escWorks

NOTICE: TSBVI will be taking photography and/or video recordings at this event. By registering you are giving consent to appear in any media TSBVI captures. If you do not consent to being in media, please contact us and we will work with you to make your media release status known to those capturing media.

You have the option of paying by check, purchase order, or credit card. Cash will not be accepted. Credit card payments will only be accepted online at the time of registration. Payment may be made in advance, paid on location, or received within 30 days of the event date. Instructions regarding where to send payment will be provided in your invoice/confirmation. If you are unable to supply a check or a PO number at the time of your registration, then simply enter "0000" and provide the number to us at a later time.

This session will fulfill the following objectives:

• Discuss specific "Red Flags" which might alert them to the presence of CVI.
• Describe key characteristics/behaviors of students with Cortical Visual Impairment.
• Name the 3 main transitions (or Phases - CVI Range) that students with CVI move through.

This session will fulfill the following objectives:

• Discuss the connection between movement and the use of functional vision.
• Name specific strategies which encourage movement for students with CVI.
• Describe learning strategies that will aid in the transition from one Phase of the CVI Range to the next.

What does Endrew F. v. Douglas County School District have to do with O&M instruction and transition planning? Everything.

This landmark SCOTUS decision made it clear: minimal progress is no longer acceptable. Instruction must be ambitious, age-appropriate, and aligned with grade-level expectations. In today’s education system, those age/grade level expectations are rooted in standards that promote equity, consistency, and meaningful progress.

O&M instructors face rising accountability—expected to justify every decision from IEP goals to instructional tools and outcomes, often under pressure that risks stretching professional and ethical boundaries.

The CCCRS offers a powerful tool: a research-based and practical, standards-based framework that bridges legal requirements with CONSISTENT assessment & instructional practice without starting over, compromising professional integrity or jeopardizing individualized support.

Jump in and cruise for updates to risk assessment, liability and more direct support for those in the field! Transitions are critical and to maintain consistency, we need to keep you in the field! Yes, we need a few (Moore) good men and women, but also need to keep those we have! We will not disavow the critical part of retention of COMS by having supports immediately available. This session cites factors affecting risk while making specific recommendations for strategies to reduce those risks including use of the Career, College and Community Readiness Standards and related research. This session will also update recent work in risk assessments including a brief review of the Risk Assessment Matrix (RAM) and includes real-life role-play scenarios using some of these strategies. Our “intel” is constantly updated and will not self-destruct!

This presentation will address the lived experiences of an advanced traveler with CVI. A brief description of how the CVI Characteristics (Roman-Lantzy) impact travel will be provided, followed by how the characteristics impact this traveler specifically.

Guide developed in January 2024 for how introduction and training in orientation and mobility (O&M) is adapted for people with deafblindness. People with deafblindness risk not receiving adapted training based on the individual's conditions and needs in O&M. A guide with six main areas was designed with descriptions and associated tips for how the training is adapted. With the help of the guide, the trainer can adapt O&M based on the needs and conditions of the person with deafblindness.

The expected benefit for people with deafblindness is that the use of the guide can create access to a well-adapted, high-quality intervention for people with deafblindness.

TSBVI EXIT Program Coordinator and Post Secondary Program Coordinator will explain the two 18+ programs that TSBVI offers. They will provide an overview of the eligibility criteria/ referral process as well as a description of the programming.

We will present on our 6-week transition to college program for students with disabilities. This program began over 50 years ago and allows students to earn up to 7 credits and work on independence in areas of academics, daily living, orientation and mobility, technology, and self-help skills.

The 4th edition of Foundations of Orientation and Mobility reflects the evolving practices, technologies, and philosophies in the field of O&M. In this session, members of the editorial team will highlight the significant changes made to the text, offering a behind-the-scenes look at the revision process. Attendees will explore what’s new, what’s been restructured, and why these changes matter—for instructors, practitioners, and the future of the profession. Whether you're teaching, training, or practicing, this session will help you navigate the updated content with clarity and purpose.

Looking at why COMS need to pick up babies in ECI who have CVI and multiple Impairments and the benefits.

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 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.

Asking questions—especially when everyone else seems to already have the answers—can feel scary. This interactive session presents a real-world example where questions led to significant changes of a published O&M technique. It explores and challenges the expectations that keep us silent, and creates a safe and structured environment to ask those “scary” questions that prompt answers and innovations to drive us forward – as both individuals and a profession.

