Getting your prot g up and running
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Getting Your Protégé Up and Running. September 3, 2008 Chrissy Cowan Mentor Coordinator. The First Month. Organization Folder review Developing a schedule Meeting with teachers Observing Students. The Second Month. Roles Consulting Skills District Forms/paperwork. The Third Month.

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Getting Your Protégé Up and Running

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Getting Your Protégé Up and Running

September 3, 2008

Chrissy Cowan

Mentor Coordinator


The First Month

  • Organization

  • Folder review

  • Developing a schedule

  • Meeting with teachers

  • Observing Students


The Second Month

  • Roles

  • Consulting Skills

  • District Forms/paperwork


The Third Month

  • Documenting Student Progress

  • Ordering Materials

  • Conducting evaluations

  • Agencies and Services


Organization on the Road

  • Traveling Documents Folder

  • Student Information Binder

  • Student Lessons

  • Teacher Packets


Examples of Contents of the Traveling Documents Folder

  • District map & Mileage Chart

  • Campus phone numbers

  • District calendar

  • Middle school/high school bell schedule

  • Samples of print size

  • Braille cheat sheet

    (see handout)


TVI Documents and Forms


Sample of a sheet inside a traveling documents folder


Print Sizes Chart


Examples of Contents of the Traveling Student Information Binder

  • Student Information & Contact Record

  • FVE/LMA

  • Modifications checklist from last ARD

  • Eye report & Low Vision Evaluation

  • Current year IEP

  • Student Schedule

  • Current communications w/ others


Sample Student Information Binder


Student Schedule


Determination of Services to Be Provided – forms from IEP Meeting


Examples of Contents of Individual Student Pocket Folders

  • Lesson Plans

  • Lesson Materials

  • Consultation Reports

  • Progress Notes forms


Lesson plans can be simple….


Student schedule, with note at the bottom for best time to work with TVI


Examples of Documents for Teacher Packets

  • TVI Information

  • The Vision Itinerant’s Role

  • Information on Monocular Telescopes

  • Classroom Adaptations for the Student with a Visual Impairment

  • VI Teacher Information-MIVI


Folder Review

  • Go through each student’s folder to find:

    • VI IEP

    • Educational placement

    • Type & amount of VI service

    • Grade level/school

    • FVE/LMA: recommendations

    • Eye Report: etiology; glasses?

    • Low Vision Evaluation: devices?


Student Data Form


TVI Information Form

Student:

Vision Teacher:

Phone Number:

Scheduled Time to Work with Student:

Vision Teacher’s Goals for the Student:

Classroom Modifications:

Observations:

In order to determine if my objectives are being used by this student in his/her classroom, I will ask to observe periodically. I will always notify you at least 2 days in advance to schedule a time convenient for you.


Developing a Schedule

  • Look at district map

  • Write days of week across top of folder

  • On Post-It Notes, write the name of each student on one note-one color for direct and a different color for consult


Developing a Schedule

  • If the student’s VI time is separated out make two Post-It Notes for the same student

  • Place names on your file folder/calendar, spread out over the week

  • Using a 3rd color Post-It Note, schedule time slots for lunch, observing students, etc.

  • Allot time to travel between campuses


Developing a Schedule

  • Get names of teachers for elementary students, copy of the course schedule for middle/high school students

  • Set up brief meeting with teachers to share information from FVE/LMA recommendations section, discuss possible time slots to work with student (refer to Itinerant Scheduling Tips document)


Developing a Schedule

  • As you talk to teachers, use one index card per student to fill in VI service scheduling opportunities (days of the week and a variety of specific times). Use a highlighter to mark these times on each card

    For example:


Lay the cards out and arrange a tentative schedule

Lindsey5th Grade

Ms. SmithHarper Elem.

8-8:30Opening

8:30-10:00Language Arts

10:00-11:30Science/Social Studies (alternating days)

11:30-12:00Lunch

12:05-1:30Math

1:35-2:35Specials (PE, art, music)

2:40-3:30Computer Lab

3:35-3:45Closing


Developing a Schedule

  • Use your district map to estimate travel time/distance between campuses

  • Using the information from your weekly schedule pencil in an entire month


Meeting with Teachers

Give teachers a folder that may include:

  • TVI Information

  • The Vision Itinerant’s Role

  • Information on Monoculars

  • Classroom Adaptations for the Student w/ a Visual Impairment

  • Documents that relate to student programming


Observing Students

  • Encourage protégé to do this first before working with students

  • Protégé should review Observation Guidelines beforehand

  • They should take notes while they observe


Sample of observation notes


“Great — I’m organized, I know where to go, I know the teachers…But what do I do??

The Role of the TVI


Share 4 documents with your protégé….

  • Services Provided by VI Professionals

  • Role of the TVI Across Content Areas

  • TVI Role for Students with Multiple Impairments

  • A “Cheat Sheet” for New Teachers (Infants)

    RELATE THESE TO INDIVIDUAL STUDENTS


“How do I consult?”

  • Explain the difference between “direct” and “consult” service models

  • What does consult look like for:

    • Students with multiple impairments?

    • Grade level students with low vision?

    • Infants?

      JUST THE BASICS AT THIS TIME OF THE YEAR


District Forms and Paperwork

  • Preparation for ARD’s/IFSP’s

  • Student Progress Reports

  • Paperwork specific to VI students

  • Special Ed. Manager, or whatever is used in district


Ordering Materials

  • APH-http://www.tsbvi.edu/Outreach/seehear/archive/

    aph.html

  • Braille/LT/Audio Text Books-http://www.tsbvi.edu/Education/vitextbooks.htm

  • Low Vision Devices

  • Assistive Technology

  • Software

  • Favorite catalogs for ordering

  • District ordering process


Conducting FVE/LMAs

  • Review document on requirements for FVE/LMA:

    19 T.A.C. §89.1040. Eligibility Criteria


Good Procedure for FVE/LMA

  • “I do; we do; you do”

  • Use a protocol that the protégé follows as you model.

  • Plan an FVE w/ the protégé

  • Go to as many as you can

  • Mentor should ALWAYS review and edit report before it is submitted to ARD committee


Some Resources for You

  • TSBVI Web Page

    www.tsbvi.edu

  • The RECC http://www.tsbvi.edu/recc/index.htm

  • Resource Guide for Itinerant Teachers

    http://www.esc13.net/vi/resources.html

  • Mentor Coordinator

    [email protected]


Agencies and Services

  • ESC’s

  • DARS-DBS

  • TSBVI Outreach Services


In closing…..

"Knowledge increases in proportion to its

use - that is, the more we teach the more we learn."- H.P. Blavatsky 1831-1891


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