[ Music ] ^M00:00:14 >> Hi, everyone. I'm Rona Pogrund and I am a professor at Texas Tech University and coordinator of the program for teaching students with visual impairments. And I'm excited today because we're going to actually get some training and hands-on experience with this new tool that probably most of you are already familiar with. Hopefully, you'll understand it a lot better today. And I want to just give you a brief background and talk about the purpose of the VISSIT, but right now, I want to talk about how it came about. There's a subcommittee called the Service Intensity Subcommittee that I've been chairing for the last about three and a half years actually when we started talking about this, and it's a subcommittee that comes out of a larger stakeholder committee called the Texas Action Committee on the Education of Students with Visual Impairments. And it's made up of probably some of you, but lots of TVIs, O&M specialists, administrators, parents and service center folks, and we have a wide variety of stakeholders that are there, all concerned about improving the education of students with visuals impairments in our state. And one of the topics that kept coming up several years back was that, you know, administrators were asking for this. We really don't have a good way to determine the type and kind of service that's appropriate for our students. And... so... there was kind of a silence in the room and it's, you know, people were saying, there is the Michigan, but we had concerns about it and we're not sure that's the best tool. And long story short, I took this on with the wonderful subcommittee of Cyral Miller from TSBVI, Kitra Gray from Region 10 service center, Mary Ann Siller from Richardson ISD, Chrissy Cowan from TSBVI Outreach, Michael Munro from Stephen F. Austin, Tracy Hallak from Stephen F. Austin, Cecilia Robinson from Region 4 ESC, and Shannon Darst who was a doctoral student, TTU, who now has her PhD and is now a TVI in Eanes ISD. And then Frankie Swift was also part of the subcommittee but she is retired, so she's no longer a part of it. And we worked really hard through a long process to come up with what turned out to be the current version of the VISSIT. It was a very iterative process of piloting and changing and getting feedback to make it better and make it work. So, the question, 'What is the VISSIT?' It stands for Visual Impairment Scale of Service Intensity of Texas, and we give Michael Munro credit for that awesome acronym because we played with every possible order of letters to come up with something that was cool and that actually you could remember and say that it wasn't already used. And it's -- it ended up being the VISSIT and it's actually quite appropriate because it's for itinerant TVIs who do a lot of visits. So, what is the VISSIT? It was really developed to guide teachers of students with visual impairments to determine type and amount of itinerant TVI services, to recommend for students on their caseload. And this scale supports the TVI in quantifying information for the IEP or the ARD committee. And there have been variations between levels of service that students with visual impairments across our state and across the country actually, that may not be fully explained by individual student characteristics, or eye conditions or circumstances. So, it's hoped that the VISSIT will provide some guidance, so that all students get the benefit of the appropriate amount and type of service. And for the purposes of this scale, we are defining services as -- in two different ways. One as direct intervention from a TVI, where you have direct instruction with the student; and we are also trying to determine the amount of service for collaborative consultation from the TVI with others on the student's educational team; and that also includes family members. And I know sometimes this is not something that is on a typical IEP form, but we felt as a subcommittee, that it was very important that TVIs build in time, and think about how much time they spend on the doing good collaborative consultation, not just copying and then checking in once, for five minutes a month. To do it correctly takes a lot of effort and time. And so, that needs to be looked at as well.  ^M00:05:17So that's why we decided to break it out in two different ways. And I recognize that sometimes the forms that you use in your local district may not exactly match having two different sets of amounts of time. So they can be merged for that purpose, but then broken out in explanation.  ^M00:05:36The focus of the VISSIT is really on ECC areas. And coincidentally, in Texas, we just have a new law that's come out, that most of you are aware of, that ties beautifully into this tool, because we were out of the curve, that the VISSIT started before the ECC bill was even passed. But now that you are going to evaluate it in all areas of the ECC, it's perfect because you have to do that for the VISSIT anyway, so it kind of matches. But it's going to help you develop recommendations for amount of time for TVI instructional services per individual student. And we'll get into some FAQs in a minute that will answer a lot of your questions that might be on your mind. But I just want to comment that it does not address the overall workload of the TVI; workload factors that can impact the number of students you can handle on a caseload. Things like material preparation, travel distances between schools, number of IEP meetings, case management, et cetera, are not considered in the scale. The completion of the scale is based on student needs in all areas of the Expanded Core Curriculum.  ^M00:06:52And just to tell you that how we did it, and I'll briefly, briefly tell you this, but we did a lot of pilot studies with different groups of TVIs around the state, as it was in the development stage, the various stages, because it kept changing, based on the feedback we got. To the point that in June of 2013 we kind of had what we though was a final version, and we did a study last year, of which some of you may have participated, we had TVIs around the state who helped us use it, and evaluate it, and provide us feedback on survey. So, these field trials were conducted over last year and then we had made revisions in April of 2014 -- we actually, came up with our final version. And I'm not going to share the results of study. They were shared at AER and those -- the PowerPoint from the AER presentation on the VISSIT is actually in -- on the TSBVI website, so you can see a lot more information and detail there. But I do want to show you just two of the questions that were answered. One was, 'Do you feel you would use the VISSIT in the future for determining the type and amount of service you recommend for you students?' And 23 people -- TVIs that answered that, out of the 23, 96 percent said that they would use it again for determining type and amount of service, which supports the VISSIT as a tool with a high degree of satisfaction by its users. We were happy to hear that. The other question I wanted to show you was, 'Do you feel that the VISSIT is a better tool for determining the type and amount of service than other available tools or methods that you're currently using?' And out of the 23 TVIs who had responded to that question, 78 percent said they thought the VISSIT was a better tool than what was being used currently, and five said they did not think it was better, and those five still preferred the Michigan Severity Rating scale, but the majority -- clear majority did feel that they were -- it was more appropriate that they would use it again over other tools. So now, we are going to... move to Cyral who is going to talk about how you get ready to use the VISSIT. ^M00:09:21 >> Cyral Miller: Thank you. And, you know, this is a really exciting tool, because it kind of pulls together all of the things that our educational literature has been telling us, for a long time, which is teach to the strength of the individual, each student is different, deciding how to approach a student should be based on that student's needs; and the way to get to that is working through evaluations. So, we made this tool -- using this tools dependent upon having current and appropriate evaluations. For students with visual impairment, the teacher of students with visual impairment will be part of the functional vision evaluation and the LMA. ^M00:10:05 And you'll need that information to use this tool properly. And we'll also need information from the O&M evaluation, but those sources of data are important as you're approaching what kind of services this child needs. Then, typically, after we've gone through this tool, which we're going to show you piece by piece, as we go along; you're going to need to know where is the student in each area of the Expanded Core Curriculum. Because this document is based upon that framework, those categories. And what we heard initially was "Oh, my gosh, you know, I don't have formal evaluations in all of those areas." And I want to just remind you that this is before something that a whole team developed. What we are going to focus on for a student is going to be developed through computational with the team, the family; sometimes with the student. You have lots of sources of data. Even in the functional, the LMA and the O&M, there is lots of information about areas of the Expanded Core Curriculum. You have all of your informal, knowledge based on whether you have already worked with a student ,and you also will have, hopefully, formal evaluations, especially in those areas designated by the team as priority areas or where they're concerned and want to know how the student is doing. You might have the observation checklists. This doesn't have to be a standardized test results. It really can be a variety of tools, and there's a whole separate series of webinars on each area of the Expanded Core that come along with suggestions. But if you're looking for evaluations, you can always look at [inaudible] that is on the TSBVI website, or the eval book which have checklists and observation tools in all areas of the Expanded Core. Most work for students -- I know that O&M for babies isn't quite out yet, but it's coming. I want to emphasize that getting ready to decide what does a student need includes more than just data from a tool. It really needs to take in consideration, or a committee to decide, to take into consideration the family priorities, the family's goal for the student, and when appropriate, the student's goals as well. And also, what's happening with the team. It really makes a difference whether there's a new teacher, an experienced teacher. if the the child has been in that class a year before... You have a lot of related services or not very many. All of these myriads of conditions will impact what you decide. Your role as a teacher of a student with visual impairment needs to be for the student for the upcoming year. So, all of that data goes together when you sit down to use this tool.  ^M00:13:03>> I'm Chrissy Cowan. I'm the Statewide Mentor Coordinator and part of the team that worked on the VISSIT. I also want to acknowledge there was a tremendous -- there are a tremendous amount of people who were responsible for getting the VISSIT on to the internet, on to the TSBVI website, making it accessible; and one individual also took our form and created a PDF file that you could simply fill in the blanks and it would add things up. So thank you very much, Stefanie Isabel for that work that you did. You're just a genius. I hope you're watching. OK. Well, let's look at how you find the VISSIT. You can either -- in your search engine enter the word V-I-S-S-I-T, or you can enter that V-I-S-S-I-T on the TSBVI search field. So the first link is the introduction. And this is just really basic background information plus the rationale for this -- for structuring the VISSIT around the Expanded Core Curriculum.  ^M00:14:21 >> The overview describes the design of the visit and its components. And then, the... instructions for completing the VISSIT -- so there are your detailed instructions for filling out the VISSIT. I'm not going to go through the instructions for filling up the VISSIT because Cyral is going to do that. But just to know that that link goes into great detail on how to fill the tool out. Then, the next link after that one is actually the tool itself and it's in two formats, PDF and Word. So, the PDF file, you can -- and that's the one Stefanie Isabel worked on. You can download it to your desktop and then you can start filling it in, and it won't let you make a mistake. There's a scoring, that Cyral is going to show you, that you can only put certain things in those boxes and then it will total your boxes for you and pop your total into a summary page. It's just magical! So, you can then save. When you fill in the PDF on your desktop, you can save it under a student name, on your desktop and have each student saved in a file, if you want to on your computer. And there -- there's the tool there. And again, we're going to go into this tool in detail. The word document is just a word document, it -- you can save it to your desktop as well and print it out. There's some people who really prefer to just print out the paper and write on the paper. So the Word document would be something that you use for that. It's not -- those fields on it are not interactive. You cannot fill them in on your computer and have them total. You can fill them in on your computer, but you'll have to add everything up yourself, and put the data or those numbers in the right places on the summary sheet. ^M00:16:47OK. The next link is the frequently asked questions link. And so, we the committee tried to imagine every possible question that you might have on this tool. And so, here are some of those FAQs. And I think Rona is going to go through the FAQs. But I just do want to urge you to read this, the FAQs, before you start the process, because a lot of your questions are answered right here.  ^M00:17:20After the FAQs, there are sample VISSIT completed forms. So we have -- actually we -- for the people that went through the pilot, we took scenarios from their -- we made scenarios of some of their students. So you'll see a sample student A, Lilly. I think there's Bud and there is Rose. And it was spring, what can I say? I was tasked with writing these samples and it was beautiful spring weather so I named them all spring names. So, those are there for you to read a little scenario and then it shows you how the form was filled in and the rationale behind those decisions that were made. Cyral is going to walk you through Rose. And then the last link on that webpage is references. And there's some references listed there.  ^M00:18:25>> Pogrund: So, what I'm going to do now is go through the FAQs. I think it'll answer a lot of things that you might be thinking about if you haven't read them and just review if you have. And then, Cyral will actually walk you through completing one of the scales so that you see how you fill in the numbers and everything. But we broke it down into sections. One is the purpose. And the first question is, >>'Can the VISSIT be used by -- for all students on my case, including those with multiple impairments and/or those with deafblindness? How about infants?' And I want to make it more clear that it was designed to determine the appropriate type and amount of service for all students with visual impairments on your caseload. So I know the Michigan and some other scales have one for multiple impairment, one for not. And we went and talked about that a lot and decided a need is a need. I mean you can -- it works for all students! So, feel like you can use it with everybody because all students need all areas of the ECC looked at and therefore the tool works for them.  >>'Is the VISSIT to be used as a caseload analysis?' I kind of already referenced that at the beginning. It's not a caseload analysis tool but it's part of the process that would help you determine appropriate caseload size, because the needs of the student is obviously what's the most important. And then you'll have to then take in account the other workload issues. How to use the VISSIT?  >>'Can professionals who are not teachers of students with visual impairments fill out the form?' The answer is no, it should be completed by a TVI because nobody else except the TVI is going to know how to adequately evaluate and honor the ECC,which as Cyral said, is a prerequisite. So you have to have vision specific knowledge to quantify levels of service intensity.  >>'How often should the VISSIT be completed?' When might I complete it?' It should be completed prior to any determination of service type and amount. It should be completed before an IEP or an IFSP meeting, so that the TVI can have data to determine and support recommended type and amount of services for students, and not walk into a meeting where the administrator says, well, how much time do you recommend and just pull something out of your back pocket. We want to get away from that. We want to have something that's been thoroughly thought through and evaluated and determine what's appropriate and then you make a recommendation.  >>'How time consuming is the VISSIT?' And we got this from our study. All of our participants felt like, you know, at first you're kind of like not sure what you're doing and after you do a couple and you get familiar with it and you've done your, you know, not counting your evaluation time. But the time needed to actually complete the scale is approximately 30 minutes per student. So it's not a time consuming tool, and with increased use, it actually became less than 30 minutes. And now that we have the electronic version, it's actually probably going to be faster than that because it adds if up for you and you don't have to add, on the PDF version.  >>'How do I rate the intensity of student need?' Do I have to complete other evaluations to complete the VISSIT? And we've already addressed that. Cyral talked about the basis of it is based on the CC evaluations and FVE/LMAs, et cetera. 'In the directions, you mentioned that TVI will complete and/or review current evaluations prior to completing the VISSIT. Are observations of student performance and interviews with family members, the student, and other team members considered evaluation data?' And that's been answered by Cyral, yes. When identifying the intensity of service, can I use the number beside the choices provided, and you'll see in a minute that you're limited to 0, 1, 4, 7 and a 10 to put into the scale for intensity of need. And so no, as Chrissy said, it won't allow you to put other numbers. If you put the wrong number, a little pop up says, no, and you have to put 0 or 1 or 7 or 10. So they only use those choices.  >>'Why do the ECC skill areas of Compensatory Skills and Assistive Technology ask for more than one estimate of service need, and why are there subsections under just these two areas?' You'll see that in a minute if you have [inaudible] skill. While all areas of the ECC are important, the committee decided that these two areas were determined to typically require higher intensity of service by the TVI. So, compensatory skills has a whole lot of bit parts to it, beside literacy, braille, large print, et cetera. It has concept development, communication and organization has a lot of different pieces. And so it requires more time. And then the same with assistive technology devices.  >>'Does the supporting information for each category and subsection provide a comprehensive list of items that should be considered for that item?' No, you'll see on the scale that each item has what we were thinking about and there are really examples, the descriptions are not comprehensive, but they're examples offered to assist the TVI understanding with the skill area or subsections. One of the actual funny things that the subcommittee found out as we working through this, that we all had a different perception with what the ECC areas -- is meant. And so that's why we came to consensus on this. So it doesn't -- It doesn't mean it's including everything.  >>'Do I have to answer each of the subsections under Compensatory Skills and Assistive Technology? Do I have to put answers in every box of the VISSIT?' The answer is yes. All sections of the VISSIT must be addressed. In some cases, you know, you'll say, well, they don't have a need right now. That's not a high priority need. So a score of 0 might be there to indicate that they don't represent -- need at a particular time. That's OK. But you need to put a score in.  >>'Why are the contributing factors, which Cyral talked about, and additional areas of family support added to the scale? Do I have to complete these sections?' Yes. There are some factors that may impact the individual student services. What we found out is that almost everything is encompassed and needs around the ECC but there are a few things that we've been extenuating circumstances. So these additional contributing factors may add to or in some cases decrease the recommended time to meet the student needs. And if these factors do not apply to a particular student, you will put a zero. The two areas where transition -- if a student is transitioning to a new environment or from home to school or from middle school to high school or to transition out of school, those may require more intensive service. And then the other one was, unique special medical needs. And someone may have a -- like for example, the student was newly blinded from an accident, would that end up making their need more intensive service? In most cases probably so. However, on the other hand, if the student had a lot of needs but it was very medically fragile or got problems with seizures and you would like to give them our service, but the student can't receive the service because of medical needs, you might subtract points for that. And Cyral will go through that.  >>'Why were additional contributing factors not included in the Contributing Factors section?' I think I've already addressed that, but if you think about some of the other scales and tools that are out there without say, you know, visual acuity and age and additional disability, or how about these other factors? And we decided not to do that because it should come out in the need, that way we would be able to already be reflected so we don't need to do that. So, they're already built into the VISSIT. And things like age of onset, behavioral deterrence, cognitive level, effective additional disabilities. You really don't need to add or subtract points for those because the scoring system for direct instruction and TM support collaboration should reflect these characteristics through identifying and prioritizing needs.  >>'Why are the suggested service times in minutes-per-week increments? What if I want to see my student a certain number of minutes per month?' In order to maintain consistency in the way that time is reported, the VISSIT needs to express recommended service time in minutes per week but it does not make recommends on how these minutes are divided across the month. For example, you'll see in a minute if you get a score for example between 29 and 37 which converts to service time range of 60 to 90 minutes per week, the service could be delivered at two 45-minutes sessions if that's what works best in student, or it could be another combination. That's a professional judgment that you would decide, at the end when you come up with your score. If you get a score of 10 to 16 which converts to a range of 15 to 30 minutes a week, it could be delivered at one hour per month or two 30 minute sessions per month. So, that's something that each TVI will decide how to recommend.  ^M00:27:28So, if you're used to thinking in terms of hours of service, you will need to convert it to minutes per week. 'What do I do with the VISSIT document once I have completed it?' Since the VISSIT is used to help the TVI determine the amount and type of services provided, it should be included in the student's educational records. And I'm sure that will vary by district about, you know, what your process is, but it should be there as a support for what you recommend. The last section is effect on programming.  >>'How can I use the VISSIT to help me better serve the students on my caseload?' The VISSIT will provide quantitative data to help TVIs determine appropriate type of amount of service for students in their caseloads. May be shared with other team members, with administrators to document the recommendations for service -- intensity were based upon a systematic process and not just just made up.  >>'Should the value of intensity reflect the services I'm currently providing?' And this one I want to be real clear on. The VISSIT should not be used to justify your current level of services but should be used as a predictor at a recommendation for appropriate type and amount of services needed by individual students. So, you don't want to skew it just to match what you're currently doing if what you're currently doing isn't what it should be. ' >>What if the VISSIT indicates a need for more service time than I am currently able to provide?' If you completed the VISSIT and you prioritized student needs for annual IEP recommendations and you still have a problem meeting the scheduling needs of your caseload, this is a time that you may want to go meet with your administrator to review the results of the VISSIT, and to look at the needs of all your students. You might consider conducting a caseload or workload analysis for a complete picture of your work week, and determine if additional staff is necessary to meet the needs of your students. So, this would be a team and a district and administrative decision that you would come to together, but this would be giving you data to support that if that's the case.  >>'Should a student who have direct service also have a time allotted for Educational Team Support Collaboration?' Big capital yes. All students who received direct instruction will require collaborative consultation services to provide information, identify areas of need, reinforce skills, and support all team members including families.  >>'Some students require more time due to the time it takes to travel to their home school or how is travel time factored into the VISSIT?' It is not. The VISSIT looks only at direct and collaborative consultative time. Travel time is back to your caseload workload analysis.  >>'What if my student has a high need in one skill area but someone other than the TVI will be providing the services?' The VISSIT should be used only to determine services that will be provided by the TVI. So, if your student has a high need in an area, but is provided by another team member, then perhaps support and collaboration in that area might be hard or the result show that little or no time with the TVIs needed for a particular area. And the last FAQ is, >>'What if my student has so many needs that it would take more than a year to address them all?' Each IEP should be designed to meet identified, measurable and annual goals. Recommendations for TVI service should similarly address annual student achievement. The IEP committee may need to identify priorities so that the programming can be focused and progress can be made. Addressing too many needs at one time can impede progress because of inconsistent and intermittent instruction. So, you know, you have to prioritize. It's not going to be that all students need all areas as a high priority every year, but as a child goes through the system that could change. OK. Cyral, are you ready to walk us through it?  ^M00:31:03>> Miller: We're going to look at a sample student, the one that you have downloadable through the file pod, or you maybe you're cruising the website while you're listening to this. And I've chosen to use the student named Rose, just because here is a kind of kid I think we've all had at some point or another. Rose is an eight-year old in 2nd grade. She got diagnosis of total blindness due to congenital ocular toxoplasmosis, retinopathy of prematurity and retinal dysplasia. She receives support throughout her day from the resource teacher, from the TVI, and teaching assistant, to address the behavioral need of her behavioral intervention plan. She is below grade level in all areas of the core curriculum. She is an emergent reader and has mastered the braille alphabet with minimal reversal. She is currently reading approximately 15 sight words and is beginning to sound out consonant-vowel-consonant words independently, reading uncontracted braille. Rose is using a Mountbatten Braille writer and an iPad for music activities during her break time. And then in addition to the literacy needs, assistive technology and access to the core curriculum, ECC evaluation conducted, just two months ago, indicated significant needs in the areas of organizational skills, communication modes, social interaction, personal care, and self-determination. So, here is the kid, right? This is a little bit of information about her. This isn't one of the students that we use that -- that one of our itinerant teachers in Texas used to test out the VISSIT. So, where do you start? Of course, you would start by looking at the directions, right? Because they really spell it out step-by-step. But we're going to use the form -- the PDF form which uses -- automatically adds the numbers for us, thank goodness. Because that's an area where I personally would make 90 percent of my mistakes. And let's start on the left-hand column -- the type of TVI service -- the label pointing to the right. And we go down below that. And you'll see where it says ECC skill area. And the point -- it goes down the left hand column starting with Compensatory Skill. Now as Rona mentioned, we took compensatory skills and we divided it into three categories. Partly due to it's importance. Partly due to -- golly, it's huge, huge area. It's always bothered me, how big compensatory skills are anyway.  So, for this student, for Rose, I'm going to look at compensatory skills. The first category is literacy instruction. Now I shift to the middle column, and the title of that is direct instruction from the TVI. Just knowing that little bit you got in the scenarios, we know that in emerging -- an emerging literacy student, Rose is going to need quite a bit of my support. She is learning braille. So the person who legally provides instruction in braille would be the TVI, so I'm going to need a lot of time with her. And so I put -- well Kate is -- put a 10 down there. That's the highest we can put. Now, I'm going to slide over to the right. The last column on the right says Educational Team Support and Collaboration. You have the same choice as that 0, 1, 4, 7, 10, -- 10 being intense. And from my reading of the student, obviously it would be my knowledge of the student, if it was mine, I know that this team is needing support to infuse literacy, in braille, literacy across the day for Rose. So, I'm going to put a 10 here. It's going to take me time to work with this team to make sure that Rose was getting all that intervention that she needs, access the print, access the literacy throughout her day. So, 10 in each column. Easy, right? OK. We'll go to the next, Organizational and Study Skills. Now, this was listed as one of the areas of the ECC where she has needs. But here is what I want to emphasize about the