TRANSCRIPT - The CVI Protocol Platform: A Digital CVI Assessment Tool Ð 1/29/24

>>Marguerite: Today I'm going to start us off and then I'm going to turn it over to Ilse for the remainder of the presentation. Today's presentation is titled A Tour of The CVI Protocol. Next slide. So to begin, we really wanted to talk about what led us here. It's been a really long journey in the field of CVI and so there are many influences and reasons why we decided to start the protocol development here at Perkins. So I'm just going to share a little bit about some of those catalysts. Next slide. So one of the big catalysts that started the idea of the CVI Protocol was the CVI collab that occurred here at Perkins in November 2018. During this collab we had multiple experts in the field of CVI come from overseas, across the nation to come together and really discuss the problem of CVI. It was a multi-day workshop that was run by a facilitator. And out of all of these activities, we really identified four key focus areas collectively, as a group. And these four focus areas included a need for a comprehensive CVI assessment. Everyone knows there was an agreement that we needed that in the field. There was a need for further training for TVIs. A need for local and national advocacy around CVI, as well as a need for increased research and medical awareness of CVI. So this was one of those convenings that really led to the formation of a CVI strategic plan. This was a small group of individuals at Perkins that worked through a strategy as to what we could contribute based on this identified need. Some of this surrounded gathering information around the prevalence around CVI knowing our data might not have been accurate at the time. And through multiple means of discussion and planning and pulling in, again, experts and stakeholders from around the nation as well as internationally, we identified four pillars within Perkins. We are going to focus on assessment needs, learning needs, research and advocacy. And that's how the CVI Center at Perkins was developed and how we pursued all of our endeavors from there on out. Next slide, please, Ilse. So we understand that CVI has been around for a very, very long time and so when we decided to pursue the CVI Protocol, based again on what came out of the CVI collab here, we were going to draw and expand on the collective wisdom that already exists in the field from those experts. So the CVI Protocol established 16 visual behaviors. And these 16 visual behaviors were all looked at and validated through our assessment development process and the research behind those CVI behaviors and why they were chosen are also available to you on CVINow.org. So the CVI Protocol will assess each of these 16 visual behaviors with the understanding that these can manifest differently in each individual with CVI. We know first and foremost that there is no one size fits all for our students with CVI. And so while we have these 16 visual behaviors we understand there is a wide diversity in how any one student with CVI may present in that area. Next slide, please. 

>>Ilse: Sorry. One second. I'll get there as soon as I can. 

>>Marguerite: No worries. I can keep talking about the visual behaviors while you work on that tech difficulty, how's that, Ilse? Oh, perfect. Perfect timing. So here's a graphic of the 16 visual behaviors that we identified and worked through with the CVI Protocol. So I'm going to read those out now. We're not going to go into those in extreme detail but, again, there are thorough descriptions and videos available on CVINow.org if you want to know what that visual behavior looks like. So we have visual attention and visual recognition. Those are two distinct areas but also umbrella categories because every other area of assessment is going to fall and relate into those areas of visual attention and visual recognition. There's form accessibility, response interval, impact of color and impact of light, impact of motion. Impact of clutter and crowding. Visual field abilities. Visual curiosities, sensory integration, access to people. Visual guidance of the upper and lower limbs, movement of the eyes and appearance of the eyes. Then there's an additional category of compensatory skills and this is something that we really wanted to focus on when developing the CVI Protocol because we have all these distinct visual behaviors but we also want to look at the compensatory strategies that our students with CVI have either developed for themselves or who have been taught explicitly and have benefited from. We see these as incredible strengths to access in learning. So while we want to focus on the use of functional vision, we want to look at all the other abilities that child has and how we can provide the highest quality of educational programming for our students. Next slide, please. As I mentioned earlier that some of our research can be found, the CVI Protocol is research based and it's grounded in the most current scientific research that's available to you. In the initial process of exploring this project, we had it vetted by eight leading medical and research experts and the CVI Protocol was developed in collaboration with leading academic research scientists. The group is called EdCount where they did our validity and reliability testing. A detailed description will be available in the technical manual that accompanies the protocols release. You will have a detailed account that led us through the CVI Protocol development. The CVI Protocol is aimed to be inclusive so it's going to be free. And it takes a whole-child approach to best understand the child's unique learning needs. So a goal in developing the CVI Protocol was that any child with CVI could be captured using the CVI Protocol, knowing how diverse that CVI can manifest, knowing that every child has different communication needs and physical needs or sensory needs. So we wanted to make sure that every student and every parent of every child saw their child in this tool. Also in the theme of inclusivity we wanted to be able to offer learning opportunities for parents or educators going through the protocol so it was successful accessible for TVIs regardless of their prior knowledge of CVI. No matter where you are in your CVI journey, you would be able to use this tool available to you to give you the training required so you can be a skilled practitioner. All right. That's over to you, Ilse. 

