Texas Focus 2026 Schedule

We will gather together to kick-off the Texas Focus 2026 conference with a welcome from TSBVI Outreach Programs Director Erica Cairns.

We often assume that if we gather enough smart people in a room, collaboration will happen naturally. It doesn’t. In fact, high-performing teams often struggle the most when clarity is missing. Too often, we rush into work without a shared map. We make assumptions about where we are going and who is doing what. This leads to “Faux Collaboration”—meetings that are polite on the surface but don’t actually move the needle. The result? We end up exhausted, frustrated, and solving the same problems over and over. The good news is that it is possible to build and experience life-giving collaboration. We will dismantle the “Collaboration Paradox” and prove that clarity makes the difference. We’ll move beyond “vague directions” to build a culture where everyone—from the newest hire to the 360-degree leader—understands not just the destination, but their vital role in getting there.

Presenter: Casey Watts, Educational Speaker and Clarity Coach

Watts is a dynamic national speaker, author, and researcher in clarity-driven leadership. Drawing on 20 years of experience in education and 8 years of coaching educators, entrepreneurs, and leaders, she developed the Clarity Cycle Framework to help leaders gain and create clarity in their organizations. Casey is also the founder and host of The Catching Up with Casey podcast, where she and her guests bring clarity to the seemingly small things in leadership that make a big difference.

Recharge your battery and your network. Swing by the exhibitor booths to see what’s new, or grab a coffee and catch up with colleagues.

ESC Region 16 will introduce our family panel, which will feature four families from across the state of Texas. Families will offer their authentic lived perspectives and introduce us to their unique journeys, challenges, and hopes for the future while setting the stage for deeper conversation about partnership, support, and navigating the educational system together.

Presenters: 

• Veronica & Diego Alvarez, Parent and Recent graduate of 18+ program
• Kirsten and Lance Floyd, Parents
• Hilary Rodriguez, Parent and TSBVI School Board Member
• Fabiola Spinks, Parent and TVI
• ESC Region 16 Staff

Objectives: 

1. Recognize the diverse experiences of families across Texas raising children with visual impairments and the impact those experiences have on navigating the educational system.
2. Identify common challenges and supports families encounter when partnering with schools and professionals.
3. Reflect on ways educators and service providers can strengthen collaboration with families to better support students with visual impairments.

Grab a bite to eat and recharge for afternoon breakouts! See nearby lunch options on Google Maps. 

In this session we will share stories from a research project in which five congenitally deafblind college students and their family members described some of the social barriers they encountered in their educational journeys. We will also discuss how TSVIs and COMS can work with students, families and each other to help break down some of the institutional barriers that these students identified as holding them back. 

Presenter: Adam Graves, Ph.D., VI Program Coordinator San Francisco State University

1. Participants will be able to identify three social barriers to academic advancement identified by deafblind students and family members.
2. Participants will describe the roles of the educational team members that deafblind students and their family members identified as being the most supportive of their application to college. 
3. Participants will describe two strategies to building a team-based approach to breaking down social barriers identified by students and family members in this study that can be implemented with their students. 

Join us for the debut of the Texas Administrator’s Toolbox in Visual Impairments. This session is designed to empower VI professionals and their administrators to build productive, informed partnerships that promote effective service delivery, compliance, and meaningful access for students with visual impairments.

Presenters: 

• Brenna Brillhart, Deafblind Education Consultant, TSBVI Outreach Programs
• Chrissy Cowan, TVI
• Cecilia Robinson, Professional Preparation Coordinator, TSBVI Outreach Programs

Objectives: 

1. Review a toolbox designed to educate administrators on the scope of services and service delivery.
2. Understand and apply laws to ensure compliance in providing services to students.

In ECI Programs and schools across the nation, teachers of students with Cortical Visual Impairment (or TVI’s) work hard to provide the best accommodations and strategies so their students have visual, auditory and tactual access to learning materials. Collaboration is a key ingredient which can make this happen. This session will cover why a Vision Plan is needed, how a Vision Plan differs from an IFSP/IEP or assessment, what information a Vision Plan includes, and what format the Vision Plan should follow. Shared during this session will be a variety of forms and models which can be used to develop the Vision Plan. Attendees will leave with the ability to develop a child specific Vision Plan.

