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Opening Day

Friday, August 18th, 2017Fire Services Training Bureau

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Welcome

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Steve Gettel • Thank you• Things to anticipate in 2018• Measures of success in 2017

Human Resources

Justin Ruegg• New Staff• Policies

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Morning Agenda

Staff Changes

Staff Changes for 2017‐18

Farewells:• Kim Roozeboom – Great Prairie TVI

Staff Changes for 2017‐18

Welcome New Staff:• Mariah Hopkins – Great Prairie TVI

• Lorie Howe – Green Hills TVI

• Sandy McGregor – Mississippi Bend TVI

• Judy Redmond – Mississippi Bend TVI

• Stacey Telgren – 4Plus TVI

• Jennifer Wilson – Central Rivers (267) TVI

Morning Agenda

Annual Policy Review

Updates – Human Resources

Training Reminders:• Bloodborne Pathogen (annual)• Mandatory Reporter (5 years)• Other AEA Required Trainings

New Vehicle Mileage Log!

• Enter your daily travel itinerary on just 1 LINE!• Enter beginning and ending odometer reading each day.– Automatically computes # of miles driven.

• Enter # of miles driven for…– Daily Commute to/from work – Services to students (direct, consult, planning, etc)– Other work‐related reasons (oil change, PD, etc.)– Personal Reasons (Lunch, etc.)

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Transportation ProceduresKathy Wellik

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Purpose of Opening Day Meeting

Introduce IESBVI members on leadership teams. Update staff on the following initiatives: ELI Extended Learning Programs ECC Screening Tools Caseload Tools ABLS

Documenting IEP Services

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APH Materials

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APH Updates

New Home for Books for Kids

IDB Website Link to Children and Teen Serviceshttps://blind.iowa.gov/children‐and‐teen‐services

IDB Partnership

1,000 Books Before Kindergarten ProgramNational Program to:• promote reading to newborns, infants, and toddlers

• encourage parent and child bonding through reading

IBS to ISD

Under Construction

Relocation

Ordering Procedure for APH

• Download the new APH order form from IBS website

• Order as usual• When your order arrives keep the boxes if possible to return when your student is done with the item

• Please check the parts list to insure it the kit is complete before returning

• Do not return opened consumables to us

Mailing

Attn: IESBVI Library – Suite 170Iowa School for the Deaf3501 Harry Langdon BlvdCouncil Bluffs, IA 51503

Labels available

APH Pick‐up Available

Pick up of large items available at designated AEAs• Designated week and day of the month• May send materials to AEA no more than a week in advance

• More details to come

Broken Equipment/Needs Repair

Include:• Name of student• What is wrong with the equipment• Do you need a replacement or loaner?

APH Tactile Graphic Image Library

APH Tactile Graphic Image Library

• Contains over 1,400 free assets! • 3D files• coloring pages• math and science .pdf templates

• Visit the TGIL: http://imagelibrary.aph.org/aphb/

Braille Tales – Imagination Library

• Free print/braille books for children age 5 and under

• http://www.aph.org/dolly‐partons‐imagination‐library/apply/

• Please sign up all eligible students

Stay in Touch with APH

• aph.org– On‐line catalogue– Important notices – What’s Hot

Left‐side of webpageResources– Physical Education– CVI– Tactile Skills Matrix

Stay in Touch with APH

Right‐side of webpage– Weekly Quick Tip Videos– New Products Lists– APH “Handy List”

• Major products from last two years

• http://www.aph.org/quick‐tips/

Early Literacy Implementation (ELI) Action PlanBaseline DataAugust 2017

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ELI Requirements

• Provide universal screening in reading for ALLstudents in kindergarten through third grade

• Progress monitoring for students who are at risk and persistently at risk in reading

• Provision of intensive instruction – including 90 minutes daily of scientific, research‐based reading instruction ‐ for students who are persistently at risk in reading

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Early Literacy Implementation (ELI) Universal Screening for All Students K‐3

• Students in grades K‐3 projected to take Iowa Assessments are “screened” 3x per year using one of the FAST Universal Screening Tools or another comparable screener such as DIBELS.

• Students who take Iowa’s Dynamic Learning Maps (DLM) Alternate Assessment are “screened” 3x per year using the Early Literacy Alternate Assessment (ELAA) .

