[ Music ] ^M00:00:10 >> Scott Baltisberger: Hello, this -- I am Scott Baltisberger with Texas School for the Blind and Visually Impaired Outreach Department and with me is Sara Kitchen. And this is the -- the first session of the sensory learning kit study group. And, so I just want to welcome everybody to the group and thank you for -- for being here. Just to -- just to talk a little bit about why we're doing this. I guess for me, I've always had -- when I was working as a TVI, it was always -- I thought it real difficult sometimes to do a learning media assessment because a lot of those students -- the students we're talking about here, the MIVI kids -- I found that it really didn't -- looking at where they were auditory or visual or tactile, they really weren't -- I really didn't get a really good feel for that from the -- a lot of the instruments I was using. And so, we were really kind of looking at the -- using the sensory learning kit to get a really good handle on -- on how -- how to assess these kids. So this is really going to be a learning experience for us as well, certainly not a matter of Sara and I lecturing or teaching about the sensory learning kit because really, frankly I don't want -- I don't believe we know more than -- more than you guys do. So it's really kind of a learning experience for all of us. So really we want to encourage anyone to ask questions and to share their experiences and together, you know, look at some of the things that might come up that we're not sure about this kit, and kind of solve it all together. The ground rules -- we want everyone to be active. I want you -- would like for everyone to -- to do everything that they need to do and participate. >> Sara Kitchen: I was just modeling being active. >> Baltisberger: Thank you. >> Kitchen: In a quiet way. >> Baltisberger: So, you know, we want you to remember the rules of confidentiality, so you know, no student name -- full student names. ^M00:02:21And finally, it's okay to disagree, but be kind and respectful. ^M00:02:31And last of all, come prepared. So the way we envision this group working out is we're going to take -- I think we have 9 or 10 sessions altogether and each session we'll go through a portion of the sensory learning kit. And there will be -- we're looking at using a -- everyone will have a student and perform that chunk of the -- of the sensory learning kit and then have that for next month's -- to share for next month. ^M00:03:02We'll get the most out of this if -- if all of us, you know, have a student and -- and have some concrete information to share. Sara and I are going to be -- we're going to find a student here locally -- we're going to be doing the sensory learning kit with. >> Kitchen: So we'll be learning and doing all of the steps along with you. >> Baltisberger: And so find a student for whom the SLK is appropriate. So, by appropriate I think we're -- we're talking about a student who is developmentally, probably what -- three years and under? >> Sara Kitchen: Yeah, it might be three years or zero to two -- sensory motor learners, perhaps. >> And so, we -- we've spread this out over the entire year, so hopefully it shouldn't be -- it shouldn't add too much to your existing workload. and will give us a lot of time to really kind of delve into it in depth and share what we learned. >> Kitchen: Another really nice thing about it, especially if you have a student coming up for reevaluation, is it will give you a awesome learning media assessment. >> Baltisberger: So our colleagues -- so we're all benefit from our direct experience with the SLK. ^M00:04:22So really, we just want to learn more about it and be more, you know, I think -- I think everyone -- having different students and us sharing this experience will really give us a good -- much wider experience with the kit, you know, if we can draw on -- on each other's students rather than just our own. You know, and becoming more proficient with this, by knowing more about it we become more proficient. And I think if we can really build a group of people that's real confident in using it, then we can support each other -- that would be really nice and really move instruction forward for those kids. >> Kitchen: So I guess what we could do is just start talking about the trainer rubric. And that was what Millie was going to talk about and she's much better at talking about it than I am. But it is one of your handouts called the SLK Rubric TVI Guide. It was sent to you in the email when you registered for this webinar. And it's also in -- you can download it right off of Adobe Connect, if you click on it in the forums that -- the box called files, over to the right of the PowerPoint. So, the -- this just goes over a number of steps and these are the steps that we're going to take when we go through the sensory learning kit and do these with our case study students this year. And what this will do is it will start us out -- first we will be gathering information and that's our first