Where we’ve been, where we are, and where we’re going…



Where we’ve been, where we are, and where we’re going…

Presenters: Janice Northcott, Specialist – Vision

jenorthcott@cbe.ab.ca

Janice Leslie, Strategist – Vision

jeleslie@cbe.ab.ca

Contact Information: Vision Resource Centre – Calgary

Captain John Palliser School

1484 Northmount Drive N.W.

Calgary, Alberta T2L 0G6

Phone: 403-777-7964

Fax: 403-777-7967

Number of students increasing?  More braille users than ever before?  Limited resources, and no additional staff?  How do we meet individual student needs?  Where can we find time to teach the Expanded Core Curriculum? 

Let us share how the Calgary Board of Education, through a variety of service delivery models, is providing programming options for students who are blind or visually impaired.

((((((((

In the 90’s the number of students with vision loss being served within the Calgary Board of Education varied between 62 and 71 students. The number of students using braille varied between 7 and 12 or approximately 10% of students receiving itinerant support. During this time the number of teachers of the visually impaired delivering service was reduced from 4.2 to 3.5 FTEs (full-time equivalents). In 2000 we saw our number of students decrease slightly (54) but our braille users increased dramatically (19) or 35% of students receiving support. In additional to teachers of the visually impaired there were education assistants – braille to support students – no position was full time and hours varied between 2.5 and 5 hours per day.

Educational support was delivered through the “itinerant model”. Students attended their neighbourhood schools and teachers of the visually impaired provided support through in-services for school staff, functional vision assessment, interpretation of eye reports, program recommendations, IPP development, and direct instruction for students as time permitted.

At that time CBE was not providing an array of services for students who were blind or visually impaired. Besides itinerant service there were no other program options.

The significant increase in braille users put a tremendous strain on CBE’s current resources and our ability to adequately deliver service. We had done more with less and we had worked smarter. However, we were no longer able to provide quality learning for students who were blind or visually impaired within the current model.

With the higher percentage of braille users we were having difficulty meeting the individual needs of our students. What were we to do? Were there options – was there a different way of providing service? How do we approach administration?

One of the first things that we did was a caseload analysis. After reviewing several of these we decided to go with Michigan's Vision Severity Rating Scales, for teachers of the visually impaired as well as for orientation and mobility instructors. The results of these were shared with administration and we were fortunate to be able to hire a part-time teacher as well as a part-time orientation and mobility instructor.

Over the next few years, the number of students being served remained basically the same but the number of students using braille increased. In 2004 we were supporting 62 students and 27 of those where braille users – approximately 44% of our caseload were braille users. Vision staff consisted of a .6 FTE orientation and mobility instructor and 4.2 FTE teachers of the visually impaired.

Once again we looked at our caseloads and again used the Michigan’s Vision Severity Rating Scales. The following documents were reviewed:

• Alberta Learning’s (Education) “Standards for Special Education, Amended 2004”

• Alberta Education’s “Essential Components of Educational Programming for Students who are Blind or Visually Impaired”

• “Canadian National Standards for the Education of Children and Youth who are Blind or Visually Impaired, Including those with Additional Disabilities”

• “The Expanded Core Curriculum”

In addition we reviewed different service delivery models, specifically short-term programs.

It was decided to investigate the feasibility of establishing a Vision Resource Centre and providing short-term programs. Short-term programs had proven successful at APSEA as well as Texas School for the Blind and Visually. Access to short-term programs is an essential component to support the inclusion of children who are blind or visually impaired in home, school and community activities. A short-term program has a detailed, specific curriculum designed to provide the student with specific skills in designated time period. In Atlantic Canada and Texas the programs varied in length and focus from one week to five months. In contrast to a residential placement provided as an alternative to a public school placement, a short-term program is intended to address only very specific learning needs to support inclusion in the public school program.

