TRANSCRIPT - Get to the Point! - Succinct Communication with Educational Teams at the Beginning of the School Year Ð 5/22/23 >>Emily: This is really more of an open discussion than an actual training, training. But I wanted to focus on what are those difficulties and issues that we all have at the beginning of the year when we're wanting to talk to our students' educational team members and getting information to them. And also talk about some tips for creating a short and effective presentation to share with those team members. And also creating an elevator pitch as another way for that quick communication with your team members. I'm getting the hang of the clicking thing. So it's the prep week of a new school year and we all know that's everybody's favorite time of the year. It's just the best because it's so relaxed and easy going and you have all this time to prep your lessons and get your materials ready and your room ready. Okay. So we know that that is completely 100% not true, right? So you have mandatory meetings to attend, curriculum day, open house. You have endless number of training videos to watch. If you're an itinerant teacher, TSVI or COMS, you're running around trying to get equipment delivered. If you're COMS you may be working with a huge number of students for campus familiarization purposes. So there's really a lot going on that week, like we all know. So I just want to know what some of your issues that you've had or experiences that you've had during that prep week with being able to talk with students' teachers or other people on their educational team, other service providers. Has that been an easy thing? What are your challenges? >>Kaycee: While people are typing -- this is Kaycee. All of my years of being itinerant, it's so hard to schedule with people because the teachers don't have time to meet, which is exactly what Amy Lewis just put in the chat. Another Amy said they won't remember anything you told them. Overwhelmed. Shelly said difficult. Cannot get to everyone at one time. Like I said, Amy Lewis said teachers don't have time to meet. Lannette said they're too busy. No time to sit down with us. It always takes the longest to get a class schedule with times to be able to start scheduling. Kerry said if things are in place by Halloween, I've accomplished the goal. Shelly said schedules are difficult to obtain. >>Emily: Well, I would agree with all of that, especially finding the time to get a group of teachers together. I've had experience in the past where the principal at a high school campus said I had ten minutes for a group of teachers and service providers for a number of students on that campus. So, you know, that puts stress on us because we want to contribute important information to those teachers, but it's just such a challenge. So here -- I remember the clicking business here -- is some thoughts on that. So at the beginning of the year you call this meeting with your student's educational team and you want to tell them all they need to know about your student. And so that meeting starts out like this, which is a photo of a group of people in a lecture hall looking intently at the speaker, at that presenter. And what can happen sometimes for us is we know that student so well. We have worked with them for years. We know all about their eye condition, about their accommodations. We know the technology they use. We know the history of how they got to use that technology. The history of their skills and abilities. So we often want to share all of that. We want to share a ton of information about the student. We may also want to share information about visual impairment in general. And all of that is really great but sometimes, when you go on and on, it turns into this, which is a photo of some people sitting on a bench. All of them staring intently and very engaged with their phone. So this can also happen. Here we go. You don't want this to happen, but it's a cute video. Maybe. If it loads. [ Video ] [ Muffled speaking ] [ Snoring ] >>Emily: Okay. We hope you haven't had that happen, but I did have that happen to me once. It was really uncomfortable and these teachers are really tired. I get that. And it was towards the end of the day and literally this guy was falling asleep. The little head jerk thing, like you're starting to fall asleep and then you jerk up. Yeah, that made me feel really good. Anybody have somebody fall asleep on them? Get on their phone, check their e-mail while they're trying to talk with them? Let's see if I can remember how to click again. Let's hope nobody has had that happen. >>Kaycee: Shellley said not yet. >>Emily: That's good. Very good. I'm trying to get past this. There we go. So what can you do to keep them awake and engaged when you're trying to get that information across? We have a meme of this guy, character from Lord of the Rings whose character I can't remember right now that says will it ever be finished? And it looks like clouds of smoke behind him. So here are some ideas and thoughts on that. We got a smiley head going on here. When you're thinking about giving your presentation to those people on the educational team, you want to be sure you're focusing on the key information that they need to know about your student, even though we would like to talk for an hour about that child, keep it to the key information. And create an engaging presentation, just like this one. Including the smiley face. That's really