TRANSCRIPT - TSBVI Coffee Hour: Texas Two Step Scoring Guide Ð 1-31-22

>>Shay: This is the presentation of the Texas 2 STEPS scoring tool. I'm assuming most of you have used the evaluation and curriculum and hopefully dabbled around into the flash drive, but that's what we're going to go through today. I am going to share my screen and then I'm actually, once we get through the presentation, I'm going to show you some of my students that I've actually used this with just to kind of give you an idea of what it's going to look like on a real student. So when you get the flash drive -- why is this not... it comes with the evaluation, curriculum, or the actual Texas 2 STEPS tool. In the flash drive you're going to get an evaluation pub and curriculum pub that can be added to a iPad. Then in the Texas 2 STEPS evaluation simple Excel is one that you can filter. It is just the evaluation. It's not the scoring tool at all. It's just if you want to print specific sections of the evaluation, and you can print that, take that to your students or what have you. You can filter and more of a smaller document. Then the second one is the actual scoring tool. So when you open up your first Excel document, you're going to see down there are the tabs. We're going to go through each tab today in this presentation and I'm going to show you a couple of the student ones. So the cover page is going to look like this. So at the top you put the student's name and your evaluation and your name and all of that. And the birth date, it's going to automatically populate to the age they are. There's no math that has to be done. At the time of this evaluation, this student was 79 months, six years and seven months old. It will automatically populate to what age they are at the time of the evaluation. So that's very good. You can kind of see and follow the steps as you evaluate through the years. This bottom part, you do not have to touch, the blue and white part, you do not have to touch at all. It's automatically -- it does the math for you and I'll show you that in just a second. So in the tool, once you open it up, it's going to have reflexes. Now, if you've done any training on this you know we don't evaluate for reflexes. So I usually don't put anything in this area. It's not populated on the cover page. It's not evaluated. We don't write goals for that but it is part of this tool. So you can write your comments, your notes. If you want to take your laptop out to the home or your iPad or something, you can do it on the electronic version. I'm still a pencil and paper when it comes to evaluations so I do it on the notebook and then add everything from the notebook into the tool. Once you finish your evaluation and you come back to open it up, you'll see the date of score of the column one under state/score. That's going to be your first date. It's going to automatically populate back to the first cover page under row one. Everything they got a plus in or a minus or an E it's going to populate to that. Same thing with dated with the column 2 and column 3. So you have the capabilities of three evaluations here to be calculated. So this sidebar is going to change the view of whether you have the comment section, it will make it a smaller view versus a larger view, if you wanted to write the comments in there it will open those up and close those up as you go along. This is the summary by age. This is data that was asked for in the pilot. It's not something that I personally use. You're not going to add anything in here. This is just information that is populated through your evaluations from your mobility section and your orientation section. So it's basically going to tell you if you look at the zero to one month, it's going to tell you all of the skills and mobility and orientation that are in that section for that age group. So at the time this student had 7.14% of 0, birth to one month of this section. And so the next several columns are going to be the second evaluation and the last columns are going to be the third evaluation. Again, this is just data for you to look at. And show parents or administrators or teachers if they want to know that. This is the last tab, which is called summary overview of skill level. When you first open it up it's going to be blank and then what I do is I take my evaluation and I highlight a color per evaluation period. So the first evaluation was February 22 or 26 and those are yellow. So I highlight all of those yellow. And then the second one was green and the third one was blue. This is a great tool to look at or a great document to look at as an overview to see where the splinter skills are. Down here in sensory, he's missing 1.6, 1.7, 1.8, and 1.9. I would see why did we jump from 1.4 to 1.10 in that evaluation. It may be that the student is totally blind and those are all visual skills. So I would highlight those just so that I don't see them as splittered skills. You may want to highlight a different color if they're totally blind or if they're Deaf and they're not going to use those auditory or visual skills. I don't want to keep going back to my evaluation and saying why are they not getting 1.6? Oh, it's a visual skill and he's totally blind. And then there's also, in the document it's not in the flash drive but in the handouts I gave you a report shell. This is at the back of your -- an example report is in your curriculum. This is a report shell that I use for Texas 2 STEPS. Once I evaluate then I go in and I write a paragraph or two of everything that they have accomplished. You'll see in a little bit that, you know, they didn't get to the standing, walking, or jumping so I'm not going to evaluate on that. I will also show you how I embed part of the cover page into my evaluations now so that my data is part of the evaluation. There is some corrections that need to be made on your front cover page -- and I'll show you that. But these numbers here need to be changed. They are currently 12, 13, 14, 15, 16 and what you have. They need to be changed to be 3, 5, 5, 6 in order for the formulas to work correctly on this page. It's just a correction that we just found out not too long ago. These are some higher-level skills so I haven't gotten to that point in my -- in any of my evaluations because all of mine are pretty young. So now let's look at some live documents. So, let's see, what the evaluation is going to look like. This is the simple one. Do we have any questions I need to answer before I go into this, Kate? 

