Texas School for the Blind & Visually Impaired

Texas School for the Blind & Visually Impaired

Outreach Programs

| 512-454-8631| 1100 W. 45th St. | Austin, TX 78756

TSBVI Administrator’s Webinar:

Performance Evaluations for VI Professionals

November 12, 2013

Presented by

KC, Dignan, Ph.D., Professional Preparation Coordinator, Outreach Programs

Ann Adkins, VI Consultant, Outreach Programs

Ruth Ann Marsh, O&M Consultant, Outreach Programs

Eva Thompson-Lavigne, Transition Consultant, Outreach Programs

Diane Barnes, O&M Consultant, Region 13 ESC

Developed for TSBVI Outreach Programs

Performance Evaluations for VI Professionals

A new tool for meaningful evaluations

Welcome!

We’d love to know who’s here.
We love questions!
Performance Evaluations for VI Professionals: A new tool for meaningful evaluations
November 12 at 3:00
Expanded Core Curriculum for Supervisors: Just what it it all about?
February 6, 11:00
April 8, 3:00

Why all this focus?

Figure 1 Graphic showing why professional evaluation has become so important. It includes: federal incentives, state requirements, variances in discipline and service delivery, changes to the system.

Figure 2 Two clipart images showing a dollar sign and the second a person casting a shadow of a dollar sign.

What about non-classroom educators?

“Special educators are special.” – Council for Exceptional Children

No consensus on systems
Almost no research on how to evaluate non-traditional educators

What does your district do?

No consideration of the time and effort I spend to be a good consultant
District administrators don’t know what I do, so they don’t know how well I do it.
The evaluation probably makes sense for a classroomteacher, but not for someone who is an itinerant or works in the community
They evaluate a small portion of what I do…, major activities that take most of my time and skills are not even considered.

When they say….

PDAS

Figure 3Clipart of cloud blowing away the abbreviation, "PDAS".

So I got curious…and did a little survey

270 Responses

Confidence in evaluator

Figure 4 Pie chart showing 47% agreed and 53% disagreed that they had confidence in special education administrator’s ability to evaluate them.

Figure 5 Pie chart showing 21% agreed and 79% disagreed that they had confidence in their building administrator ability to evaluate them.

Reflects expected expertise

Figure 6 Pie chart showing 40% agreed and 60% disagreed the evaluation was based on their job description.

Figure 7 Pie chart showing 40% agreed and 60% disagreed that the evaluation samples most important functions of their job.

Connects to professional future

Figure 8 Pie chart showing 37% agreed and 63% disagreed that the evaluation is used for future planning.

Figure 9 Pie chart showing 38% agreed and 62%disagreed that the evaluation was used was meaningful and rigorous.

Of the 117 responses, 52% of all comments were about the lack of the evaluator’s knowledge.

First rule of performance evaluation for evaluators:

Understand what you are evaluating.
Understand what educators are doing and why.

(Danielson & McGreal, 2000; Marshall, 2009; Marzano, Frontier, & Livingston, 2011; Strong, 2011; Mathers, Oliva, & Laine, 2008)

How meaningful are your evaluations?

Challenges:

District size
Classroom vx. Non-classroom
Pedagogical techniques and requirements
Meaningful and rigorous evaluations take time.

And more people are paying attention to performance evaluations!

What we know…..

Evaluators have been trained and certified in the PDAS, or whatever is being used.
The PDAS was developed and validated for classroom educators.
The domains included in the PDAS can accurately sample skills and abilities of non-classroom educators although some modifications may be needed.
Evaluators will have limited knowledge about teaching students with visual impairments.

PDAS Companion for VI professionals

The goal: Provide evaluators with flexible tools for meaningful and rigorous evaluations.

Developed by VI professionals and administrators from various parts of Texas
Does not take the place of existing evaluation tools
Intended to provide guidance to evaluators
May be modified to meet needs of district or program
Free and easy-to-use
Available from TSBVI website:

Sooo…Let’s talk

What is in the PDAS Companion for VI Professionals?
How can you use it?

What are the PDAS Companions for VI Professionals

Figure 10 Picture of the PDAS Companion for TVIs

Figure 11 Picture of the PDAS Companion for COMS

Pre-observation documents– TVI

Prior to observation, ask your certified teacher of students with visual impairments(TVI) to provide the following:

copy of weekly/monthly schedule and lesson plan(s) for observed student(s)
copy of weekly/monthly schedule and lesson plan(s) for observed student(s)
copy of functional vision evaluation (FVE) and learning media assessment (LMA)
copy of evaluations in the expanded core curriculum (ECC) areas
copy of goals from the IEP or IFSP (used with infants)
copy of VI PLAAFP and progress reports
copy of behavioral assessment/plan, if applicable
copy of self-assessment completed by TVI
a caseload overview (number of students, disabilities, location and amount and frequency of service)
a brief description of the student’s functioning level, eye condition and setting for observation

Domain I: Active, successful student participation in the learning process – TVI

Student is engaged with the activity, but may need time to process sensory information.
Student may use alternate communication style and may use objects, tactile symbols, vocalizations &/or assistive technology to indicate critical thinking (for example, choice selection, preferences, sequencing).
Student gives example of how lesson applies to real life.