step. That is the -- that is the step that we write on the sensory learning summary. That is another one of the handouts that you got in the email or you can download it off of Adobe Connect. So that is -- that has a very structured way for us to begin thinking about the information that we already have with the student, who is our case study student. So, after we do the sensory learning summary, that's our -- that's the thing that Scott just pulled up on the screen. >> Baltisberger: This is the rubric. >> Kitchen: Oh, this is the rubric, sorry. So the first step is the sensory learning summary. It's right out of the sensory learning kit book, so if you have that, you can also copy it out of there. And -- ^M00:07:17after we do that, we'll look at the student and -- here's the sensory learning summary, you might recognize that if you've looked in the book in sensory learning kit. >> Baltisberger: Right. So this first section, since your learning summary is really just -- it's more -- there's a lot of gathering information, so if you look at it and you wanted to know medical conditions, current medications, you know, any -- any issues that the child might have -- nutrition, hydration, respiration, sleep. So this is all the information you can get from -- from families and from, you know, teachers and teaching assistants, whoever, you know, whoever knows the student of course. So really this really is -- I mean, this part is really just gathering information. It's not -- >> Kitchen: Yes. >> Baltisberger: -- it doesn't really even involve a lot of observation, direct observation necessary at this point. So this first part will be pretty straightforward. But I really like that it kind of gets, you know, it really takes into account a lot of different aspects that could be effecting the child's learning that I do not -- I don't necessarily always think of. >> Kitchen: Yeah, I think it can be a way to get us started along the path in thinking the right way about the student -- about the ways they access information. Just to be thinking about all the questions you might be asking and all the things that might be impediments in the student's way. ^M00:08:52So that is going to be the first step when we first choose the case study student, then we will do the sensory learning summary. And we'll bring that to the next study group. We'll bring our information and we'll talk about what we found a little bit through our -- our students. And the next step after that is we're going to look at the arousal state profile. That kind of helps to figure out when the student is in a state where they can -- they can access, basically any information, because they're in a learning -- a state where they can learn or interact with another person or their environment. And for every student, you don't necessarily do this, but we're all going to do this for our students, even if they aren't in extended states a lot of the time just to be able to practice doing this, because we want to -- we want to go through all the steps that would apply to any student. ^M00:10:04 So --so, but after you -- when you're doing this on a regular basis, you would not necessarily do the arousal state profile for every child that you have. The next thing after that, we're going to do is the sensory response record, the level in strategy guide and the appetite aversion list. These are all things that will contribute to the learning media assessment. And don't worry, we'll give you all these things as we go. We divided them up into chunks and so -- I think for the second one we're going to do the arousal state profile and the sensory response record, and then after that we'll do the level and strategy guide and appetite aversion list. And then after that, I think we're going to start looking at routines. After we have an appropriate learning media assessment in place, that's when you can start looking into routines and -- and how we're going to adapt -- the environment, how we're going to adapt our materials so that the student can participate in those routines and how it -- it in a way that's meaningful to the students. So, after that I believe we're going to -- let's see, embed IEP goals and we're going to look at the ROOTS -- is that -- that's a curriculum, right? ^M00:11:35That's something that Millie -- something that Millie talks about and I don't remember exactly what it is. I get that's a ROOT -- that's a curriculum. And then we're going to revise and expand routines and develop new routines. And we should end up looking at calendar systems if we get that far. Something we -- something that's really neat about a study group is that we can -- we can set out own pace to some degree, so if we're having trouble with something we can spend more than one session on it. If we are not -- if the majority of us aren't really feeling secure about what we've been working on, then we can have a discussion and spend another time discussing it. So, it's one of the nice -- the best things about a study group is that we