^RDC-meg20 1LITERARYNTQQQQQQDNhiel0S_D:pson Sty Pro Major HeadN11JNC21JdMinor HeadN1KJNN11JdBody textN00NN00dBody textN00NN00dBody textN00NN00dBody textN00NN00d61 0docLast save  NTIIIIIUDNhiel0S_D:pson Sty Pro Heading level 1 HOWE'S NOWHeading level 1 Vol. 5. No. 1Heading level 1 February 1999Body textvel 1^Howe's Now is a publication of the Council of Schools for the Blind (COSB) that recognizes Dr. Samuel Gridley Howe. Samuel Howe was the first Director of Perkins School for the Blind in 1833. His ongoing efforts as an advocate for public school programs for blind children was instrumental in establishing a full continuum of placements and services.Listtextvel 1President: Phil HatlenListtextvel 1"President-Elect: Bernadette KappenListtextvel 1!Secretary/Treasurer: Yvonne HowzeListtextvel 1Past President: Herb MillerListtextvel 17Directors: Majorie Kaiser, Gene McMahon, Dean StenehjemListtextvel 1Consultant: Denise RozellListtextvel 1Editor: Patty McFarlandListtextvel 1FBraille copies available for download at TChttp://www.tsbvi.edu\TCListtextvel 1HDirect correspondence to: Texas School for the Blind & Visually ImpairedListtextvel 11100 West 45th StreetListtextvel 1Austin, TX 78756-3494Body textvel 1mIndividual opinions and views expressed in this newsletter are not necessarily the official position of COSB.Heading level 1)Leadership-Animal, Mineral, or Vegetable?Heading level 1by Dr. Yvonne HowzeHeading level 1-Superintendent, Missouri School for the BlindBody textvel 1This is the second in a four-part series of articles on leadership based on the experiences of Dr. Howze as a Kellogg National Leadership Fellow, a 3-year program sponsored by the W. K. Kellogg Foundation in Battle Creek, Michigan.Body textvel 1Leadership has been defined and redefined. Still, no one single description or phrase can capture its entire essence, and no one single person can totally describe it fully to everyone's satisfaction. Case in point, two of my favorite statements on leadership come from other folks.Body textvel 1Stephen Covey (1990) described leadership by describing the actions of a leader. His description goes something like this: A leader is the person who climbs the tallest tree in the jungle, surveys the land, and hollers, "Wrong jungle!"Body textvel 1Roger Sublette, Executive Director of the Kellogg National Leadership Program, defines leadership as: Getting good things done with the help of others!Body textvel 1Robert Kelley contends in his book, The Power of Followership (1992), that leaders contribute only about 20 percent to the success of most organizations, and that followers are critical to the remaining 80 percent. If this is so, then why do we focus so much time and energy on leadership? Shouldn't we place a higher value on followers within our midst? Do we truly understand the power of followership? If we did, perhaps we would know that shifting between leadership and follower-ship roles is easy and depends on the need for a person's particular talents and skills in a given situation. To learn more about Kelley's thoughts on followership, read his book. After all, he is practically the sole source on the topic. However, if you want to know more about leadership, listed below are Howze's Top 20 choices for recommended reading based on the research of Dr. Larraine Matusak, formerly of the WK Kellogg Foundation's National Leadership Program.Exercisevel 1Y1) Blanchard, K. & Bowles, S. (1998) Gung ho!. New York: William Morrow and Company, Inc.Exercisevel 1O2) Blanchard, K. & Waghorn, T. (1997). Mission possible. New York: McGraw-Hill.Exercisevel 1L3) Bolman, L. G. (1995). Leading with soul. San Francisco: Jossey-Bass, Inc.Exercisevel 1A4) Canada, G. Fist Stick Knife Gun. (1996). Boston: Beacon Press.Exercisevel 1X5) Clifton, D. & Nelson, P. (1992). Soar with your strengths. New York: Delacorte press.Exercisevel 1f6) Covey, S. R., Merrill, A.R., Merrill, R. R. (1994). First Things First. New York: Simon & Schuster.Exercisevel 1X7) Davis, S., & Botkin, J. (1994) The monster under the bed. New York: Simon & Schuster.Exercisevel 1H8) DePree, M. (1997). Leading without power. San Francisco: Jossey-Bass.Exercisevel 1M9) Drucker, P. (1990). Managing the not-for-profit. New York: Harper Collins.Exercisevel 1D10) Frieberg, K., & Frieberg, J. (1996). Nuts! New York: Bard Press.Exercisevel 1W11) Gardner, H. (1995). Leading minds: An anatomy of leadership. New York: Basic Books.Exercisevel 1E12) Marriott, J. W., Jr., & Brown, K. A. (1997). The spirit to serve.Exercisevel 1New York: Harper Collins.Exercisevel 1K13) McNally, D. (1990). Even eagles need a push. New York: Dell Publishing.Exercisevel 1`14) Nelson, B. (1994). 1001 ways to reward employees. New York: Workman Publishing Company, Inc.Exercisevel 1x15) Orsburn, J. D., Moran, L., Musselwhite, E., & Zenger, J. H. (1990). Self-directed work teams. New York: McGraw-Hill.Exercisevel 1M16) Schwartz, P. (1991). The art of the long view. New York: Dell Publishing.Exercisevel 1{17) Senge, P. (1990) The fifth discipline. The art and practice of the learning organization. New York: Doubleday Currency.Exercisevel 1/18) Sun Tzu. (Any translation). The art of war.Exercisevel 1P19) Toffler, A., & Toffler, H. (1993). War and anti-war. New York: Warner Books.Exercisevel 1j20) Wheatley, Margaret. (1992). Leadership and the new science. San Francisco: Berrett-Koehler Publishers.Body textvel 1@Understanding leadership begins with self-awareness. In fact, your success as a leader is directly correlated to your degree of understanding of how your style is created from a lifetime of complex social and emotional interactions. Today's new challenges ask difficult new things of us that can easily overwhelm us. Yet, they also hold powerful new potentials. Knowing yourself is the first step to becoming an effective leader. Reading a few of the above-cited books may actually ward off millenium neurosis by helping you determine your own unique and special style. Enjoy!Heading level 1Leadership SpotlightHeading level 1by Dr. Yvonne HowzeBody textvel 1The Leadership Spotlight will feature one of the Superintendents of the forty-seven member schools of the Council of Schools for the Blind (COSB) in each issue of Howe's Now.Exercisevel 1!Who: Louis Anthony MazzoliExercisevel 1"SuperintendentExercisevel 1"Ohio School for the BlindExercisevel 1"Columbus, OhioHeading level 2Professional Accolades:Listng level 2:- Doctor of Education in Special Education and EducationalListng level 2-Administration University of Pittsburgh. 