1. Fall Vision Conference 2016
October 13-14, 2016
Airport Holiday Inn

2. Staff Recognition and Awards
Rewards and Recognition Program History
The Staff Recognition Program was initiated in At that time it was decided that a “year” of service would be a school year. Staff must have begun employment in a regular position by October 1 of the school year to qualify for a “year’s” award at the following recognition program. Also, recognized years of service must be attained through continuous employment.
Staff who have transferred their employment from an AEA have retained their years of service.

3. Milestone Awards COMPLETION OF ONE YEAR OF SERVICE
—™—Deen Amusa 8/4/2015
Susan Brennan 7/13/2015—
Harold “Jay” Colsch 8/1/2015
Caitlin Hagarty 8/6/2015
Sarah Hynick 1/8/2015
Thomas Lines 8/12/2015
William Redwine 8/11/2015

4. Milestone Awards COMPLETION OF FIVE YEARS OF SERVICE
—™—Jonathan Karli 8/15/2011
Chrissy Murphy 8/15/2011—
Justin Ruegg 2/21/2011
Bill Wagner 8/15/2011

5. Milestone Awards COMPLETION OF TEN YEARS OF SERVICE
—™—Carolyn Cimarrusti-Erickson 8/14/2006
Guy Fisher 8/14/2006
COMPLETION OF FIFTEEN YEARS OF SERVICE
—™—Elizabeth Pieters 8/14/2001

6. Milestone Awards COMPLETION OF TWENTY YEARS OF SERVICE
—™—James Judd 8/20/1996
Carla Morrow 8/18/1996
COMPLETION OF TWENTY-FIVE YEARS OF SERVICE
—™—Kim Roozeboom 5/10/1991

7. Milestone Awards COMPLETION OF THIRTY YEARS OF SERVICE
—™—Phyllis McGowan 11/7/1985
Michelle Tauke 11/4/1985

8. Milestone Awards
CONGRATULATIONS and THANK YOU for so many years of service and commitment to the students of Iowa who are blind and visually impaired!

9. Components of Professional Development (PD)
Audit/Re-licensure/Graduate Credit
Includes 30 hours of implementation outside of class
15 hours of seat time
PD will include all components of IPDM:
Information/Theory
Demonstration
Practice
Coaching
Collaboration

10. Components of Professional Development (PD)
Assignments will include a minimum of:
2 lesson plans (2-4 hours total-this is included in the 30 hours of implementation)
class participation
sharing with colleagues (this could be a presentation)
formative assessment
Collaboration time to include 1 peer observation followed by a coaching conversation using the SPA Review Lesson Plan Rubric.
6 hours which is included in the 30 hours of implementation

11. Iowa’s Framework for Specially Designed Instruction
(SDI)

12. Guiding Principles behind Iowa’s Framework for SDI
Learners receiving special education services are general education learners first and always.
Highly effective special education services and outcomes are dependent on highly effective Universal (Core) Instruction and a school-wide intervention system.
Effective SDI is designed through collaboration between highly qualified educators and families.
SDI is delivered by special education and general education teachers and professionals in various settings across the day.

13. More Guiding Principles
The Iowa Core Standards, Iowa Core Essential Elements, Early Learning Standards, and school-based expectations should drive diagnosis, design and delivery of SDI.
Highly effective SDI flows from high quality and specific assessment information.
SDI helps learners to access the Iowa Core Standards and reach grade-level aligned goals.
SDI helps learners to address their unique needs as result of the individual’s disability.

14. Diagnose for Instructional Design
Purpose – Define the problem (area of concern) and develop assumed cause!
Employs R.I.O.T. to collect relevant information needed to diagnose and remediate area of concern.
Review
Interview
Observe
Test

15. While diagnosing area of concern…
Focus on aspects of the:
SETTING
CURRICULUM – What is being taught
INSTRUCTION – What strategies are being used to teach content?
LEARNER’S Performance within core instruction.
TABLE TALK – WHAT ARE SOME STRATEGIES AND TOOLS YOU USE TO DIAGNOSE AREAS OF CONCERN AMONG STUDENT YOU SERVE?