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2017‐18 Screening Windows for ELI:(FAST or Comparable)

• Fall: September 11‐ October 6• Winter: January 15‐February 9• Spring: April 23‐May 18

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Action Step 1: Insure that all Students who are blind/visually impaired participate in the ELI assessment.

2016‐17 Baseline

K‐3 FAST Assessments

Fall Screening Window

Winter Screening Window

Spring Screening Window

Number tested 42/59 42/57 43/57

Percent 71.2% 73.7% 75.4%

K‐3 ELAAAssessment




Number tested 53/59 50/64 55/66

Percent 89.8% 78.1% 83.3%

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Action Step 1: Insure that all students who are blind/visually impaired participate in the ELI assessment.

2016‐17 Baseline

• On the FAST screener, 42 out of 59 students in Kindergarten through third grade who are blind or visually impaired participated in the assessment in the fall. In the winter, 42 out of 57students participated. In the spring, 43 out of 57 students participated.

• On the FAST screener, 71.2% of students in Kindergarten through third grade who are blind or visually impaired participated in the assessment in the fall. In the winter, 73.7% of students participated. In the spring, 75.4% of students participated.

• On the Early Literacy Alternate Assessment, 53 out of 59 students in grades Kindergarten through third grade participated in the assessment in the fall. In the winter, 50 out of 64 students participated. In the spring, 55 out of 66 students participated.

• On the Early Literacy Alternate Assessment, 89.8% of students in grades Kindergarten through third grade participated in the assessment in the fall. In the winter, 78.1% of students participated. In the spring, 83.3% of students participated.

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Elbow Partner Conversation

• Have a brief conversation with someone at your table about the percent of students in grades K‐3 who are served by IESBVI and participate in universal screening.– What implications does this have for TVIs and OMSs?

– What can IESBVI staff do to support districts in achieving 100% participation of students in grades K‐3 in universal screening?

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Braille Readers

• Students who read braille count as participating in the FAST or comparable assessments.– However, braille is not an approved accommodation for FAST Screenings or comparable assessments.

• Therefore, braille readers are not included when computing percent of students proficient for FAST or comparable assessments.

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Action Step 2: Monitor the percentage of children who are visually impaired that read print and meet grade level

targets/ benchmarks (proficient).2016‐17 Baseline

K‐3 FAST Assessments




Number 14/34 11/33 10/34

Percent at Benchmark 41.2% 33.3% 29.4%

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Action Step 2: Monitor the percentage of children who are blind/visually impaired that read print and meet grade level

targets/ benchmarks.2016‐17 Baseline

• On the FAST screener, 14 out of 34 students in Kindergarten through third grade who are blind or visually impaired that read print met benchmark in the fall. In the winter, 11 out of 33 students met benchmark. In the spring, 10 out of 34 students met benchmark.

• On the FAST screener, 41.2% of students in Kindergarten through third grade who are blind or visually impaired that read print met benchmark in the fall. In the winter, 33.3% of these students met benchmark. In the spring, 29.4% of students met benchmark.

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Elbow Partner Conversation

• Have a brief conversation with someone at your table about the percent of students in grades K‐3 who are served by IESBVI and PROFICIENT in reading as measured by FAST or a comparable universal screening tool.– What implications does this have for TVIs and OMSs?

– What can IESBVI staff do to support districts in monitoring the progress of students who are at‐risk and promoting proficiency in reading?

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Action Step 2: Monitor the percentage of children who are visually impaired that read print and meet grade level targets/

benchmarks (proficient).2016‐17 Baseline

K‐3 ELAA Assessment FallScreening Window



Percent at Target/ Benchmark

Scale 1‐ Reading Literature & Informational Text: key ideas and details 15.09% 16.00% 9.09%Scale 2‐ Reading Literature: key ideas and details 24.53% 16.00% 12.73%Scale 3‐ Reading Informational Text:integration of knowledge and ideas 11.32% 6.00% 12.73%Scale 4‐ Reading Foundations: letter identification 22.22% 16.00% 16.36%Scale 5‐Writing: text types and purposes 13.21% 8.00% 9.09%Scale 6‐ Language: vocabulary acquisition and use 16.98% 22.00% 14.55%

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Action Step 2: Monitor the percentage of children who are blind/visually impaired that read print and meet grade level

targets/ benchmarks. 2016‐17 Baseline

• The Early Literacy Alternate Assessment contains six scales. The following percentages indicate the percent of students in Kindergarten through third grade meeting the target or the benchmark for that screening window. (Approximately 62 students in K‐3 were projected to participate in Early Literacy Alternate Assessment)

• Scale 1‐ Reading Literature and Informational Text: key ideas and details. In the fall, 15.09% of students met. In the winter, 16% met and in the spring 9.09% met benchmark or target.