VISSIT. It's the evaluation, plus your knowledge of the situation, plus what is the team structure, and who's doing what. So on the sample that each TVI filled out -- put a four here, that would mean it is a medium level need. So, we're going to put a 4 under the teacher of the visually impaired because in talking with the team -- perhaps the classroom teacher has organizational strategies, ready to go. All she needs is for me to make sure they're accessible for Rose and she can do it. So I'll need some time, a 4, but not that level of intensity, not a 10. Again, going to the right on my educational support and collaborations, again this teacher put a 4. So, it's going to take some of her time the team need some support. But they're doing -- they're doing pretty well, or they already got strategies, it's a very organized classroom, it's going to be perfect for Rose, won't need intense collaborations from me. Now, if you look at the bottom, what I love about this -- is already adding up those numbers for us. So now we go to Communication Modes and we look at -- now this includes body responses, gestures, object, tactile pictures, symbols, calendar, sign language, tactile signs for students who are deafblind or whatever communication modes are appropriate for those students. And again, for Rose, the teacher put a 4 in both columns. Meaning she is going to take retention to this, she's going to work with the team. It's an intense need for her time. So the bottom numbers on this page now say 18. We'll continue on the form.  ^M00:36:52To the next area of the Expanded Core. Back to the left. And it's... going to show Access to Core Curriculum.  ^M00:37:04>> So, for this, as you heard about Rose, she is below grade level in all areas of the core curriculum. This is a major emphasis of the area of focus for TVI, I put a 10. And I put the 10 again in collaboration with the team, because they're promoting much of the core curriculum, and it will need a lot of my support. Concept development for a second grader, who is totally blind and behind in all areas, important. This teacher put a 7, as a high need priority; both, for her own time and for working with the team. >> So you see how it kind of flows logically area by area. In assistive tech, again, we divided this into Electronic Devices. We heard that she -- this student was using a Mountbatten. So that's going to take some help. And so a 7, high need priority, in order to help her master skill.  ^M00:38:00It's added it up on this page, I don't have to worry about that. I keep going to the next page, where it's going to look at... seems it goes to Computer Access. Rose isn't really using computer too much right now. She's still has uncontracted braille; using her Mountbatten; so that's a 4. And a 4 for working with the team. In low-tech devices, however, she is using her manual brailler and perhaps other techniques. A 10 for direct service and then a 7 for collaborating with the team. These are decisions made based on your professional judgment and your knowledge of the situation. There's not a magic formula to this. It's something you take data in, you think about it, you work with the team and put these numbers down. So for social interaction, this TVI put a 4 in both columns, even though the student has a behavior -- you have behavior issues and behavior intervention plan. You might be thinking, wow, this is a really big priority for this student. What I can assume for the 4s here, is that this team, with the behavior management plan that perhaps the TVI helps develop, is now functioning smoothly; and as the TVI, I'm going to give them some support, but it's not my primary responsibility to manage that plan, of course. Student is in that classroom every day, all day and I'm there less. So it's the team that does most of that work.  So we continue into -- I think the next page will be -- bring it down, will be Independent Living Skills. And here, Rose is needing a lot support, and I'm probably going to be the one teaching her many of these concepts, but I'm also going to be working heavily with the team. She's in second grade, Career Education is not a high priority for her. Not that it doesn't happen, it's just that from my services, this is not a high priority. Now, Sensory Efficiency, this TVI wrote a one, for both, intervention and collaboration. Again in adding up, I don't have to pay any attention, I'm using the PDF, it's magic. So I keep going. And I'm looking now at Recreation and Leisure skills. This could be really important because we don't have enough about Rose here, I think that she had high needs in this area, but for our -- the team has decided things. It's not going to be unique. So this TVI wrote 1, which means occasional support and maintenance of skills for both TVI direct service, and also for collaborative support. O&M support was a 4 in both. I want to emphasize that the O&M support is just that, it's not that the TVI in support provide an O&M instruction. But we do help carry out the learning being provided by the O&M officials. Again, there's a number at the bottom, I'm going to keep going. Because on the next page, if you scroll down, look at that, here is number 76, under Direct Instruction, subtotal A and 73 under Collaborative