important. And think about developing or creating an elevator pitch. We'll talk a little bit more about this but there are some strategies that you've used for getting that information to your student in a way that is short and effective, keeps your audience engaged? I know people are probably typing. >>Kaycee: E-mailing a one-pager on the student's condition, accommodations, goals, et cetera. Having the students help in delivering the information. Notes page that they can look at while I'm talking. They can bring it with them. I've had some pictures of how the child can see so that the teacher can see how the child is seeing in class. Plus info on the itinerant TVI role. >>Emily: Those are all really great. Those are all great strategies. What I'm going to show you is not this is the most excellent way ever, it's just an option or a way to approach the situation. Okay. Now I have to click on this. Got it. >>Kaycee: Another one to bring vision simulators to trial with the teacher or staff. And someone else said I always use simulator glasses. It gets a lot of buy-in. >>Emily: Cool. What makes a presentation engaging is the content is relevant. That's like one of the key things. Because if you're not showing up with communicating or with information that is important to your audience, then you know you're going to lose them. So let's see, this kid is really cute! Yes, she is, but all of the kids are cute and that's not a reason why they need to listen to you. It is a good start, I think. But the most important or the most two that are going to catch someone's attention and make them see that they need to listen to you are buy-in to what you have to say. Students on your class roster and she has accommodations and services that you need to know about. Okay. And it's helpful to present what you are wanting to say in an easy to read format, which means 30-point font, high contrast. And I've used yellow on a darker blue background, kind of like what you might see with an electronic magnifier option. And limit the slide to five bullets per slide. Because you're thinking about this, you're likely projecting it. The larger size font and the higher contrast is really going to make it easier for those people to kind of process what you're saying because it's not so much information on the slide that they're trying to read. So I guess you can think of it from the VI teacher perspective too. Even with a handout. Somebody mentioned a notes page. Maybe think about making that larger print. So here's an example of getting that key information on to a slide that's easy to read but focuses on, like, what they mainly need to know. So our student, Maria, has a visual impairment that affects her visual acuity and explaining that it's clarity of vision. So we're talking about, like, succinct get to the point, as the title of this presentation is. Including things like the actual numbers, 20/200 is her acuity. She's legally blind. Some of those things you might not have time to get into, and that number, 20/200 could be really meaningless to someone who has had no experience with visual impairment. And the next bullet for Maria here is that she uses large-print materials for math with an 18-point font. It's specific and it lets the teachers know what size materials she needs and can give them an idea of how big the font she would need to have in order to access print of any kind. And then letting them know that she has a number of tools that help her do her work more effectively, more efficiently. And you can continue -- I'm trying to keep these slides to fewer than five bullets, so that's why they're over multiple slides and not all in one. She's sensitive to bright light so she needs to sit with her back to the windows. Rather than say she has photophobia, which could be a term that is not familiar, you are just saying it in the simple terms. Then she has another accommodation of completed copy of class notes. And just noting that that's because of her vision impairment, not that she's incapable of understanding the material without having the completed copy but copying from the board is difficult for her. And that she has good computer skills and prefers digital copies for lengthy reading. So that's some key things about her that's quickly communicated to the teacher. Are there other comments? I just saw something come up. I don't think so. Okay. And so this is not a good example of how to get that information across. It's an image of a academic paper, a journal. The title is electric conductivity of -- [ Reading slide ] Right there I have no idea what's going on and I'm going to pretty much check out pretty quickly. Don't do that. So any comments at this point? >>Kaycee: Rebecca said I bring examples of those accommodations for, quote, show and tell. And then Shellley commented that she really likes you have three bullets on each slide. It makes it really easy to read. >>Emily: The show and tell is really a great idea, if you have the time to do that. And I think everybody knows this but about avoiding jargon and alphabet soup. So listed is COMS, TSVI, ECC, CCTV, DB, CVI. We know what that means, but someone who has no experience with vision impairment will obviously not have any idea. So it's better to >> spell that out and say all the words that go with that. We have our confused guy here who doesn't know what you're talking about. Here's a not so great example. It's a smaller font size. I think there's 11 