16. Instruments we currently use to diagnose educational needs
Functional Vision Assessment (FVA)
Learning Media Assessment (LMA)
Orientation/Mobility Screening
Orientation/Mobility Assessment
Intervention Results documented in EER
Formative Assessments
Summative Assessments
Expanded Core Curriculum (ECC) Screenings

17. Design for Instructional Delivery
Rooted in the Iowa Core
Instruction aligned to grade level benchmarks or extended benchmarks
Aligned with Learner Need
Addresses educational needs defined in IEP at the child’s current level of performance.
Age-Appropriate Instruction

18. Design for Instructional Delivery
Maximizes access and opportunities
Includes appropriate accommodations (and modifications when necessary)
Collaboratively Designed
Instructional Plans are designed by a Team of Educators who are highly qualified in a subject area and/or knowledgeable about the child.
Table Talk – Describe situations in which you are currently involved in collaboratively designing instruction for a student. How often do you meet to collaborate on designing instructional plans?

19. When do we Design for Instructional Delivery?
Designing Interventions during systematic problem-solving and/or EERs.
Developing Individualized Education Plans
Designing units of Instruction
Designing daily/weekly lesson plans

20. Deliver for Learner Engagement
3 Components of Delivering Instruction for Learner Engagement
PLAN the delivery of intensive instruction
INSTRUCT to deliver intensive instruction
MONITOR to ensure data-based decision-making.

21. Deliver for Learner Engagement
Instruction must be INTENSIVE enough to accelerate learning.
Instruction is aligned to learner needs
Use evidence-based instructional strategies
Maintain high expectations for achievement.
Includes progress monitoring & adjusting instructional strategies as needed

22. Table Talk
Table Talk –
Share examples of situations in which you have delivered instruction that was engaging for learners?
What strategies did you use?

23. How to deliver instruction for Learner Engagement
Use instructional Strategies that are research-based.
Model of Service Delivery – is it effective?
Conduct formative assessments
Teach students to generalize skills to other settings.

24. Engagement for Learning!
INDICATORS that SUPPORT ENGAGEMENT FOR LEARNING
High Expectations from families & educators.
Positive Communication between families & educators.
Active Involvement among Families & educators
Together, families & teachers support learning!

25. The IPDP & CC form has not changed from last year.
Individual Professional Development Plan (IPDP) & Communication Conferences (CC) form
The IPDP & CC form has not changed from last year.
It is located on the website under For IESBVI Staff in Faculty Resources under Misc
CC will be held in December and April.
For December, staff complete Sections 1, 2, & 3.
For April, staff complete Section 4.

26. Iowa Deafblind Project
Why should I place a child on the Registry?
Who should I place on the Registry?
Students who are at-risk that have syndromes or conditions that can lead to deafblindness
Students may not receive both vision and hearing services
Parent notification is required; parent permission not needed if child is on an IFSP or IEP
On-line registration form
Registry updating (2016 child count) will take place in November

27. APH Mission
To promote the independence of blind and visually impaired persons by providing special media, tools, and materials needed for education and life.

28. Federal Quota Census Program 2017
Update students for the new year
Mark for deletion anyone no longer with your agency
Add new eligible students
Only phase you can add new students

29. Federal Quota Census Program 2017
Receive student list from Chris/Sue the end of November
Return to Sue Shanahan by December 15, 2016
On Jan. 3, 2017 – send any deletions or additions to Sue

30. Room Locations for Day 1 Room 398 Nemeth Braille Code - Sara Larkin
Room 292 Screenreaders and You – Chad Brown 
Room 396 Young Children with Visual Impairments –
Susan Brennan  
Room 394 “Listen Up!,” Listening Skills and Technology for Students Who Are Blind – Chris Short  
Westview North Day 1 – OMS and MIVI – Cindy White-Botello, Deena Recker and Melissa Sadler
Westview North Supporting Children with Multiple Disabilities and Deafblindness for Teachers of the Visually Impaired –
Cindy White-Botello
Westview CS O&M for Students who are Visually and Multiply Impaired Including Deafblindness – Deena Recker and Melissa Sadler