Instruction. And now I'm going to look at this Contributing Factor. Is Rose moving from say this school to a new school, is she going to move to another setting? No. We don't have that information, we don't think so. So, I -- the TVI put a 0 in column B under Transition, ^M00:41:41>> Right there. And a 0 under Collaborative Support. There's not a significant transition here under [inaudible]. ^M00:41:52There's going to be a 0 there, because, again, there's not a significant transition. I think Chrissy mentioned, the question on medical conditions can go either positively, like there's a huge medical issue, we've got to do something fast. Or there's a medical issue, and therefore we cannot provide interaction. But in Rose's case, there is neither. So we're putting a 0 in both columns. And now we're going to go to form -- in H, it has a little kind of purplish tab that says 'go to form.' It's really the next page on the document. And it's the additional Areas of Family Support. I really love this because I don't know how we can fully serve our students without acknowledging the impact of whatever is happening with the family, and how they're able to support our students, or need support to help their students. The kids come with families So, for this studenet, the TVI put ratings of 7, then 4, 0, 0, 0. And these are all based on her knowledge of the family. The number at the bottom is adding up 0, 0, 0, and it will then magically, you go back to the total, it will insert that 11... into the columns, and you've got this done. You're almost done. So those number, if you scroll on down will be put right on into the summary; Recommended Schedule of Service Minutes.  ^M00:43:28Here we go. And so, you see the 83, right there, that's what popped up. That is what your numbers added up to, and in this... document, that translate as a guideline that says 270 to 360 minutes per week. And you use your judgment, what do you think it should be. And in this sample, the teacher said I think 300 minutes per week. And what she you wrote below was 60 minutes, five times per week. So she is going to go every day for an hour and provide direct instruction.  ^M00:44:06Yeah, I don't know that you have to write it, but you'll see it in the sample, on these next lines that the teacher wrote -- and then she also wrote on the sample, 'This is an increase in time for direct service for Rose because she was not progressing in braille literacy at the previous time or amount of time allotted.' Previously, she had two hours per week of direct instruction. And that wasn't working. So this TVI is saying, I'm going to increase instruction. I want to help get Rose more instructions. So the last page is the same process, but it's looking at the Collaborative Service, so how much Collaborative Service? The numbers added up to 91. So, 91 would pop -- is that right? 91 would pop you into the line but actually, I might have added up to 88 so we did something different. I think on the sample it adds up the less. The teacher wrote in 180 work minutes per week. And that -- then below she explains that as 60 minutes, 3 times per week for a total of 180 minutes per week. And again, why is that? 'This increase in time reflects the need to coordinate literacy and ECC instructions with staff and family. And then you have a document that you could have a reason for your decisions; you based it on each area, and probably haven't thought it through like this; you could take it to your team in an IEP meeting, and explain how you came to this decision point. And so this becomes your recommendation to the IEP team. I think I'll turn it back to Rona and ask if there are any questions, cause if there are, of course...   ^M00:45:50>> Phone participant: Hey, I just had a question. I just wanted to know, I just want to make sure that I have complete understanding. When we get this number that translates basically to a... service hour and collaboration hour, this is not including planning, brailling, traveling, is that correct? >> Pogrund: That is correct. It is not including all of the other workload items. This is focused just on how much service time the TVI needs to give either directly or indirectly through a collaboration and consultation with the team members. >> All right, thank you.  ^M00:46:29>> Cowan: Periodically, we're going to be adding more sample students. So, if you visit the website -- keep revisiting it and you'll see other sample students. >> Hurst: And some of them may have great examples that they may want to make anonymous and send in to us to use our samples. That might be very helpful to people.  ^M00:46:50>> Miller: This was really a challenging thing to do, to figure out how much time to give to the student. And I think especially, new teachers walk in and they're given a caseload and they just look at what was there before. It's hard to do. So, hopefully this helps. And that's why I'm really excited about the future input as people use this, because I think we could probably get it better. I know we can. I know we can. This is as good as we got it so far, but with your input I think we can even make it better.  >> Hurst: Thank you so much for joining us today. We look forward to seeing you at our next webinar.  ^M00:47:27 [ Music ]