bullets on this. And the information is not presented really in an organized way. It says according to her IEP, I see her two times per week. And most of the time I'm working on ECC skills. Again, that's something that people might not be familiar with and they stop listening at that point because you're saying something they can't connect with. You're throwing in there that sometimes you'll work in the classroom. She has a CCTV. What's that? And then randomly say I can show you how to make large-print copies on the copier, which is kind of -- to me it implies that you have a demand you're going to make on this teacher without really explaining why and what that looks like. And then you're adding in that you have consultation time and that you'll schedule that before or after school. Which, again, is making a demand on that teacher, I think, and that might be perceived that way. It could ultimately begin as a barrier to that, a collaboration piece. When it seems like you have thrown all this information at them that included things that were predetermined by you. So this one has the example of photophobia. So that's not explained. And then I also see her for O&M one time per week. And the best part is that sometimes we leave campus or community lessons, and those take longer so she'll be late to math on those days. That comes across as I'm not going to work with you. I've already decided when I'm doing these lessons and it will sometimes make her late to math but, oh well. And then my favorite is that she needs a new FVE, LMA, ECC, and O&M assessment and her REED is due in November. Again, what does that all mean and does that really matter to that educational team or to all members of the educational team about the evaluations that need to be updated and when they're due? Has anyone experienced this before when -- just for yourself being in the presentation about a student or just anything, really, where you've got a lot of information thrown at you in not the most thought-out way, maybe. Things just kind of thrown together randomly. There's something. I see a comment. >>Kaycee: Yes, the jargon is horrible. And then Shelly said, yes, I was a teacher in the classroom and info was expected of me to do. And then this is Kaycee. I feel like as, you know, being in the special ed word, I feel like that the gen ed teachers do this and I don't know what we're talking about. >>Emily: That can definitely happen in the gen ed classes. They will refer to particular evaluations or assessments that they're doing. The same of course in gen ed when they have -- they give you examples from their data analysis about certain -- how the students are doing with certain TEKS and using those terms that you don't understand. I agree with you, Kaycee, like what does this even have to do with me? So, we can ignore the not so great example. But adding images, if you can't bring the staff or you don't feel like you have enough time. Somebody commented they would bring examples, say of large-print materials that the student needs. Here's an example of one that's not too cluttered, which is great. If your time is limited, you might not be able to do that during that prep week period. Maybe later in the first two weeks of school. So I added a picture of a white cane. Handheld electronic magnifier. An example of zoom text and large key talking calculator. If you have the opportunity to bring this stuff and do the show and tell, that is great because then they can touch it, talk about it, learn what it really is better with a picture. But here, because I -- huh? >>Kaycee: We just had a comment. Sorry. Go ahead. >>Emily: Did you say something, Kaycee? >>Kaycee: We had a comment come in. Because the teachers on the team have such limited time, I offer the meeting on Zoom and offer two different meeting times on two different days for the teachers to select from for meeting on that student. >>Emily: It's great to have the option on Zoom. You lose the show and tell but you could put in an image of the type of material the student would do best with. Like with the font size, reduced clutter, high contrast, that sort of thing. That would be a great way to approach it. So I had to put this in here because I just thought this was such a great graphic. It's a pie chart showing information on causes of vision loss worldwide, which is interesting to me, especially that 47.8% of vision loss globally is from cataracts. A couple of things we don't typically see in the U.S., like thetrachoma. It's relevant to the staff you communicate with, but I wanted to put this in here because it was fun. Anybody else find that fascinating? That's a joke. Okay. So the information about your services is also very relevant. Even though you might think that the other stuff is important, it's more important than letting them know what you do and how often you'll be there. So I put a glamour shot photo of me because I feel like that was important and you don't want to leave that out. Right. Okay. So I am -- I put it on this format on the slide but it can also be a bulleted -- couple of bullet points per slide. That she receives direct instruction from her teacher of students with visual impairment. That helps to spell out the TSVI. That's two times per week. And my instruction focuses on skills in areas impacted by her vision impairment, rather than saying ECC and talk about the nine areas and that sort of thing, which is important -- and we love to talk