1973Listng level 27- Executive Director of Special Education and CommunityListng level 2+Resources Columbus Public Schools 1992-1997Listng level 2=- Commissioner and Assistant Commissioner, Ohio Department ofListng level 2?Mental Health, Retardation and Developmental Disabilities, 1974Listng level 2to 76; 1983 to 1985Listng level 2?- Author of Identifying Preschool Handicapped Children for OhioListng level 2 Head StartHeading level 2Volunteer Work:Listng level 22- Franklin County Educational Council, ChairpersonListng level 2'- Cities in Schools, Board of DirectorsListng level 2>- Grant Medical Center Infant Mortality Project Advisory BoardHeading level 2Honors:Listng level 2!- Ohio Best Practices Award, 1997Listng level 2#- Ohio Best of the Best Award, 1997Listng level 23- International Educational Counsel to Poland, 1997Heading level 2Philosophy of Education:Body textvel 2We should be willing to go the extra step beyond and into unchartered waters so that our students can receive the appropriate services that will make them independent in society.Heading level 2Favorite Leadership Quote:Body textvel 2="Life is either a daring adventure or nothing."- Helen KellerHeading level 1Message from the PresidentListng level 1 Phil HatlenListng level 10Texas School for the blind and Visually ImpairedBody textvel 1Needed: A Few good Professionals. At last count, there were four openings for superintendents of schools for the blind in the U.S. The Illinois School for the Visually Impaired has finally announced a national search, many months after their superintendent resigned and returned to Alaska. Our friend Charles Bernardo has decided to retire from the Governor Morehead School and is looking forward to peaceful and relaxed years in Florida. The Mississippi School for the Blind is now advertising nationally for a new superintendent. And, as you will note in the advertisement in this publication, Gerald Conn will soon be retiring from the Oklahoma School for the Blind.Body textvel 1I haven't been a superintendent long enough to know if this is normal attrition or an unusually high "blip" in our profession. I do know two things, however. One is that some colleagues whom I like and respect a lot are moving into a new era in their lives, and I will miss them very much. The other thing I know is that they will be hard to replace, because our entire profession has been neither conscious nor systematic in assuring a future generation of leaders. University preparation programs have experienced this paucity of new leaders as they have tried to recruit new professors in the area of visually impaired. I'm sure that there are potential new superintendents that have the capability to emerge as leaders in the next century at all four of our schools for the blind mentioned above. However, I remain concerned that we do not approach our need for new leaders in anything that comes close to a systematic and careful manner.Body textvel 1dWhat are the characteristics of a potential leader? I wish I really knew, for I have been wrong more than right in attempting to assess the future of one of my colleagues. But, at the risk of creating some level of debate and discussion, I will tell you that the first thing I would look for in a potential leader is at least five years' experience as a teacher of blind and visually impaired students. I want my potential leader to be well-grounded in curriculum and instruction. I want my future leader to have experienced both success and failure in teaching skills to children. I want my colleague to know the ecstatic heights one can experience when a child learns ... really learns! My choice for leader will be someone who honors and never condemns parents, who humbly listens to what can be learned from others, and especially from children. I want my next leader to look at a visually presented instructional lesson and know immediately how to present the same concept either tactually or auditorally, or both. And I want this person to have a burning passion for equality of rights and access for all human beings.Body textvel 1And what would I be looking for if I were on the hiring committee for the position at the Governor Morehead School? Obviously, I value experience in visual impairment over any other characteristic for leadership. This is not necessarily a popular position. General educators are often tapped to be superintendents of schools for the blind, and we've had some brilliant ones as colleagues. Some think that the best candidate for a superintendent in this era would be an MBA. Not me... give me someone who has given a significant portion of her/his professional life to the education of blind and visually impaired children. Give me someone who can hit the ground running when it comes to instruction, curriculum, learning, educational materials, and everything else that constitutes education.Body textvel 1What's the down side of my choice? Well, this new leader will need to learn a lot about personnel management in a hurry. This person will have to learn about budgets, determining priorities, assigning resources, being political, working with the community, etc. I don't know about you, but I'll take the creative, experienced, passionate, committed teacher ... and all the rest will come.Body textvel 19I look forward to hearing from many of you on this topic.Heading level 1 COSB ClipsHeading level 13Compiled and edited by Stuart H. Wittenstein, Ed.D.Heading level 1/Superintendent, California School for the BlindHeading level 2AlabamaBody textvel 2The ASB Chorus and Ensemble have produced a recording. An AIDB project, Mid-South recording studio donated studio time, with N-House Tape and Disc donating artwork. Songs included "Tennessee Waltz", "Summertime", and "O Pretty Woman/You Got it". "Many surprises await you on this recording. Great student talent exists at AIDB," President Joseph F. Busta said. "This is an excellent illustration of how barriers in life should not keep one from achieving goals and