>>Ilse: Thanks, Marguerite. So Marguerite had mentioned that we collaborated with EdCount and that was the beginning of us conducting trials and throughout this process of creating the CVI Protocol, our assessment tool was done a number of trials. I was trying to see in the chat if any of your names are familiar. Some of you may have been part of the trials already. I know it's been a two-year process to -- over a two-year process to get here and some of you might be wondering what's happened within the last time I heard about the CVI Protocol, what's been happening meanwhile. So this is what we've been doing meanwhile. We've been conducting trials first through every step of the sections. I'm going to talk a lot more in detail about all the different sections, the components that make up the CVI Protocol. But part of our trial first was just a sliver of what's now our whole assessment process. And then going from national trials, international trials, and then as we started creating a digital version -- again, I'm jumping ahead for a second. That will make a lot more sense in a second. But we created a digital version on a digital platform, getting feedback on that, not just the content but the ease of use. Now the last row here on this trial sheet is where we're about to start our last trial, or last for now, at least, trial. So probably closer to middle of February we'll get started on that. And we're going to test out two different versions now of the protocol. And I'll go into a lot more detail of that. But we're getting closer and closer to being able to really share that with the rest of the world. Okay. So I know I jumped ahead for a second and I said we're doing two different versions now. So if you've been part of our trials in the past, you've been part of our digital version. Which is called the CVI Protocol interactive tool. Or you have likely been part of the digital version. If you've been part of our trials any time within the last six months or so. Been part of our digital version, which is the CVI Protocol interactive tool. And meanwhile, we've also started making the CVI Protocol Workbook, which is kind of a one click, you download the whole as a document. Same content. Same flow, just not digital. It's available -- it will be available on CVINow. So digital in that component. One click and you download it all. So I want to talk really quickly about the differences between the two versions and we'll go into what is the CVI Protocol, what are all those components, what's really part of it. So both versions, the key part is that both versions have the exact same content, resources, structure, you know, flow from one to the other. So regardless of which version you might use, you're going to get the same information. It's going to guide you through the same process. The difference is that the interactive tool, that's again that more digital version that I mentioned. That one also has some automatic features kind of built into it. So, for example -- and this again will make a bit more sense as I talk about all the different sections of the protocol. But, for example, if the parent initially noted that the student has difficulty matorically being able to reach or step up on a curb, any reaching or curb or stair questions would be automatically deleted after that. And similarly, there's some conditional logic in place. So depending on what some answers to some questions will automatically guide you to the more appropriate questions for your student. I'll talk a bit more into detail about all of those. So, again, there's some more automatic, auto populated components of the interactive version. Probably the key part is that this version also has auto generated reports -- and I can show an example of that one later. Depending on how certain questions are answered, an automatic statement would populate. Again, I have examples of that later. Versus the workbook version, again that kind of one-click document, that has a whole report template built in. So it will still guide you through the whole process of what you might want to put in which part of the report but there's just no automatic things that are -- statements that are already populating for you. Now this will make a lot more sense now that I'm guiding you through all the components. Regardless of the version, all the components are going to be the same. Here is a quick flowchart. I just updated this one a couple of days ago but this isn't quite the updated version but it has the same information. The CVI Protocol likely has the same steps overall that you're currently doing for a CVI assessment. So the first part is guiding you through a file review. What kind of educational files, educational assessments, medical files are pertinent for you to look through to start that whole evaluation process. Then it guides you through a student portrait -- I'll list them because I'm going to go into detail. A student portrait. Doing interviews, a parent and team interview. Guiding you through the observation, direct assessment. Then that report writing that has recommendations built in. So use the same structure, perhaps, that you're already doing in a CVI assessment. So we're just guiding you through that process in a very thorough format. So it starts with preparation, file review, that student portrait, the interviews, observations, direct assessment, report writing and choosing recommendations and how to share assessment findings. Those are the nine sections of the CVI Protocol. To go a little bit more deeper into each of those sections, and then I have some screenshots within this presentation as well. So for the preparation process, Marguerite just told you all about those, in a very overarching way, the 16 visual behaviors and the CVI Protocol, our assessment tool, evaluates students within each of those 16 visual behaviors. So how are they impacted in each of those behaviors to better understand what accommodations or what supports they need. So really the best way to be able to thoroughly