about that, what our student needs, but you're trying to do this in a quick and efficient manner. And so she also receives direct services from a certified orientation and mobility specialist, which is also me in this situation. Even though there's so much more to O&M than just the use of a white cane, and that student probably has goals that are not the white cane. But if that student is using one, a simple way to maybe communicate and get an idea of what the COMS does is to include that the instruction is around the white cane. So the instruction focuses on effective use of a white cane. And we have a little guy here -- it's not really a stick figure, it's a pudgy figure walking with a cane. Anyone have comments on that? How have you tried to explain ECC without saying ECC and all the areas, all those nine areas? And maybe explain why it's important without going into all of the stuff. Because sometimes it's important to get into these early presentations that you have your own lessons that have a specific focus, rather than just kind of communicate that you're not there as a tutor. You're not there to reteach something. You're there with your own specific lesson plans and curriculum. >>Kaycee: Amy added everything that a person learns outside of the core curriculum. >>Emily: That's good. Do you add specific to vision impairment as well? Everybody learns lots of stuff outside the core curriculum. >>Kaycee: Yes, she said. >>Emily: Okay. The next part -- that's kind of my end -- the end part about presentations -- considerations for presentations. And now we're going to move into the elevator pitch. And this slide has an image of a woman holding open an elevator door with some annoyed people inside. Yes, Kaycee? >>Kaycee: Oh, we had one more comment come in. I briefly explain our students can't access modeling of life skills due to their visual impairment so the TSVI/COMS role will provide instruction on life skills as needed. >>Emily: That's great. I like that, the idea because they can't access it visually, which is something that people who don't have experience with vision impairment doesn't come to the front of their mind, right? Okay. So the elevator pitch could be an option if you can't give a presentation. And the whole purpose of this is similar to the idea of a succinct or quick presentation but it's to provide information about the student's needs to the educational team in a very short format. So anyone have experience with the elevator pitch? That's something you're familiar with? >>Kaycee: Shelly said, no. No experience. >>Emily: So the elevator pitch is intended to be a short speech, 30 to 60 seconds, which is typically the amount of time that it takes for an elevator to go up or down several floors. And it also gives you a captive audience. If you're in an elevator with a couple other people, they can't escape. They have to listen to you. And the reason it's called "elevator pitch" is it's used in business as a means to persuade somebody to buy your product or service, to get somebody to invest in what you're talking about. It can be written out and sent via e-mail but it's intended to be in person. And it would be like a one-to-one setting. Some people write elevator pitches as part of an interview process so they have it ready when they go to a job interview because it's the answer to why are you a good candidate for this job. And some people use it as part of a college admissions process. You have that ready so when they get interviewed, they have something really quick that says why they should be admitted into that program. So has anybody been trapped in an elevator with a salesperson trying to give you the elevator pitch? Or used one as part of a job interview? And how did you create that? So I have -- when I first learned about elevator pitch, it was something I didn't know it was called an elevator pitch but had been something I read about, like being prepared for meetings with someone who might ask why they should listen to you. Like what are your credentials and what do you have to offer them? You know, for an interview setting. And I hadn't heard of that before and it was really intriguing and really took a lot of thought to think about, well, what is it that I really want to -- like what's the important thing to say here? So there's some chat, it looks like. >>Kaycee: Shelly said thankfully, no, I have not been caught with someone in the elevator. I added it's like the people in the mall who try to get you to buy things as you walk by. >>Emily: It is a little bit like that. >>Kaycee: And Amy said I used them in previous sales jobs, summarizing key points that's important to them. >>Emily: So you're focused on what's relevant to them, why they might want to listen to you? But, yes, when you mentioned the mall, the people at the kiosk, yeah, they're trying to do the elevator pitch but it's so much harder for them. I feel for them sometimes because you can just walk on, rather than being trapped in the elevator, trying not to make eye contact. That would seem rude, right? So next are a couple of examples about elevator pitch and how you could shape that into talking about your student with their team members. So the whys of it is you're going to be able to quickly convey some information to those busy, stressed-out teachers. This is used instead of a group presentation, but it's a one-on-one conversation. So it's not going to be the best for certain grade levels, certain