dreams".Heading level 2ArizonaBody textvel 2?The Directors of ASDB met in Flagstaff to obtain a national and state overview of policy and program issues affecting students who are Blind or Deaf. Dr. Tuck Tinsley described the activities of the National Agenda. Dr. Jane Fernandez, vice president of Pre College Programs at Gallaudet, provided a consumer perspective on the Deaf Education Initiatives. Larry Siegel, Esq., described actions needed to alter present practice for students. Dr. Randall, superintendent, guided the day long activity which concluded with Directors prioritizing elements of the National Agenda.Heading level 2 CaliforniaBody textvel 2:CSB piloted a return-to-district program for 4 elementary age students. A transition plan was created with full partnership with parents and LEAs that included direct continuing support from CSB during the transition period. CSB provided a teacher to work in the district with the students and technical assistance such as in-service training for the faculty and students at each school site and assistance with ordering materials and equipment. Parents and district reps are very pleased. The next step will fade CSB's teacher as the county's TVI begins direct support.Heading level 2CanadaBody textvel 29With the support and direction of the new superintendent, Mr. Clive Hodder, the W. Ross Macdonald School has developed a training and resource centre for individuals and families working with those with visual impairment and deafblindness. The Skills Training and Resource Centre (STAR) was implemented in September 1998 as a pilot project and is presently involved in the delivery of learning institutes, credit courses, and workshops throughout Canada and the United States. Please call the STAR Department at (519) 759-0730 (ext. 262 or 266) for further information.Heading level 2ColoradoBody textvel 2(1) CSDB is celebrating our 125th year of educational excellence this year. The year's celebration will involve a series of activities and culminate in a formal dinner and reception in April. The school is also undergoing a physical renaissance with extensive renovations of buildings and grounds, and the dedication of a new computer network. (2) Teacher Ladene Adams was selected as the Principals of Schools for the Blind (POSB) 1998 Outstanding Teacher of Students Who are Blind and Multiply Disabled.Heading level 2IllinoisBody textvel 2The Hadley School for the Blind is planning the release of its 1999 Course Catalog! In it you will find over 90 tuition-free distance education courses in subjects ranging from English to physics to languages to recreation. It is available in braille, large print, audiocassette, and on diskette. To receive a copy, call 800-323-4238 or e-mail Hadley at TCinfo@hadley-school.org\TC.Heading level 2IndianaBody textvel 2A mandated legislative fiscal study and the Governance Task Force final reports have been submitted to the Indiana legislature, Governor's Office, and the State Health Department. The fiscal study focused on per capita expenditures, cost benefits, and possible consolidation of the school for the blind and the deaf. The Governance Task Force comprised of ISB parents, staff, alumni, state legislators, state officials, and union representatives recommended a change in governance for the school for the blind and the school for the deaf.Heading level 2IowaBody textvel 21The Board of Regents has approved Iowa Braille's strategic plan to become a school focusing on short-term placement rather than extensive residential stays. The Board agrees that Iowa Braille should concentrate its funding and staffing toward serving the maximum number of students over a short period of time rather than enrolling a smaller number for longer placements. This corresponds significantly with the school's ever-growing outreach mission. Last year, Iowa Braille served over 90% of Iowa's students who are blind, visually impaired or multidisabled.Heading level 2KansasBody textvel 2(1) After several years of fund-raising and lobbying the state legislature, KSSB is preparing to open a statewide Assistive Technology Loan Library to be operated from the Kansas Instructional Resource Center on our campus. Individual contributors, an estate, the work of local Lions and Lioness Clubs, and $100,000 in matching funds from the state made it happen. (2) The NCASVH Cheerleading and Wrestling Conference will be held on January 14, 15, and 16 at KSSB, bringing student athletes together from 13 states.Heading level 2KentuckyBody textvel 2Would you like a front row seat to see KSB Superintendent Ralph Bartley kiss a pig? No, this is not a misprint, and, yes, you read it right! To kick off the Braille Readers Are Leaders Contest, sponsored by the National Federation of the Blind, Dr. Bartley promised KSB students on November 4 that he would kiss a pig if they read 200 books by January 31, 1999. As of December 10, they have read 98 titles. I will send a photograph for the next issue if, indeed, Dr. Bartley smooches the porker!Heading level 2MarylandBody textvel 2/On November 4, 1998, the Eastern Athletic Association for the Blind (EAAB) Swim Championships were held at Goucher College in Baltimore and hosted by MSB. Five schools competed this year: MSB, Perkins, Overbrook, WVSDB, and for the first time, the New York Institute. When the meet was over, the MSB girls swim team won first place and the MSB boys team won third place. New officers for the EAAB the next two years are: Donna Brown, WVSDB - President; Rhonda Bowen, SCSDB - President-Elect; Kim Michener, Overbrook - Secretary; and Lou Tutt, MSB - Treasurer.Heading level 2 MassachusettsBody textvel 2(1) Perkins has been "on the air". Students from the Perkins Lower School baked cookies in a live action segment of the WGBH cartoon show "Arthur". Secondary student Kyung Choi was interviewed for a special local TV station report entitled "A+ Student". Sokchea Prak was filmed for the "Class of 2000" segment of CBS Sunday Morning. (2) Building renovations have provided wonderful new locations and expansion possibilities for the Perkins Preschool Program and for the Outreach Program.Heading level 2 MinnesotaBody textvel 2@During the week of March 2, 1998, Dow Hall was demolished. Dow Hall served