ECC 101 Ð 8-30-21

>>Robbin: All right. Hi, friends. Really excited.  If you've never met me before, this is actually my normal speaking voice. I speak with exclamation marks and I definitely speak that way when I am talking about the Expanded Core curriculum. Very exciting. Today we are going over some foundations and then I have an exclusive for you. There is a new ECC checklist that I will be sharing and taking you through at the end of today as well as a new website that has lots of resources. So a lot of things to jump into. If you have a vision impairment, always know that accessibility is important to us so you should have a Word version of today's slide deck and then anything else that could be there that is visual, I will make sure to describe. This is my normal speaking pace so if it is going a little fast or we need to repeat, go ahead and throw that into chat. Questions and all of those great things are totally welcomed. I will also make time for everyone to use the chat. Just because if some of my friends are using a screen reader, they are listening to me and a screen reader at the same time and sometimes it's just difficult to do, so we want to be mindful of it. We are going to jump into the fun today. I am going to share screen and take you over to my Google slide deck and I'm going to pop it over into present mode so that everybody can see it. I'll periodically keep coming back to look at the chat as well. We're looking at our opening slide that says Expanded Core 101 with me, Robbin Clark. I am the assistant director or assistant principal of the Expanded Core services division at the Utah School for the Blind. The Expanded Core services division, if anybody caught that, it used to just be me and now we actually have an entire team dedicated to the Expanded Core. We operate as part of our campus program but serve serve statewide, so little fun details to share.  Let's jump right to it. There's a wonderful picture of me. If you can't see, it's a picture of a devastatingly beautiful woman is what you're looking at right now, but a little bit about me. I like to say that I am an Expanded Core enthusiast. I spend a lot more time thinking about the Expanded Core than most people do. It's really fun. But a little bit more about my career. My past and present roles I have been a Deafblind teacher. I have done early intervention. Right now I still do the Expanded Core. I am proud to say that I am on the National Tech Standards committee with my good friends over at the compass program at Perkins school for the blind. Some of you may have heard or seen that we also ran a college prep cohort, and we did that with Perkins and with APH. If you are interested about that, see me later, shoot me an e-mail. And then some of you have also seen those APH Virtual Excel Academies, those are all classes for the Expanded Core curriculum. I have had the complete pleasure of being the coordinator of that programming. We have programming available in Spanish for students who have multiple impairments and children who are typically developing. So this is a quick plug -- not so much for myself but so that you get some really great resources. Please pop over and watch on YouTube the APH virtual Excel academies. There are some really good sessions available. Now that you know a little bit about me, let's jump right to things. The first thing I want to ask -- and I want you to throw this in chat. Why the ECC? And take a quick second and really think about this. Why do you believe the Expanded Core plays a critical role?  Maybe how does it play it? But why? Why are we so focused on the ECC? I'm going to jump out of this really quick. I'm going to do a stop share because I would really love to see some of your comments.  Why? Why do we focus on the ECC so much? So I'm going to let some answers come through. I'm going to read some of them out loud as I see them very quickly. So right now I see that it allows for life -- oops, I was reading it and then it went away. Allows for life as independent adults, whether you can do statistics or not. That's right.  It enriches lives. It's what life is all about.  Yes! It's so true. Another comment: Our kids don't learn those soft skills indirectly. Yeah. So I love seeing some of your answers come through and I believe the chat is also saved in the recording, which I want everyone to have because knowing why the ECC is so important should be the driver of what we do. It also separates us from general Special Ed. General Special Ed is great but what makes us unique teachers, whether we are O&M instructors or teachers, what makes us unique is the Expanded Core.  So I love seeing these answers come through but I really like to remind people to get connected and present to why this is so important. I'm kind of giving you a pause to even meditate. I know that's a weird thing to start with but we really need to get intentional about the Expanded Core. Some of you have heard these things over and over but, again, I want to remind us we need to find a way to be more efficient and effective with our Expanded Core. That's really one of the most important things because that's our job. That is totally our job. So, again, I'm giving a quick second because these answers coming through are fantastic and I'm going to talk to Kate or Nathan and ask if we can save these because they're really great answers to have available for everyone to come back to. 