assess students with CVI using the CVI Protocol is to have a good balanced understanding of those 16 visual behaviors. The first step is to guide you through understanding those 16 a bit more. There's little -- a few paragraphs, a little blurb on each of those 16. We have links to a video that we've created on each of the 16, links to articles on CVINow on each of those 16. Just guiding you into understanding those in a robust way. And then we're also creating a course on the 16 CVI visual behaviors. So that's another way you can boost up your understanding. All right. Then the next step is that file review. So really trying to walk the TVI through how to do a thorough file review. What kind of reports am I looking for. What am I trying to tease out from those reports. How do I understand everything I'm reading, especially from a medical report? That can be really tricky sometimes to know. A lot of our students, for example, might have quite complex medical needs. Which medical files do I look through to get that thorough understanding of the student. So we recommend, again, medical files by reading the neurology report or any report that provides a list of the student's diagnoses, how they're impact, IEP to help the student understand what kind of goals they're working on. How are those objectives currently being presented to them, what accommodations are they currently being offered. And what are related service providers, what are they seeing in their speech evaluation, PT evaluation, et cetera. So that kind of sets the stage a little bit initially. And the last part that really sets the stage for the rest of the assessment is the student portrait. So this section is a list of questions that's meant to be filled out by the parent. And you can just share this with a parent, if they feel comfortable with that. And they can answer on their own time. Versus the next section we're about to talk about, the student portrait, that one is meant to be done in person. But this one, if they're comfortable, you can just share the questions with them. Of course you can certainly complete it together, if that's preferred by the student's parents. But the purpose of this whole section is to get a really solid background information about the students. The first couple of questions are about their strengths, their preferences. So you can use those types of activities in the direct assessment, for example. Making it a really motivation and play-based direct assessment. Understanding of their medical and ocular history. Hopefully you got a good understanding of that from the file review as well but maybe there's some more updates or some concerns that the parent has that's recently come up, for example. A good understanding of their diagnosis status. Because the CVI Protocol can be used by a student who is informally diagnosed, medically suspected by a team member, for example. What exactly is their diagnosis status at the moment. And a good understanding of their current communication skills, receptive and expressive. This is what I mentioned that the parent will check off. There's all these check boxes with matorically. What is your child able to do. Anything that's not checked off, if they're not able to reach any questions would be deleted for that interactive tool, that digital version. Again, a good understanding of baseline understanding of how they're using their visual and compensatory skills. Just a few questions on that just to start your understanding. One of the most important parts is the parent has a place to talk about their parent concerns. Because that can help set the stage for the rest of the assessment as well. Here I have a quick screenshot. I just wanted to show that the interactive tool versus the workbook version, you're going to get the exact same information. It's really just the format and the design of it that's a little bit different. On the left-hand side, here is a screenshot of our interactive tool. There's always a gray bar on top that tells you what section you're on. This is called the student portrait. And then the interactive tool is a lot of multiple choice, check boxes and text boxes. Short and large text boxes. So, for example, please list your child's top three best qualities or strengths. And then there's a short text box right underneath. The student portrait -- sorry, the workbook version of the student portrait is a Google Doc. I'm not quite sure yet when it's available out to the general public. If it's still a Google Doc or a Microsoft Word document. But very similar to this setup where it says please list your child's top three best qualities or strengths. The exact same questions but the parent would type in their answer in that Word document. Now you have that great background information of the student, of their skills, strengths, what the parents' concerns are so now you're ready to dive into the whole assessment. So the first part which again is perhaps something you're already doing, is the parent interview. So this, unlike the student portrait, the previous section, this one is meant to be done live with the parent. So either in person or perhaps over Zoom or over the phone. But you're asking them a question. They're answering. You're probing further. It's an informal conversation with the parent. There are currently two sets of parent interview questions. So one set for a student who is relying mainly on their visual skills. They have compensatory skills that are supporting them. But able to rely on their visual skills. And another set of parent interview questions for students who are perhaps relying mostly on the compensatory skills. And vision might be a support. They have limited visual attention skills currently. So depending on how your student is able to utilize their vision. There's two sets, just to make sure that the questions that we're asking are appropriate for that student. And the interactive tool version, depending on how you answer a question, will automatically send you to the appropriate