situations, you know, as far as student's placement. But it could be something that's a start and will focus on the key people that you need to get this information to. And it can be a way to establish a working relationship, because you do have that one-on-one time. My thinking on this is you probably also prioritize your students so if they're with new staff, new teacher, those might be the people you want to talk to first, as opposed to a situation where the teacher or the staff person is more familiar with them. You still want to give them information and remind them about your student but not necessarily hunt them down that prep week. So now for the example. Some of the components of an elevator speech is who you are and what you do. And that doesn't have to -- obviously that's just really short and quick. Saying your name and you're a teacher of students with visual impairments. I put AKA the VI teacher. That's usually how we're referred to often. And then why do they want to hear from you? So that's one of the key pieces of it. And in this kind of setting where it's on a campus with a teacher, another staff, the main reason is this is your student, this example is in your fifth period science class and who is blind. That is a hook right there. Sometimes in the sales pitch elevator speeches, the focus may be a story about here's the problem that might exist and how can I help you with it. And so here's the third part of it is what you have to offer. And this is an opportunity to help with building those relationships because -- in this example the focus is on the support you can provide. She's a Braille reader who uses an electronic Braille device. No specification. You didn't say Braille Note Touch Plus because, again, what is that? Or a laptop with a screen reader to complete her work. And my role is to support you in obtaining materials in Braille or tactile formats and adapting lesson activities with you, as needed. I also work with her directly and I'm on campus almost every day. Don't hesitate to reach out and here's my card. So you know that immediately after you said that that person is going to have more questions for you. And that's a really good thing. You've got this initial engagement with them for a student who is using Braille. You may get the immediate question of how do I get Braille materials. So you're able to talk to them a little bit more about that process. And then because you've talked to them one-on-one and they're interested in what you had to say, that's the opportunity to ask for materials to transcribe into Braille, if that's a Braille student. So how have others approached that -- starting that conversation with teachers? Have you used something like this, even though you didn't think of it as an elevator pitch? >>Kaycee: Debra shared a moment ago that if you have any experience teaching in a classroom, it helps to share that, so the teachers see you as one of them. Shelly said I have done the elevator speech before with my elementary teachers, I just didn't know that's what it was called. Usually it's just the general ed teacher that I need to speak to, other than PE or music, et cetera. >>Emily: You're prioritizing who you need to talk to, since your time is short as well. >>Kaycee: Yes. >>Emily: So just as another example, CVI version of the elevator speech. It's the same information of who you are and what you do and why the listener wants to hear you. And Carter is a student in your class who has Cortical Visual Impairment, CVI. And so that is like a complicated thing to explain, really, and we could get into it about what his preferred colors are, visual field, and all of those things we assess in CVI. That teacher, when you're trying to convey that information, probably can't process that trying to get everything done. I described it as a brain-based visual processing impairment. His eyes see but his brain isn't always able to make sense of what he sees. And then what you have to offer. And, again, focusing on that support piece. Support in accommodating materials and activities so he can access visual information in a meaningful way. And then you work with him directly and are on campus twice a week. And, again, same thing. Don't hesitate to reach out. Here's my card. So you probably get questions right away, once you say this to the teacher, about, you know, how to -- asking about how to accommodate materials and how do they know what to do. Which is an opportunity for you to maybe set up another time with them to meet when things are a little less hectic. I'm interested in how other people explain CVI to people who are not in the VI world. I think explaining CVI can be really challenging and we also have to kind of watch ourselves and not over talk it. Because we, again, just like we were talking about earlier is we know a lot of information about our students and we like to tell all of it. But you're still focusing on that short and sweet information sharing. So Kaycee, do you have anything to add about how you explain CVI? >>Kaycee: Very similarly to how you did. I usually say something along the lines of the eyes work but it's an issue that's happening in the brain. So the information that's coming in isn't processed correctly. It's a form of visual impairment. Along those lines. Shelly just wrote in and said caused by damage to the brain that processes >>Emily: Uh-huh. vision. >>Kaycee: Just trying to keep it as simple as possible, because it