>>Kate: Not that have been put in the chat yet. 

>>Shay: Okay. Okay. So this is what the -- if you want to just go in and print, this is not the scoring tool. It's just got the reflexes, the mobility, and the orientation. Let me move this out of the way. Okay. So like if you wanted to go over here to mobility and you wanted to just print, press "control." Yeah, hit control. Here? Hit "okay" then it's just going to give you head control and you can print that and take that out. So you can filter these. Say you wanted to filter it by age and month or you just wanted to do the first year, you could do that and then print that. I have not done that yet. I pretty much keep it all like this and I take the notebook out. But that is available to you on the flash drive. No, we don't want to save that. Then when you've done your evaluation and it's time to start scoring, here is what it's going to look like. My little Zoom thing is in the way. Okay. So you put your name, the date, and if you put the date it's going to automatically populate to however old they are. When you get those numbers, that just means that the square is not big enough. At that date that child would be one year, nine months. Then you put in the evaluation. Say we evaluated them today and they are 21 months today. And so that is going to -- this date is going to correlate with row one, which is going to correlate with row one over here. Okay? Again, reflexes does not populate in here. We don't do anything with reflexes other than just know that they are there and if we need -- if you want to type anything in there. When you go over here to mobility -- now as I have kind of gone in and changed things a little bit from the one that I use, I've gone in and went ahead and put all minuses on mine and I go in and change them to the pluses. I just like to see it that way. I just felt like that was an easier way for me to do it. Now, what you have to know is there's a formula in here so you can't put -- there's something you can't put. Yeah, you cannot type in minus because in Excel, minus and plus is a formula. So you have to use the dropdown box for those. So you would have to use the dropdown box for the minus and the E. You can go in and type E, and that's fine because it's not a formula in Excel. So what I was talking about over here are these sidebars. You can expand it by hitting the 2. We'll expand it out and the 3 -- I can't remember if the 3 -- nope. The 3 and the 4 don't do anything. So the 1 and the 2 expand it. When I'm doing this I like to see it in as much as I possibly can. I don't need the comments because all of my comments are in the evaluation book that I have handwritten. So I'm using my evaluation book to hand write it, that I wrote to add the information here as I go. So that's what the sidebar does. Now, in the orientation, it is a little bit more. You have 2 and it takes in the comment and the evaluation suggestion. Again, when I'm going in and just adding in the scoring, I want to see it as much as I can. Then the summary by age is -- this is what it looks like. So this is all count in column 1, which moves over here to row 1 for the first evaluation date. Then column 2 is all of the second evaluation dates. And then column 3 is all of the third evaluation dates. The summary by age, this is what it looks like when you first start. It's blank. Okay? So that's what the tool looks like when you first open it up on the flash drive. So now we're going to look at L. T. I actually started him on Texas 2 STEPS before it was published and it was still in draft and he was one of our test students. So you'll notice that he has three evaluations done and based on my mobility -- I'm going to move over here to mobility -- you will see all of the pluses and minuses that he's had throughout the evaluation. Some are blank so they're not going to -- apparently I did not test him that first time on these skills. So it's going to count however many Es, how many pluses, how many minuses. Over here on the cover page. So that first evaluation, here's all the pluses, here's all the minuses, the Es and the N/As. So when he first started out in February 26, 2018, he had 58% of head control. Then you move over here into the second time when I evaluated him about two years later he had increased to 92%. And then by the third, he was at 100%. So you can see how this shows very small percentages of improvement. Here is trunk, arm, and leg control he was 38%. 63%, 100%. So here is his evaluation on the cover page. Here's what his -- oh, his is the same one that was on the PowerPoint so we'll go to somebody else. So in his report -- this was his latest report. So we have integrated evaluations here so we don't have to put all of the Mansfield ISD, all of that at the top. I usually put the student's name, date of evaluation. This is what his looks like and then we copy and paste it into the system. So we went through, you know, we report on some reflexes but not something that we evaluate. So then his report is going to show all the way through standing, because that's where he was through standing. And then what I've done is I've copied and pasted the data sheet from the cover page directly into my report so that that is part of my report. Then I do the same thing with orientation. I'm going to show you a trick, because I like to see these bars, the rows up here. So if I take -- figure this out. This is all by use. And if I want to do orientation, then I hide these and that moves orientation up there under the rows so that you can see the date and all of that. Otherwise, it gets too small if you try to copy all of it, it gets entirely too small to go into a report. Okay. So this is little LT's and there's his orientation. I usually put it at the end of the orientation but, again, that's however you want to do your reports. Now, I'm going to show you AW. She is one that has not progressed as nicely -- let's see if I can -- I'll probably need that zoomed in. 