>>Kate: Robbin, this is Kate. Yeah, we'll save the chat and we save the transcript as well. Those will be up loaded with the video. 

>>Robbin: Perfect. Because I love seeing everybody's different perspectives on why the ECC is so important. So I'm glad we're able to save that.  Yeah, let's just take a minute. Now, I'm going to be honest with you. Most of us should know something about the Expanded Core. This is not let me introduce the Expanded Core to you. What I'm going to focus on today is the how and the what and how are we going to get it done. I just want to make sure we're answering that question. So I'm going to go back to share screen and take us back to our presentation and get us back to present mode.  So we're going to leave this slide why the ECC. We need to know it. And let's start our school year off going why is this important and then how am I going to get it done? How am I going to teach it? All right. We have two learning objectives for today. The first one is evaluate the rigor of your ECC instruction. And I'm just going to give you a tiny bit about this because I only have an hour.  But a lot of people are teaching the ECC a lot but we're not checking to make sure that we're actually teaching rigorous Expanded Core. And so what ends up happening is that Expanded Core is an after thought. It's kind of a tired or not challenging lesson. It's a stale lesson. Now, please know I do not mean that any of you are bad teachers. What I am saying -- and I know many of you have seen this -- are we really teaching rigorous Expanded Core instruction or are we repeating the same lessons over and over and still not getting the results that we're looking for? So today we're going to evaluate the rigor of your ECC instruction and I'm going to give you some tips on how you can do that. Our second learning objective is I want you to describe the essential instruction components for effective Expanded Core instruction. Describe the essential instruction components. I know that many of you have probably never had a class that really said this is how you teach the ECC. So it's kind of hard sometimes to know what does it look like, how do we do this. So today we're really going to talk about those two parts for our first half. All right. Let's move on and get started with those essential components for effective Expanded Core instruction. I divided this into about five different points to make it easier to take in. The first one is do you know the components of the Expanded Core? The first thing is everybody should know all nine areas. You should be able to say those nine areas like you know your own name. The next question is do you know the components? Because if teacher A thinks that skills ABC are independent living skills but teacher B thinks that D, E, and F are, how do we have a consensus about what independent living skills are?  And if you didn't know, we actually have the components defined. We know what is the Expanded Core and what's not. The next bullet point that popped up is one that I'm just going to remind everybody. It's not enough to know that there are nine areas. We need to know the details. So my next bullet point talks about a phrase that I love to use with students and myself.  It's called details deep. So as teachers, we must go details deep to create meaningful conditions for learning. So we need to know those components. We can't just say that's a social interaction skill.  What about that lesson covers social interaction skills? That's what I mean when I say let's go details deep. Look at the components. The second part, know those components and then work to create meaningful conditions for learning. And this will vary. Different students have of course different needs but what are meaningful learning conditions for that student? Where will they learn best? That's a secret part of effective Expanded Core instruction. Now, I don't have time to go over it today but I just want to make sure if anybody would like my ECC components cheat sheet, there's two ways you can get it. One, you can e-mail me and I will have Kate put that e-mail in chat for me. Or, two, if you follow nine more than core on Facebook, I have posted my PDF file there. It actually lists all the areas of the Expanded Core and the components of each one.  So if anybody wants it, you can totally get it from me. You can shoot me an e-mail. You can go to nine more than core and get your copy. I have it in both a PNG, so it's a picture, and I have it as a PDF so you can e-mail it. So, again, first essential component. Know the components. Know what really the Expanded Core is. Second, know your role when it comes to the ECC.  Your role is to find the gaps and create the learning plan. A lot of teachers mistakenly feel like they need to do all the Expanded Core instruction. Well, how can you do that when you only see a student three times a week for 40 minutes and you have to troubleshoot accessibility, teach a Braille lesson, and do assistive technology in 40 minutes. That is unrealistic. It does not say anywhere in the national agenda that the teacher of students with vision impairments or the orientation and mobility instructor is exclusively responsible for all content. Let me remind you your role is to find the gaps and create the learning plan. So you need to know where is this student when it comes to these nine areas. Where are the deficits. Because when we know where the deficits are, we can fill that. So, how, what? A couple of important points.  