as the school building of MSAB for over 100 years. As sad as it was to watch the building fall, a new memorial exhibit area is almost completed on the Dow Hall site. The area will feature many architectural elements of Dow Hall to help us all remember its importance in the education of blind/visually impaired people of Minnesota. Landscaping and other final touches are scheduled to be completed in the Spring of 1999. A celebration of the exhibit area will be held near the end of this school year.Heading level 2MissouriBody textvel 2?In October 1998 MSB hosted a Weekend with the Experts which focused on developing an action plan for addressing the statewide needs of learners who are visually impaired. Approximately 90 stakeholders including general and special educators, related service providers, rehabilitation staff, private agency staff, consumer, and family members participated in the Summit. Keynote speaker, Dr. Phil Hatlen, described the goals of the National Agenda. Recommendations from the Summit will be forwarded to a State Ad Hoc Committee on blindness for development of a strategic plan.Heading level 2MontanaBody textvel 2]MSDB is a busy place offering a continuum of services. Five classrooms serve 23 students. 1/3 of these students also attend inclusion classrooms. Other students from around the state are served by 3 consultants. Our newest attempt to better serve these outreach students is to schedule them in to spend short times on campus for needed instruction then return to their home school. This past summer two institutes were held on campus. The first one featured Frances Mary D'Andrea and Bill Muir and the second included Van Dijk training, computer access, and curriculum for multihandicapped blind students.Heading level 2NebraskaBody textvel 2YOn December 11, the Nebraska State Board of Education approved the recommendation by the Planning Team for Statewide Services for Educating Children to develop the Nebraska Center for the Education of Children who are Blind or Visually Impaired as an entity that improves and expands services across NE. The "Center" will offer the following services: residential, local school support/center-based school/public school combination, summer and weekend programs, assessment and evaluation, instructional materials and technology support, teacher training and professional development, and consultation.Heading level 2 New JerseyBody textvel 2St. Joseph's School for the Blind was featured on a nationally broadcast ESPN segment on October 17, 1998, the first game day for the World Series. The school's 8th Annual Phil Rizzuto Celebrity Charity Golf Classic was filmed by ESPN in September of 1998 and the network spent an additional day at St. Joseph's with Phil Rizzuto visiting with students and viewing the school's programs and facilities. The five-minute segment was aired at 10:00 a.m. as part of the ESPN Sports Center Program.Heading level 2 New MexicoBody textvel 2NMSVH has started a Braille literacy program for staff. The program, "Braille is Beautiful", will be offered at three levels: Braille Awareness, Braille Grade 2, and a Braille Refresher Course. All staff will participate. Teaching, diagnostic and dorm staff will become proficient in Grade 2 Braille. Clerical, food service, financial, grounds and plant management staff will master Braille Awareness.Heading level 2New YorkBody textvel 2What happens when the reading of Julius Caesar coincides with the celebration of Halloween? The Roman Forum was recreated in the classroom with cardboard columns, marble contact paper, and great, energetic imagination. The English Department decided to stage the tragedy complete with dialogue, action, costumes, props, horror movie music and toga party for the cast. The culminating education goal was to discuss the literature for life question which examined the powerful main character in conflict with his noble, idealistic counterpart.Heading level 2North CarolinaBody textvel 2The 1998-99 school year is proving to be unprecedented for The Governor Morehead School: (1) Brad Peterson named NC Technology Educator of the Year Award by SBOE, (2) Legislative authorization of first teacher salary supplement, final leg of birth-age 5 expansion of GMS Preschool to all 100 counties, and a share of ABCs Plan funds for assistance team/technology/alternate tests/consultants, and (3) first NC school under IDEA to offer VI courses via distance learning with NCCU through TLCF.Heading level 2 North DakotaBody textvel 2$Families of Children with Visual Impairments (FOCVI) held the first annual family weekend in Bismarck, ND on October 16-17. Ten families from across the state of North Dakota participated in the event. Events included: poolside social which gave parents a chance to network and children a chance to swim and ride the water slide; parent sessions on Ophthalmology Issues, Parental Rights in Education, and Vocational Rehabilitation; pizza luncheon; parent forum to discuss their concerns; video games, bumper cars, and social times for the children.Heading level 2OhioBody textvel 2OSSB, the Ohio School for the Deaf, the Ohio Resource Center for Low Incidence and Severely Handicapped, the Ohio Department of Education's Division of Professional Development and Licensure, and the Ohio State University collaborated to provide a Summer Institute on Sensory Disabilities. The Institute offered three week-long courses for certified general education, special education, and technology teachers from throughout OH. A total of 72 teachers participated in the summer program.Heading level 2OklahomaBody textvel 2Four OSB students attended Space Camp this year, with two students attending the advanced academy. Seven members of the school's jazz band are also members of the newly formed All City Jazz Band, which consists of students from area public schools. The elementary classes presented two performances of this year's holiday play entitled "Santa Sings the Blues". The OSB faculty have recently hosted two training sessions for teacher assistants who are working with V.I. students enrolled in schools throughout the state.Heading level 2OregonBody textvel 2OSB and the Colorado School for the Deaf and the Blind have developed a partnership for students. In May