>>Kate: While you're doing that, one question did come in. Can you show how you read the summary page with the corresponding percent on cover page such as the trunk and arm percent you just showed. 

>>Shay: On the report? 

>>Kate: I think so. And it says on the report. 

>>Shay: Okay. LT. Let's open him up again. Can you read that question again? 

>>Kate: Can you show how you read the summary page with the corresponding percent on the cover page such as the trunk or arm percent you just showed? 

>>Shay: Okay. I'm not sure I understand. So trunk, arm, and leg control. In 2017 -- who is this? Okay. 2017 she had 63% of trunk, arm, and leg control. Based on the first evaluation. Then the second evaluation was on -- was a year later and she increased to 75% because some of these down here -- okay. For instance, this one, 1.14 went from emerging to plus. So that increased her percentage. Go to trunk, arm, and leg control. Let's see what she did. So we have some going from minuses to plus. So that is going to increase her from 63% to 75% because here she had five of the trunk, arm, and leg control. In April 2017 she increased by one a year later, which brought her from 63 to 75%. And she stayed at 75% the second round because she only had six as well. I hope -- does that answer your question? 

>>Kate: She says I'm following that. How do I read those on the summary overview skill level? 

>>Shay: Oh, okay. Here. Okay. So the first -- during the first evaluation she had five. So she had all of the yellow. Then the second evaluation she increased by one, which is 2.8. So she's still missing 2.5 and 2.6, which I don't know what those are right off the top of my head. So that shows me that she has splintered skills. Not even in April it doesn't look like she increased to 2.5 and 2.6. So I highlighted the first evaluation in 2017, I highlighted the yellow. Then I highlighted the blue when I reevaluated her a year later and she increased by one. Now, if you notice, blue, she only increased in three in the mobility section in one year. Okay? And none in the sensory. So this little girl is pretty low but she's made progress. She showed progress, so that's what this tool is and this data is so great because you can say, you know, she increased from 63% to 75% on trunk, arm, and leg control. Now, it was only one but, hey, that's progress. Okay? And then the second -- and then the last one was green. She didn't get much green. Well, she got more green than blue but she's making progress. We've got some splinter skills that maybe we need to be working on -- I don't know what those are but that's where I would go, okay, 4.4 and 4.5, what are those? I would go back to my evaluation. Let's see, that's reaching. And see what those are and that's where I would start writing goals was reaching. And actually that's what we did was we would reach toward the tactual or visual stimulation, the 4.4 and 4.5 and that's what we wrote goals for that student was was reaching. And then in the sensory she made some pretty good progress in the sensory. We've got some splintered skills here, I don't know what those are, I would have to go back and look but to me that's where we would start with some goals. Okay? I hope that answered the question. I'll show you -- I have more to show you on different students. I have three more students to show you -- oh, that was her. 

>>Kate: Shay, this is a great explanation, she said. 