Teachers need to know what competency looks like.  What does competency of that component skill look like? Because, again, if teacher A thinks that, oh, all they need to do is make a peanut butter and jelly sandwich or teacher B says, oh, but I think they need to be able to get out a plate and clean it all up, we have very different competencies so we need to define what does competent look like for that skill. Everybody, if you hear that notification, that is everybody requesting their ECC checklist. I love it but just know that every time you hear that sound, that is somebody requesting their ECC checklist. Go ahead, keep the e-mails coming. I will be happy to make sure you get them. Now, when we continue to talk about knowing your role of finding the gaps and creating the learning plan, this is where writing IEP goals, constructing lesson plans, or collaborating with a school-based team works to close the gap. So, first, what's the gap? When we look at compensatory skills, which is so much more than Braille, where does this student fall in these components? Write it down, get that data, then create the learning plan. Should this be an IEP goal? Is this a summer camp? Is this a short-term program? Is this ECC homework? What can I do that will create a plan to address those gaps.  Did that make sense? Find the gap, create the learning plan to close those gaps. And many times it's going to be a combination of things. It can be an IEP goal but it could also be working with a school-based team. It could be making sure the occupational therapist teaches something. It could be ECC homework. Your job is to create the learning plan. So self-reflection question: How many of you do that? How many of you find the gaps and create the learning plan? No judges if you have never done it before. I'm throwing out something new. If you notice, we don't usually talk about the Expanded Core this way, so this is some new stuff. All right. I'm just going to check over to my chat and I see people are putting their e-mails in.  Remember, if you want a copy, you're going to need to e-mail me. Thank you. Kate has already done that. You putting your e-mail in won't help out but if you e-mail me or go to nine more than core, you can get your copy. All right. Quick recap before we move off this slide. What are the first two essential components of Expanded Core instruction? First, know the components. It's not enough to just know that there are nine areas. What are the components of each of those areas? Second, your role is to find the gaps and create the learning plan. If your student is deficient in three social interaction skills, you've identified those gaps. Now create an intervention or a learning plan to address those gaps. Point number three. This talks about instruction and the first question I'm going to ask: Do you have clear learning objectives every time you teach an Expanded Core lesson? Do students know the what and why of your ECC lesson? Sometimes we think we're telling them but if you don't share your learning objectives at the beginning of a lesson, you can't guarantee that students understand what you want them to get from your lesson. So, every time I teach an ECC lesson, I always say what I want them to learn or what I want them to be able to do.  Learn isn't really a verb. Things that you do are verbs. Is it evaluate, perform, describe, investigate? Those are verbs. Those are the things I want a student to do. And then why? Why do you need to know this? You would be surprised how many people never really connected to real world. You would also be surprised how many students only know surface level why this is important. So every time you teach the Expanded Core, make sure you communicate your what. What is it you want them to do. And why. Why is this important. Why do I need to know this. If any of you come from general ed, you may have heard of two fantastic men called McTighe and Wiggins. They do understanding by design and one of the big things that I learned from them was to shift my focus from teaching to focusing on student learning. Now some of you are thinking, what? Why is she even saying this? Because many times unwittingly we get caught up into thinking what am I going to teach, what am I going to teach. But we forget to focus on the learning. What are the conditions for learning that this student needs.  And sometimes we think that it comes hand in hand.  It really doesn't. Let's focus on the learning.  What will students do because of this lesson? What background knowledge do they need? I promise you if you start focusing more on learning instead of what you are doing, you will see great results with Expanded Core progress. Another thing that will really help you out with your instruction the backwards planning. Backwards planning. What is my ultimate goal? That's what you want to start with. Now, where is the student at in relation to this goal or this competency?  Right there you'll be able to find your gaps. Well, the students need this, this, this. That's what they need in order to get to this goal. Now you found your gaps. Create a learning plan. How are you going to get the student from where they are to the intended competency. I'm going to take a quick movement over to check on the chat. We're doing good. I'm going to keep cruising. Some of you might be this makes so much sense but I need more.  I know. I only have an hour but we can talk later and I can give you all kinds of resources on this.  