may have all these grand plans, but we're going to do what works for us to make sure that we're understanding what we're doing for kids. And do the right thing for kids. >> Baltisberger: What we were going to work on this next -- for the next month, for the next -- the meeting next month again, was just to look to, you know, we wanted everyone to download and print the sensory learning summary and to use that, you know, use that to compile information about their student. So identify a summary, if you haven't already and it looks like a lot of people already have kids in mind for this, which is great. And then just compile that information -- it may -- it's a -- it's a fairly long form, and it does go into a lot of detail about the student, so you know, you need to set aside some time for it. But -- but I think -- I think you should be able -- it should fit into your schedule pretty well. And I guess I'm curious if any of you guys have used the -- have experience with the SLK before or have -- or have extensive experience with it, or if anybody has any questions or comments at this point, if you'd like to unmute your phone. >> Yeah, I have a couple of students in mind that I would like a little direction on how to narrow it down, maybe to -- which student. Ya'll have some direction ya'll can give us? >> Kitchen: Sure. Why don't you tell us a little about the students that you're thinking of? >> Okay. I have one little guy who's in a ECD class. He's -- he's nonverbal, but he's active. He's in a chair, place him on the floor and he can scoot around on his back. We've got him looking at some different pictures and making a choice for a breakfast item that he would like. But I don't -- he's not doing a whole lot of other things. So that's one little guy. And then I have another little guy who's a little bit younger. He's about a year and a half younger. You know, he just started ECD and -- I'm just getting started with him. He was out of our district, he just moved in. What do you want to know about him? He's nonverbal. >> Baltisberger: Is he -- is he mobile? >> He's not mobile. He's in a chair all the time. We -- we put him on the floor and he -- he can move his hands a little somewhat, but he's not -- well, I can't say that he doesn't make purposeful reaches cause we -- we did do the little room and we've got him in there. And he -- he seems to enjoy that. He does have -- they both have vision. The first little guy I was talking about, seems to have a little bit more. The second little guy actually has a diagnoses of CVI. But he is looking at some things and reaches toward things. What else would you like to know about them? >> Kitchen: Well, I wonder which of your students has a functional vision evaluation due soon. I would imagine the little -- the littlest guy would probably, since he's coming in new. Is that right? >> I'm tjust trying to remember -- well we did -- we did a quick one at -- right at the end of the year, his parents didn't want to come at the end of the year, they wanted to wait for the new year -- So we did one at the end of year. So his is current, but -- >> Kitchen: Are you -- have you -- >> I think the other little guy is the one who's going to be due sooner. >> Okay. I guess if you're having -- if you're having questions or if you're not sure where the learning media assessment is -- do you feel good about their learning media assessment or do you wish you kind of -- do you -- >> Well, I would like -- oh, no, I wish I could get some better information. Especially for the new little guy. >> Kitchen: Yeah. Yeah. I mean, they both -- >> He actually seemed like he would -- he -- when we saw him at the end of the school year last year, he wasn't attending visually as much as he is now. Just those few months over the summer made a huge difference in his visual attention. >> Sara Kitchen: Yeah, the little ones will do that if -- yeah. Yeah. ^M00:17:09They both sound completely appropriate for the -- >> Okay. >> Kitchen: -- sensory learning kit. >> Baltisberger: Yeah, they do. >> That's what I was wondering. I just didn't know which one -- okay. >> Baltisberger: Yeah, it's -- >> Well, that's good to know then. I can -- kind of look at both of them, but hone in on one for those -- >> Baltisberger: Right. >> Kitchen: Yeah. >> Baltisberger: I mean, it kind of sounds like the younger student -- it sounds like the older student is doing, you know, doing more -- is engaging -- >> He is. >> Baltisberger: -- his environment more. And I think one kind of neat thing about the SLK, it -- it -- it's really good for those kids that aren't really, you know, getting out and -- and reaching out to the environment, exploring very much. So it might be real nice to -- >> Okay. >> Baltisberger: -- look at that student, but I think the older one would be fine, as well. >> Well, that's good to know. I don't have any experience with the SLK. >> Baltisberger: Okay. >> So, that's kind of one of my things in picking a student, is I don't really know, you know, which