five students and two staff traveled to Oregon to spend a few days with students from OSB on the Oregon coast, learning about a very different environment and animal life. The students were able to visit the tide pools, take a trip on the Discovery Boat (where we also met up with students from the Washington School for the Blind), see and touch sea life, do hands-on activities with clams and starfish, and have a BBQ while watching the sun set over the ocean. In October students and staff from Oregon are scheduled to travel to Colorado.Heading level 2 PennsylvaniaBody textvel 2For several years, the Western Pennsylvania School for Blind Children has been sponsoring a "Journal Club" for its professional employees. Six times per year, staff are invited to read a journal article which would be of interest to members of a multidisciplinary team. Over continental breakfast, teachers, nurses, therapists and others have an opportunity to react to the piece. This approach seems to foster collegiality and the exchange of information among different professions.Body textvel 2Art students at the Overbrook School for the Blind had an opportunity last fall to show their work at an exhibit in center city Philadelphia. The exhibit came about as a result of a suggestion from a parent. In cooperation with a center city bank, 55 pieces were on display in their main branch. Selected pieces from the exhibit can be viewed on our website TCwww.obs.org\TC. To expand the cultural arts program, teachers in both art and music are now using technology in their classrooms. GOODFEEL is currently being used.Heading level 2VirginiaBody textvel 2VSDB-Stanton middle and high school students are all involved in vocational skills this year! Students are taking classes, participating in on-the-job training, and working both on and off campus. We are helping to prepare our students for the world of work through these experiences and well-developed Transition Plans in conjunction with Virginia Department for the Visually Handicapped Rehabilitation Counselors. We know the attitudes and skills we help to foster will help these students meet with future success!Heading level 2 WashingtonBody textvel 2WSSB recently purchased a JAWS for Windows statewide license. The license was originally purchased for 20 sites and may expand to 30 sites before the school year is over. WSSB is committed to supplying JFW, a DoubleTalk external speech synthesizer, and the Grolier 98 to each site. The DoubleTalk speech synthesizer has been selected because it is inexpensive and easy to maintain. JFW macros have been written that make Grolier 98 accessible. We are willing to share these in inkprint and braille.Heading level 2 West VirginiaBody textvel 2h(1) WVSB hosted a Fall Conference for Educators of the Deaf and Blind on October, with 300 people in attendance. Concurrent sessions ranged from Technology to IEPs, Independent Living Skills to Space Camp, APH to Braille Music. (2) A first for WVSB was M & M Week in October. Supported by the Mars Corporation, the Math and Motivation Week was inspirational to students and staff alike as math skits, activities, games, and programs motivated students to excel in mathematics. (3) WVSB received large grants this fall to support both of School-to-Work programs and our nationally recognized Service-Learning project.Heading level 1(Do Interventions Bring Desired Outcomes?Heading level 1Sylvia Carnes, teacherHeading level 10Texas School for the Blind and Visually ImpairedBody textvel 1Do our educational interventions bring desired outcomes? This is the question educators of all kinds of students are asking themselves. Educators in residential schools are looking very closely at this issue.Body textvel 1lI am a teacher of students who are in the Functional Academics Curriculum at the Texas School for the Blind and Visually Impaired. Most of the students following this curriculum are not only visually impaired, but they have additional impairments as well. Instead of teaching academic subjects, I infuse the skills of reading, writing, and math into students' daily activities in the areas of social, domestic, recreation, and leisure. Since this is a community-based program, much of the students' learning takes place out of the classroom. My students receive work training at various work sites in the community. Some sites are developed for individual students with the hope they will lead to a paid employment opportunity. Others types of work sites are volunteer sites. They enable our students to contribute to worthy causes and are rich sources of contact with others.Body textvel 1HThe student who is the focus of this article came to TSBVI when he was 18 years old. He is now 21 and will be graduating in May. I am going to call him Jerry. He was burned as a toddler, and as a result, he is visually impaired, borderline mentally retarded, and speech impaired. Jerry comes from a loving and supportive family.Body textvel 1When Jerry arrived in my classroom, he did not initiate conversation. A typical response was one word, given in a low voice, with his head down. Focusing on a lesson was difficult for Jerry. He sat slumped over in his seat, hoping he would not be called on to participate. Jerry was passive, and he suffered from depression. Jerry's IEP targeted communication skills, social skills, and work awareness.Body textvel 1In our social skills class, we have units on feelings, relationships, and acceptable social behavior. Social skills are learned through role playing, articles and stories, games, and some lecture. We treat all student responses as valid and important. As Jerry observed others speaking out and not being corrected for their feelings, he learned he was in a safe environment. He saw teachers and students being able to laugh at themselves. He saw that all students were valued. He observed that classmates who also had difficulty communicating were patiently given the time they needed to express themselves. This type of supportive environment was not only present in our social skills class, but also was part of Jerry's life everywhere on campus.Body textvel 1yJerry worked at a popular exercise facility. He washed, dried, and folded towels. He cleaned the exercise equipment. He made