• Scale 2‐ Reading Literature: key ideas and details. In the fall, 24.53% met. In the winter, 16% met and in the spring 12.73% met benchmark or target.

• Scale 3‐ Reading Informational Text; integration of knowledge and ideas. In the fall, 11.32% met. In the winter, 6% met and in the spring 12.73% met benchmark or target.

• Scale 4‐ Reading Foundations: letter identification. In the fall, 22.22% met. In the winter, 16% met and in the spring 16.36% met benchmark or target.

• Scale 5‐Writing: text types and purposes. In the fall, 13.21% met. In the winter, 8% met and in the spring 9.09% met benchmark or target.

• Scale 6‐ Language: vocabulary acquisition and use. In the fall, 16.98% met. In the winter, 22% met and in the spring 14.55% met benchmark or target.

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Literacy Status of students assessed with FAST screener, spring 2017

LITERACY INDICATOR NUMBER PERCENTAdequately Progressing 11 19.3%At Risk 12 21.05%Persistently At Risk 28 49.12%Cannot Determine 4 7.02%Blank 2 3.51%*Note: while not represented in these counts, students taking ELAA are automatically given status of Persistently At Risk.

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Literacy Status of students assessed with FAST screener, spring 2017

• As a result of comparing a student’s performance on two consecutive testing windows of the FAST assessment, a Literacy Indicator is assigned. At the end of the 2016‐17 school year, the following number of students fall into different literacy indicators.

• 19.3% of students in Kindergarten through third grade are considered to be Adequately Progressing. This is 11 students.

• 21.05% of students are considered to be At Risk. This is 12 students.• 49.12% of students are considered to be Persistently At Risk. This is

28 students.• A status could not be determined for 7.02% or 4 students.• Two students, or 3.51% had blanks instead of scores, so there is also

no literacy indicator.While not represented in these numbers, students taking the Early Literacy Alternate Assessment are automatically given the status of

Persistently At Risk.

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ELI Data Analysis by AEA Team(15 minutes)

• Sit with AEA team and consultant facilitator• Review ELI data sent to you via email on August 16th by your Regional Director.

• Consultant will ask questions listed below and record responses from vision team in a Survey Monkey.

• Questions:– Which students did not participate in spring FAST assessments or ELAA assessments?

– What does the data tell us?– What about the data surprises you?– What additional questions do you have?

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Update on Iowa’s Statewide Assessments

• Assessments used to Determine Adequate Yearly Progress (grades 3‐8, 11)– Iowa Assessments– Dynamic Learning Maps (DLM)

• Early Literacy Implementation (ELI)–FAST or Comparable–Early Literacy Alternate Assessments (ELAA)

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Iowa Assessments • Adoption of the Smarter Balanced Assessment System did

not make it through all necessary legal channels. • Iowa Assessment will continue to serve as our State

Assessment. • The Department of Education has issued a request for

proposal to identify the next statewide assessment to meet the following criteria outlined in legislation:– alignment to the Iowa Core standards in English language arts,

mathematics, science– available in both paper‐and‐pencil and computer‐based formats

• The new statewide assessment will be used during the 2018‐19 school year.

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Timelines for Iowa Assessments

• Iowa Assessment Fall norming window: August 1‐November 30

• Midyear norming window: December 1‐February 29

• Spring norming window: March 1‐ July 31

• Many schools have moved to a spring testing window.

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Dynamic Learning Maps (DLM)

• The Dynamic Learning Maps Alternate Assessments is the State of Iowa's AYP Alternate Assessment and promote fair measurement of student knowledge of the Iowa Core English Language Arts, Mathematics, & DLM Science Essential Elements.

