ParentsDivisionMeeting-2020NFBPAConvention
Hello,
hello.
So so it is working. We got an email saying that there may not be working. I guess you guys got it fixed.
Yeah.
You know, technology is only as good as the person who's using it. I could not figure out how
to get in. So
I was like, meeting and I can't get in. So this is doing very well.
So Well, you're in doubt. So that's wonderful.
And yes, I'm Emily and who are you?
Hi, Emily. It's Andrew Godwin and Tyra Godwin. Oh,
how are you?
I'm good. How
are you? Good. Walking around the room. So
Oh,
my Angelina's corner. I'm just waiting here. JJ. That's Angela. That's my daughter say?
Oh, yeah.
Yeah, the 15 year old gang on 35. So
we just had one of those go back to school today. Yeah, yeah.
Yeah, she took off to school. So awesome. She's actually supposed to be doing something. But you know,
they get to it.
Eventually.
They get to it, you know, now with the zoom with the classes. I know my niece that lives with us. She's been doing her classes during the morning. And then they have work in the afternoon. And sometimes she's like, well, it's not due till midnight. So she's in there quarter, quarter 12 finishing up something so ridiculous.
You know, I honestly, I finished up my bachelor's degree online. So I see them kind of switch to this. It's kind of funny. I don't think she would see that's how I am. I was like, I was up till midnight. It's like, you know, I have one more hour to go. And it's like, one o'clock in the morning. And yeah, that suited my cousin, I could get everything done, you know, that I wanted to get done during the day. There. You know, the whole structure schedule thing, I think at this point is out the window. And but you know, some kids learn better some kids don't. That's actually going to be a lot of the discussion, I think that we're going to have here today. On the meeting I got I hope you guys got a chance to look at everybody that's lined up. And I hope you guys are ready. Because I know I am and
absolutely. So
I have I have Oh my friends are online. Like, okay, so I have. So as you guys probably know, I'm the current president of the Pennsylvania's parents of blind children. And we're trying to rebuild the division because we're having a discussion about this with the people out in Ohio. A lot of the parents divisions have been flow. And you know, you have people come in for information, people who like to stick around and help us out. And, you know, so right now, I have on here, I think Carlton is on here now, Carlton is was the Pat, immediate past president, if you'd like to call her that, oh, the Pennsylvania division. She is the current president of the National Organization of parents of blind children. She's all around go to for any type of information person for me. And she is currently serving as the treasurer of the Pennsylvania division. Carlton, you hear? Yes, I
was just muted, tight.
And then we have Carol Cruz, and she is out in the Harrisburg area as well. Who's going to help us out? And she's right now it was appointed to the vice president of the division.
You there she's laughing I'm
here. I'm
Vice President is here.
Waiting, waiting to
know what my duties will be.
I'll just wait. You know what to do that but okay. All right. I'm ready. I'm ready for a new, the new, you know, the next turning the page. And then I have on here. We have Jennifer Kennedy. So she is our national Rep. And she is actually I don't want to get you wrong. You're the director of blinding out there in Minneapolis. Jennifer
edits edge. She's muted. Maybe she just signed in but she's on hearing. There she is. Yeah.
It is a balmy Windchill of 72 Here in Minneapolis, we're alive. And well, it's a pleasure to be here, bring you greetings from President Rick abodo. And I am looking forward to helping continue working with this affiliate to build the lives they want. And especially for our blind youth.
Thank you, I'm glad you're here at the beginning of the meeting, too. So, we're going to discuss, you know, more people getting involved. Actually, a project, I think, you know, the Carlton and I were thinking I, you know, I'm beginning to believe if we have something truly to focus on that might give us more drive and get more people involved. And then we got, like, I'm actually like, really excited about all the people who are coming in today, because I've never actually had so many important people in the state to actually join us in and this is one of the benefits of the virtual platform. So later on, at about 930, the new director of the Pennsylvania Department of Education, Bureau of Special Education is going to come in, and we're going to talk get a chance to talk with her. And then following her the new director, well, I don't know maybe it's like over here. So I guess she's still she's still new to me. And, but I known her for a while Shannon Austin, the Director of the Office of Vocational Rehabilitation throughout the state. And then after her, the the super brand new director of the blind envision services is a rod also known as he'll be, and so it's like, bam, bam, bam, one right after another, getting us across the, the, basically the age range of being through K through 12, with the special education and then transitioning, and what the options are. So they might actually not be in chronological order in the agenda, but this is how everybody fit in. And then, you know, I typically run my meetings pretty casually. I don't want to, like have to, like mute everybody, because we're having like gang warfare on here. But I, you know, just please announce your name first. And we should probably just do a quick introduction of who's other than who I did introduce. In Andy, if you just want to tell everybody where you're from.