friends. An employee who Jerry helped would give him boxing tips with the punching bag at the end of the work schedule. This employee would always greet Jerry with a smile and tell him how glad he was to have him there. Jerry started to feel competent.Body textvel 1Jerry made friends with his classmates. He became a giver instead of always being a receiver. He helped his friend in a wheelchair and ran errands for staff. Before coming to TSBVI, he had never left his front yard, and now he would go all over campus independently. He became confident.Body textvel 1"Jerry has learned to play video games. He plays by the rules, and he is very good. He plays games by himself and with others. At home for the summer, he made friends in his neighborhood and was able to play competitively with them. Last summer Jerry was invited to his first birthday party.Body textvel 1Now when Jerry goes home on weekends, he is able to report the week's activities to his family. He has opinions. He has preferences; he expresses his likes and dislikes.Body textvel 1Jerry is a wonderful success story. What type of intervention has Jerry received that has made his story a successful one? At TSBVI, we have provided him a consistent environment of support, safety, and real-life experiences from staff members who are dedicated to Jerry's personal growth. The outcome of our intervention plan is that Jerry is a confident and competent individual who can look forward to a life filled with choices of his own making.Heading level 12And the Beat Goes On-Schools for the Blind at RiskHeading level 1 Phil HatlenBody textvel 1HI don't really have anything new to report, except that the future administrative structure of the Governor Morehead School in North Carolina seems at risk again. I was recently interviewed by a representative of Price-Waterhouse, who it seems has been commissioned to study the entire structure of services for blind and visually impaired persons in North Carolina. The questions from this completely uninformed person were the ones you'd expect: "In this era of inclusion, why should there even be a school for the blind?" "Why are schools for the blind so expensive, and why should taxpayers continue to support them?" "Do you have any evidence that what you provide to students really makes any difference in their lives?" "How can they possibly re-enter socially and occupationally into their own community after being at your school?"Body textvel 1SNothing new ... we've all been asked these questions in one form or another. I'm looking forward to the ongoing work of Gene, Yvonne, and Bob as they help us justify costs and measure outcomes. At my school, Nancy Levack is hard at work on identifying performance indicators that will help us prove that we make a difference with children.Body textvel 1Also from North Carolina, I was interviewed recently by a reporter from NPR, who is preparing a radio program on the current and future status of schools for the blind. Her questions were strikingly, but not surprisingly, similar to those of the Price-Waterhouse representative. This program is scheduled to air sometime in mid-February. I was promised a tape before it plays on the radio and am looking forward very much to the outcome of her interview.Body textvel 1What has happened in Nebraska is a tremendous victory, and the process the school has taken in the past two years might be a model for other schools for the blind in sparsely populated, rural states. Sally Giittinger, the new superintendent (officially the "Campus Administrator") has taken over and is guiding the school into a new era. If the legislature agrees, soon the school will be called The Nebraska Center for the Education of the Visually Impaired. Soon the school (or Center) will have an impact on every blind and visually impaired child in Nebraska. Soon the school will be transformed into a multi-service center, will retain its residential school function, and will be solidly positioned for the 21st century.Body textvel 1On January 25, Susan Spungin from the American Foundation for the Blind, Mike Bina, and I all testified before the legislative task force in Wisconsin that is charged with recommending to the legislature the future of the School for the Visually Handicapped. The three of us presented very similar testimony, stressing the critical need to continue the school and to broaden its responsibilities. There was much discussion about the concept of the Wisconsin School for the Visually Handicapped becoming the "hub" of educational services for the state. I can't tell you how my testimony was received, but I was so proud of my profession as I listened to Susan and Mike. All of us stood a little taller while those two talked.Body textvel 1I want to add something that some of you may not know about. The American Foundation for the Blind has had, for the past several years, a Task Force on General and Specialized Services. This group meets via conference calls, and much of its attention in recent years has been on the "trouble spots" in the country, where specialized services are threatened. Most recently, they organized forces nationally to support the continuation of the Texas Commission for the Blind as a separate agency. That battle has been won, largely because of literally hundreds of consumers who rallied in support of TCB, and also because AFB has taken a strong proactive stance in defending specialized services. They were there when Nebraska needed them, and their presence was strongly felt in Wisconsin. Next time you see someone from AFB, you might want to say "Thank you" for their strong support for schools for the blind and other specialized services.Heading level 19National Transition Networking Conference for EducatorsListng level 1"of the Blind and Visually ImpairedHeading level 1 by Dael CohenHeading level 1Overbrook School for the BlindBody textvel 1"Hello! It's great to meet you." "Yes, transition is one of my many hats." "What kinds of jobs do your students have?" These words reflect just a few of the many words exchanged during the First National Transition Networking Conference for Education of the Blind and Visually Impaired. The conference held at Overbrook School for the Blind on October 8-9, 1998, provided the