you know, I don't know enough about the SLK to know which one of them to which would be more appropriate, but it sounds like the younger guy, since he's -- he's reaching, but it's not as purposeful it seems like, as the other little guy. >> Kitchen: Yes, and if your -- the first one you described, it sounds like he has enough symbolic understanding if he is purposefully using pictures. >> He is. We -- we started that toward the end of the last year, he seemed to start doing that. Now at the beginning of the year, he was not -- he was just pushing out, he didn't want to do it, but after the first few weeks of school, we kind of got him back in the routine of doing it again. >> Kitchen: Yeah, yeah I know that Millie also has another -- the people being target after the sensory learning kit age group or developmental age group are targeted by symbols and meaning. And that's called the SAM. >> Okay. >> Kitchen: And it might be something interesting to look at. I'm -- I'm not that familiar with it, but when somebody is using symbols -- making sure that there's a lot of meaning connected with those symbols, that can be really helpful with that. >> Okay great. Thank you so much. >> Baltisberger: Thank you. >> Bye. ^M00:19:27>> Baltisberger: Bye. I think -- I think that was a really good -- really good point that she brought up. >> Kitchen: Yeah. >> Baltisberger: About what type of student is it appropriate for. ^M00:19:34>> Hi, hi. This is Michele. I have a little guy that -- he was the one I [inaudible] and I thought well, maybe it's not appropriate for him, but he -- he is not ambulatory completely, he's using a gate trainer. But he is not using any sort of a calendar system. It's something that kind of -- is getting started. He does have vision, some vision. ^M00:20:03It's just we have a lot of problems finding something that motivates him to participate. >> Kitchen: He sounds like he would be a very good candidate for the sensory learning kit. It's all about finding and using things that the student enjoys and building routines around those things that will be intrinsically motivating. >> Okay. Okay, good. >> Kitchen: Who else do we have out there? >> Sara, Scott. >> Baltisberger: Yes? >> Hi, this is Debbie in Fort Worth. How are you? >> Baltisberger: Hi Debbie. >> Kitchen: Hi Debbie. >> You know, well first of all, I'm really glad you're doing this. And secondly, I mean, there's two of us sitting here in Fort Worth and we're very interested in what everyone has to say. And we just can't really think of anything to offer at this point. It's like, at this early stage, we don't -- well, I feel like I don't even -- I don't know enough to even ask good questions, you know? >> Kitchen: Oh, okay. >> Baltisberger: Right. >> So, I'm just willing to soak in as much as I can from everybody. And I'm -- I'm willing to, you know, be active too. I just don't know what to say, right now. >> Kitchen: Do you -- do you have any students in mind, Debbie, for this? >> Yes. Well, several at Joe Kelly. >> Baltisberger: Right. >> And I have a lot of evaluations coming up at Joe Kelly, so timing is wonderful. >> Kitchen: Oh, perfect. >> And I think the teachers there are going to be excited that, you know, I think they'll be a good team member and -- and willing to help me, you know, fill out the information, but also put this process into action throughout the school year. >> Kitchen: You know, Debbie, that brings up a really good point. The sensory learning kit is -- is great for us to figure out the proper learning media for our students, but it's also a method for working with the team. And it's -- it's not just for the TVI, it's to help the TVI set up the -- the appropriate, you know, kind of accommodations for the -- for the student. But you know, it's kind of a continuing thing that the team is involved in. So you know, it -- it's -- we have targeted you guys because we're really thinking about the learning media assessment, but then after that, you know, the team involvement is crucial in continuing with the routines and, you know, and in sharing information about how the routines are going. ^M00:22:53So, having a really good team is going to be really, really great. And we'll be real interested to see, you know, how these things pan out for you and how they -- they continue on, you know, after the main part, which is learning media assessment from the TVI is, you know -- is completed. I think, you know, I don't know whether that is what Millie would say. What do you think? >> Baltisberger: Yeah, no I think that that -- I agree. I think that -- that -- the learning media should drive instruction. That's -- that's really what it comes down to, and I think, this is a really good way to get to focus learning media on the student's preferences on what the student really likes, rather than sort of trying to on a -- assess them in a way that really doesn't -- that really kind of gets -- gets more information from -- you know, sometimes I think if learning media gets done and