Presenter: Diane Sheline

Objectives: 

1. Attendees will be able to describe what a Vision Plan (or CVI Schedule) is and why having a Vision Plan for each student is important.
2. Attendees will be able to name at least two forms or templates which could be used in the development of a Vision Plan. 
3. Attendees will be able to name/discuss who develops a Vision Plan.

For students with visual impairments and complex needs, abstract worksheets often fail to provide meaningful access to the curriculum. This session demonstrates how to flip the script by embedding Texas Essential Knowledge and Skills (TEKS) into functional, daily routines. Attendees will learn how to align high-impact, practical activities to the TEKS, ensuring that every student receives a standards-based education that is developmentally appropriate and deeply relevant. 

Presenters: 

• Kathi Garza, M.Ed., TVI Infant Early Childhood Consultant
• Emily Leeper, M.Ed., TVI Educational Consultant

Objectives:

1. Analyze daily routines to identify embedded academic concepts in Math, ELA, and Science.
2. Translate TEKS requirements into accessible, sensory-based instructional activities.
3. Design a “Functional-to-Academic” map to document how routines satisfy state standards.

Effective tactile strategies can draw out curiosity, self-discovery, and trust, and confidence, while ineffective strategies can have an opposing result. When educational teams employ touch for a student to access instruction, it is important that all members understand different types of touch and when to use them.

Presenters: 

• Adam Graves, Ph.D., VI Program Coordinator San Francisco State University
• Sara Kitchen, VI Education Consultant, TSBVI Outreach

Objectives: 

1. Participants will learn the difference between academic and social touch.
2. Participants will understand how different types of touch and movement affect the neurological system.
3. Participants will learn how touch and movement can affect a student’s self-image as well as the perceptions of their community.

One of the greatest gifts we have as humans is the power to connect and collaborate. Yet, when we are in a stressed state, not only are we impacted on a personal level, but our capacity to come together in effective collaboration can be impacted as well. Fortunately, we KNOW that intentional self-care around stress management and building resilience skills enables us to show up more fully to collaborative relationships that require creativity, patience, compassion, organization and problem solving. In this session, Certified Health and Life Coach, Jen Russell, will walk participants through a powerful series of reflections and activities designed to help them identify opportunities for growing in their capacity to manage stress and cultivate resilience, so that they can feel healthier and happier on both a personal and professional level.

Presenter: Jen Russell, CHC-CLC

Objectives: 

1. Identify how stress manifests in themselves physically, emotionally and mentally with specific attention paid to the impact of stress on collaborative relationships.
2. Explore empowered, preventative strategies for stress management that can positively impact physical, mental and vocational wellness.
3. Reflect and set goals around personal resilience skills using a resilience planning tool.

Transitioning from high school to adulthood is a pivotal journey that no single person can navigate alone. In the spirit of “Together We Thrive,” this session brings together the key pillars of the adult service system—Vocational Rehabilitation (VR), Assistive Technology (AT), and Comprehensive Adjustment to Blindness Training.

We will demystify the VR process from intake to employment, explore how to acquire life-changing AT outside of the school environment, and discuss the profound value of the Criss Cole Rehabilitation Center. By valuing the unique strengths of each partner—including the student and their family—we can build a high-impact, collaborative framework that ensures every learner has the tools and confidence to thrive in their community.

Presenters:

• Elizabeth Soto, Transition Vocational Rehabilitation Counselor, Criss Cole Rehabilitation Center
• Timothy Shaw, Manager of Evaluation and Support Services, Criss Cole Rehabilitation Center 
• Trae Shaw, Deputy Center Director, Criss Cole Rehabilitation Center

Objectives: 

1. Map the VR Journey: Identify the critical entry and exit points of a Vocational Rehabilitation case to ensure seamless support for students entering the workforce.
2. Navigate the AT Ecosystem: Understand the specific processes and resources available for customers to acquire and maintain assistive technology in post-secondary and community settings.
3. Value Intensive Adjustment: Recognize how specialized training at the Criss Cole Rehabilitation Center empowers shared decision-making and builds the foundational “soft and hard” skills necessary for long-term independence.