So in this backwards planning, what do I want students to understand? What is it that I want them to be able to do? Now you're going to ask yourself the questions: What knowledge do students need to get to these understandings. What do they need to know? Do we really look at that? What knowledge do they need to know in order to get this? And then what will students do to show me that they understand? So three quick steps that you can do with your backwards planning. What's the intended competency or the goal, what do students know, what do they need to know, and then what will they do that shows me that they understand this? Because most of you know if you see a learning objective, students will learn and students understand. How are you going to gauge that? You can't gauge learning or understanding. You do it. You gauge that learning by what they do, performance tasks.  And if there's one thing we all know about teaching a lot of kids with vision impairments, they can talk the talk but walking the walk is very different. So we really want to see what they will do to show us. So, step number three is check your instruction for effective Expanded Core instruction. Do you have clear learning objectives? Did anybody notice I stated my learning objectives at the beginning of this session. I told you the two things that I wanted you to do. Now, later on go back and look at my objectives.  Notice that they're verbs. I want you to evaluate and describe. It's something that you can do.  Okay. I got to keep cruising here. We're moving on to number four and that is assessments. Yes! What does success look like? A lot of times with assessment we assess reading rates, maybe some cane skills, but what about everything in between? So what formative and summative assessments are you using? I am a huge fan of rubrics that I develop -- and I'll tell you why in a second. Now, if you are taking assessments, my question for you is how do you use your data? What are you doing with it? I have met a lot of teachers that have used evals but they've just filled it out. Now, I'm not hating on anybody but if you don't use your data to inform your practice, you're just taking data and that's not going to help you. Second, what is the competency you are shooting for?  Many of my ECC lessons I'm not looking for the total and end all finished product, I just want to get to that first step, so the first competency is that base level one and then I've got my next competency.  This allows me to break things down more. Now, I did put this in bold letters. Assessment and forms practice. How do you know where to pivot and do different things if we have no assessment? So this is where rubrics and formative assessment come into play. So the next point right here says does the student know what success looks like? And this is why I like to use rubrics because I can give them a four-point rubric and say what are we shooting for in this lesson? It doesn't always have to be shooting to four and a lot of people make a mistake when they use rubrics to put them as negative.  Student was missing, it was incomplete. No, I put the steps I want to see. If the student only got to one, what were the positive things that I could see?  What were the positive things that I could see in a level two? Rubric writing sounds intimidating if you have never used or done a rubric before but I promise you they're actually pretty simple and it really helps our students to know what success looks like because sometimes in a lesson I'll say we're just shooting for two. Everybody get to level two today. What do you need to do to get to a level two? And that allows students to play a role in self-evaluating themselves because they make a plan.  They say, well, in order to get to a two, I need to know this and this or I've got to do that and this.  But now, instead of me teaching two students, I have focused on learning. And can you see just by doing this? Who here sees the Expanded Core lesson right now in what I just talked about? If you can name some of the components or areas of the Expanded Core that I just described, will you throw that in chat?  Because I totally just modeled a ton of Expanded Core for you right there. So go ahead and do that.  I'm actually going to open up chat and see if I can see some things coming in. Oh, I love it!  Self-determination. Yeah! Self-knowledge. That's a component, right? Self-awareness, goal setting.  All of these -- problem solving. All of these things are components of Expanded Core areas. So I see some people popping in with advocacy. Yes! So, these are some things that you can do that is Expanded Core right then and there. And can anybody get an idea of how much more active our students will be in the learning process when we do it this way? Assessment is so important. Sometimes I have students do what I call rate yo self. Get it? How well do you think you are? A one, I need lots of support. Two, I need some support. Three, I can do it. Four, I can do it and show somebody else how to do it. So, again, you can use these in so many different ways. That's formative assessment. It is my go-to secret weapon for Expanded Core instruction. Okay. I got to keep cruising because I only got 25 minutes. Okay. The last one, this is not in any education textbook, it's totally made up by Robbin.  