opportunity for representatives of schools for the blind and three vocational rehabilitation agencies to meet, share information, and brainstorm about challenging issues related to transition of students from school to the adult world. Approximately thirty people from the following programs participated in large and small group activities: Indiana School for the Blind, Iowa Braille and Sight Saving School, Maryland School for the Blind, Mississippi School for the Blind, Nebraska School for the Visually Handicapped, Overbrook School for the Blind, South Dakota School for the Visually Handicapped, St. Joseph's School for the Blind, Virginia School for the Deaf and the Blind-Staunton, Washington State School for the Blind, South Dakota Rehabilitation Services to the Blind, Woodrow Wilson Rehabilitation Center, and Washington State Rehabilitation Services for the Blind.Body textvel 1Each team made a half-hour presentation to the group about the transition services specific to their school and their students' needs. Participants discovered that we face many similar challenges and have developed similar and unique responses to the challenges of multi-handicapped students, transitioning from a residential program back to the home community, limited adult support services, the need for variety in employment opportunities and in developing support from the business world, promoting family and student enpowerment, and just plain old finding the time to do everything. It was very exciting to see program videos and slide presentations as well as read the manuals or brochures produced for special programming.Body textvel 1+Many schools run summer career and employment programs for students of both the residential school and for students from other schools. These programs usually have a residential component for all of the participants where students focus on daily living skills, mobility, and recreation. In addition, students will participate in a series of career awareness activities to both identify areas of job interest and practice job readiness skills. Another common theme found in transition education is the emphasis on daily living and community based activities. A critical challenge in this area highlights the need for greater community supports, more networking with adult service agencies, and closer contact with post-secondary education sites. Each team will be providing a short summary of their presentation.Body textvel 1On the second day of the conference, after a lovely evening together, we were all ready to jump right into the challenge-based brainstorming sessions. Participants gathered together in groups of 4-8 to discuss topics of community integration, deafblind issues, employment, networking, family empowerment, transition planing, interagency partnerships, and self-advocacy. A list of concerns, solutions, ideas, and general thoughts on each topic was developed through the brainstorming process. Group participants shared ideas that were successful, and those that were less than successful, at their individual schools. People felt comfortable offering suggestions and support to their fellow transition planner. In addition to our completely interactive brainstorming sessions, we were fortunate to have a special presentation on self-determination. A unique cooperative agreement developed between Services to the Blind and Visually Impaired and the South Dakota School for the Visually Handicapped provides school to work transition planning services.Body textvel 1XConference participants unanimously agreed that this conference was a success. Many people were encouraged by the similarity of solutions and inspired by the diversity of ideas. One person expressed a sentiment held by many: this conference was more meaningful than other transition conferences, because it focused primarily on students from schools for the blind. Next year's conference is currently being planned. I hope that those of you who could not attend this year will join us in the future. Even though specific dates have not been confirmed, plan on the conference being held in early Fall.Body textvel 1If you have any questions or concerns, please contact Dael Cohen, Overbrook School for the Blind, (215) 877-0313, ext. 276 or e-mail TCDaelc@obs.org\TC.Heading level 1Sunset Vote on ConsolidationHeading level 1 Terry MurphyBody textvel 1Texans who are blind have a great deal to celebrate today, because the Sunset Commission heard much of their input concerning the Sunset staff's proposal to consolidate TCB and TRC into one organization. They voted unanimously not to propose such a consolidation to the Texas Legislature. They also voted to delete the requirement for TRC and TCB to examine the way federal funds are split between the two agencies with the assistance of the LBB and the SAO. Finally, they voted to delete the recommendation that the Commissioner of Health and Human Services have hiring authority over the heads of Health and Human Services agencies. That authority will remain with each agency's Governor-appointed Board.Body textvel 1So there is much for blindness advocates to feel proud of today. They came together for a common issue and made their collective voices heard. The result is that much of what they were after with the Sunset Commission has been accomplished. There are still issues out there that must be followed up on, but the overriding objectives with the Sunset recommendations have been achieved!Body textvel 1cMore will follow later as we assess the proposal that was finally adopted by the Sunset Commission.Heading level 1.Oklahoma Department of Rehabilitation ServicesHeading level 13Recruitment Announcement-January 27, 1999 (Amended)Listng level 1(SCHOOL SUPERINTENDENT 1825, UnclassifiedListng level 1&(PIN: #80500604) ONE (1) VACANCYListng level 1ANNOUNCEMENT #99-75Listng level 12LOCATION: OKLAHOMA SCHOOL FOR THE BLIND, MUSKOGEEBody textvel 1The Oklahoma Department of Rehabilitation Services, Oklahoma School for the Blind, is accepting applications for the position of School Superintendent. The Department of Rehabilitation Services (DRS) has a total professional and support staff of approximately 922 employees. Major programs include Vocational Rehabilitation Services, Visual Services, Disability