For students who are blind, deafblind, or have low vision, effective literacy acquisition is best achieved through a team approach to instruction and intervention. This session will examine the role of vision professionals in supporting literacy skills, including: communicating to the team the impact of the visual impairment on access to materials and concepts; recommending student specific instructional strategies and accommodations; selecting and teaching appropriate assistive technology; and reinforcing classroom instructional practices.

Presenter: Emily Leeper, M.Ed, TSVI, VI Educational Consultant, TSBVI Outreach

Objectives: 

1. Participants will explain the impact of visual impairment on concept development related to literacy.
2. Participants will describe effective collaborative strategies for literacy instruction.
3. Participants will list assistive technology and media options that meet literacy access needs.

Many leaders lack intentional training to facilitate effective meetings, PLCs, or PD. The real challenge is facilitating the right conversations about data and student learning without everyone walking away with mixed messages. This session provides strategies for facilitating during those tough moments with extreme clarity and confidence. Whether you’re a current or aspiring leader, you’ll gain tools to overcome communication pitfalls, inspire continuous improvement, and turn difficult dialogues into growth opportunities. 

Presenter: Casey Watts, Educational Speaker and Clarity Coach

This session will discuss the fact that CVI is prevalent in Down syndrome, yet significantly under-diagnosed. We will explain the basics about Down syndrome, and the many reasons CVI may go unrecognized because of “diagnostic overshadowing” (mistaking CVI behaviors as due to Down syndrome alone). We will look at functional “red flags” that may help identify CVI in DS, and discuss positive ways that CVI can be supported in this population.

Presenter: Betsy Boatwright, MD

The American Printing House for the Blind (APH) provides a wide range of tools, programs, and professional learning opportunities designed to support students who are blind, deafblind, or have low vision. This session provides an overview of APH products, services, and initiatives that support access to literacy, STEM learning, and the Expanded Core Curriculum. Participants will learn how to integrate these resources into instruction and how teams—including teachers, related service providers, and families—can collaborate to support student success. Practical examples will highlight ways educators can connect APH resources to classroom instruction and individualized student needs.

Presenter: Dr. Stephanie Walker, APH Outreach Specialist, South Central Region

Objectives: 

1. Identify APH products, services, and resources that support students who are blind, deafblind, or have low vision.
2. Describe how APH Outreach services connect schools, educators, and families with training and resources.
3. Determine strategies for integrating APH tools and supports into educational practice.

Siblings often share the longest-lasting relationship with a brother or sister who has support needs, yet they are frequently overlooked when it comes to information and support. This session explores common sibling experiences and practical ways to include, support, and empower siblings so they feel equipped to help their special sib live a quality life across the life span.

Presenter: Julia Chalker, M.S.Ed., Director, The Arc of DFW Area, Retired Special Educator and Transition Coordinator, Sister and Guardian to Bobby

Objectives: 

1. Understand the importance of sibling support in increasing the likelihood that a sibling will want to be involved in their brother or sister’s life throughout their lifetime.
2. Review current research on siblings of those with disabilities.
3. Understand common concerns and issues siblings experience as well as positive outcomes these siblings often demonstrate.
4. Understand practical suggestions for supporting siblings, based on input from siblings themselves.

We’ve all been there: A vague email arrives, a colleague misses a deadline, or a project scope shifts without explanation. Within minutes, our brains fill the information gaps with assumptions. These internal narratives cloud our judgment and trigger “the swirl,” a cycle of unproductive overthinking.  This session is designed to help you hit the “pause” button on the stories you tell yourself. We will dive into the psychology of why our brains crave certainty and how to identify the subtle assumptions that sabotage our leadership and teamwork. 