is really complex if you get too deep into it. Shelly added the eyes are seeing the information but the brain is not. >>Emily: And that's a whole other thing about CVI, where you have people telling you they think he can see. This kid doesn't have a vision impairment. They don't get that piece without being reminded that it's a brain issue and not eyes. Anything anyone would want to add to either of those examples of the elevator speech? Or take away? Sometimes -- I was thinking with the Braille example we want to include something about I need Braille materials two weeks in advance. You know, something along those lines that can be considered a barrier. So you're thinking about support versus communicating that you're there to support, rather than making a demand, which just helps with your continued relationship with those teachers. Anyway, since the speech for Carter with CVI is really succinct, it could be a time to mention a couple of things like his preferred color is red. He'll probably come with his favorite Elmo toy or something like that, depending on what's actually relevant for that kid. I think there was another comment? >>Kaycee: Yes. Shelly added I like it. I'll definitely use this next year. Even after I have talked to the teacher as a reminder of what we have talked about. Sometimes teachers are so overwhelmed that they may not remember all you said and the PowerPoint might help with that. >>Emily: Yeah. Did you say something else, Kaycee? So the presentation piece, that's something that could easily be shared as well, especially for anyone who wasn't able to attend that group meeting that you had. And this too, the elevator speech can be sent as an e-mail. And I would even send it -- be sure to send it in the larger font in the e-mail with some parts bolded. Like the word "support." Just to help those teachers understand that, again, you're not making a demand, you have an important role and you will be helpful to them in making sure their instruction to that student is effective. >>Kaycee: This is Kaycee. I really like that. Throughout all of your examples and presentation in the beginning, it was super, super collaborative. And what you just said, of course it's really important to talk about the fact that the Braillist will need things two weeks in advance or the TVI or whoever is producing the Braille. You know tactile graphics don't appear and everything takes time and they will have to make things 18-point font and you will have to show them how to do that. All of those things are of course important, but it's not what we leave with and we make sure and build that relationship first and then support them so -- they're already feeling so overwhelmed at the beginning of the year and they have 4,000 things on their desk and here we show up and say, okay, I need you to plan in advance and include me in all of that. I really like that you made that a priority to show that example of doing the relationship-building first and then the rest will come. >>Emily: Right. I wonder what other people have done to get off to a good start as far as relationship goes. There's always bring candy, doughnuts. That's not -- that's a bribe. That's not really starting your relationship right, although it could help. >>Kaycee: While people are typing, whenever I was itinerant, I would show up in the evenings and weekends and help them set up their classrooms. These teachers who are sweating with no air-conditioning, setting up their classrooms in August. And put in some work with them and show them that I am invested in supporting them in their classroom. And oftentimes that would get so much buy-in to be like I'm here to help. And they realize I mean that I'm really here to help. Usually were a little more open to planning with me and, you know, working through some of those things that come up throughout the year because they know that's what I'm there for. >>Emily: Yeah, and that's a great idea. I also like when you have to bring equipment, you're lugging in a CCTV, instead of just dropping it off, you're working with the teacher to rearrange tables or desks, whatever needs to happen, to get that in place, rather than a you figure it out attitude. I hope nobody does that but that's something to avoid. >>Kaycee: Absolutely. So much of our stuff takes up so much room. >>Kaycee: And just positioning students and things, helping them think through where the places are so they're not having to move on the first week of school when it doesn't work out. Crazy place. Jo Ellen said I do favors where I can print out color photos or make copies when I see the need. Basically seize opportunities to be of service. >>Emily: Right. >>Emily: Yeah, that's a great idea. A lot of those opportunities do come up and we might not think about it and it might seem like it's more work for us, but maybe it's not. It's kind of a trade off, doing those favors may be better for your student in the long run because you are able to develop a better relationship and carry on that collaborative model. So this is my last -- no, it's not. This is my smiley thumbs-up, guys. Just reiterating the point that the short, to the point speech can cause staff to have a lot more questions and often right away, which gives you that opening. Again, it doesn't feel like you've requested a lot of their time. It's just kind of happening organically. >>Kaycee: We had another comment. >>Emily: So here's some advice. A few people have mentioned