A proposal was written using the Canadian National Standards and the Expanded Core Curriculum and linking these to Calgary Board of Education and Provincial objectives and goals. By establishing a Vision Resource Centre and providing short-term programs students would have access to and receive adapted/modified programs that enable and improve learning. Education programs for students who are blind or visually impaired would be designed around the assessed needs of the student and provided by qualified teachers of the blind or visually impaired.

The following were included in the proposal:

• What is the Expanded Core Curriculum?

• What are the Canadian National Standards?

• What is a Short-Term Program?

• Program Objectives

• Outcomes of Short-Term Programs

• Proposed Short-Term Programs

• Statistics

• Looking into the Future

• Site Considerations

• Projected Expenses

• Program Evaluation

• APSEA Programs

• Michigan’s Caseload Analysis Sheets

Proposal was presented to Calgary Board of Education’s Superintendent’s Council and also to Alberta Education. Alberta Education provided financial support for program development as well as additional staff: .5 FTE teacher of the visually impaired for the Vision Resource Centre and a .FTE teacher of the visually impaired for the Provincial component of project. Calgary Board of Education provided the site, supplies/resources, the assistive technology and existing vision staff.

Short-term programs were developed and delivered. The benefits/outcomes of short-term programs for students, parents, and staff are many. Program outcomes listed below are similar to APSEA’s short-term program outcomes.

Short-Term Program Outcomes for Students

• Temporarily relieve the stress of multiple learning demands experienced by students with visual impairments in inclusive settings, allowing them to concentrate on specific skill areas.

• Allow for intensive instruction in an individual or small group setting to address individual skill deficits and needs from trained teachers of the visually impaired and a certified orientation and mobility instructor.

• Provide skills/tools to address conceptual gaps that enhance understanding of their physical surroundings.

• Provide an opportunity to master specific compensatory/ communication skills in a timely manner which has the potential to augment academic performance, supporting success in the inclusive classroom and community.

• Provide more equitable service to students with low vision who can now be served through intensive skill acquisition in an intensive small group setting.

• Address the needs of several students at the same time learning the same skills—students can learn from each other as well as from the instructor.

• Directly address students’ Individual Program Plans through goal setting, intervention strategies and evaluation.

• Build self-confidence and enhance self-esteem through social interaction with peers who have similar issues, interests, abilities and challenges.

• Provide an opportunity to develop lasting social networks in an environment where having a visual impairment becomes secondary to social and intellectual development.

• Provide the opportunity to develop and demonstrate leadership skills in a less stressful environment in social settings on the playground and in group projects with peers.

• Provide opportunities for positive role modeling by older students to younger ones.

• Provide students with specific skills not previously acquired or realized that can be positively demonstrated to parents, friends, and home school staff/students.

Short-Term Program Outcomes for Parents

• Provide an array of skill-building opportunities to augment the inclusive classroom setting for their children.

• Provide a setting for networking with other parents of children with visual impairments.

• Build an awareness of realistic expectations and future possibilities they can have for their children by observing older blind or visually impaired children and adults (role models) in the resource centre setting.

• Provide a showcase to observe skills acquired by their children which they can build upon at home.

• Provide resources that can assist with teaching and augmenting skills learned, in a home setting.

Short-Term Outcomes for Schools and the System

• Provides information to assist with problem solving and program planning for students with visual impairments.

• Provides opportunities to learn about disability-specific needs of students who are blind or visually impaired and to begin planning for their successful transition to adulthood.

• Provides workshops in disability awareness training that will assist staff and community members in feeling more at ease with students who are blind or visually impaired.

• Provides a location for in-services and training in the use of assistive technology hardware and software;

• Provides an opportunity for “cutting edge” programming to students who are blind or visually impaired.

• Provides opportunities for other school jurisdictions in surrounding areas that may choose to use services from the Vision Resource Centre.

• Builds capacity for system based teams and programs (i.e. Career and Technology Studies, Kindergarten, Literacy Programs, Virtual Learning – CBE Learn, Work Experience, etc.).

Short-Term Outcomes for the Vision Team

• Makes efficient use of time because students with similar skill requirements can be grouped for intense instruction, allowing other staff members flexibility to set priorities for low vision students who are not currently equitably served.