it's not really focused on what the student can do or what they want to do. It's more focused on what we -- they can't do, maybe. >> Kitchen: Well -- >> Baltisberger: -- and this -- >> Sara Kitchen: Yeah. >> Baltisberger: -- this approach looks at what they like and what will motivate them and that translates really well into -- lessons -- into routines and lesson planning. >> Kitchen: Yeah, one of the things that -- that Scott and I were talking about when we were thinking about the kinds of training to target and kinds of projects to look at last year -- is that, we were thinking about, you know, how -- with learning media assessments, if they're kind of -- they're kind of limiting -- the form that we have for them. They really are traditional, they're targeting tactile and -- and auditory and visual -- they don't talk about all the other ways a person can learn, that can't be a -- it's not really addressed as one of the main ways a person could learn like, you know, we -- we -- there are some other ways that we thought about not just sensory channels, but through -- through bonding and interaction. That can be crucial for the student to learn they have to have a connection with that person or they can't get any information from that person. So, it really helps us look at -- at this in a different way and -- because a lot of times, you know, we're thinking, "Okay, this student responds to auditory input. They like that." We're only thinking about things that they like. You know, they like it when somebody puts music on, or they like it when somebody makes a certain noise. But it's -- it's not necessarily meaningful with sounds, so it -- even if they like auditory, it might not be something that they can actually -- they can -- they can't really know what that is, you know, it's entertainment. But, is it learning? Are they making -- are they just going, oh, ha, ha, ha, that's that funny stuff. And you're all that -- it's all funny stuff or, you know -- or is it, "Oh, I know that this is happening." And if they're not making it happen, most of the time when they're in this first stage of learning, then they don't -- then they don't have any connection with those sounds. You know, like how kids oftentimes get really startled by sounds. I was wondering if it's because they don't have enough connections with making sounds and sounds are just very alarming, because they just seem to come out of nowhere and they don't have any meaning. If somebody has enough experience banging and they know that banging isn't, you know, something that's going to hurt them -- now their whole system isn't going to go, "Whoa," you know, because there was a sound. ^M00:26:54So, it's just really something to think about. When we're thinking about that when we're thinking about that learning media assessment. ^M00:27:07It's a lot more than -- it needs to be a lot more and I wish it kind of could be revamped for students who are the traditional, auditory, tactile. And also, when we think about tactile, a lot of times when we think about the traditional learning media assessment, we're thinking about somebody who uses like, their fingertips to find out the small details; like if reading braille or pre-braille type stuff. But a lot of times that tactile might be, you know, big motor movements, gross motor, banging on things -- that stuff that's more in sensory motor phase. >> Baltisberger: Yeah, not necessarily even using their fingers, or their hands. >> Kitchen: Might be their mouths, might be their legs. >> Baltisberger: So that was -- when I was doing learning media it was always kind of strange to me, cause sometimes I would -- I thought I was identifying a student as being a tactile learner or an auditory learner, but they -- they really -- that really didn't seem to cover it. It really didn't seem to -- writing that on a report didn't really sum up what -- what it was that -- that was a way these kids got information or needed to get information in order to learn rather than just sort of -- >> Sara Kitchen: Right. >> Scott Baltisberger: -- passively receive. >> Kitchen: Yeah. And if you think about it, the kids at this -- at this stage of development, it really -- they have to be tactile, but not that traditional tactile necessarily. But pretty much, they are -- they can't be an auditory learner unless they're in a little room or in some other situation where they have control over all the sounds that are being made. So, they have to really know that their sounds have meaning. So really, they're not going to be any sort of distance sense learning -- learners. They're going to be, everything close to them and everything they have to be in physical contact with. They know it happened because they made it happen, that's where they're at. They're right here -- in their own bodies and anything else is going to be kind of just ambient, you know, it's going to be noise or it's going to be -- it might be entertaining noise or entertaining the visual stuff, but for the most part, if