I call it the 9-1-1 protocol, meaning have you ever seen somebody choking? The rule is when somebody's choking or needs 9-1-1, you don't just say somebody call 9-1-1! In 9-1-1 protocol you say you in the blue shirt, you call 9-1-1. You in the green skirt, you go get me some towels! You point people out.  So Expanded Core instruction, use the 9-1-1 protocol, right? Assign out. You, first period teacher, I want you to work on this one skill. You, occupational therapist, this is what you can do. We have to label what everybody can do because not everybody knows it. So the bullet point I have says assign specific tasks, skills, or instruction to leverage the strengths of the entire school-based team. Make a list of who you have, what strengths do they have that you can leverage. PE teacher, APE teacher, school guidance counselor, how can you use these different people on the team to support the students? It will take a lot of pressure off your shoulders. I promise. All right. The last part of this section, we're going to talk about evaluating the rigor of your ECC instruction. And I have a quote from a book that I love, called rigor is not a four-letter word by Barbara Blackburn. The quote says: Rigor is ensuring that each student you teach is provided the opportunity to grow in ways they cannot imagine. Rigor is creating an environment in which each student is expected to learn as high levels. Each student is supported so he or she can learn at high levels. And each student demonstrates learning at high levels. Rigor is for all students, even students who have severe additional disabilities.  We can still create an environment that they can learn, support them, and give them opportunities to demonstrate their learning. Rigor does not mean doing more. Rigor is in the quality of the instruction, which I will then say rigor is in the quality of your Expanded Core instruction. So I could go off on a complete other tangent, but I can't. I don't have time. So I gave you a reflection question: How do you know the rigor level of your ECC instruction? If you don't know, that's okay. A lot of people are familiar with Bloom's Taxonomy. I'm going to challenge you to check out Marzano and Kendall's taxonomy. That's what I do. When I do a lesson, I pull out my taxonomy, I look at my verbs, I look at what I want students to do, and I make sure that I'm increasing the rigor, not going down or not even on the taxonomy. So evaluate the rigor of your instruction. Anybody wants to talk more about rigor later, we can always get together because I've got lots of resources on how we can have rigorous Expanded Core instruction. We're going to move on to section two. Before I do that, I'm just going to quickly check the chat.  Thank you, Liz for your comments in chat. Now, the second part of what we're going to cover are the new ECC resources that are growing and on going, which means when I show you these, feel free to say you didn't put this in, here, send me the resource and I will gladly add it. So I have two things that I will be sharing with you. The first one is called the Expanded Core High School Readiness Checklist. The second thing that I will show you is the new Expanded Core website. So first let's go to our next slide and let me tell you about the high school readiness checklist. In fact, let me preface this -- I'm going to stop sharing for a quick second. I'm going to preface this because somebody's probably wondering why is it high school readiness checklist and not college readiness checklist? Well, I'll tell you. How many of you have students who arrive at high school and are nowhere near where they need to be at for high school? If I could ask everybody to raise a hand, even myself, I would do it. I have had one too many students show up for high school nowhere near ready.  And then what happens when they get to high school?  Everybody's talking about what are you going to do next? Are you going to go to college? Are you going to get a job? Let's get a transition plan.  I'm speaking faster because who is getting overwhelmed right now? The student, teacher, parent, all of us, holy cow, what are we going to do. This child is missing a ton of skills and now I need to start talking about being a successful young adult? Who feels me on this, right? It's a real deal but if we could have caught a lot of other skills in preschool, in first grade, in third grade we would be able to target things so much more effective. What would it be like if we got a ninth grade student who was really ready for high school rigor? Because then we could spend four years focusing on going to college or going to be a young adult. How many of us have too many students that have so much potential but they don't have the skills. They're not ready and we just don't have all the time to give them what they need. I'm in that boat. I've seen it. So what can we do? We look for solutions, enter the high school readiness checklist. Now, I want to let you know the high school readiness checklist is for students of all abilities. I'm going to walk you through a few parts of it and then I'm going to show it to you and then I will show you where you can request your copy of it. This is free as a bird so you can have it and use it. So I'm going to jump back to share screen so I can walk you through those bullet points. Okay. First bullet point, the goal of the Expanded Core High School Readiness Checklist is for students to be competent in high school because the road to high school success starts in preschool. Students who are engaged in rigorous high school level work can focus on college or the workforce. I don't know if anybody remembered me talking about working on the college readiness cohort. If anybody knows Kate and Leslie at the Compass program at Perkins, they are amazing colleagues. I love them to death and we started that cohort because the same reason. We had all these high school kids that were nowhere near ready to go on to college. That's where all of this came from. Now the high school readiness checklist is divided into three grade bands: Preschool and kindergarten, first through fourth grades, and fifth through eighth grades. The reason being is school is naturally grouped in these three categories.  