this already. But to remember that when you're giving the presentation, bring the stuff. Hands-on is always better. And just what a lot of people were saying. This is what they would prefer to do. And you could even do it with the elevator speech idea. If there's something really specific that the student uses that you're not -- maybe it's their personal device. Maybe they have a Braille notetaker and you're able to show that to them really quickly. Just some -- again, if you're showing up with a CCTV or some other large device, you can see where that is right away. A couple of people mentioned using simulators. My opinion on it is great to do that sometimes but to really think carefully about it if you don't have a lot of time. Because it's important to me to set up and explain what these are for and what the purpose is and decide what activity you might do. Because sometimes people can come away, if they don't have more explanation about why it's happening and a time to discuss after they have tried out the simulators, their thoughts about it, may come away thinking, oh, my gosh. This poor kid. This is the worst thing ever, the fact that they have this vision impairment or that they're blind. Rather than seeing the student more as who they are and what they need to participate in the class or to get their work done. So has anyone else been hesitant to use blindfolds or simulators or anyone have issues later with people just not getting it? >>Kaycee: While they're typing, we had a couple of comments come in. I help with making copies or create activities that can help in class. Enlarge tests or assignments, things like that. Debra said a snack goes a long way. [Laughter] >>Emily: Bring the bribes. >>Kaycee: Shelly said she has never used them. Simulators or blindfolds. >>Emily: And I hope everyone has lots of business cards. Even though it seems they're just going to toss that or lose it, that might be the case, you can give them another one, but you have also been in classrooms where the teacher has those cards on a bulletin board for you and the OT and whoever else, the reading specialist who will be involved in that student's education. And other teachers lose them but I feel like there's a lot of value in giving that to the team members because it also -- and this sounds like -- I don't know. That you're a real person. You just didn't show up and tell them stuff. You actually work there and you have a title and a role and you are available to them. Anyone else give out lots of business cards? >>Kaycee: Jo Ellen says zero business cards. Shelly said she just ordered more. Miriam and Linda shared some experience about simulators. The simulators do not always depict how that student might see. Linda said experience of I think I know what's inside the paper bag, is an activity she does. Kerry said always have business cards. This is Kaycee. I used to glue magnets on the back of them and I would put it on the teachers' filing cabinets in their classrooms. Instead of handing it to them, I would put it on the filing cabinet and be like, that's me! >>Emily: That's a good idea. You can get that magnetic strip stuff. Not even glue. You can peel it off and stick it on. That's a great idea. I never thought about that. I think it was Linda who did the what do you think is in this bag simulation. Just by touching it without looking at it. Is that what you mean? I think I've done something similar, not necessarily with teachers but just instead of -- >>Kaycee: She said yes. >>Emily: Yeah, instead of putting occluders on or simulators, you can do something like that. They're just touching something or listening to something. That can give them the idea but not have the potential emotional impact on them. Does anyone have anything else they would like to share about their beginning of the year process? And you're all super excited, I bet. I bet you're probably more excited that the year is almost over, which is what? In four or five days? >>Kaycee: They're almost there. They've almost made it. >>Emily: It's a good feeling. This week is almost as busy. Well, even more busy with the prep week because as itinerants you have to go pick up all the stuff. >>Kaycee: Sonia said three days and Elan na said five more weeks in D.C. Four and a half days for Shelly. Everyone is getting close. >>Emily: You're getting to the half day count. That's good. >>Kaycee: Absolutely. Well, we have just one minute. I know you asked if there are any other ideas. When I was itinerant, one of the things that I really enjoyed doing was working on creating videos with my students. So I would have the students explain in a video -- like make a fun presentation about themselves and what they need. And I found that teachers were way more likely to buy into those accommodations if they hear the student saying I need you to do this, versus like me as a stranger just showing up and telling them. And it was always really fun and I kept them year to year and the students liked going back and looking at them too. That was another fun thing that we >>Emily: Yeah. That's really great. You can have your student also work on a presentation themselves saying the same thing -- maybe not with video but you can throw in those practice with technology skills and self-determination. Like the video but maybe in the PowerPoint format. did. >>Kaycee: Yeah. It could be live. Absolutely. >>Emily: It could be live. That would be great. >>Kaycee: Awesome.