version of which set of parent interview questions is appropriate. The workbook has some detailed instructions so you'll know which set will be most appropriate for your student. The parent interview -- I think next I have a screenshot so I'm going to skip over that slide for a second. So the parent interview is set up always the same way. There's going to be a question, a scale, and then a text box or place for notes. I have two screenshots here side by side. On the left-hand side is a screenshot of the interactive tool version. And on the right-hand side the workbook version. So for the interactive tool, again, it's going to be the same questions, same setup. So interactive tool you'll see the very first parent interview question. Does your child look at objects? And then we have a scale, so this is a multiple choice, one selection multiple choice of always, almost always, sometimes, rarely, never. And then underneath there's a text box. So it's really meant to be, like I said, a conversation. So not saying I'm going to ask you a question and there's these five answers, five options for you to answer. It's just asking them the question: Does your child look at objects? In the text box you're going to write everything down that the parent said, probe further, whatever you need, and a summary with a likert scale option. There's so much more information that we want to get from the parent about that question. Again, the same set of questions and the same sequence for the workbook. That's the right-hand side. But you'll see it's currently in a chart format. We're playing around a little with design so we'll see if that ends up changing, but it's just in a chart format of question in one column. The Likert scale option in the third column and the notes column for all of your note taking. Whichever version you're using, you can refer back to it later, all these notes that you're taking when you're writing your student's evaluation at the end. Team interview is very similar to the parent interview. So this is meant to be asked -- sorry. I skipped over. Meant to be asked to either one or hopefully members of your student's team. The classroom teacher, perhaps, related service providers. Maybe a TA that works very closely with that student, knows them very well. Instead of a Likert scale option, it's more check boxes but it's still the same overall setup of questions, check box options, and then text box. Very similar to the way that the parent interview was structured and set up for you. And very similar to the parent interview as well. There are two versions. So whichever, if you did the main version, again for the students who are relying a bit more on their vision. If you did the main parent interview, you'll do the main team interview for those students relying a bit more on their compensatory skills. You'll do the main -- sorry, the compensatory parent interview and moving down to the compensatory team interview. So you're just going to do the same version that you did last time. And, again, whichever version of the CVI Protocol that you're using, we'll walk you through that whole process. All right. Next up is the observations. So by now you've had a great idea of what parents are seeing at home and in the community about how your student is able to use their vision. What compensatory skills they're utilizing. Again, what the school team is seeing. How the student is doing at school. So now it's time for you to really get your eyes on the student. Hopefully you already know the student pretty well at this point. But this is the observation section. So we have a list of ideas of what you might want to look for when you're observing your student with CVI. This is a pretty robust list. So it's not meant for you to do every single idea on this sheet. We really took kind of an overarching understanding of how each student can be impacted. So you have lots and lots of ideas. It's meant for you to just use that as a guide and check off which ideas might be appropriate for your student. Look at it ahead of time, get an idea of what your priorities are to make sure you want to remember to look at during observation. And then during the observation you're just looking at your student the whole time. You're not looking at this long list of ideas. So we have embedded a list of ideas. So really our recommendation of observations is to be able to get your eyes on your student throughout different times of day. Maybe their visual attention, for example, is a lot stronger in the morning. Maybe they're more fatigued. That makes a really big difference in the afternoon, for example. So what did their vision look like throughout the day. What is their vision or, again, their compensatory skills look like in different environments. Do you see a big difference in a quiet classroom, maybe during a one-on-one session versus how they might look during morning meeting or any kind of social group or in a busy lunchroom. What does their vision look like throughout the whole day. That's really a recommendation during this section. I, again, have two screenshots here. On the left-hand side is the interactive tool. So it will guide you through every idea that we have. Again, not meant for you to do every single one. But every idea that you have, you keep scrolling down. And we also have a link where this is in a Google Doc version, similar to the workbook, in case you're more of a chart person than a scrolling down. So the same thing. Just two different formats for you depending on what you prefer. On the right-hand side is the workbook version. And, again, we already have that link within the interactive tool version anyway for this Google Doc. So, again, the idea is it's divided up by visual behavior and for each visual behavior we have kind of a slew of ideas for what you might want to observe. And then you can take some notes ahead of time. Oh, yes, I want to do that one. Sorry. Just seeing a couple. Yes, we can certainly make the slides available. Okay. Sorry. So I want to