And quick,
yeah, I was just done muting myself. I'm Tara and I are both from Bristol, Pennsylvania, outside of Philadelphia. And yeah, so we have a blind child. That's 11 years old. His name is Andrew.
There you go. Now I have we heard Carol, do you wanna? Well, Carlton, why don't you elaborate a little more on how you got in and then we'll get into the other people and their children. And then we'll get into the project that I think I would like to put in front everybody.
how I got into the NFP in a PPC?
Yes.
Okay. I'm really a bunch of very fortunate coincidences brought us to the end of be the, my, my childhood, a lot of health problems as a young one. And those health, they were not feature related at all, but they ended up causing malnutrition and adversely impacting our vision. So, vision was not, blindness vision was not a big thing for us for a long time, because we were cranky, Vanna live. And then we were trying to get Anna to learn to eat by mouth sounds to fit for two years. So we didn't exactly know what was going on for a while. But once we got some of those, once we've spent a year out of the hospital, which was amazing. I started looking around for help. And I found some one of the Pennsylvania associations for the blind in Bedford County, which was the closest to where we live then. And I called up the woman and she was not hopeful. She just seemed really flabbergasted that I wanted help for three year old. She said, We don't feel like it. Oh my gosh, but she did refer me to the Pennsylvania, your Aquinas official services, and now they altoon office which serve where we used to live. And that was very fortunate and that office there what had in two of the sitz ppvs offices in the state about 20 years earlier. Or maybe it was 10. By that anyway, many years before Anna up there was a childhood Childhood Initiative. So instead of just focusing on transition age and up these two offices Altoona and Wilkes Barre took in children. As added them as case, consumers. That was very fortunate because the office came out I had some social workers cannot talk to me Got some equipment for Anna, notably a CCTV, but also Perkins Brailler at the same time, so that was that was really cool. I could Yeah, looking back I know that they're, we're doing a good job. And one of the social workers, far more experienced had done love children's program up accidentally put, and I'm using air quotes accidentally left a brochure in my home. And she said, I did not leave this year, you did not get this from me. And that brochure was advertising, something called the beginnings of blueprints, early childhood conference, at a place called the National Federation of the Blind in Baltimore. It was about maybe it was a few weeks, maybe a month away, and my husband and I decided to go to Canada, it was a family deal. And it truly was amazing that we can we learn so much we met, honestly, I met the first blind person over the age of five, my so that was kind of cool. And I've only met one that was my child. And we learned so before we went there, we truly thought that and his level of vision would determine and success in life, more visions, more success. And when we left we realized really wrong. That vision is not the key to success. That was skills. Nevertheless, we we didn't get connected with our affiliates at that point. And we were we were in very rural area. So the new chapters anyway, so we just kind of hung out for a while. Barbara Cheadle within president enter PPC and staff member at the national office, tried to get us to attend the annual convention. blueprint, some beginning was in May of 2005, the annual convention was in July and Louisville. As much as I want to do it, I was really scared. So we begged off but Barbara kept at it. And we went to the 2006 convention in Dallas. And that really just then we got it we we took it on, but I share this because I want to make it really clear, it doesn't have to click an automatically and sometimes it will take time to get it or to have it be the right time for your family. And that's okay. But I will say in the last 15 years, our lives have changed very much and a lot of ways but with regard to Anna Catherine if we had not met an NFP I have a pretty good idea what things were things would be right now. And it's a pretty ugly place. So we're very, very grateful.
Sorry, Emily,
I left while you stood up.
No, that is fine. My love I finished while you stood up. Sorry. Yeah, I
left while you
are. The 15 year old had a question. So Ah, yeah, I told her I was like I'm not on mute. So I didn't know you're really like through the whole room. Right.
