Training
Hello All.....
I'm back again, with info on the upcoming training for the continuously improving, continuous improvement process: QPVI Public Schools... this email also describes some changes in the process. Please read on and think about coming to the two days of training on Thursday & Friday, January 27 & 28, 2011 @ the ALL NEW TSBVI Outreach building on the ALL NEW campus of TSBVI.
The QPVI process continues to morph as the requirements of state and federal laws increase the need for us to meet requirements for data based decision-making, research based practice and the like. This year's training has some additional features that will allow facilitators to collect and track data that reflect quality programming.
I recommend the training for new facilitators or those considering implementing QP for the first time. For experienced facilitators, my plan is to address these changes with each of you individually as I meet with you this year.
A Sampling of Changes to QPVI
The analysis of the Master List of Students is used immediately as a starting point for making improvements. Since a major purpose of Key Component #1: Master List is to determine if the information required to be in student folders is current, complete and accessible, our analysis of the Master List ends with percentages for each required field. For example, how many/what percentage of students are missing or have out of date FVE/LMAs? If the percentage is not acceptable (is anything short of 100% acceptable?) Then a target percentage is agreed upon and strategies to achieve that percentage developed, with a timeline for implementation.
Since out of date or nonexistent FVE/LMAs is a statewide (nationwide) issue, addressing this alone will have a positive impact on VI programs. In one site, where only one teacher had been doing all the evals, the teachers decided to get some training, then do them as a team until there was a feeling of competency among those who had not done them. Looking at all the info on the Master List provides a baseline of data for the program. Action plans are developed to improve the data. That is revisited by the district at the start of every year, noting improved numbers and percentages to track their improvement efforts. In many sites, VI staff has decided to update all disability specific information by the student???s IEP date of the current year, which is a challenging undertaking, with exciting outcomes.
In addition to tracking the timeliness if this disability specific information, we model the use of each assessment piece to inform our IEPs and instruction through the use of our sample students (a sample of students selected to represent the student population as a whole).
Facilitators being trained this year will receive a couple of powerful tools that are useful in illustrating and tracking VI Program practice and progress. One is a graphic format for expressing this information, and tracking progress over several years??? time. Another is an instrument developed that allows us to screen all our students in all nine areas of the Expanded Core Curriculum in a way that is effective, but not time prohibitive.
We support VI staff in using research based and evidence based practice in all areas of instruction in areas of Unique Needs. Along those lines, we also address the assessment to IEP to instruction to performance outcome cycle and look at effective teaching practices.
We are absolutely thrilled to be adding the "Essential Assessments Rubric" which was rolled out last summer at AER in Little Rock by Karen Blankenship and Mary Ann Siller to our arsenal of tools promoting the establishment of standards of practice in the assessments TVIs and COMS conduct. (FVA, LMA, ECC)
And last, but definitely not least, is the redeveloped QPVI website, which not features Implementation Sites to support QPVI Facilitators and Participants in completing their QPVI process more efficiently and, at the same time, sharing their valuable documents and resources with others. Participant portfolios, with artifacts representing their best work and a list of their own professional development efforts is also an option.
I hope some or all of this has piqued your curiosity. Please contact me if you would like to come.
As usual, we have an interesting group participating from other states ..... they are always welcome and can be counted on to spice up our meetings with tales of their own experiences. As many of you know, January is the very best time to enjoy a "cool" Austin experience... so plan to come on down. I hope to see you or hear from you soon.
Please see the agenda for both days.
Thanks, Nancy
Agenda: TSBVI Training 1-10
Nancy Toelle, Developer, QPVI, Cyral Miller, Director - TSBVI Outreach, Chrissy Cowan, TSBVI Outreach (Mentor Coordinator)
Wednesday 27, 2010
9a.m. - 4p.m. (am/pm breaks, & lunch)
Welcome & Introductions (sign in with name, title, phone, address, e-mail)
A Question of Quality: Why do we care about quality and accountability.
Part A materials will be sent to you electronically - PLEASE READ THEM : Agenda for Meeting with Administration/VI Staff.
| Present | Provide |
|---|---|
| Three Phases of QPVI | Information regarding the Key Components |
| Benefits of Implementing the QPVI Process | Projection of Cost and Time Requirements |
| Features of the Process Design | Self-Study Calendar of Events: Sample |
| List of Documents Produced During the Self-Study | |
| Print Resources and Ordering Information | |
| Review instructions for planning and conducting a meeting |
Most of the day on Wednesday will be spent on taming KC #1
Participants will work together to review the agenda for KC #1: Master List and plan the meeting. Participants should bring one or more student folders containing as many of the following as possible: eye report, functional vision assessment, learning media assessment, basic reading inventory, O&M evaluation, clinical low vision evaluation.
Discuss Master List as innovative practice for annual data collection (as basis for data based decision-making), including representing data in graphic format to increase impact and ability to track annually. Analyze sample Master List.
Thursday , January 28, 2010
8:30 - 3 p.m. (a.m. break, lunch)
(Note - if you have to leave a little early on Thursday to accommodate travel arrangments, please let me know so we can put you first in line to complete your action plan)
Questions about Thursday's content?
Most of the day on Thursday will be spent on the content in Key Component #2: Eligibility
The remainder of the Key Components will be briefly outlined and training addressed.
Discussion of content covered, use of guide to plan meetings. Do participants feel they could start the process?
Address any problem areas.
Review and discuss the content of the remaining Key Components.
