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Washington State: OHOA Participant Profiles

Katie Humes WA Deaf-Blind Project June 10, 2014. Washington State: OHOA Participant Profiles. Sherlock Investigates Profiles. Advertised as: . t his four month. We sent out emails to all participants, before they started the training, and then on a weekly basis. . On to the Profiles….

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Washington State: OHOA Participant Profiles

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  1. Katie Humes WA Deaf-Blind Project June 10, 2014 Washington State: OHOAParticipant Profiles

  2. Sherlock Investigates Profiles

  3. Advertised as: this four month

  4. We sent out emails to all participants, before they started the training, and then on a weekly basis.

  5. On to the Profiles… Armed with hat and brain. Equipped with technology.

  6. How Many? From Where? 27 people registered for WA OHOA: • 9 from MA (team of child who moved from WA) • 1 from Texas • 17 WA State (all but 2 working w a DB child)

  7. Who Were They? • (5) Special Ed Teachers (for ages 0-3 & 3-21) • (4) Parents (for children ages 3, 5, 11) • (3) Para / Classroom Assistant • (2) PT, OT • (2) Administrators from a group home • (1) Interpreters • (1) Teacher of the Deaf • (1) Teacher of the Visually Impaired

  8. Who Crossed the Finish Line? • Four from Massachusetts, same team • One from Texas • Three from WA state: • Two parents • One Special Education Teacher

  9. Profiles • Jenny – Mother of 9 year son with Combined Vision and Hearing Loss. • Kim – Special Education Teacher (B-5) • Becca – Mother of a 3 year old who is deaf-blind.

  10. Jenny: Mom & Nurse Hi Katie, A question about the courses.For the papers to complete, am I required to follow a specific format?Am I being graded on the content? It has been over 30 years since I've had to write college papers. I am trying to gauge how much time I need to invest in writing. Sincerely, Jenny P.S. Every year, I invest in my own education by attending a class that applies to teaching my son.

  11. Jenny: Mom of 9 Year Old Before After Understood the impact of his vision loss better. Asked for help finding Orientation & Mobility Assessment & Training to try a cane. Received info about Department of Services for the Blind / Transition Services. • Child home schooled. • No services from the district at this time. • Hard to find courses to take that applied to his sensory needs. • Not sure what to ask for from anyone.

  12. Kim: Special Education Teacher Whatthe heck is Moodle? “Lucky for me, my daughter was also taking an online course using Moodle. So, she sat and taught me how to get around on the site.”

  13. Kim: Special Ed Teacher Before After After the OHOA training, we asked if she wanted follow up. She said yes. A second child, age 18 months had just moved to the district. We visited the family together. She’s passing on info to parents, paras and staff. We’ll meet with the new Special Ed Director. • Special Ed teacher, Early Intervention, in a rural district. (30 miles from Oso, WA). • One child on WA Deaf-Blind census in her district, five years old. • She participated in 4 WSDS live webinars but had never made a TA request.

  14. Kim: Special Ed Teacher From Module 1: Think-Reflect-Share Assignment

  15. Becca: Mom of a 3 year old Deaf Family Camp, Ellensburg, WA 2013

  16. Etiology Assignment: Becca wrote about her daughter: • Brielle’s deaf-blindness was caused by complications of prematurity, including severe retinopathy of prematurity (ROP) …and the high concentrations of oxygen whilst being ventilated to stay alive. • Brielle is profoundly bilaterally deaf and wears cochlear implants (R -from age 2 years and L- from age 2.5 yrs) • Brielle’s health issues stem from her premature birth and complications. She has low tone cerebral palsy, chronic lung disease and asthma and a G-tube. Brielle

  17. Responses to Assignments Host “Becca, this is great information to give to anyone who will be working with Brielle, new staff, babysitters, or new school!” - Kathee

  18. Becca: Think-Pair-Share

  19. “I think you are on the right track. This was my first online class and I found it difficult. The instructors were amazing and I will not hesitate to contact them in the future.” - Teacher of the Visually Impaired

  20. Final Evaluation The presentation and materials were of high quality and professional: 4.7 I found the information useful: 4.6 The ideas and activities were relevant to the field of deaf-blindness: 4.6

  21. Sherlock is back for another look! Log In

  22. Face to Face TA vs. Online Face to Face TA Online Learning Content is always there Videos ready with diverse examples of ages, people and settings Can be better than FTF for people who think well when alone, when not distracted by noise, social dynamics of a group or demands of job setting • Often builds trust quickly • Familiar rules of engaging • Consultant can see the challenges & strengths of a classroom, team & student • Can show a child-specific strategy in the moment

  23. Benefits of Each Face to Face TA Online Training Before TA Roles/expertise can be more clear before the TA visit. Focus can be on content rather than personality or verbal styles. • No need to learn new technology or face fears of being “behind the curve.” • Verbal or signed conversation. Not a lot of writing required of participants.

  24. What is our TA / OHOA Recipe for Success Going to Be?

  25. WA Recipe In Process • Hybrid Model of TA – in person and online training • Does not replace face to face TA • Customize use of the modules for different TA levels, different levels of commitment. • Modules selected as a precursor and/or follow up to a visit?

  26. It Takes a Team! TV Team Real Life Team

  27. What’s the Next Step? • Post a question on NCDB Moodle Users Group, or have a conversation. • Block out “chair time” to go through a Module (first time, or to review & rethink). • At a team retreat, brainstorm possible ways to use the Modules next year.

  28. “Thanks for joining the conversation.” Katie Humes, M.Ed. Director of Education & Distance Learning WA Deaf-Blind Project / WSDS khumes@psesd.org 800-572-7000

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