make sure I wasn't missing anything. The next section is the direct assessment summary. So similar setup to the observation. Again, we have a whole list of ideas for you. And it's meant for you to look through them ahead of time, get some ideas of what you might want to do during the direct assessment, and then we guide you through how to create a direct assessment plan. So that the day of you're ready to go. I know I'm going to do this, these materials, using this specific activity. For example, we can guide you through that whole process so you're set to go. Again, this is just a whole list of ideas for you to kind of check off which ones you think are appropriate for your student to guide you through making that direct assessment plan for the day of. Not remotely for you to do every single thing on this direct assessment summary sheet. Okay. And then, lastly are our recommendations. Currently our recommendations -- I'll take a step back. At Perkins we've combined recommendations based on what we're seeing from the assessments that we're doing on campus, internally and externally, what we're gathering from research in the field, from what individuals with CVI have been telling us that helps them. So all together we have this full robust list of recommendations that we've divided up into three sections. So accommodations. Those recommendations are meant to just be able to go right into -- I don't know what the Texas IEP is like or your state, you know, you're from all over. But it's meant to be plopped into the accommodations section of your IEP. You can put it right into there. Then there's some general recommendations around what other evaluations you might recommend, for example. And then some ongoing considerations. These are still some things I would like to tease out further, trial. So we have a whole list of recommendations. Again, just like the last two sections, use them as a guide. So you can utilize any of those recommendations that you think are appropriate or make up some of your own, of course. And the ones that we have provided for you, feel free, once you put them into your student's report to customize them, edit them, and make them the most appropriate recommendations for your student. In the interactive tool, that's the digital version, all these recommendations, each recommendation is a check box. So any recommendations that you check off will be automatically put into your student's -- that CVI evaluation report. The interactive tool has some auto-generated features, so it will go right into your student's report that way. From the interactive tool -- let me see if I have a report. From the interactive tool, if you download your student's report, you would download it to Microsoft Word. Again, from there anything you checked off, you're still able to -- and it's recommended that you edit those recommendations further. Again, add your own. Customize the ones that you checked off. So there's still of course the ability for you to tweak things, even if you check it off, within the interactive tool. Okay. And then from our last trial we got some feedback that sometimes it's difficult for participants to very smoothly transition from one part of the assessment to the next. So, for example, I've done the parent interview. I've done the team interview. And here's this great list of ideas for observation. How do I know which ones are appropriate for my student? Again, perhaps this might be your first CVI assessment. It's not engrained in you how you might move from one to the next. Or I've done the observation. How do I know which assessment activities I might want to do? How do I move from the team interview, the parent and team interview, the file review, the observations, the direct assessment. Now how do I know which recommendations are appropriate for my student? We have that whole list of ideas but it's up to you to check it off. It's up to you to check it off. In this newest iteration that we're about to trial, we have come up with a very lengthy -- currently it's in a chart format. It's divided by each visual behavior. And it's really just to guide you through when to assess. Sorry. It's a four-column chart. On the left-hand side when to assess based on interviews and file review. This one is about visual attention. So if the parent and team interviews noted any difficulty with visual awareness and visual attention, what you want to do next is assess what strategies help to elicit their visual attention. It's nice to have this kind of a walk-through method. So then observation gives you some steps of really focus on what factors help to elicit. Here's a list of ideas, ideas around what recommendations could be appropriate, based on the past two. And then the last column are specific examples for suggested accommodations. These are three that are from our recommendation bank. Capital X just stands for your student's name so you can visually notice it and plug in your student's name. For example, allow increased time for X to establish visual attention, to visually recognize and to physically respond. From there you can, you know, copy, paste, or check off any of these that are appropriate. And, again, feel free to customize them further. So report writing. The CVI Protocol guides users through writing two reports. I have been talking about one so far. The CVI evaluation report. And we also have a template for a doctor letter. I can't remember if I put in a screenshot. Good. Okay. So I'll put a pin. This is the CVI evaluation report so I'll talk about the doctor letter in a second. Again, I have two screenshots in front of me. Both of these -- again, I said if you use the interactive tool it will download to Microsoft Word. Similar, the workbook is likely going to end up being in Microsoft Word format. So the format of these are going to be the same. The only difference is that the interactive tool version has some -- I mentioned some automatic features, which include some automatic statements. So, for example, that student portrait