Complete QPVI Action Plans
Discuss the development of the VI Handbook and the concept of program documentation. Address the need for a three-year commitment. Solicit commitment of support.
Offering technical assistance to QPVI sites as part of the self-study: caseload analysis, service to MI/VI students (activity routines, object calendars, functional curricula). Show samples.
Print/video resources helpful in conducting the self-study or providing technical assistance, mention QPVI resource companion. (RSPI, KIT, Every Move Counts, Move, Touch, Do, TSBVI Publications)
Panel of seasoned QPVI Facilitators answer questions and relate their true life experiences
Issues/research regarding implementation and sustainability of innovative practice. A model of follow-up in Phase 2 with limited, structured facilitator involvement
Troubleshooting: typical problems encountered and possible solutions
- difficulty with start-up
- getting bogged down in the process
- philosophical disagreements within the work group
- absent supervisor
- approval of documents by administrator
- lost, missing, never materializing documents
- Complete Action Plan forms (copy for participants).
QPVI Agenda: Key Components 1 & 2 (January 2011)
Nancy Toelle, Developer, QPVI, Cyral Miller, Director - TSBVI Outreach, Chrissy Cowan, TSBVI Outreach (Mentor Coordinator)
Thursday, February 24 8:30-4:30 (and also tentatively planned for 4/13-14/11)
Welcome & Introductions (sign in with name, title, phone, address, e-mail)
A Question of Quality: Why do we care about quality and accountability.
Part A materials will be sent to you electronically - PLEASE READ THEM : Agenda for Meeting with Administration/VI Staff. Present Provide Three Phases of QPVI Information regarding the Key Components Benefits of Implementing the QPVI Process Projection of Cost and Time Requirements Features of the Process Design Self-Study Calendar of Events: Sample List of Documents Produced During the Self-Study Print Resources and Ordering Information Review instructions for planning and conducting a meeting
Participants will work together to review the agenda for KC #1: Master List and plan the meeting. Participants should bring one or more student folders containing as many of the following as possible: eye report, functional vision assessment, learning media assessment, basic reading inventory, O&M evaluation, clinical low vision evaluation.
Discuss Master List as innovative practice for annual data collection (as basis for data based decision-making), including representing data in graphic format to increase impact and ability to track annually. Analyze sample Master List.
Discussion of content covered, use of guide to plan meetings. Do participants feel they could start the process?
Address any problem areas.
Review and discuss the content of the remaining Key Components.
Complete QPVI Action Plans
Discuss the development of the VI Handbook and the concept of program documentation. Address the need for a three-year commitment. Solicit commitment of support.
Offering technical assistance to QPVI sites as part of the self-study: caseload analysis, service to MI/VI students (activity routines, object calendars, functional curricula). Show samples.
Print/video resources helpful in conducting the self-study or providing technical assistance, mention QPVI resource companion. (RSPI, KIT, Every Move Counts, Move, Touch, Do, TSBVI Publications)
Panel of seasoned QPVI Facilitators answer questions and relate their true life experiences
Issues/research regarding implementation and sustainability of innovative practice. A model of follow-up in Phase 2 with limited, structured facilitator involvement Troubleshooting: typical problems encountered and possible solutions
* difficulty with start-up
* getting bogged down in the process
* philosophical disagreements within the work group
* absent supervisor
* approval of documents by administrator
* lost, missing, never materializing documents
* Complete Action Plan forms (copy for participants).
nearby hotels
Hotel Located Near the TSBVI Campus
http://hotelallandale-px.trvlclick.com/\ Hotel Allandale (512) 452-9391) is located 3 miles north of campus @ 7685 Northcross Drive Austin, TX 78757. They have a shuttle service to take you to and from the TSBVI campus.Description of QPVI Key Components 3, 4, & 5 (October 2010)
QUALITY PROGRAMS FOR STUDENTS WITH VISUAL IMPAIRMENTS TRAINING Key Components: #3 Unique Needs of Students, including the Expanded Core Curriculum, #4 Roles and Responsibilities, and #5 Type and Amount of Service Dates: October 21 & 22, 2010 (Thursday and Friday) 9am-3pm Training Site: Texas School for the Blind and Visually Impaired, Austin, Tx (exact site undetermined as we may have moved into our new Outreach building by the training dates) Training conducted by: Nancy Toelle, QPVI Developer
Note: each participant will receive updated QPVI Guide materials for the cost of printing • Key Component #3 Unique Needs of Students: We will review all the work completed in KC #2 and will build on that knowledge of students as we move into the Expanded Core Curriculum. Using the Iowa resource guide for the ECC, participants will learn to revise and conduct a student needs assessment, with the student’s instructional team, covering all 9 areas of the ECC. From there, priorities for intervention will be identified by the team, assessment of those priority areas conducted using a variety of resources, from which will flow IEP goals, instruction, and progress monitoring. The topic of effective instruction is included in this KC.
• Key Component #4 Roles and Responsibilities: With teacher time at a premium, we must assure that TVI time is spent as effectively as possible, but also provides service addressing the student’s critical needs relating to their visual impairment. This KC guides staff through a process to identify critical roles and responsibilities.
• Key Component #5 Type and Amount of Service: Once a student’s needs are accurately identified we must be cognizant of our roles in either meeting those needs or working with others to see they are met. We consider the student’s assessed needs, and, if instruction is needed, the frequency and intensity necessary to produce the desired outcomes.