• Provides flexibility to work for short periods of time in skill areas where individuals have specialized expertise.

• Allows the Vision Team to arrange field trips, speakers, role-model panels, job shadows, etc. to augment core curriculum skill areas because students would be in a central location at the Vision Resource Centre.

• Provides a central location for staff to train education and braille assistants in the use of assistive technology hardware and software, low vision aids, sighted guide/mobility training, etc. to support their students' skill acquisition.

Short-term programs have been successful. Programs have ranged from 1 day to 5 days. Some have been specific to braille users and others to large print users. Sometimes programs have been age/grade specific and other times multi-age. Samples of short-term programs are attached.

Braille using students continued to increase and in 2007 we were fortunate to be able to start a “Head Start Braille” Program – a “Braille Resource” program for Division One braille using students. Students attend Captain John Palliser School and receive daily support from a teacher of the visually impaired. Students received direct instruction in braille, assistive technology and orientation and mobility as well as other areas of the Expanded Core Curriculum.

Providing professional development opportunities for teachers of the visually impaired, educational assistants, school staff, district staff, parents and other interested individuals has also been a responsibility of the Vision Resource Centre. Sessions have been well attended by a variety of people. Samples of professional development sessions is attached.

Where are we today? At the moment we are providing support to 67 students (new referrals continue to come in) and 28 are braille users – 42 % of our caseload. Students we serve …

• 32 students who are legally blind

o 21 of those students who are braille users

• 3 students who are deafblind

o 2 of those students who are braille users

• 10 students with multiple handicaps

o 5 of those students who are braille users

• 22 students who have low vision

• plus new student referrals

At the moment we have:

• 15 FTE Braille – Assistants and Education Assistants - Braille

• 2.6 FTE Program Teachers – Vision

• 1.0 FTE School Based Teacher - Vision

• 1.8 FTE Strategists – Vision

• 1.0 FTE Specialist – Vision

• 1.5 FTE Orientation and Mobility Instructors

and an opening for a .8 FTE Program Teacher – Vision.

Where are we going …?

RESOURCES

Caseload Analysis Guidelines



Michigan's Vision Severity Rating Scales List 1996 – 2008

•

• Orientation and Mobility Severity Rating Scale - Information and Guidelines (Revised 2008) New Oct. 2008

o ORIENTATION & MOBILITY SEVERITY SCALE and Summary Worksheet (O&MSRS) Revised 2008 (Excel 97 Format - 37k) New Oct. 2008

o ORIENTATION & MOBILITY SEVERITY SCALE FOR STUDENTS WITH ADDITIONAL NEEDS (O&MSRS+) and Summary Worksheet Revised 2008 (Excel 97 format - 32k) New Oct. 2008

• Severity Rating Scale for Visually Impaired Students 1996

o Summary Form

o Download Summary Form (Excel 97 Format - 17.5k)

o Download Characteristics Worksheet (Excel 97 format - 22k)

o Appendix A - Table of Approximate Equivalent Visual Acuity Notations

• Vision Severity Rating Scale for Students with Additional Impairments 1996

o Characteristics Worksheet

o Download Characteristics Worksheet (Excel 97 format - 18.5k)

o Summary Form

o Download Summary Form (Excel 97 Format - 17.5k)

• Caseload Management

Texas School for the Blind website

tsbvi.edu

APSEA Guidelines for Determining Caseload Size for Teachers of Students with Visual Impairments