>>Shay: Thank you. Okay. So that was little AW. I want to show you something about her because we did have some regression. Not only does this show progress, but it does show us regression. So in the year of 2018, this little one had eye surgery in which they closed one of the eyes shut due to a corneal ulcer. So when it came around to the three-year reevaluation -- yeah, the three-year reevaluation, it showed that she had made some regression. So here in 2018 when we evaluated her before the surgery, it was 63% in sensory and she dropped down to 19% in the last evaluation. And I was able to report on that. In my evaluation I targeted that and stated that due to surgery, due to, you know, some regression in her vision, that is why it dropped. And so I explained that in my evaluation, my report, so people didn't ask what happened. So you want to report progress just as much as you want to report regression in this as well. But everything else she increased in. And actually I would love to do this again on her. She's about to move but I would love to do this again because she's made great gains this year. So we're real excited about it. That's AW. So JB does have some hearing loss. She wears a baha. Here's the evaluation date, here's the cover page and her three evaluations. So you can see -- if you look back down here when we first evaluated her she was not sitting. But within less than a year she had jumped from 0% to 89%. At those evaluations were at 24 months and 35 months old. That's why it's so important to get early intervention with these kids because look at that. I mean, if that's not data enough for you, I don't know what is. Going from 0% to 89% to 100% all within a two-year span. So it's really fun to look at how they've increased and the progress that they've made and you can kind of see, it's almost like a line here of total progress. So then you go down here to sensory. She only had 25% of the first three and then after the second evaluation she had increased and the third. Here's the social, 31% to 25%. I don't know why. I would have to do some research and find out on my evaluation why she went from 31 to 25. So let's look at the summary by age. Again, this is that one that I told you I don't use very often. It is there in case you want it, but this is just going to tell you how many she has, what percentage she has in each age level. I personally am more concerned about skills rather than age level and how many skills they have in each age level. That's just -- I'm not concerned with that. You all may be and it's great and the data is there if you want to use it but just know you don't have to touch this. This is all automatic. So here's our different evaluation dates. The first date is the purple. The second date is the -- the blue is the second date and the orange is the third date. Now, when they do regress, I do go in and take that out, so if that was the one that was purple and is no longer, then I take that out. Some of the ones that are auditory skills, I probably just highlighted on hers on this so I don't see it as splintered skills, so I'm not constantly going back and saying, oh, what is 8.6? Oh, that's an auditory skill. We're not going to address that -- which we do with her because she does have some hearing. But it's not a skill I want to keep going back to. And then there's -- so this is another student. He has no other disabilities. Make this bigger. So when we first saw him in 2019, he was already walking. He was in preschool. He was doing really good so all of those are 100%. Standing was 93%. Walking was 73%. I love this one because here was the first evaluation he was 0% and mom put him in soccer shots at school and within the next evaluation he went up to 100% and she was so excited to see that. And then sensory is 25%, jumped up to 75%, up to 80%. Again, all of these are based on his evaluation, columns 1, 2, and 3. And then orientation -- if you notice, I don't know if y'all figured this out but blue is mobility. If you order the book through Texas School for the Blind, blue is mobility, green is orientation. So we kept that along there. Again, and you do these sidebars if you want to see all of it. And, if you don't, then you just hit the one and it brings it down to where you can see more in a screen. And then his summary -- here's his summary. He did really well that first evaluation and then green is the second evaluation and he has not been reevaluated yet. So, save that. There is a handout that you all have and it looks like this. It's pretty much everything that we've gone through is in this. It tells you this is the section you want to type and do not touch this section. So it gives you all of these examples of what it looks like, so we're hoping that that will help you all. This is a long time coming for information regarding our tool. So I'm going to stop sharing because I am done with -- I think -- and see if there's any questions. 

>>Kate: There's been some questions that have come in the chat but I've got a good team here that's been helping. You know, it was asked like what age level, so birth through 5. 

>>Shay: Okay. 

>>Kate: Did it color code automatically? And Margie said, no, highlighting is for ease of use. 

>>Shay: Yeah, I can show you that. Would that help? 

>>Kate: Yeah, I think it would be helpful. 

>>Shay: Okay. So let's go into my little guy here. So if I go in over here and I'm evaluating him. Say, I'm going to evaluate him today, I would put today's date. And then I would -- those little numbers mean you have to expand because it's not big enough. And then we're going to pick a color that we have not used. Let's go with orange. Okay. And I'm going to say that he was able to do 6.10 and 6.11. He was able to do all of these. I'm just going to go in and highlight the ones he increased by based on my evaluation book. Now, many people have asked what these little green marks are on -- it has something to do with the formula. Don't worry about that. I don't know how to get them off and I don't really deal with them but it's not something that you have to worry about. So I go in and just highlight based on the color. Now, say if you want to put no vision and highlight those a specific color -- we can make that bright yellow -- now, I'm just making this up. I don't know if 7.3 and 7.4 are visual. You can highlight those so you know those are visual tasks or visual items, and he's a student that doesn't have any vision, you would know that. Or if it is a student that is Deaf, you can highlight that so you know you're not looking at those auditory skills or those visual skills in the evaluation. 

>>Kate: Shay, Debbie asks are there plans to expand from three years of data to five? 

