1. Illinois Regional Consultants: AKA Model Classrooms and Mentor Teachers Michelle Clyne, Coordinator Project Reach: IL Deaf-Blind Services

2. Welcome to Illinois!

3. Largest city - Chicago

4. But also very rural

6. There are 3.2 FTEs to cover the state

7. Universal – especially trainings through collaborative partners, articles in others’ newsletters, IS-TAC library… Targeted – trainings to specific groups Intensive – child-based coaching in homes and schools Universal, Targeted and Intensive services are offered

8. Used to guide student-specific TA in classrooms Provides measurement of adult behaviors and environment Can be used to determine “scores” in various areas Classroom Observation Instrument

9. Extra “bang for the buck” for project’s intensive TA New type of targeted technical assistance Develops natural supports for professionals throughout Illinois Why develop Model Classrooms?

10. Current Model Classroom locations

13. Provided through specific child-based technical assistance in their classrooms June 2010 training with WDBTAP – optional college credits provided by Reach. Topics included intensive deaf-blindness training and coaching Gift bag included flash drive loaded with NCDB Teacher packet and Project Reach Mentor Teacher Coaching Manual Training for current Mentor Teachers

17. Teacher Packet Begin with a Letter Customize this letter template as an introduction.letter template All Packets NCDB BrochureNCDB Brochure or Contact NCDB directly for brochures. In SpanishContact NCDBIn Spanish NCDB BookmarkNCDB Bookmark or Contact NCDB directly for bookmarks.NCDB directly State Project Brochure/Info State Project Information State ResourceState Resource Fact Sheet State Project Newsletter Children Who Are Deaf-BlindChildren Who Are Deaf-Blind In SpanishIn Spanish Overview on Deaf-BlindnessOverview on Deaf-Blindness In SpanishIn Spanish

18. Customize With Information on Communication Talking the Language of the Hands to the HandsTalking the Language of the Hands to the Hands Other LanguagesOther Languages Harmonious InteractionsHarmonious Interactions In SpanishIn Spanish Communication Interactions: It Takes TwoCommunication Interactions: It Takes Two In Spanish In Spanish Developing Concepts with Children Who are Deaf-BlindDeveloping Concepts with Children Who are Deaf-Blind In Spanish In Spanish Customize With Information on Educational Programming Teaching Strategies and Content Modifications for the Child with Deaf-Blindness The Roles and Responsibilities of Team Members for a Student Who is Deaf-Blind Documenting Modifications in the IEP for the Student with Deaf-Blindness IEP Quality Indicators for Students With Deafblindness Developing an Effective IEP for Children with Deaf-Blindness: A Parent Mini- Guide TransitionTransition In SpanishIn Spanish Customize with Information from Selected Topics Communication Assessment - Overview Educational Practices Interveners IEP Development

19. Definitions of coaching Characteristics of coaching Reflective questions list Mentor Teacher/Model Program Procedures References Mentor Teacher/Model Program Letters and Forms (individualized signed forms) Project Reach Mentor Teacher COACHING MANUAL

20. How are visits arranged? Generally, project specialists “introduce” potential visitors to mentor teachers Each building’s and classroom’s visitor procedures are followed. Visitors complete CPDU reflection paper and evaluations of experience, as well as evaluation of total TA.

21. Costs involved – NONE! Model Classroom staff and teachers all volunteer to receive visitors Visitors pay own transportation costs individually or through job Visitors receive professional development credits

22. People eager to be selected Cooperation of all levels of staff “Carrot” for programs that would LIKE to be included Having this as one of many TA options What’s worked?

23. Teachers/students moving/moving on Difficulty getting a “variety” of students and programming options Visitors getting release time Visitors being able to travel What has not worked

24. Future plans Selection of more classrooms/teachers to invite to participate Videoing highlights from model classrooms to be sent to TA recipients Possible product – link videos to COI so people have a visual representation of “achieved” for many items (include student footage and teacher interview) List serve for participants to continue collaboration Continue to look for flexible ways to use these rich resources