they're in that phase, it's going to be -- it's going to be things they can touch. So -- >> Off-camera speaker: You have a comment here that Cyral thinks the difference for the LMA between passive and active users of sensory input is huge. >> Sara Kitchen: That is -- yes, that's a -- that's a -- definitely a different way of putting it -- passive and active users. If a -- if a person is a passive -- I mean, it really basically we don't want them to be passive, we want to help them be active. And so that they can start making sense of this stuff coming -- coming into their sensory system. ^M00:30:02So if they're not acting on it, basically that doesn't really make sense. >> Baltisberger: And you know, the other thing -- the other thing about the sensory learning kit, again when you -- a lot of these -- these kids, when you start working, they're a real -- it's a real puzzle. It takes some time to figure out, you know, what little -- what a kid really likes, what a student really likes -- what's motivating to them. The nice thing about the SLK is it -- it takes a lot of those areas that I don't necessarily think of right away, you know, things like -- you know, vibrations and, you know, textures and temperatures and things like that that we don't always -- I know I don't always come -- it doesn't jump to my mind to use that particular stimulus or, you know -- >> Kitchen: Right. >> Scott Baltisberger: -- when I'm with a kid and it's nice because SLK -- it kind of walks you through and you see all these different things and it also takes into account -- you know, they're -- they're -- the arousal state, which is the second thing we're going to be doing, you know, to really think about when -- when they learn. When are they -- when are they most able to learn. >> Kitchen: I was also thinking about how it also takes into account that the different kinds of tactile learning, like vestibular and proprioception and how, you know, when -- when a person's system is developing, we -- we go from inside to outside. We start -- so our big gross motor, our bodies right here in the middle, our trunk is the first to develop, and a lot of times when kids can show that they really enjoy something -- and also get a lot of information from gross motor movement. And we know when did in the past have we used that, you know, to -- to test what they like to do and what -- you know, it's like is this the way you're going to get to this person? Is this the way this person learns? Do they learn by moving their body? And, you know, sometimes you won't get very much of a response if you're not taking that into account. So, it can also be part of the arousal state profile, somebody is too scattered, they need to be compressed or they need to have some gross motor movement before they can really pay attention, then that will take that into account. Did that kind of help people feel a little bit more like they're focusing on the right student? Renee says yes, it helped her. Good. Okay, Michele says that helped her too. Good, I'm glad. Because I know that, you know, it's kind of a -- it's a big topic, but you know, it's kind of -- this is kind of something that's designed to helped us do a better job with what we're -- and -- and figure out and focus our teaching and understand what our role is with students that are at this level. ^M00:33:13Gets them more engaged -- engaged in active participants. Carol said yes, that helped and that her connection is sporadic. And Donna said we are all eager to learn. So yea, we are. ^M00:33:26Renee has a question She says, "Are we going to be using the SLK that has been out for several years? I understand Millie has revised it or is revising the book. Yes, we are using the one that has been out for several years, but we're using it in a different way. And what we're doing is we're going through it with -- Millie revised it, and she was going to talk about the trainer rubric, but I think the trainer rubric that she has given us and you guys today is more geared -- it's geared towards the teachers of the visually impaired, so the sensory learning kit, in the past ,wasn't really geared directly towards them other than the sensory response record. I think, which -- which was, you know, a great thing for just filling out the learning media assessment because it's basically -- that's what it is. But I think this is more geared towards and guided towards us. So -- so there'll be kind of different directions for some of the forms. And we'll give you those as we go. >> Off-camera speaker: Sara, we have another question from Renee -- asks, are we using the book as well as the items in the kit or just the book? >> Kitchen: Use the items in the kit. We're going to do it after our second study group. >> Baltisberger: So we'll start that in November. >> Kitchen: So that's a very good question. Yes, we will use them. Yeah. ^M00:34:57So gather -- make sure all of your -- your kits are intact, but you know, you don't have to use only the things that are in the kit. You