>>Shay: So that has been -- and I looked at that right before this because obviously these students that I've used, I'm out of rows. So the best I can figure out at the quick time I was doing it is what I would do is highlight this one and go into a new one -- talk about on the fly, Debbie. Hmm. Oh, it worked. Now, we go over here to cover page and it did not work. So I don't know. I've got to continue to look at that. I would think that I would just have to start a new one. I don't know how to do that. We as a team meet about once or twice a year and that will be something that we have to look into because many of us already used up those three. I guess hang tight for that. That's a good question because that is something that's coming up. Any more? 

>>Kate: Jill just echoed what you said. At this time a new one has to be created. It does not copy and paste well because of all the formulas. 

>>Shay: Formulas, yes. I'm sure there's a way to do it. I have not had time to sit down. I was trying to do that before -- because I knew that question was going to come up but I don't know yet. 

>>Kate: So this is Kate. Just to kind of add on to Jill's comment here, I think making a new one actually isn't a bad idea just because it gets to be so hard to go all the way across the page on a line. I think to have the three columns, you might want to start a new page anyway just so, like for ease of reading so you're not trying to go all the way across multiple columns and remember what skill you're even talking about. 

>>Shay: All right. Jill Smith asked you were going to share about the far left column. Remind me, Jill, are we talking about this one? This opens up the evaluation. It just opens up the broader, wider, longer. 

>>Kate: She said yes. 

>>Shay: So in the mobility it's just one and two. Again, I didn't build this so I don't know a lot about it, I just know how to use it so I don't know a lot of the reasonings behind it and this opens up if you want to see all of it. But just for the scoring tool, I don't want to see all of that because, as you notice, I don't write in the comments here, that's all in my book. But it's there in case you decide you want to transfer it from your book to the electronic version. 

>>Kate: She said that makes sense. 

>>Shay: Okay. Anything else? 

>>Kate: I'm sorry, go ahead. 

>>Shay: Go ahead. 

>>Kate: Sara Kitchen said the score sheet is so flexible. Love it! 

>>Shay: Yes, we love it too. You know, you don't have to be an Excel guru to do this. You just go in, you put in your pluses and minuses -- remember, you can't screw it up. It's okay. And even if you do, X out, e-mail me, I'll send you the new one. But, remember, you just can't put minus here. It tells you, nope, that's negative. I don't think you can put plus. Oh, you can put plus. Minus, it has Excel and thinks it's a formula. Oh, what I was going to show you here is on yours right here it says 12, 13, 14, 15, 16. You need to change those last four to say 3, 5, 5, 6 and it will work. For some reason it just automatically, you know, did the expanding from 12 to 16. But on yours -- and that's in the handout, so that's what we're talking about is that section there. All of sensories is correct, that you just need to change that so that the formulas will work. Any of us are happy to meet with any of you. We've had one-on-ones quite a bit since this tool came out, so we're happy to meet with any of you, call you on the phone, however we want it to be friendly, we want it to be an easy tool for you to use to get the information that you need. 

>>Kate: Marissa asked is the percent number on the cover page based off the age for the students. But Jill answered that in the chat that it's based on the number of skills. All right. Any other questions, folks? Short and sweet. All right. So you all have that handout. I'll ask David if he put that in the chat again, so make sure that you can walk away with the handout. Download that today because the link will have something different later. Yeah, so you want to make sure to have that information and Shay said feel free to reach out. 

>>Shay: Absolutely. Any of us will be happy to help you. 

>>Kate: Awesome. Thank you, guys for sharing the great resource. That's awesome. That's something that I love so much about our field is how non-proprietary we are about sharing things and when we find something that works well and, anyway. It's awesome. So thank you so much, Shay for coming to share that. All right. Let me go ahead and give some closing announcements, including the closing code. 

>>Kaycee: This is Kaycee, we have one more question come in. Is there anything that shows the percentage that would match with the age? As an age equivalent or a percentage of what would be appropriate for that age? 

>>Shay: Well, I don't know if it's going to show what -- that summary by age is what's going to show what skills they have by the age level. It's not going to show what, like a normal developing student would have at that age. But it will show based off the evaluation that one-page summary by age will show what percentage they have on each age group. I think that's -- who to contact. I'll put Jill Brown, if you're on the team, can you put your e-mail in there and I will put mine. You can contact any of us. 

>>Kate: Great. Well, there you go. 

>>Shay: There's three of us.