Immediate school and primary grades so it makes sense you will get to these skills in these grade bands. The next point is that the checklist is organized in specific sections to support teachers, parents, and students. This is not just for you, TVSI or you, COMS, this is for everybody because all teachers have a role in teaching Expanded Core. It has an interactive table of contents so that you can jump to different sections. It has been tested for accessibility several, several times. A screen reader does work pretty well. I have had it tested not only by myself with a screen reader, on grackle, but then I had people who were blind read the checklist just to double check it. If we did miss something, e-mail me but it has been tested for accessibility. Remember, Expanded Core is meant to be taught in the home, school, and the community. So the checklist is actually organized where you can see the skill and then it will tell you you should practice this skill at home or school or home and school or home, school, and the community. There's another column that says TSVI specifically. That will make sense when I show it to you. On the O&M section it also has a column that just says for our COMS. There is a guide in the checklist how you should use this checklist for our teachers. There is a special section for students who have severe additional disabilities. So students who have additional disabilities who are well below grade level, they should use the pre-K/K checklist. However, for those students who are foundational, pre-symbolic, there is an additional section that there is an alternative checklist for students with severe additional disabilities. That is located only in the pre-K/K checklist. It is not available in all of the other sections. So, again, it's for students who have all abilities but students who are severe, you will likely use the alternative checklist. For students who are just below grade level, you can start with pre-K. Okay. That being said, let me stop sharing my screen and I'm going to take you over and I'm going to walk you through the checklist now. So I have opened up the pre-K one. I'm just going to quickly give you an overview. I'm going to make it a little bit bigger. There's a front page.  There is an interactive, you can click on this.  This is the table of contents. What I'm going to do is walk you through this and remind everybody that the skills in this checklist are based off of EVALS, illsa, all of our Expanded Core approved and validated assessment. I just took it all and reorganized it in a way that would work. I made sure I definitely know it's all on evidence-based practices. I'm going to quickly scroll down a little bit. There's a section for professionals and it actually gives you some ideas on how you can use the school-based team. There are some active links.  And this is really for our general ed teachers so they can get resources on supporting students with vision impairments in their classroom. There is also a user guide. Now, if anybody is wondering, well, I have a tenth grader. I have already linked over how you can get your copy of the college readiness checklist and this is from college success at Perkins. That's where my checklist stops and theirs keeps going for students who really are college aspiring. What I'm going to do is walk you through this -- and I'm scrolling down a little quickly. There's some tips about supporting children who have multiple impairments. There's something for parents -- that's what we're going through now. Now I'm going to show you how the checklist is organized. We are looking at compensatory access skills. We're looking at a table. It lists in the very first column all the Expanded Core compensatory skills.  Then you will see a column that says TVI specific or direct instruction. These are the skills that a TSVI has to teach or lead on their own. Then you will see the environment, community, classroom, or home. This is where this skill will occur. Last, there is a status column where you can update the status of everything. So, again, you're going to see skills like I can distinguish sound pitches, loud or soft, yell to a whisper. I'm not going to lie, you're going to look at a lot of these skills and you're going to say these are just everyday skills. They are and it will tell you where you can find all of these skills. I'm just going to jump over to chat really quickly to see the people love it. Yay! Just wanted to make sure there wasn't a question. Each area of the Expanded Core is represented except for sensory efficiency and that's because we never want to splinter our ECC learning too far so sensory efficiency has been folded into the Expanded Core. Each area of the Expanded Core starts with required skills, which is where you will start. Then you will move on to novice skills.  