So
oddly enough, the it was the same blue beginnings and blueprints program that a couple years later was the same way handed to me by somebody down at the the western PA school for blind children. Same thing. Don't tell anybody I told you. And um, and that's how I ended up meeting, Carlton. So Carol, Carol. Yes. Are you all fit into this? Oh, my goodness, I'm still trying to figure that.
Oh, my goodness.
Um, so I always start out with saying that. It's hard for me to believe that I spent probably 62 years of my life never ever knowing a blind person. I was around lots of people. I was a teacher for 28 years in a classroom with children every year. And never once in all of the years did a blind child ever come through our school. I just didn't know any blind people. And then, in 2016, my youngest daughter had a baby named Jackson and he was born with a condition which Chris we didn't know at the time but called optic nerve hyperplasia, which apparently is one of the leading causes of blindness and children today. But along with that, he also has numerous medical issues that are often associated with optic nerve hyperplasia. He's very developmentally delayed, we're pretty sure he's autistic. But his biggest challenge is that his body does not produce hormones. So he is on daily medications just to sustain his life and he's up Pretty delicate little guy. So when he was a baby, we started with early intervention. And people came to our house. And at first we were, like, really impressed with what they did, because neither my daughter nor I had ever experienced anything like early intervention. And it seemed like they really knew what they were doing. But as some time went on, I began to notice that they just did the same things over and over. And really, I didn't see any changes with Jackson. And so I had joined a lot of online support groups. And it was his name that it was always coming across the support groups. And it was always Carlton and coke Walker. And I sort of figured out that she was a pretty important person in the organization. I wasn't exactly sure what the organization was about. But one day, I happen to see her put a post about something taking her daughter to a college class in New York, Pennsylvania. And I just happen to live in York, Pennsylvania. So I contact her through the video chat or video chat. I don't know what it was, but through a chat. And I said, Is there any way that you could possibly meet with me to talk and being the person that Carl Camilla, she said, Sure. And we met, and I was fortunate to meet her and her daughter, Anna. And it was like a moment in time that changed everything for me. I began to see a different way to look at blindness before we thought, Oh, poor Jackson, he's blind. And now that's the least of our concerns with Jackson. I mean, truly, and honestly, it's the least. And during the course of time of meeting Carlton and Anna, they had just re started our capital chapter. And Carson said, Well, why don't you come to a meeting and I went to a meeting and I kept going to meetings, and very shortly after that was our for the state convention. So I went to the first state convention in State College. And I was like, blown away. I've never in my life had an experience, like that convention of seeing blind people live their life. Like, in a way that was just like, I'm just gonna use the word normal, because I don't know what other words you use. They were just out there living their lives, and being people and their blindness wasn't stopping them. And I was just amazed. So I've maintained my connection with the capital chapter. I'm currently the secretary when I remember to attend meetings, I did this one recently. But through this all I've had different experiences with participating in different seminars and and learning experiences with the NFP and NLP BC. And recently, Emily contacted me to say, Would you like to be the Vice President, we're going to do that and see what happens. And hopefully I can be of some help. But this has been an amazing journey. And I look forward to it continuing. And I look forward to see you know, where it helps me to guide Jackson. As he's older, he's only four and a half. So we still have a lot of growing to do, and a lot of a lot of things to learn. So that's pretty much what's going on in my world.
Thank you. For is like never too early. No, no,
no. No, we, I mean, we've been at this since birth. But you know, with all of his I'm just gonna call them various assorted things that are going on with Jackson, both with his physical body and through developmental delays, you know, we sometimes lose sight of the blindness and are focusing on things that have to do with more immediate, just sort of, like issues. But we definitely, you know, we have Braille everywhere in the house, and I take his little fingers and we run across Braille all the time, and we talk about Braille. And so we're, you know, we're working on things definitely.
Excellent. All right. So, um, you know, the, like I said, the one part of this, I want to get into, actually, Carlton, I did want to talk about the membership, we'll get that we'll talk about that for so for people to vote for, in order for this division to grow in order for the, you know, overall across the nation, for the whole organization to grow. We always try to, you know, grow the membership and grow the base and then which eventually grows the support system. And each division also has its own, you know, small amount of money that we collect in. It gives you the privilege and the right to vote in any election or any, you know, when we have our state meetings like this, but this year, Carlton came to me with something that they were doing a national We're going to try to streamline this into something that we could offer at the state level through the PVC. And that is the membership. So this year, we're going to be offering a membership. It here in Pennsylvania for $20. And then that will bump up to include the national organizations offer that they have solidified with. Oh my god, they changed their name again for spearos.
