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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 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)

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
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
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?
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

Lindsey 5th Grade

Ms. Smith Harper Elem.

8-8:30 Opening

8:30-10:00 Language Arts

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

11:30-12:00 Lunch

12:05-1:30 Math

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

2:40-3:30 Computer Lab

3:35-3:45 Closing

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
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

[email protected]

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