• The DLM Alternate Assessments are for students with the most significant cognitive disabilities whose academic performance is appropriately judged against alternate achievement standards.

• There will be an DLM FAQ coming out in the fall.

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Timelines for DLM Assessments

• Fall Assessment Window Sept 20‐ Dec 15, 2017

• Winter Assessment Window Jan 3‐Feb 27, 2018

• Spring Assessment Window March 12‐May 18, 2018

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2017‐18 Screening Windows for Early Literacy Alternate Assessment(ELAA)

• Fall Assessment Window Sept 20‐ Nov 30– Fall Reporting Window Dec 1‐ Dec 15

• Winter Assessment Window Jan 3 ‐ Feb 12– Winter Reporting Window Feb 13‐27

• Spring Assessment Window March 12 ‐May 3– Spring Reporting Window May 4‐18

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Guidance for ELAA Screening

• The overall windows for ELAA are the same length as DLM. Teachers can not enter data for ELAA until the last 2 weeks of the window.

• SE teachers and other service providers will compile a “structured portfolio” of work samples, photos, anecdotal notes, frequency counts, and other data to assess emergent and early literacy skill development.

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Extended Learning Program ELP

• ELP activities are provided to build Expanded Core Curriculum skills.

• ELP focus is on skills that are challenging to target in school settings.

• ELP events may be done during the school day, in the evening, on weekends, throughout the summer.

• 22% of the students we serve participate in ELP activities or events.*

*based on 6 year average using unduplicated counts

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ELP Action Plan Goals#1: After identification of ECC needs, at least 33% of all students served by IESBVI in each AEA will participate in one or more Extended Learning Program event(s) each year.#2: IESBVI will utilize Technology to enhance Extended Learning Programs and improve communication. #3: IESBVI will collaborate with other service agencies to expand career exploration opportunities and offer more joint transition services, activities & supports.#4: IESBVI Summer camps will be scheduled no later than September 30 of the previous year.

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ELP Action Plan Goals#1: After identification of ECC needs, at least 33% of all students served by IESBVI in each AEA will participate in one or more Extended Learning Program event(s) each year.#2: IESBVI will utilize Technology to enhance Extended Learning Programs and improve communication as evidenced by increased program participation and positive feedback.#3: IESBVI will collaborate with other service agencies to expand career exploration opportunities and offer more joint transition services, activities & supports.#4: IESBVI Summer camps will be scheduled no later than September 30 of the previous year.

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ELP Action Plan 1

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AEA Student Participation ELP events hosted

Keystone 22% 2

Central Rivers 12% 3

Prairie Lakes 22% 1

Mississippi Bend 10% 0

Grant Wood 17% 5

Heartland 18% 6

Northwest 33% 2

Green Hills 25% 2

Great Prairie 22% 3

ELP Action Plan 1

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Keystone 22% 2


Prairie Lakes 22% 1


Grant Wood 17% 5

Heartland 18% 6

Northwest 33% 2

Green Hills 25% 2

Great Prairie 22% 3

ELP Action Plan 1

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Keystone 22% 2


Prairie Lakes 22% 1


Grant Wood 17% 5

Heartland 18% 6

Northwest 33% 2

Green Hills 25% 2

Great Prairie 22% 3

ELP Action Plan Goals#1: After identification of ECC needs, at least 33% of all students served by IESBVI in each AEA will participate in one or more Extended Learning Program event(s) each year.#2: IESBVI will utilize Technology to enhance Extended Learning Programs and improve communication #3: IESBVI will collaborate with other service agencies to expand career exploration opportunities and offer more joint transition services, activities & supports.#4: IESBVI Summer camps will be scheduled no later than September 30 of the previous year.

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Action Plan 2: Technology

• Online registration for events• Electronically fillable registration forms• Use of social media (Facebook)• Connecting students/families via Zoom

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Action Plan 2Evidence of Success

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1) increased student participation in ELP events from all 9 AEAs in Iowa.2) positive feedback on ELP program evaluation forms received from students, staff, and parents.

