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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 prot g up and running

Getting Your Protégé Up and Running

September 3, 2008

Chrissy Cowan

Mentor Coordinator

The first month

The First Month

  • Organization

  • Folder review

  • Developing a schedule

  • Meeting with teachers

  • Observing Students

The second month

The Second Month

  • Roles

  • Consulting Skills

  • District Forms/paperwork

The third month

The Third Month

  • Documenting Student Progress

  • Ordering Materials

  • Conducting evaluations

  • Agencies and Services

Organization on the road

Organization on the Road

  • Traveling Documents Folder

  • Student Information Binder

  • Student Lessons

  • Teacher Packets

Examples of contents of the traveling documents folder

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

TVI Documents and Forms

Getting your prot g up and running

Sample of a sheet inside a traveling documents folder

Print sizes chart

Print Sizes Chart

Examples of contents of the traveling student information binder

Examples of Contents of the Traveling Student Information Binder

  • Student Information & Contact Record


  • Modifications checklist from last ARD

  • Eye report & Low Vision Evaluation

  • Current year IEP

  • Student Schedule

  • Current communications w/ others

Sample student information binder

Sample Student Information Binder

Student schedule

Student Schedule

Determination of services to be provided forms from iep meeting

Determination of Services to Be Provided – forms from IEP Meeting

Examples of contents of individual student pocket folders

Examples of Contents of Individual Student Pocket Folders

  • Lesson Plans

  • Lesson Materials

  • Consultation Reports

  • Progress Notes forms

Getting your prot g up and running

Lesson plans can be simple….

Getting your prot g up and running

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

Examples of documents for teacher packets

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

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

Student Data Form

Tvi information form

TVI Information Form


Vision Teacher:

Phone Number:

Scheduled Time to Work with Student:

Vision Teacher’s Goals for the Student:

Classroom Modifications:


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

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 schedule1

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 schedule2

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 schedule3

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

Lay the cards out and arrange a tentative schedule

Lindsey5th Grade

Ms. SmithHarper Elem.


8:30-10:00Language Arts

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



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

2:40-3:30Computer Lab


Developing a schedule4

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

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

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

Sample of observation notes

Great i m organized i know where to go i know the teachers but what do i do

“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 prot g

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)


How do i consult

“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?


District forms and paperwork

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

Ordering Materials

  • APH-


  • Braille/LT/Audio Text Books-

  • Low Vision Devices

  • Assistive Technology

  • Software

  • Favorite catalogs for ordering

  • District ordering process

Conducting fve lmas

Conducting FVE/LMAs

  • Review document on requirements for FVE/LMA:

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

Good procedure for fve lma

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

Some Resources for You

  • TSBVI Web Page

  • The RECC

  • Resource Guide for Itinerant Teachers

  • Mentor Coordinator

Agencies and services

Agencies and Services

  • ESC’s


  • TSBVI Outreach Services

In closing

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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