Presenter: Casey Watts, Educational Speaker and Clarity Coach

As parents of teens with DS who were given late diagnoses of CVI, we will discuss our journeys. We will talk about confusing behaviors and inconsistent learning that were easily dismissed as “due to Down syndrome,” but that in retrospect should have been clues to CVI that were missed by everyone — family, friends, the DS community, medical professionals, teachers, therapists, community organizations, etc. We will talk about what worked and what didn’t work, and the powerful impact of getting a CVI diagnosis. We will tell encouraging stories about ways that CVI accommodations have “flipped the switch” for our teens in ways that previous approaches to behavior and learning challenges did not.

Presenter: Betsy Boatwright, MD

Early identification of cortical/cerebral visual impairment (CVI) is crucial, especially since it is the leading cause of visual impairment in children. Find out more about how simple it is to administer and why you should consider getting training on how to use the Neonatal Assessment Vision European Grid (NAVEG).

Presenters: 

• Hillary Keys, Early Childhood Deafblind Consultant, TSBVI Outreach
• Lynne McAlister, VI Educational Consultant, TSBVI Outreach

Objectives: 

1. Understand the rationale for using the NAVEG.
2. Identify conditions associated with CVI.
3. Become familiar with the screening materials.
4. Learn about the NAVEG screening components.
5. Find out about training options.

See how the Monarch tactile display can support everyday classroom tasks for blind students across subjects. This demonstration-focused session walks through practical workflows teachers and students actually use—reading multiline braille and books, opening assignments from email attachments, connecting to school Wi-Fi, and accessing OneDrive or Google Drive. We will also demonstrate completing math workflows with accurate braille-to-print translation for teachers and explore new APH apps released this year, including how students can download them directly on the Monarch. 

Presenter: Greg Stilson, APH VP Digital Transformation

Objectives: 

1. Identify practical classroom workflows students can complete independently using the Monarch.
2. Learn methods for delivering and accessing classroom materials.
3. Understand the process of getting your Monarch online and how to troubleshoot with your IT department if challenges.

Infants learn to communicate with adults first through body to body contact, movement, vocalizations, and facial expressions. For children who have complex access needs, communication requires a more intensive focus. In this session we will discuss considerations for creating a team approach for communication with these students.

Presenters: 

• Sara Kitchen, VI Educational Consultant, TSBVI Outreach
• Lynne McAlister, VI Educational Consultant, TSBVI Outreach

Objectives: 

1. Understand ways in which communication is established in infancy.
2. Understand how communication partners can elicit and invite communication.
3. Explore how technology can support communication.

In early intervention for children with visual impairments, time is precious but often scarce. This session introduces a high-impact, collaborative framework where a single, thoughtfully designed activity becomes a foundation for growth across multiple developmental domains. By aligning goals, from concept development and communication to compensatory access and orientation and mobility, teams can maximize their collective impact, serving the “whole child” without burning out the “whole team.”

Presenters: 

• Courtney Forman, M.Ed., TVI, Statewide Mentor Coordinator, TSBVI Outreach
• Kathi Garza, M.Ed., TVI, Early Childhood VI Consultant, TSBVI Outreach
• Mary Shore, COMS, Statewide O&M Consultant, TSBVI Outreach

Objectives:

1. Analyze a live integrated activity to identify overlapping goals across O&M, communication, and compensatory access domains.
2. Brainstorm sensory-rich activities for cross-disciplinary goal integration for early childhood teams.
3. Establish a collaborative communication framework to ensure consistent terminology and integrated goal-sharing across the transdisciplinary team.

Hear directly from families of elementary and middle school students as they share their experiences navigating the school system. Families will talk about the supports that have helped their children grow, the challenges they have faced, and the partnerships that made a difference. Parents and students will offer practical insights and tips for other families and VI professionals about building strong teams, encouraging independence, and supporting students during the early school years.