Positive feedback on ELP programs: Quick Surveys

52 Student Quick Surveys• Quality: 100% positive• Relevance: 88% positive 12% neutral• Reputation: 100% positive

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16 Family Quick Surveys• 100% positive responses rating quality, relevance, and

helpfulness

Summer Camp Surveys

https://www.facebook.com/ExtendedLearningProgramofIowa66


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Action Plan 3

• Proposed Action Steps– Create a database of agencies that provide transition services

– Keep updated list of transition events; then post information to IESBVI website

– Develop webinar and workshops to educate potential employers (HR/EAP providers), intermediary agencies, and our own associates on opening up career opportunities for the students we serve

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Action Plan 4

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Summer camps will be scheduled no later than September 30 of the previous year.

Proposed Timeline• September 30: summer camp dates, locations,

target populations are identified by Summer Camp Planning Committees

• November 15: Camp Proposal Forms submitted• December 15: Formal Approval Process begins• January 31: Final Camp Schedule is announced

and registrations begin• February, March, and April: Publicity blasts• May 1: Registration deadline

ECC Screening Tool Update (Jay/Susan)

• Procedure:•What has changed?

–Only done at initial and three‐year re‐evaluation

–Changes in the forms–Review website

• Screen first, then Assess!71

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ECC skills to be fully assessed

Assessment tool/instrument Team member responsible Assessment/Report Timeline

Revised final section of ECC Screening Tool

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Screen shot of IESBVI Web page highlighting the tab “For IESBVI Staff” and the drop down tab “Faculty Resources”

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Screen shot showing contents of the ECC page of the Expanded Core Curriculum drop down menu which includes documents used for ECC Screening Tool administration.

Purpose of the Caseload Tool

• Purpose: The Caseload Committee has determined Teachers of the Visually Impaired and Orientation and Mobility Specialists will use one of the following tools to calculate the amount of service for each student on their caseload. The goal is to provide consistent service across the state of Iowa and determine which of the following tools helps us accomplish this task.

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Caseload

• The Caseload Committee has determined Teachers of the Visually Impaired and Orientation and Mobility Specialists will use one of the following tools to calculate the amount of service for each student on their caseload.

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Use of Caseload Tool

Caseload Analysis ToolsOMS/TVIs‐Michigan Severity Rating ScaleTVIs‐Visual Impairment Scale of Service

Intensity of Texas (VISSIT)Download forms on our website:

For IESBVI Staff: Faculty Resources: Assessment: Caseload

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Purpose of

the Caseload

Tool

• The caseload tool should be completed for each individual student.

• Send completed tool to Yvette to enter on CRM. The goal is to provide consistent service across the state of Iowa and determine which of the following tools helps us accomplish this task.

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The Process

• Every TVI and OMS will use a caseload tool to determine type and amount of service for the 2017‐2018 school year.

• ECC, FVA/LMA & OMA should be used to determine service time and to complete the caseload analysis tool.

• Review IESBVI website Directions Forms

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How Data will be Used

– Determine the percentage of use for the Michigan and VISSIT

– Review tools to ensure staff are using correctly– Review data to determine if we have consistency statewide in service provision

– Review data to determine if one tool promotes more consistency across the state

– Any questions?

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Assessment of Braille Literacy Skills (ABLS)

ABLS TRIALFebruary 27 & 28, 2017

Braille Committee

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Monitoring Braille Progress (Gwen/Chris)

• ABLS will be used• Review website• Go over directions• Review the forms (small group activity)• Those that participated in the trial present• Books will be provided at Opening Day based on form completed at the May Vision Discipline meeting (lists could be on table)

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ABLS Booklet and Spreadsheet

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Rational Behind ABLS

Created by Region 4 Texas:• To Promote braille literacy awareness• To Be an indicator of student progress• To measure practical braille skills• To be an easy way to measure braille acquisition with a minimum of training

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Purpose of ABLS for IBS:

• Ongoing monitoring of individual student progress for the purpose of making instructional decisions

• This will promote access to literacy and provide accountability for moving students forward.