section, one of the very first sections that I mentioned is just sent off to the parent. If they're comfortable with that. You send it off to the parents. They fill in all that background information about their child. And one of the questions in there is about their CVI diagnosis status, like I mentioned previously. So that has, in the student portrait, that's divided up into a few different questions of check boxes, of what status really is appropriate for them so that they're medically diagnosed, medically suspected, suspected by an educational professional. For example, you check off which one's appropriate. And if they are medically suspected or diagnosed, you write in the name of the doctor, first and last name, their role or their title, and their practice. So it's really divided up into four different questions. For the interactive tool, then all of that information is combined into two sentences. So Savannah has a diagnosis of CVI by a medical professional. Savannah is diagnosed by Dr. Mary Fox. Newer ophthalmologist from children's hospital. Not real information. Just for HIPAA reasons. You can see how that information is automatically combined together for an output. Again, the interactive tool version has some automatic features. If you choose the workbook version, it's going to guide you through writing that statement. So you're not missing out on information but it's just for you to plug in. For example, it has a little -- we ended up making anything in bracketed code is meant for the TVI to fill in. We ended up changing anything in bracketed code is also in red, in case you need a nice color cue to remind you where you're filling things in. Has a diagnosis of CVI by a medical professional. Student is diagnosed by doctor's name, doctor's role or title, from name of practice or hospital. Or they're suspected. And the same type of setup. So it will just guide you through the whole process of writing -- creating the same type of report. Lynne, I see you noticed the last screen with recommendations was intense to view. I'm not a fan of this columnar reporting. Has anyone thought of indent outline formatting? Let me go back for a second. Why won't it let me go back? A bit more background information about the workbook version. So the workbook version, we have created in the last month. Again, we had all the same content already within the interactive tool. But we thought people might like a paper/pencil version as well, workbook to print and mark up and view the whole assessment process as a whole. So this version was created within the last month and we're about to start trials on it. Like I mentioned before. We are trialing more kind of the overall content format, et cetera. And we are going to have a designer look at it. I agree. I had all the information in this chart in a Google sheet and I was trying to figure out how to best put the whole complex color-coded Google sheet into a Word document and this was the best we came up with so far. We're having a designer look at it. We're having a Perkins access, making sure it's all accessible. All of that will come. We're doing that last trial, making sure the content is looking good and then we'll tweak it to make sure it's also very design-friendly. This is just what I came up with so far. But I agree it could do with more. But I'm not a design expert so I wanted to put that in their hands to try to figure out. But thank you for that. I mentioned a couple of these already but throughout the CVI Protocol, again, regardless of the version, we have some embedded resources. And we keep building on these. So currently we have, for example, a assessment planning sheet. I mentioned that already. So here's all these ideas from direct assessment. Now you can really create a day-of assessment plan, a concrete plan. All of these resources are completely optional for you to use. Maybe you already have a great system in place for planning out your direct assessment plan. So feel free to skip this part. But just to share in case there's a new TVI or a new try to figure out CVI assessments or you're just ready for a new template, feel free to play around with any of these resources. There's a sheet for ongoing progress monitoring to help guide you through that process. Currently at Perkins, because we only have so many individuals who are able to do robust CVI assessment. So we are recommending that on campus all of our CVI assessments are done with the three years. So regardless if you do it every three years or if you have the capability to do it on a yearly basis, by all means, go right ahead. But because we moved to an every three year process, because we only have so many TVIs, we didn't want to miss what's happening in between those three years. There might be some things that you wanted to try out, based on the assessment. Maybe you noticed that backlighting or task lighting really helps the student. They also get really distracted by the light shining. So you want to play around with you know task lighting is best but what's the best positioning for the student. This is one example. You don't want that to fall off the radar. Ongoing progress monitoring, making sure those things you want to trial are put in place. Or, similarly, maybe you want to take a look at the student's goals and objectives and really streamline the process of making sure, A, that those are all appropriate, but looking at what kind of prompt level is required. How can we try to diminish that prompt level over time. And having a process to think through that and a recognition data template. Again, completely optional. We have a couple of students who visually recognize a very small set of items. And maybe they're really great at using their compensatory strategies, which is fantastic. But just to have a better way of knowing which items are they able to visually recognize. Or if they're able to show recognition, how are they demonstrating that recognition? Maybe they do need touch every time, for example. So just thinking through