Presenters:

• Kirsten and Lance Floyd, Parents
• Fabiola Spinks, Parent and TVI

Objectives: 

1. Identify key supports and strategies that families found helpful when partnering with schools and VI professionals.
2. Describe real-life experiences and perspectives shared by students and families navigating the educational system.
3. Recognize practical ways families and professionals can collaborate to support student independence and success at different stages of development.

Seeing Braille lets blind or sighted presenters demonstrate braille to sighted audiences, in person or online. By exploring dot positions, letter patterns, numbers, punctuation, and contracted or uncontracted words or phrases, you can learn about braille and take the mystery out of braille for parents, classmates, and the sighted public.

Presenters:

• Neva Fairchild, President, Braille Revival League of Texas
• Larry Johnson, Vice President, Braille Revival League of Texas

Objectives: 

1. Understand how Seeing Braille can be used to demonstrate all aspects of braille visually for in person or online audiences.
2. Learn how accessibility features work in Seeing Braille for blind or low vision presenters.
3. Experience a typical demonstration of braille using all the features of Seeing Braille.

This session introduces participants to the concept of “Artificial Intelligence” (AI) It provides a description of what AI is and how it is used to create specific, task driven applications across desktop, mobile, and cloud environments. Attention is given to AI-driven applications created for mainstream usage as well as applications designed specifically to improve the lives of persons who are vision-impaired. The presenter explores the intersectionality of these two strands of applications to unveil a blueprint for students wishing to transition into either a post-secondary education or into the workforce. Practical examples of AI-driven task completion will be conducted in real-time.

Presenter: Larry L. Lewis, Jr., Senior Digital Accessibility Subject Matter Expert

Objectives:

1. To define “artificial intelligence.”
2. To explore how AI is bundled into applications and deployed across operating systems.
3. To identify three mainstream AI applications used with specific operating systems for real-life task completion.
4. To explore applications and features leveraged by AI for vision-impaired students to assert their independence in educational and vocational settings.
5. To create an AI-driven blueprint that fosters independence and efficiency in educational and vocational settings.

How can a lesson plan become a meaningful plan for real life? This session explores practical ways VI professionals can partner with families and other educational team members to extend Expanded Core Curriculum (ECC) instruction into the home and community. Participants will learn strategies for collaborative planning that empower families to support skill development in everyday routines and environments. Presenters will also highlight how the Guidelines and Standards for Educating Students with Visual Impairments in Texas can be used to communicate the need for home and community instruction when working with administrators. Walk away with practical ideas, language for advocacy, and tools to strengthen family-professional collaboration.

Presenter: Alma Lerma

Objectives: 

1. Identify strategies for collaborating with families and educational team members to extend Expanded Core Curriculum (ECC) instruction into the home and community.
2. Describe practical ways to adapt classroom lesson plans into meaningful activities that families can support in everyday routines and real-world environments.
3. Use the Guidelines and Standards for Educating Students with Visual Impairments in Texas to communicate with administrators and advocate for home and community-based instruction.

Join a high school student, a recent graduate, and their families as they reflect on their journeys through school and the transition toward adulthood. Panelists will share the supports that helped them prepare for life after graduation, lessons learned along the way, and advice for families and VI professionals supporting students in the later school years. This session will highlight the importance of collaboration, independence, and preparing for the future.

Presenters: 

• Veronica and Diego Alvarez, Parent and recent 18+ graduate
• Hilary Rodriguez, Parent and TSBVI School board member

Objectives: 

1. Identify key supports and strategies that families found helpful when partnering with schools and VI professionals.
2. Describe real-life experiences and perspectives shared by students and families navigating the educational system.
3. Recognize practical ways families and professionals can collaborate to support student independence and success at different stages of development.

Discover how East Texas Lighthouse has become a statewide leader in building collaborative, impactful partnerships with educators, transition professionals, and the community. In this session, we’ll explore the “why” and “how” behind our successful model—from foundational knowledge about Lighthouse organizations to specific strategies that have strengthened relationships with teachers of students with visual impairments (TVIs), school districts, and community partners. You’ll learn how our holistic service approach—including transition programming, adult services, and strategic marketing—has created a domino effect of increased engagement and client outcomes. We’ll share practical tools, real-world examples, and lessons learned to help you replicate these partnerships in your own region. Whether you’re new to working with Lighthouses or looking to deepen an existing relationship, this session will equip you with the insight and inspiration to create lasting impact.