From novice you will move on to accomplished. And there is a criteria. Must get six out of eight in order to advance. Let the student pick those skills. Those are all in your resources that I don't have time to tell you about but it's all in the packet for learning how to do this. From accomplish human bond and proficient. In proficient you need four out of six to advance. This is the Expanded Core high school readiness checklist. I'm going to scroll down a tiny bit because it takes you through all nine areas. I did have an assistive technology help me put together the AT section. I had an awesome O&M help me write the O&M section. A lot of the O&M skills are not advanced travel skills. A lot of the skills that you will find in the O&M section are things that you should generally be able to see happening in a classroom or in the home environment. There is no advanced travel here.  Nobody's teaching street crossings or anything to that level. But there are a lot of basic O&M skills such as I can pay attention with prompts to my surroundings when I am walking. I can make four turns around a table. These are skills that if we can work on this in other areas it will greatly help orientation mobility skills. Okay. I have taken us to the alternative checklist for students who have additional disabilities. You will see that there is no criteria here. What I've just done is I've given you a nice long list of Expanded Core skills that you can use for students who truly are presymbollic or functional-level skills. You'll notice I did cite where I found all of these skills and I did work with a teacher of the Deafblind to finish this section. But things such as I can return my attention to an object or event of interest. I can explore materials with different textures and colors. This is not appropriate for a typically or near typically-developing student but for those foundational students, I can kick, sound, startle to a sound in an environment. That's why we wanted to include our kiddos with multiple impairments. Just going to quickly check the chat. Kerry asked where do I find the checklist? I am going to show you that because I am almost out of time. What you need to know is there are three versions of this checklist. The pre-K is the only one that has the alternative checklist. Now what I'm going to take you to -- I'm clicking around. I'm going to take you back to my slide so you can see it. The new ECC website. I'm going to take us to the new ECC website which, again, is fully accessible but if you find something that's not, you make sure you shoot me an e-mail and I will fix it immediately. When you are looking at the home page of the ECC website, you will see three important facts about the Expanded Core. You will see a navigation page that takes you to ECC resources for parents. For students, there's another page for teachers.  Because I do live in the great state of Utah, there's special things that's just for Utah. You can get your copy of the Expanded Core readiness checklist here on the main page. It says get your copy here. So for anybody that wants it, you need to go to your handout slides, you'll see that I hyperlinked it, click on it, and that very front page, that is where you'll do it. You have to do it through this format because we are tracking all of the checklists that we send out, just so we know where they are being used, but they are free. Very easy to fill out. My secretary, Jake is amazing.  He will e-mail it right out to you. This is the main page. What I want to take you to is about the ECC. I am kind of a nerd. I have read the national agenda a lot and most people have never read the forward to the original edition to the national agenda. I don't have time to read it to you but I put it on the website because it is amazing. So you'll see that. You'll see another graphic about the Expanded Core and how we can use it. And what you will constantly find throughout the website are these hyperlinks where you can get lots of resources for teaching a variety of Expanded Core items. If there's something that I have not put out there, shoot it over to me and I will post it on the website. Something I do want to attract you to look at is I do put out a take five for the ECC biweekly newsletter and if you want it, I send out lots of resources on the Expanded Core. Sign up to get it started right here. Some of you may have already received our newsletter. That will be starting up in just a hot second. I'm going to take you over to ECC for parents and it really talks about how parents have a critical role in ECC education. There is a way to get involved in the ECC PTA that I run. In fact, Kate Borg has been a past presenter in our PTA series. But you can get on our distribution list. I even have a new newsletter specifically for parents that teaches about the Expanded Core at a parent-friendly level.  