•

Short-Term Programs

• APSEA: Short-Term Programs A Vital Component for Students who are Blind or Visually Impaired

o

• TSBVI: Short-Term Program Classes

o

Guiding Documents

• Canadian National Standards for the Education of Children and Youth who are Blind or Visually Impaired, Including those with Additional Disabilities

o [1].pdf

• Essential Components of Educational Programming for Students who are Blind or Visually Impaired

o [1].pdf

• Standards of Special Education, Amended June 2004

o

Vision Resource Centre – Calgary

Calgary Board of Education

Samples of Short-Term Programs

|Program |Length |Target Group |

|A Packed Day with my PAC Mate |1 day |Senior High Students |

| | |Braille users |

|Book Port – The Beginning |1 day |Junior and Senior High Students |

| | |Braille and large print users |

|Book Port – The Follow-up |1 day |Junior and Senior High Students |

| | |Braille and large print users |

|Cruising the Community |5 days |Students in Grades 1 to 3 |

| | |Braille users |

|Decoding the Information Maze from Print, E-Text |2 days |Senior High Students |

|or Internet Sources | |Braille and large print users |

|Get the PAC Mate Basics |1 day |Junior and Senior High Students |

| | |Braille users |

|Getting Around Safe and Sound |4 days |Students in Grades 4 to 6 |

| | |Braille users |

|Hot off the Presses |5 days |Junior High Students |

| | |Braille and large print users |

|Program |Length |Target Group |

|Integrating Travel and Technology |3 days |Senior High Students |

| | |Braille and large print users |

|It’s all in the way you look at it! |5 days |Junior High Students |

| | |Large print users |

|It’s not easy being green! |3 days |Students in Grades 4 to 6 |

| | |Braille Users |

|Journey Towards Independence |3 days |Junior High Students |

| | |Braille and large print users |

|Life After High School |1 day |Senior High Students |

| | |Braille and large print users |

|On the Move with Assistive Technology |5 days |Junior High Students |

| | |Braille users |

|Race to the Podium |3 days |Junior and Senior High Students |

| | |Large Print Users |

|Race to the Podium |2 days |Students in Grades 4 to 6 |

| | |Large Print Users |

|Scanning with OpenBook | 1 day |Junior and Senior High Students |

| | |Braille and large print users |

|Science |3 days |Junior and Senior High Students |

| | |Braille and large print users |

|Program |Length |Target Group |

|Take a look – listen to a book |1 day |Junior High Students |

| | |Braille and large print users |

|‘Tis the Season |2 days |Students in Kindergarten to Grade 3 |

| | |Braille users |

|Touching on Careers |5 days |Junior High Students |

| | |Braille users |

|Volunteering – Is it worth the time? |1 day |Junior and Senior High Students |

| | |Braille and large print users |

|What me an author? |5 days |Students in Grades 4 to 6 |

| | |Braille and large print users |

|Working 9 to 5 … Exploring your Future |1 day |Senior High Students |

| | |Braille and large print users |

|Working with Kurzweil 3000 and ZoomText |1 day |Junior High Students |

| | |Large print users |

|Working with Kurzweil 3000 and ZoomText |1 day |Senior High Students |

| | |Large print users |

|Write On |5 days |Students in Grades 1 to 3 |

|Zooming in on Hippos |5 days |Students in Grades 4 to 6 |

| | |Large print users |

|Program |Length |Target Group |

|ZoomText |1 day |Junior High Students |

| | |Braille and large print users |

|ZoomText |1 day |Senior High Students |

| | |Braille and large print users |

Vision Resource Centre – Calgary

Calgary Board of Education

Samples of Professional Development

Professional Development Opportunities for teachers of the visually impaired, education assistants, school staff, district staff, parents and other interested individuals.

General Sessions

• Working with Students who are Visually Impaired

• Teaching Science to Students who are Blind or Visually Impaired

• Physical Education with Students who are Blind or Visually Impaired

• Math with Elementary Students who are Blind or Visually Impaired

• Vision Loss at a Glance

Braille/Tactile Production

• Beginners Duxbury

• Intermediate/Advanced Duxbury

• CorelDraw

• Literary Braille

• Nemeth Braille

• Braille Formats

• Code Changes and Updates

• Create, Make and Take

• Brl and More – Braille Production

Assistive Technology

• System Access

• OpenBook

• JAWS

• ZoomText

• Accessible Graphing Calculator

• Low Vision Devices Exploration

• Free From Mice

• Kurzweil 3000

• Mountbatten Brailler

• BrailleNote

• PAC Mate

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