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Two Recording Books

• ABLS– Academic or near academic readers– The majority of braille readers

• BAC –Braille Acquisition Checklist– Foundational Learner– May be on alternate assessment– BAC will be trialed in the fall

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• p. 1 Student info and assessment dates• P. 2‐3 Rationale & Balanced Components• P. 7‐ 10 Intro & instructions3 Assessment Areas• Section I: Emergent Literacy p. 11‐16• Section II: Academic Literacy (Reading & Writing) p. 17‐36

• Section III: Functional Literacy p. 37‐42

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Book Walk

ABLS Sections

• Section I: Emergent Literacy• Section II: Academic Literacy (Reading & Writing)

• Section III: Functional Literacy

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Instructions for completing the ABLS Booklet – Sections I‐II

• D = Developing – With assistance– May want to add comments to this section– Leave blank if the area has not been addressed

• I = Independent – Without assistance

• DM = Date Mastered(p. 8)

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Section I: Emergent Literacy

• Pre‐braille and Tactile Development Skills– Just indicate the skills that the child is developing or is able to complete independently

– Leave blank the skills not yet addressed• Recommendations:

– End of Kindergarten 80% of skills – 52/65 Skills

• Older Readers ‐ If skills are already present:– Mark “65” for subtotal– Comments: “demonstrates skills”

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I: Emergent Literacy for older readers

• Mark “I”• Leave Date Empty• Comments at the bottom of the page:

– “Skills acquired in Pre‐K – K”

Section II: Academic LiteracyUnique Features of Braille• Comments at the bottom of the page:

– “Skills acquired in Pre‐K – K”

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Section II: Academic Literacy

Unique Features of Braille Recommendations:• End of Kindergarten = 19/39 Skills• End of 1st Grade = 28/39 Skills• End of 2nd Grade = 36/39 Skills

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KII

I

I

I

I

Skills acquired in Pre‐K – 1st grade93

Section II: Academic Literacy

• Typical academic literacy skills– Reading– Writing

• Documents contraction acquisition • Use the UEB Section when recording on the ABLS spreadsheet

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Contracted Braille – Oral Reading

• May base this on your braille reading goal and data collected– Only UEB is required, but you may also use EBAE if it is meaningful information for you.

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Section III: Functional Literacy

• Literacy skills that are used to accomplish functional or day to day tasks– Not to be confused with functional readers

• Section III is optional– May be useful for transitioning students– Is not recorded on the ABLS spreadsheet

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Instructions for completing the ABLS Booklet – Sections I‐II

• Chart when it works best for you– When you chart in IMS– Prior to annual meeting– At the end of quarter– In March – Due to RD by April 1st of each year (no kidding!)

• What do I do with the results?– Transfer to ABLS spreadsheet in March

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Completing Braille Summary Spreadsheet

• Tab #1 – ABLS

ABLS TAB

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Section I

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Section II – Reading – Unique features of Braille Reading

Only count the items where the student demonstrated Independence.

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Section II ‐ Reading

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Section II – Reading Cont.

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Section II‐Writing

• Alphabet Letters and 180 contractions• Not in ABLS book

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Section II‐WritingUNIQUE FEATURES OF WRITING BRAILLE

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Section II‐Writing

• Literacy indicators

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Reading Rates

• Reading Rates

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Remember

The ABLS Summary Sheet is to be completed in March to document progress in braille acquisition for individual students receiving Braille instruction and provided to the Regional Director before April 1st each year.

• Questions? Call Chris

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IEP Services

• Services imply a regular, purposeful, ongoing set of actions delivered to or on behalf of a student over time.

• The systematic nature of a described service is reflected in the number of minutes and frequency, the setting where services are provided and the persons responsible.

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Direct Service

• Direct services are regular and ongoing– “Regular” means scheduled and occurring monthly or more often.

– “Ongoing” means for the duration of the IEP.

– Specially designed instruction is always a service!

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Consultation• Consultation – “Ongoing support to special and general education staff or a student provided by a instructional specialist.”

• Terms such as consultative, may be used only if the description makes clear the commitment of services.

Example: O & M will provide consultative services to the special education teacher every other week during the month of May, then once per month from September ‐December. Consultative sessions are expected to last 5‐15 minutes each. A summary of each session will be documented on a Vision Consultation Log and made available to parents upon request.

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Program Level Supports

• Program‐level supports are supports routinely available to all eligible individualsExample: IESBVI staff are assigned to school districts and therefore “available” for consultation (much like AEA support staff who are “available” for consultation when requested).

• Do not include program‐level supports on IEPs!

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