Presenter: Alicia Lansford, East Texas Lighthouse

Objectives: 

1. Learn about our successful model including foundational knowledge about “Lighthouse” organizations to specific strategies that have strengthened relationships with TSVIs, school districts, and community partners.
2. Learn how our holistic service approach including transitional programming, adult services and strategic marketing has created a domino effect of increased engagement and client outcomes.
3. Leave with practical tools, real word examples and lessons learned to help you replicate partnerships in your own region

This session addresses the “transition cliff” by shifting from a compliance-based IEP model to a career-centric Transition Team approach. Led by Victoria Hillard of The Lighthouse of Houston, the presentation explores how students, families, TVIs, and VR Counselors can collaborate to bridge the gap between classroom success and workplace readiness.

Presenter: Victoria Hillard, The Lighthouse of Houston

Objectives: 

1. Identify the “Team” roles: Define the specific responsibilities of the Student (CEO), Family (Support), TVI (Skills Coach), and VR Counselor (Resource Navigator) in a career-readiness context.
2. Evaluate Technology Gaps: Contrast educational assistive tools with enterprise-level software requirements and demonstrate how AI (LLMs and visual AI) facilitates document remediation in a corporate setting.
3. Master Professional Advocacy: Develop strategies for non-visual professionalism and learn to frame accommodation requests as “productivity solutions” to Texas employers.

Parents know their children better than anyone, yet traditional school surveys often do not fully capture families’ experiences or perspectives. This session introduces a Parent Leadership Program designed to give families a stronger voice and a meaningful role in shaping their school community.

Together, we will explore how building strong relationships between families and schools creates trust, understanding, and better support for students. Parents will learn how sharing their stories, insights, and experiences can help schools better understand what families truly need.

When families and educators work together through open conversation and genuine partnership, the result is something more powerful than a survey. It is a community where every voice matters and every child benefits.

Presenters: 

• Kimberly Parnell, Education Specialist, Texas Parent and Family Engagement Statewide Initiative
• Matthew Chavez, Education Specialist, Texas Parent and Family Engagement Statewide Initiative
• Shannon Elliott, Training Specialist, Texas Parent and Family Engagement Statewide Initiative

Objectives: 

1. Parents will develop practical strategies to take an active role in their child’s school, creating positive partnerships that strengthen learning and community connections.
2. Parents will be able to identify opportunities and tools to lead and contribute in school and community programs that support their child’s success.
3. Parents will practice creating actionable plans to engage with teachers and school leaders, building meaningful and collaborative relationships that benefit their child.

Texas School for the Blind’s (TSBVI) Short-Term Programs department is offering exciting opportunities for students to receive the individualized instruction they need in academics and in the ECC. Through in-person and individualized instruction classes, teachers are serving students, families, and collaborating with TVIs in meaningful ways.

Presenters: 

• Helen Benton, TSBVI Short-Term Programs
• Kathi Garza, Early Childhood VI Consultant, TSBVI Outreach
• Nina Wibbenmeyer, TSBVI Short-Term Programs

Objectives: 

1. Review the various service delivery methods used by Short-Term Programs teachers to meet student needs on our campus AND from a distance.
2. Explore current classes by viewing videos of actual lessons and classes taught by Short-Term Programs teachers. 
3. Generate ideas for new classes or opportunities Short-Term Programs can offer to better meet the ever-changing needs of their students. 

Discover how accessible recreation transforms rehabilitation into real-world self-reliance. We’ll explore how skills like spatial awareness and problem-solving bridge the gap between training and the great outdoors. Join us to see how hobbies like fishing provide a masterclass in the mechanics of independence and stay to discuss collaborative networking opportunities. 