can use other sorts of things. When I did it, I added -- I added a 'hot sock' to go with the cold pack, which was like a big old tube sock filled with rice and you just heat it up in the microwave for a little bit. And so nice, heavy, weighted -- it smells kind of good, because it kind of smells sweet like rice when you heat it up a little bit -- in the microwave. And it -- there are some things that are -- that are written about, but are not actually indicated. Things that a lot of schools have, like a hammock swing -- ^M00:35:49you know, you can use water and you can use other kind of motivating things that kids like. You don't just have to use the things that are in the kit. So -- so if you want to record how somebody responds to water, you know, do they like to play in it? Did they listen to it? Did they drink it? So, stuff like that, just -- but yes, the kits is a really great starting point. >> Baltisberger: Yeah. You can add to it as needed. I think that -- you know, I certainly would encourage, you know, expanding upon it, I guess is how I would say it. Adding -- if you find things that a student seems to like or they're going a certain direction -- the certain types of things they like, you might, you know, add more of that type of thing. And see what -- see if they -- how they respond to that. >> Kitchen: Once you pick your student, we're going to go through the information-gathering phase and just look at the sensory learning summary. And we're just getting information and compiling it all into one spot. And that's the first place we'll go. ^M00:37:08And then when we get together, we'll share how that went. And what kind of questions we might still have. If we came up any, you know, against any snags in filling out the sensory learning summary -- and basically, whatever we don't figure out from the sensory learning summary, we'll -- we'll be investigating that. >> Baltisberger: Right. So that will be on -- so yeah, for next -- our next meeting, which is going to be on October 20 -- so we want to look at having the -- the sensory learning summary done. And then after that, we were going to work on the arousal state profile and the sensory response record, so you might in addition to doing the SLS, you might want to look at those two things as well. >> Kitchen: I guess, it's not everybody -- I guess what I need to know is -- does everybody have access to a sensory learning kit? We've got some yes's. Michele asks, you just said the 20th, but did you mean the 27th? >> Baltisberger: The -- it will be on the 27th. >> Kitchen: Tracey says we have most of the pieces. If you look in the routines book, it'll have pretty much everything that you might be using. ^M00:38:41And if you find that something is missing that's fairly easy to use, you know, you can use something else that targets that same -- that same sensory channel, like the bell, you know, the little arm bell is great because it's so responsive. And you know, you can -- you can attach -- the person can be wearing that, but you can find something else that can work the same way. And also those little bells are -- are fairly inexpensive if -- your school will buy you one. I know I ordered several of those on Amazon for our active learning kits. Active learning webinar, that's a good one to come to too, and there's a CVI webinar. We're having so many study groups this year and they're all so closely related. ^M00:39:38>> Baltisberger: if you'll send me an email entitled SLK study group and send it to my address there, here at TSBVI. I'll include you all in any group emails that go out, prior to the next meeting and in between our future meetings. And be sure that you -- you register for the next meeting, which is at the address here, TSBVI dot edu slash trainingevents. >> Off-camera speaker: Karen asks a very good question, if it needs to be a Gmail account. >> Baltisberger: No. ^M00:40:14>> Kitchen: But this one we're mostly going to be sharing by talking to each other during the study groups. We're going to be doing the assignments on our own, but then getting together and talking about how it went, so we don't have to have access to each other's documents when we do -- just share what we wish to share. Does anybody have any questions? We have just a couple more minutes. Carol says she's looking forward to the sessions. And Karen says thank you for doing this. Oh, well thank you, Karen. Michele said, where is the information to complete the evaluation? I think that was in the email that you were sent. If it wasn't, email Scott and he will give you that information. That is Baltisbergers at tsbvi dot edu -- B-A-L-T-IS-B-E-R-G-E-R-S. Renee says, there is something on page 49 through 56 in the SLK book. That's probably the forms that we're going to be using. And so I think we will be signing off, but we will see you next month on October -- >> Baltisberger: Twenty-seventh. >> Kitchen: Twenty-seventh. Thank you. >> Baltisberger: Thank you. >> Kitchen: Bye. >> Baltisberger: Bye. ^M00:41:41 [ Music ]