Domain II: Learner-centered instruction – TVI

Differences may be noted in the learner and the curriculum (i.e., may be more functional instead of academic) but instructional sequence should be same.
TVI interacts directly with student ensuring sensory input is student specific.
The learning objective is communicated to the student and is tied to the student’s IEP goal.
Pacing may vary. Processing time can depend on cognition, prior experiences, communication or alertness.
TVI demonstrates competence with vision-specific assistive technology used in the lesson (for example abacus, screen reader, telescope/magnifier, braille technology, calendar box).

Domain III: Evaluation and feedback on student progress - TVI

TVI documents student academic and functional performance during or following the lesson.
TVI communicates feedback on progress directly to the student.
TVI adjusts instruction when learner appears to be disengaged or confused.

Domain IV: Management of student discipline, instructional strategies, time, and materials – TVI

Management strategies may be different for a single student versus a classroom.
Classroom teachers and others report that vision-specific materials are provided in a timely manner.
TVI follows a written lesson plan and, if applicable a behavioral plan, while teaching.

Domain V: Professional communication - TVI

TVI provides evidence of regular communication with family, teachers, administrators, doctors, and related staff.
TVI provides clear information to the family and other professionals related to the student’s eye condition and necessary accommodations.
TVI maintains records of meetings and communication with team members.
TVI supports classroom teacher by using strategies such as coaching and modeling.
TVI prepares for transitions and other changes in services and settings by meeting with team members in advance.
TVI establishes working relationships with team members and other school personnel.
TVI provides education and builds awareness of the student’s goals and beneficial strategies to school personnel, other students, families and/or community members.

Domain VI: Professional development - TVI

TVI has access to professional development specific to his or her field. Sources could be regional service centers, statewide conferences/workshops and/or web-based professional development.
TVI routinely attends and documents meetings and conferences related to students with visual impairments.
TVI applies information from professional development activities to lessons with students.

Domain VII: Compliance with policies, operating procedures and requirements - TVI

TVI prepares for, attends and participates in all meetings for students with visual impairments.
TVI checks in/out from campuses following expected procedures.
TVI turns in progress and consultation notes in a timely fashion.
TVI submits schedules/logs on time to supervisor.
TVI completes evaluations in accordance with compliance timelines.
TVI textbooks and other adapted materials are ordered in a timely fashion and their receipt and distribution is documented.
TVI provides information for the VI Registration and Deafblind Census on time.
TVI submits requests for accommodations of statewide testing materials on time.

Domain VIII: Improvement of academic performance of all students on the campus – TVI

TVI provides information regarding access to and accommodations for district and statewide assessments.
TVI is knowledgeable of results of district and statewide assessments.
TVI participates in all staff meetings pertaining to his or her students.

Pre-observation documents– O&M

Prior to observation, ask your certified O&M specialist (COMS) to provide the following:

copy of weekly/monthly schedule and lesson plan(s) for observed student(s)
copy of O&M evaluation
copy of goals from the IEP or IFSP (used with infants)
copy of O&M PLAAFP and progress reports
copy of behavioral assessment/plan, if applicable
copy of self-assessment completed by COMS
caseload overview (number of students, disabilities, location & amount and frequency of service)
a copy of current certification, since O&M certification is not issued by TEA/SBEC (ACVREP

Domain I: Active, successful student participation in the learning process – O&M

Opportunities for student problem solving are fostered throughout the lesson.
The ability to engage in critical thinking, be self-directed and connect current and previous learning will depend on age, the disability and developmental level of students. Objects, tactile symbols, vocalizations interpreter and/or assistive technology may be used by the student.
Certified O&M specialist (COMS) checks for understanding and provides meaningful feedback.

Domain II: Learner-centered instruction – O&M

Instructional strategies occur in home, school and community environments as per IDEA. The lesson documentation should reflect this diversity. The evaluation observation may also be away from the school.
Pacing may vary. Processing time depends on cognition, prior experiences, communication or alertness.
Technology used during O&M instruction may include optical devices, GPS devices, tactile maps and may include some technologies used in classroom settings.
Safety concerns were primary to the lesson and self-directed and independent travel was encouraged.

Domain III: Evaluation and feedback on student progress – O&M

Progress is noted in the system used by school district.
COMS documents student academic and functional performance during or following the lesson
COMS infuses functional problem solving skills in all lessons.
COMS reviews the lesson and provides feedback on progress directly to the student.

Domain IV: Management of student discipline, instructional strategies, time, and materials – O&M

In unstructured teaching environments (grocery stores, malls, airport), the O&M specialist should be prepared with:

alternate discipline techniques that address students’ unique needs and promotes self-discipline and follows the IEP and district policies.
a plan that addresses unusual and unforeseen situations that may arise in the community, such as changes in the weather, construction and encounters with other members of the public.
Self-directed learning and discipline will look different when working with infants or those with multiple disabilities.
Instructional materials used with students on O&M lessons may include GPS systems, canes, adapted canes, toys, tactile maps, recording devices and optical devices.