Presenters:

• Daniel Martinez, Master Angler, South Texas Blind Anglers chapter of Fishing’s Future
• Shane Wilson, Retired Educator, Master Angler, and founder of Fishing’s Future

Objectives: 

1. Identify how accessible recreation activities can build independence and real-world skills for individuals with visual impairments.
2. Explore how skills such as spatial awareness and problem-solving developed in instruction can be applied in community and outdoor settings.
3. Discuss ways families, TVIs, and COMS can collaborate to support meaningful recreational experiences and expand opportunities beyond the classroom.

Join us for an interactive session designed to capture your voice and insights as we shape our future. We welcome all professionals and family members so we have the opportunity to hear about your daily realities, the obstacles you face, and how TSBVI Outreach can best support you. This is your opportunity to directly influence the evolution of Outreach initiatives. Come ready to reflect, share openly, and help us take a fresh, collaborative approach to how we design our programming.

Presenters: TSBVI Outreach Staff

Transitioning from high school to adulthood is a pivotal journey that no single person can navigate alone. In the spirit of “Together We Thrive,” this session brings together the key pillars of the adult service system—Vocational Rehabilitation (VR), Assistive Technology (AT), and Comprehensive Adjustment to Blindness Training.

We will demystify the VR process from intake to employment, explore how to acquire life-changing AT outside of the school environment, and discuss the profound value of the Criss Cole Rehabilitation Center. By valuing the unique strengths of each partner—including the student and their family—we can build a high-impact, collaborative framework that ensures every learner has the tools and confidence to thrive in their community.

Presenters:

• Elizabeth Soto, Transition Vocational Rehabilitation Counselor, Criss Cole Rehabilitation Center
• Timothy Shaw, Manager of Evaluation and Support Services, Criss Cole Rehabilitation Center 
• Trae Shaw, Deputy Center Director, Criss Cole Rehabilitation Center

Objectives: 

1. Map the VR Journey: Identify the critical entry and exit points of a Vocational Rehabilitation case to ensure seamless support for students entering the workforce.
2. Navigate the AT Ecosystem: Understand the specific processes and resources available for customers to acquire and maintain assistive technology in post-secondary and community settings.
3. Value Intensive Adjustment: Recognize how specialized training at the Criss Cole Rehabilitation Center empowers shared decision-making and builds the foundational “soft and hard” skills necessary for long-term independence.

Through discussion and demonstration, discover how blind and low vision people fence safely with swords. Also learn how the sport of fencing and orientation and mobility complement each other for great benefits. Most importantly, come and witness the excitement of the sport for yourself.

Presenters: 

• Pat Pound
• Coach Gary Murray 

Do you know a child that would benefit from an extra challenge in space science, robotics, aviation, or math? Are you looking for a meaningful way to: encourage braille reading, use of low vision devices, cane skills, social skills, and more?

Space Camp for Interested Visually Impaired Students (SCIVIS) does just that! SCIVIS is a magical opportunity for students to integrate the functional use of skills in math, science and language arts with all of the areas of the Expanded Core Curriculum. Many students leave SCIVIS not just with more knowledge of space and science but also with more confidence in themselves! This session describes the SCIVIS program, WHY students should attend, and HOW to get them there.

Presenter: Jim Allan

Objectives: 

1. 1Justify time and resources necessary for sending students to a week long space oriented immersive learning experience anchored in the expanded core curriculum.
2. List resources that facilitate students attendance at SCIVIS.
3. Provide examples of space camp experiences that satisfy the expanded core curriculum.

As we move forward to discovering and implementing new ways to thrive together for our school, family, and community success, let’s gather final gems of wisdom from our family voices and educational service professionals. These reflections are results from deeper conversations about partnerships, collaborations, support, and trust.

Presenters: Family Panel & ESC Region 16 Staff

Objectives: 

1. Reflect on ways educators and service providers can strengthen collaboration with families to better support students with visual impairments.
2. Empower families, educational professionals, and community partners to build a deeper relational trust for accomplishing more effective collaborative partnerships, and resulting more positive outcomes.
3. Determine one or more strategies to commit implementing for deepening relational engagement.