Determination Services, and education services through two residential schools.Body textvel 1tPosition Responsibilities: Under general direction of the Deputy Director, plans, directs, and coordinates all program activities at the School for the Blind. Work involves planning, directing and coordinating the educational, recreational, vocational and residential programs; developing, preparing and monitoring the annual budget and supervision of professional staff.Body textvel 1Education and Experience Requirements: A master's degree from an accredited college or university; an Oklahoma School Superintendent Certificate (or proof of application for an Oklahoma School Superintendent Certificate); and six (6) years of experience, of which three (3) years must have been as a teacher instructing visually impaired students, and three (3) years as a school supervisor or administrator; OR an equivalent combination of education and experience. Note: An Oklahoma School Superintendent Provisional or Emergency Certificate must be obtained prior to employment from the Oklahoma State Department of Education for those candidates that do not possess an Oklahoma School Superintendent Certificate.Body textvel 1Special Requirements: Applicants must be eligible for one (1) of the following certificates: AAA Certification from the Association of Education and Rehabilitation of the Blind and Visually Impaired; or Standard certification for the visually impaired from the Oklahoma State Department of Education. Applicants must be proficient in Braille. Applicants must be willing and able to fulfill all job-related travel.Body textvel 1\Annual Salary Range and Benefits: $50,609.00 to $67,095.00. Employees are provided paid health, dental, life and retirement benefits as well as option to participate in the State's tax deferred annuity program. State employees also receive annual leave, sick leave and paid holiday benefits. Additionally, Superintendent's residence is included.Body textvel 1CApplication Deadline Date: Position will remain open until filled.Body textvel 1<Method of Application: Formal applications may be obtained by contacting the address or telephone number below. Resumes or vitas will be accepted but must include educational and work background listing places of employment, beginning/ending dates of employment, descriptions of duties performed, and address and telephone number where applicant can be reached during office hours. Please submit references along with resume, vita or application (original and [1] copy). Note: DRS requires applicants to provide copies of performance evaluations at the interview process.Listtextvel 1.Send to: Department of Rehabilitation ServicesListtextvel 1Attn: PersonnelListtextvel 13535 NW 58th Street, Suite 500Listtextvel 1Oklahoma City, Oklahoma 73112Body textvel 1If you have any questions regarding this position or the application process, contact Rose King, Senior Personnel Officer at (405) 951-3454 or 3468; or FAX: (405) 951-3543.Body textvel 1An Equal Opportunity EmployerHeading level 1Superintendent VacancyHeading level 1.State of Illinois-Department of Human ServicesHeading level 1AIllinois School for the Visually Impaired, Jacksonville, IllinoisBody textvel 1DESCRIPTION: Performs administrative work in planning, organizing, and directing educational, residential and related programs and activities for visual and secondary impairments for students aged 5 through 21. Maintains effective working relationships with LEAs and school districts throughout Illinois. Develops, plans, directs, manages, and coordinates policies and procedures to promote and provide high program and operating standards for the cognitive, physical, and social growth, education, residential care of students in compliance with Illinois State Board of Education mandates and state and federal statutes. Is responsible for strategic and fiscal planning, analysis and monitoring.Body textvel 1mREQUIREMENTS: Must possess advanced degree in special education or related field; must be certified in vision and administration and have three years experience in educational administration of programs for the visually impaired. Requires knowledge of regulations of the operation of a 24-hour residential and special education program including program areas such as assistive technology, communication, Braille, slate and stylus, low vision, 0 & M, independent living, etc. Preferable candidate would possess a Doctorate or Specialist's degree in the field of vision and possess or obtain a superintendent endorsement.Body textvel 1cSALARY/BENEFITS: Negotiable. Eligible for all health, vision, dental, and life insurance benefits.Body textvel 1 HOW TO APPLY: For a complete, detailed vacancy description, or to send a resume, including salary information, contact Marjorie Olson, Education Liaison, Illinois Department of Human Services, P.O. Box 19429, Springfield, IL 62794-9429, telephone number 217-524-1379.Body textvel 1<DEADLINE: Applications must be postmarked by March 15, 1999.Body textvel 1IDHS is an equal opportunity employer committed to a diversified workforceHeading level 1ASDBBody textvel 1The Arizona State Schools for the Deaf and the Blind is a non-profit state agency specializing in education of children and youth age 0-20 with hearing and/or vision loss throughout Arizona. The Phoenix Campus, the Tucson Campus and the Statewide Regional Offices together employ more than 1,000 employees who serve over 1400 students. ASDB is recruiting to fill the following vacancies:Listtextvel 1Teacher (MDSSI)(VI/HI)Listtextvel 1)Teacher (VI) (Center-based and Itinerant)Listtextvel 1Vision Specialist (VI and O&M)Listtextvel 1,Supervisor (Technical Assistance to Schools)Listtextvel 1Teacher Supervisor (VI)Listtextvel 1School AdministratorListtextvel 1Director of Human ResourcesBody textvel 1Request an application, ask a question, or check the weather here in beautiful Arizona by contacting the Administrative Personnel Office at:Listtextvel 10Arizona State Schools for the Deaf and the BlindListtextvel 1Attn. Charlotte DoddsListtextvel 1P.O. Box 88510Listtextvel 1Tucson, AZ 85754Listtextvel 1(520) 770-3013Listtextvel 1$TCcharlotted@asdb.state.az.us\TCListtextvel 1Equal Opportunity EmployerBody textvel 1