Domain V: Professional communication – O&M

Review the portfolio/evaluation reports supplied by the instructor. The language used should be understandable by all readers.
The majority of professional communication for orientation and mobility specialist will be with other members of the educational team, including the student, family and members of the community.
Professional communication includes modeling and training of other team members.
COMS is able to explain, in easily understandable terms, the functional implications of the content of the lesson as it relates to the student’s future outcomes for safe, self-directed and independent travel.

Domain VI: Professional development – O&M

Relevant professional development activities within a district may be limited, thus an O&M specialist should be allowed to attend trainings beyond district boundaries.
COMS should balance professional development that is specific to O&M and that reflects characteristics of his or her caseload (e.g. early childhood, autism, multiple impairments).

Domain VII: Compliance with policies, operating procedures and requirements – O&M

COMS follows district and campus procedures to sign students out and obtain district vehicle.
COMS signs in/out from campuses as per expected procedures.
COMS are itinerant and serve students on multiple campuses. Participation in whole-school routines may vary by campus.

Domain VIII: Improvement of academic performance of all students on the campus – O&M

O&M is a related service and focuses on functional performance. As such, it is not required to be aligned with TEKS.
Student attendance and availability will impact student progress. COMS communicates issues with either attendance or availability to the campus staff and IEP committee, including family members.
COMS provide functional instruction. Modifications and adaptations of materials and instruction for students with visual impairments may happen beyond the classroom and/or school environment.

… And Finally

For additional information on best practice standards see link Educating Students with Visual Impairments in Texas: Guidelines and Standards (June 2010)
VI professionals at your regional education service center.

Thank You

KC Dignan, PhD
Professional Preparation Coord.

512-206-9156 / Diane Barnes
O&M Consultant
Education Service Center Region 13
Eva Thompson-Lavigne
VI Transitional Specialist
TSBVI Ourtreach Programs / Ruth Ann Marsh
Statewide O&M Consultant
TSBVI Ourtreach Programs
Ann Adkins
VI Educational Specialist
TSBVI Ourtreach Programs / And all the men and women of the Professional Preparation Advisory Group (PPAG)

PDAS Companion for VI Professionals: Teachers of Students with Visual Impairments (TVI)

This document is intended to be used as a companion to the PDAS (or other district appraisal system) and provides information specific to professionals working with students with visual impairments. It is assumed that administrators will have the same expectations for excellence for teachers certified in visual impairments (TVIs) as other educators regardless of the instructional setting, existing disabilities and/or age of the student.

Teachers of students with visual impairments (TVI) have caseloads which include students ranging in age from birth through 21. Visual impairment affects all aspects of a student’s life. TVIs typically work with one student at a time and the “classroom” may be in the home, school or community. Students range in degree of visual loss and intellectual functioning. Lesson goals can relate to academic and functional domains. The observer should perform multiple observations in various settings. TVIs provide specialized instruction to compensate for vision loss. TVIS also recommend accommodations and modifications for access to the general curriculum, but do not teach academic subjects.

Prior to observation, ask your TVI to provide the following: / Notes, comments

copy of weekly/monthly schedule and lesson plan(s) for observed student(s)
copy of functional vision evaluation (FVE) and learning media assessment (LMA)
copy of evaluations in the expanded core curriculum (ECC) areas
copy of goals from the IEP or IFSP (used with infants)
copy of VI PLAAFP and progress reports
copy of behavioral assessment/plan, if applicable
copy of self-assessment completed by TVI
a caseload overview (number of students, disabilities, location and amount and frequency of service)
a brief description of the student’s functioning level, eye condition and setting for observation

Key points to look for when applying the performance evaluation to your TVI

Domains and Information / Notes, comments

Domain I: Active, Successful Student Participation in the Learning Process

Student is engaged with the activity, but may need time to process sensory information.
Student may use alternate communication style and may use objects, tactile symbols, vocalizations &/or assistive technology to indicate critical thinking (for example, choice selection, preferences, sequencing).
Student gives example of how lesson applies to real life.

Domain II: Learner-Centered Instruction

Differences may be noted in the learner and the curriculum (i.e., may be more functional instead of academic) but instructional sequence should be same.
TVI interacts directly with student ensuring sensory input is student specific.
The learning objective is communicated to the student and is tied to the student’s IEP goal.
Pacing may vary. Processing time can depend on cognition, prior experiences, communication or alertness.
TVI demonstrates competence with vision-specific assistive technology used in the lesson (for example abacus, screen reader, telescope/magnifier, braille technology, calendar box).

Domain III: Evaluation and Feedback on Student Progress

TVI documents student academic and functional performance during or following the lesson.
TVI communicates feedback on progress directly to the student.
TVI adjusts instruction when learner appears to be disengaged or confused.

Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials