK.  ^M00:27:48One of the things that I use or used to use as I was teaching with kids is I really like the acronym ACCROSS-SI. It used to say ACCROSS-VI but then sensory or visual efficiency was changed to sensory efficiency. I believe that this was created by Nancy Toelle as part of the QPVI. And it just helps me kind of remember all the nine areas of the expanded core curriculum. Because if you took this slide away and you ask me to name all nine areas, I probably couldn't do it until I started thinking about this acronym. A stands for assistive technology, C compensatory skills and career education, R recreation and leisure, O&M, and we got three S's, social skills, self-determination and sensory efficiency, and then of course, independent living skills. So I just lots of times think if I'm out on a lesson and something happens, I'll think, oh wow, this really fits into one of those S ones. Now what are those three S ones, and I'll think about these three. And then try to put it in my notes if I manage to do that. So, I have come up with some -- a couple of different students and a lesson that would be very similar to lessons that you have done over and over again through the years, and I'm going to be using this acronym to cover all of the nine areas -- addressing the nine areas. Christy, you were going to talk about-- >> Yeah. Thanks Ruth Ann, so there's a link to the three ECC checklist that were used. And I'm going to have -- we're going to give you guys a little bit of description of these two kids that Ruth Ann and I are going to review. I'm going to show you a sample of their checklist and then Ruth Ann is going to show you how she addressed those areas of needs through instruction. So the first student is a six year old with cerebral palsy. I'm going to be using infused skills checklist which is the one for kids with multiple and visual impairment. And then the second student is a 16 year old with albinism. And we'll be using -- you know, you have to remember this. For this child, for a 16 year old, we could potentially use the ECC age of zero to grade eight, although he is in tenth grade. Or we could use the transition checklist for him for grades eight and up. And in this case because it's kind of new to me, I'm going to use the ECC age of zero to grade eight. And get a really good definite idea of where he is in all specific nine areas of the ECC, because the transition checklist is much more global. So I'm going to take him back and he's new to me and use that form. So, let's get started, let's look at student number 6 and their infused skills checklist. I think Kate is going to put that one the screen, you guys can follow along with me. I'll tell you a little bit about this tool. We use them annually with our students. We usually them ongoing -- during consultation kinds of direct service time, however it works out. We do -- definitely do it as a team approach, in the VI, the O&M, parents, related service, classroom teachers and such. And we do it, like I said, pretty much ongoing, year after year. So some of the data collection you see on that form there indicates multiple years of data we've collected. Now a plus means that they have this skill down, they can generalize it. A minus means, it's an emerging skill, and a blank means the student simply is not able to perform it yet. And you'll look, as we go through here, I've highlighted some areas. There are pluses, there are minuses, and there are blanks with this student. The infused skills checklists are for three levels of students. Level one being the lowest and most severely involved level. Number two being a student who has much better communication and probably mobility skills. And number three, being a student who is -- what we really consider functional skills, is a good walker and a talker, second grade academic level even, but a good communicator and a good -- a kid with good mobility, but not necessarily strong academic skills. So, if you look at this form, we have pluses in all the level ones for the most part except for that very first one which is 'landmarks,' and that is a blank. So, landmarks, the definition of landmark is 'uses tactile, visual or auditory landmark at juncture points in a familiar route to move in the appropriate direction.' So, I know it says just landmarks on that S6 indicator but that's what that means. And that is a skill we have identified there being a need in. So as we go on through that checklist, the next part that's highlighted is C5 which is 'label and comment.' And of course, we don't what 'label and comment' means. But if we were to go back into our infused skills books and read exactly what that means. 'Label and comment' means labels or comments on objects, actions, people or places based on perceptual characteristics of objects, all right? So remember what that is because you're going to see that that Ruth Ann is going to have an instruction strategy for labeling and commenting on objects for that student. All right? That's fun.  ^M00:33:32The next one that shows a need is 'starts interaction,' C8, and that correlates to independent living skills. And 'starts interaction,' the definition of that in infused skill is, 'uses some behavior to effectively start an interactive routine or to engage a partner without specific prompts in a familiar routine.' Now, you know, Debra Sewell and I talk a few times you guys about correlating the infused skills to exactly the ECC areas. And in a perfect world, that would happen. But when we started discussing that, because you know, I have to label these myself, assistive technology, and this is independent-level skill, this is special skill. And when you use the infused skills, it's going to cover several areas of the ECC, several ones of the components that you can show weaknesses for some students are typically covered by -- now some of them can be O&M and assistive technology, or can be social interaction and assistive technology. So you get to kind of pick and choose how these correlate to -- the areas of infused skills correlate to the expanded core curriculum areas. I hope that makes sense to you. So a lot of people look at the infused skills and I think oh, this doesn't make any sense at all to me. But if you really read into it, you will see that we're simply talking about the expanded core curriculum, it's just labeled in different way. OK, let's look at E9. Contact and praise.  ^M00:35:04Well you see that about personal relationships and what contact and praise means -- it means 'seeks rewarding contact or praise in a structured situation, such as give a hand shake or high five or saying a verbal hello.' So, we have checked that as being a need for that student. And as we go on the next few, performed on part, that is a carrier education goal. The meaning of performed on part, is 'performs on part in a familiar routine without constant adult prompting.' Is that not a great skill for our kids to have at this area? That is a career ed goal. 'Seeks out activity,' rec and leisure all the way. Seeks out some activity to do during unstructured non-adult oriented time. Perfect choice for a leisure rec. time. E-15 says 'indicates choices' that shows an area of need there. That is all about self-determination indicating choices. The definition of that is 'indicates clear choices about a variety of objects or activities by using object symbols, by signing, by speaking,' those kinds of things. And, S-7, I want you to notice there for a second on S-7. If you look over to the far left that says organization, remember infused skills it's only broken into two major groups, social competence, it's all about communication, and organization and O&M, if you start looking at what these components are under organization, they are all based on independent travel and movement,and knowing what you are in space. So, it's really cool when an O&M starts filling out these forms also. They realize how much it is O&M related. Next, organization for devices is a compensatory skill. An activity and efficiently uses low vision devices and/or assistive hearing devices to gain information about the environment. You're going to see that in one of Ruth Ann's activities. And the last one is matching. And that's sensory efficiency using tactile and/or visual and/or auditory skills in order to sort and match. So, now I'm going to let Ruth Ann take over and start showing you how we've taken this checklist, of strengths and needs, identified the major needs, and then moved them into instructional strategies.  ^M00:37:38>> OK. So, this student is a 6 year old child with cerebral palsy, and the child uses a power wheelchair, and is learning a route on a new campus. So, for and I've used the acronym ACROSS-SI. So, we're going to start with the A part, assistive technology. We're doing tactile markers. We're looking for tactile markers to identify specific rooms on a route in the school building, and under the Infused Skill Checklist, that would be C-5 which is 'label and comment' and that's in the social competence area. For compensatory skills we would use -- have student use a voice output device to match tactile markers, and hear the name of each key room. And under Infused Skills that would be number S-7, 'devices.' So, you can also have that be under assistive technology as well as under compensatory skills. And, a lot of these can address several different areas of the ECC, not just one area of the ECC. Career education, delivering an envelope with the daily attendance to a basket in the office that would be E-12, 'perform your own part of skill.' Then recreation and leisure, stopping in the cafeteria to play a simple familiar tune on the piano, this would be 'seeking out an activity' which is E-14 in infused skills. The O&M, identifying landmarks is part of a sequential steps of a route, is S-6 and that's just an O&M goal which fits in real well with mobility. Social interaction skills, greeting the secretary in the office and shaking hands. That would be 'contact and praise' which is E-9 in the Infused Skills. Self-determination, choosing the final destination before going back to a classroom. That's indicating choices, which I always try to have some kind of choice in a lesson. Sensory efficiency, matching the tactile symbol on the envelope with the symbol on the correct in-basket in the attendance office, that's B-11 which would be under 'matching.' And independent living skills, asking the cafeteria staff for the day's menu using the voice output device, that would be C-8, 'independent living skills.' When I was making these I was thinking these are things that we do all the time. And anyone of you could easily have written this up and included all areas of the ECC. It's really -- for us, it's a no-brainer, we've been doing it forever. OK. >> Householter: And Ruth, Ruth Ann-- >> Yes, go ahead. >> You know we have another student, but in the sake of time, because I think that Chris' resource list is awesome and I want to be able to share that too. I think if anyone really doesn't understand how the system works of how you do a checklist and then, you know, instructional strategies follow it; and how these... evals -- the use of the TSB evals has worked really, really well; then you can go to this on your own, this next student, students 2. You have the handout that Kate sent you, that shows the areas of need; and you have the slides now that Ruth Ann created for the instructional strategy; and you can go back and forth with student number 2 who's a 16 year old to see exactly where those needs checklists float so easily and gracefully into the instructional strategies. You think that might be a good idea to move on in to Chris'-- >> Yes. I don't think you're going to have any troubles being able to match up. Not everybody is going to have exactly the same answer but you're going to be able to figure it out. >> Ann Adkins: And, Christy, for everyone who's out there, the Region 10 checklist, you've done trainings on that and there was the trainer of trainers and so, if they have more questions about how to use that and apply it to the instructional piece; someone in each region has been trained to help do that although they might want more support from you or from someone else at Region 10. But just I want to let them know they can also contact their Service Center for support. >> Householter: Absolutely.  ^M00:42:02>> Chris Tabb: Originally, we had this section for about 10 minutes, but I want to make sure we have enough time for Ann to do her resources and Kate to do the wrap up, so you all can get your code. Just hang in there. You're about 10 minutes away here. So, we'll move in to some apps for orientation & mobility and we're going to go through each of the nine areas of the Expanded Core Curriculum and I will make a couple of blog posts that include a lot more details and we're just going to go through this rather quickly to save some time for the rest of the presentation. So, we'll just go what's on the screens here. So for compensatory skills, there was an app called Braille Touch that allows an individual to use six-finger entry just like they're using on their Perkins Brailler to put text into their iPhone. Again, we're not teaching Braille, we're just using a generalized skill. Recreation and leisure, we can use an activity like geocaching which is a fun mainstream activity. There's a lots of apps that allow people to do that using the voice over from a phone or the talk back on an android phone. You can use that same type of app. Assistive/adaptive technology, just talking about it is going to be part of that, but when you think about using a compass app for instance with voice over, that's going to allow you to have the ability to use that technology within a lesson. You can go on to that next screen. Independent living, this is just a huge area, shopping lists at the grocery stores, scanning apps for the packages, for checking barcodes, prices, all sorts of app options. Self-determination, using the browsers for having a student investigate their own eye condition, being able to use the simulator so that they can demonstrate to a teacher or a perspective employer what their vision is like so that they can relay that information. Setting personal goals, tracking progress on those goals, notes, journals, all part of that self-determination area. Social interaction, well that's just an easy one for most of our adolescents, telephone, texting, messaging, Facebook, all sorts of activities there. Onto our next slide, sensory efficiency, camera apps, CCTV apps, using these in grocery stores, malls, directory signs. If it's a student who's only using non-visual skills making stereo recording with just a built in mike of traffic, so that they can have that recording to practice identifying lulls and appropriate crossing times. Career education, looking up prospective employers, finding the address, planning a trip there, investigating working conditions at certain employers. And, onto our next screen, orientation and mobility, in general, planning bus routes with transit apps. Most of our major metropolitan areas have their own apps as well as those that will work across the country like Google maps.  ^M00:45:04Checking the weather to make sure that the student has the appropriate clothing. And the student can interact with the built-in voice like Siri or OK Google to be able to get information and have it in exchange with that built-in technology. All these activities can be combined so that during one particular lesson, you could be addressing three or four areas of the expanded core curriculum and take care of all those areas, if you're meeting with the students once a week, once a month, or somewhere in between and just as a fun option, have the student teach you. There's a lot of gestures that they learn on their own with their friends and they can have some opportunity to practice their teaching skills as well; and you can just -- for just thinking about for maybe a future blog post, think about what areas of the ECC they would be using if they were teaching you or someone else. And now we can move in to the resource list from Ann and be on to some closing materials from Kate.  ^M00:46:03>> Ann Adkins: The first bullet slide 38 refers to that handout that I mentioned earlier in today's webinar. It is a variation of a document that we used with the training back in July at Region 11. So some of you may have already seen it or in trainings that Debra Sewell and I have done. Basically we pulled out the O&M part of that. It's a really long document. It includes resources for both evaluation, and if you look that's what's included on the left hand side, and then resources for instruction and curriculum materials on the right hand side, and sometimes they overlap. What I did was pull out just the O&M part of that, because it's, you know, a bajillion pages. But we will include each area of the ECC when we address the webinar. I'll give you another handout to pull all that together. The rest of that document has reference materials. So, you can find those resources, hopefully, and some websites as well. Also, on that slide 38, there is the reference information for the new book from AFB, ECC Essentials, we mentioned that last webinar. Chapter 7 is on O&M. "Practice Makes Perfect" is a resource that Chris and Ruth Ann brought back from Region 4 and it's an awesome document. I don't know if there's a way to -- I hadn't seen it before but I did include it in that reference list. Kate has that up now just so that you'll notice that list. Notice the left hand side, that's gray, I'm referring back to it. It lists the evaluations, the right hand side lists teaching materials and resources. OK. Slide 39, I know I'm flipping through these fast but these are resources you can check when you have time. I'm glad to answer questions about any of them at any time. I would love to know what you think about them. There may be things on there that you think are old or outdated or they're not good or there's something we've left off. It's definitely a work in progress, welcome and we'd love to have your suggestions about all the things to include in this document. The slide 39 has ECC resources that are available on TSBVI's website including that Q&A document and the evals kit that Christy mentioned. The others I hope you're already familiar with and I know you can read the slide. And the very next slide which is the next to last one, these are ECC resources that are available from AFB and the Perkins School for the Blind and then there's the link for the Region 10 Education Service Center checklist for the ECC that Christy mentioned, and it's in an earlier slide but here it is again just in case you need it. That's a down and dirty quick summary. Kate, I bet they are ready for a code number.  ^M00:48:54 [ Music ]