how to collect data around recognition, whether it's visual recognition or some compensatory strategy, if the student is only recognizing a certain small set. You want to figure out what is it about those items that's helping the student to recognize them. So you can slowly build on those items over time. Launching, let's see. Again, we're about to start, probably mid-February. We need to -- I think the workbook is ready to go. The interactive tool, there's a couple more changes we need to make and then that will be ready to go. Meanwhile, we're also coming up with a course on how to complete a thorough CVI assessment using the CVI Protocol. And our trial participants will be taking the course as well to walk them through this whole process. Each of those three components need to be ready and then we can start trial. I'm crossing my fingers for mid-February. And then, again, once the trial is complete, then we're able to move to making sure we get a designer and editor on the workbook. Making sure it's accessible. Implementing, of course, all the feedback that we're getting from the trial. And then moving to general launch with either one or both versions. Just completely dependent on the feedback that we're getting. We want to make sure that we're launching a tool that is helpful, that people are going to use that's helpful for the field. Again, we might want to just launch one version or end up launching both at the same time, depending on what feedback we get and what it takes to implement all that feedback. And then CVINow. I can share that link later. And I mentioned before we're also launching a course for the CVI visual behaviors. We're launching, if you've taken any of our courses in the past, we're launching a new online learning system, a new element. And we're creating Perkins University. So every teacher on campus will start using Perkins University for their courses and these two courses, these two CVI courses will be the first ones to launch out of Perkins University. So one other reason why we want our users in the trial to take the CVI Protocol course as well. Making sure that Perkins University is working the way that we intend it, just like the CVI Protocol is doing what we intended to do. All right. Questions. I'll stop screen sharing so I can -- well, I don't think I'll see many faces but just so I can see the chat here. Sherilynne, I'm accumthe vision plan is more for Kaycee than me. 

>>Kaycee: We had Diane Sheline here last week and she was talking about creating a vision plan, meaning more of just a shorter plan for folks who are not TVIs, to understand how to work with the student and what to implement outside of just the accommodations that come in, like an IEP. But like a document specific to the student's vision for students with CVI. So that the PT knows what it is that they're looking for and how to implement those things. And so I think she's asking how you could maybe pull from the recommendations and from your tool to implement into that. 

>>Ilse: Yeah. Thank you, Kaycee. I wasn't sure. Part of our -- both versions part of the CVI Protocol, the last section, I skipped over it, I apologize. Is about sharing assessment findings. Another template that we have that's optional, if you already have a great way to disseminate information, feel free to continue using that. We have -- all I do in the two versions is to share the version that we're currently using at Perkins. So as we update that over time, you know, it will get updated in the versions. But it's a chart. You can tell by now that I like charts but I'm open to other ideas. A chart of four really main ways of how the student has interacted and structure it that way. Learning materials, thinking about how those materials should be presented. And then at Perkins when I create that cheat sheet, that executive summary, I also go through that student's IEP and look at those specific goals and objectives. Maybe they're in a specific literacy goal. Here are some ideas you might want to implement, for example. The next is around navigation. Again, overarching accommodations but how to present things in the environment so the student can -- if it's appropriate for them -- can navigate a bit more effectively and safely throughout. Next is thinking about the overall environment, what should the classroom environment look like. Even thinking gym class, how can we help support the student in that busy place? How should we best present materials. So looking back at their IEP to connect those things. And the last column or row is about social interactions and thinking how we can best support the student to really recognize who is around them, realize what's happening around them, who's doing what. All those accommodations that are connected into that. And, again, tying it back into the IEP. So, I don't know. That could be one way to kind of help build a visual plan. I don't know. If I see a vision plan, maybe I can think more concretely. 

>>Kaycee: I think that aligns perfectly. That's exactly what Diane was talking about, just to make sure the people working with the student know about those social pieces as well as how it impacts their academic access. I think that aligns perfectly. We did have another question about contact information. If there's contact information for you guys for folks who are researching CVI and want to make sure that what they're creating aligns with what you're creating. If there are ways to contact you. 

>>Ilse: I'll put my e-mail in the chat. Perfect. Feel free. Contact away. We would love to collaborate together. 

>>Kaycee: Do you want that shared to the whole group? Perfect. 

>>Ilse: I'm sorry. You're right. I did it wrong. Thank you, Kaycee. Sent it to you. One other thing I forgot to mention. So all those embedded resources that we have, like the executive summary sheet or the direct assessment planning guide, we have samples of all of those as well within the CVI Protocol. Just, again, one more step to guide you through creating your own.