Most states allow people with mild to moderate levels of central vision loss to apply for a restrictive type of driving privileges, after completing of formalized low vision/bioptic driving-related instructional services. For novice candidates, these services involve a long waitlist, early application, and participation in a 2-3 summer program. A proposal is suggested to research, develop and implement a sequentially arranged program of basic survival low vision O&M training, followed by a graduated adaptive driver education program, consisting of classroom, active passenger-in-car, and an individualized-competency based behind the wheel program of instruction at select residential schools for the blind and visually impaired. Other adaptive driver training options will also be discussed and included for students who cannot participate in such sequentially arranged services due to scheduling issues or placement preferences.

This session will provide an overview of the Early Childhood Intervention (ECI) program in Texas, including the transition process, and discuss practical strategies to promote smooth handoffs and minimize service disruptions when children leave ECI.

This is a case study with practical tips for organizing a student's support team (parent, teachers, case manager, community partners, related services, etc.). Participants will leave with actionable strategies to enhance the effectiveness of their support teams, ultimately leading to improved transitions for students with visual impairments.

As artificial intelligence becomes increasingly integrated into everyday life, tools like ChatGPT can empower students who are blind or visually impaired to navigate the world more independently. This session explores practical, ethical, and creative ways to teach students to use ChatGPT to generate and verify pedestrian routes, access location-specific information, and plan trips using natural language. Participants will leave with concrete lesson ideas, accessibility strategies, and safeguards to support students in leveraging this tool for real-world orientation and mobility.

As professionals dedicated to helping others navigate their world, it's time to take intentional steps toward securing our financial futures. In this session, Jarrett Gist—an Investment Adviser Representative (IAR) and legally blind Orientation and Mobility Specialist—shares insights from both sides of the field. With firsthand experience as a contractor and a deep understanding of the challenges vision professionals face when it comes to saving and investing, Jarrett and his associate Taylor Hodges will walk you through practical strategies for building long-term wealth. You'll learn how to leverage different savings vehicles, understand the power of compounding, and discover how even modest, consistent investing can lead to meaningful financial growth over time. Whether you're an independent contractor or employed by an organization, this session is designed to help you move forward with direction and intention.

Mapping is an integral part of O&M concept development. There can be many challenges when using maps with clients with vision loss. One challenge is identifying the best map for the client/route/concept being taught. Another may be which information (street names, landmarks, curb approaches, etc) should be included on the map. This session is designed to identify the various types of maps available to COMS and ways to look at the overall mapping process as a way to work collaboratively with the client, using both the mind of the vision professional and the client as the end user.

Supervising an O&M intern offers more than teaching experience—it’s a path to professional growth. This session highlights how mentorship can sharpen your skills, renew your perspective, and benefit both mentor and mentee. Ideal for both new and experienced supervisors.

In the dynamic professional, reflective practice and intentional supervision are cornerstones for fostering professional growth and enhancing professional and therapeutic partnerships. This presentation explores how reflective practices enable professionals to critically assess their experiences, biases, and strategies to improve their work not only with children and families, but within the workplace. This can support relational skills, support team building, and prevent burnout. This is a framework to support the professionals who hold so much so that they can be supportive and hold the clients, patients, children, and families they work with, especially during transitions or challenging times.

The number of individuals who would benefit from O&M instruction has increased. It is recognized that not only are there individuals who are unserved, but also underserved. Traditional models designed to provide O&M instruction include multidisciplinary, center-based and itinerant training; however, other successful models are being utilized to support unmet client needs. This session explores the non-traditional approaches for the provision of O&M instruction that supports generalizable O&M skills in a variety of environments. A collaborative approach for practicing and expanding O&M skills is shared. Additionally, strategies for educating client support networks for increasing independent travel are explored.

This session empowers TVI/COMS with practical, person-centered transition planning strategies, emphasizing discovery activities, team collaboration, and effective communication. Participants will learn how to engage in collaborative planning, gaining tools to initiate the person-centered planning process with the families they support. The session will highlight the flexibility of person-centered planning and provide clarity on what an effective, individualized approach truly looks like.

The Michigan Department of Education Resource for Blind/Low Vision's (MDE RBLV) Orientation and Mobility Severity Rating Scale (O&MSRS) - Revised is an online tool to guide professionals in determining appropriate service time recommendations for students receiving orientation and mobility services. Join us for a one-hour session on how to use the new O&MSRS - Revised!