There's lots of resources for how you can get started with ECC in your home. You will also see some great resources for supporting orientation and mobility. Again, we're not overstepping to teach advanced travel. This is just basic things. And you'll always see a range. So you'll always see something for students who have severe disabilities, young ones, and typically developing. And so some of you might be looking at that going that's my resource. I probably linked it over, Liz. I probably linked over something directly from you. I can tell you that right now. I have probably have done that. All right. There's another page called ECC for students and this is really exciting. I've got about five minutes left, Kate, I'm watching the clock but I'll make sure I'm on time. On the student page you'll see something called the take charge daily challenge. These are simple ways you can take charge of the life you want to live. We will be putting out starting -- oh, first week of September there will be an active link here. Each week there will be a series of five videos, one for each day, and it's different people giving you a simple task. Something you can do. That's the Expanded Core curriculum. I've got a great roster of mentors. I've got a great mix of professionals. Anybody you see that has an asterisk after their name indicates that they have a vision impairment.  Here is the cool thing. If you have a student that has mastered a skill, you will be able to nominate this student to record their own take charge video that we will upload and put into our rotation.  Something else, especially for all of you that serve as our families in Spanish, I am getting these all translated into Spanish so that we will have a complete Spanish-speaking take charge library for those students coming soon. We are recording them as fast as we can. All right. I'm going to check the chat to make sure there's no questions, but I think we're good. The last thing, and my favorite part, which is why I am ending with this. ECC for teachers. The big headline says all teachers can support the Expanded Core. Again, we need to debunk this myth that it's only us who teaches the Expanded Core when everybody has a hand in doing it. Again, you have another opportunity to request your Expanded Core high school readiness checklist. And then I also have a big list of different resources for teaching Expanded Core. I will continue to add on to this. This was just a great start to get us going. Now, I love reading different Expanded Core websites but sometimes it's a lot of information.  In fact, how many of you feel like you're saying too much and people are just kind of big eyes glazing over when you're telling them all about the Expanded Core? I know that happens a lot to me. There's so much to tell them but how do you do this? So instead of giving you more information, I give you questions. Such as: I'm a general, Special Ed, or classroom teacher. How do I support the Expanded Core? You click on it and it will give you lots of resources and there's usually another link to something else that will support this. I worked with a number of Special Ed teachers and they said I didn't even really know what a TSVI or an O&M was.  So one of the questions we put on there: What are you guys? How do we understand you? How do I assess Expanded Core skills? There's a lot of resources here. Lots of links to it. What are the nine areas of the Expanded Core? Lots of resources here. Something else to support everybody. How do I write a strong Expanded Core IEP goal? I don't know if anybody here knows of a woman named Karen Blankenship but she has a great ECC goal matrix.  You can get your copy right there which will help you formulate strong IEP Expanded Core goals. As you can see, there's lots of things here, how do I support students who have multiple impairments? I need handouts to explain the Expanded Core. Click here and you can get a copy of my ECC cheat sheets that explains it. The last thing I'm going to tell you is -- there's something new -- where it says I need some individual instructional Expanded Core coaching. How do I get it? Right here you will see submit an ECC virtual help desk ticket. These are free. I'm here to help you, give you some resources. If you feel stuck with your Expanded Core, go ahead, submit a virtual help desk ticket and we will schedule to meet with you. However, if I find that many people are asking the same question, I will try to group all of you into one session because it will make everybody a little bit easier that way. Oh my goodness, 2:55. I've got to stop sharing. I didn't see Kate come back on yet but I know that I am out of time at this moment at the very end of my handout. If you are looking at the slide deck, it just says thank you and there's all the different ways that you can reach me. If you are on Instagram, I post all my lessons, a ton.  So go to nine more than core on Instagram and you can see what the ECC is like in my world. Okay.  I'm out of time. Hopefully that wasn't overwhelming. I think it's okay. Happy to have everybody. Again, I see that Kaycee and Kate are doing a great job redirecting. Hopefully I get to talk with a lot of you later because I've got a lot to say about rigor and assessment with the Expanded Core, but that's another session for later. This has been so much fun, everybody. Thank you so much!  If I have missed a resource that you think is a ride or die resource, go ahead and e-mail me and I will make sure that it gets on the website because, again, we need a go-to usable place for Expanded Core information. Okay. 2:56, Kate. I'm doing good. I ended on time. Thank you, everybody. 

>>Kate: Thank you so much, Robbin. I have to say I literally laughed out loud when you said how many of you have had people's eyes glaze over when you talk about Expanded Core? Robbin, any time I talk people's eyes glaze over. Robbin has such a great way of breaking this all down and making it digestible pieces as we're coaching our educational team. It's important that we give them a piece at a time. Thanks, Robbin, these are great resources. A comment that says merry TSVI Christmas.