There, but Freedom Scientific is thick.
Yeah, that's
very true. But yeah, so are you. You want to tell everybody about
that. Carlton, please. Absolutely. In addition to other inefficiencies, membership benefits, including a weekly or monthly newsletter, and early access to enter PVC resources of each new member of a twig level. And that's what this package includes. For that Freedom Scientific will provide each member a free annual home license for jaws fusion, or zing test, the free license is worth between 80 and $160. Depending on which software you choose, this is exclusive to enter PPC, and they'll be they'll be a wee little bit of lag time, but soon after you pay, you will receive a link for access to the software. So it's lovely keepsake Jaws, fusion z pets or screen access software, I think it's a really important way to have people understand because I interact with my computer via the screen. Typical lighting and such. Some individuals want screen magnification in color changes of things. And that's what ZoomText can do. other individuals find it very efficient to use a screen reader and jaws is probably the most, I think it's the most robust screen reader out there. Fusion, that third option is actually both you get a license a boat, that's $160. One. And if you're if you think your child will visually interact with the computer meaningfully at all, I'd say get fusion otherwise draws, there's really no sense of getting ZoomText because that really limits you to just vision, at least with fusion, you have a chance of interacting with both. And that's a nice thing. And screen readers are really useful. They're very, very helpful. Just today, we well yesterday, I found out at the NFB of Pennsylvania tech seminar, Jaws, and fusion NZ pets have a new release. And with his annual membership, you will get a all new releases within your annual license. So throughout your annual period, you'll get all new releases. If you buy just the software, which is a whole lot more money, you actually have to buy something on SLA software maintenance agreement to get any new releases. So the annual license a pretty good deal. And to the big new thing that's coming out and it's coming out for all three draws fusion and ZoomText is voice control. So it's not unlike the interacting with an Alexa or Google Home, I guess that's what it's called, we have a lot so sorry. But you can you can voice control, the computer screen reader or screen magnifier, pretty cool. It gives you just one more level of control, which is pretty cool. And that again that that update is included free for that annual license for the life of that annual license.
So I'm pretty excited about that. So like I said, $20 and that'll get you the membership for the state level, the national level and then the affiliate level as well. So that'll pretty much cover all your bases and you know, free software we're so I'm gonna like be hard pressed a lot to be able to sell that one. So please, you know, you can email me it. My emails actually up on the state affiliate board. It's a V as in Victor PS and Paul, two at NFB p.org. Or if you have Carlton's, just reach out to her. And then we'll get you all set up with that and please share the information. And yeah, because like I said, one of the most important things that we could do is, you know, spread our message and increase our membership base, at the same time that we're helping everybody. So then that moves me directly into project and I've also spoken about this and I spoke with the president and there's, this is one there's going to be five resolutions state convention and this is one of them. This, I don't know if any of you guys have been paying attention but to Well, it's hard not to because it's all over the news. But when it national convention, a girl came on and spoke and her name was Laura walk, and is she's not only the first blind lawyer to clerk at the Supreme Court, but the first blind female lawyer to clerk there
were also blind incorporated graduates.
We know she was exactly it, it actually goes into how important the trading centers are to and that's something we're gonna be talking about later. And, you know, she is from Pennsylvania, her father back in the 90s, was actually the president of the parents division. So I was trying to tie this all in. And and I think that would be something and I would like to put that out to the people here that are in the meeting. But I really think it's important to recognize that. And I would like to put a project together to start a, you know, I don't want to necessarily call it an endowment, I'll have to look up my appropriate terms on this. But I would definitely like to start a fundraising fund, something that we can put in Laura's name, as a recognition of what they have done for the affiliate and the division, and how far she has gone, you know, to live her though, I mean, I think to me, you know, and she's younger than me. So it's like an odd situation, because she is, you know, it a hero level at this point is everything that she's done. You know, I've met, she messaged me, I talked with her when she was in law school, when she couldn't get all the, you know, adaptive equipment, and everything and to see her succeed at such a high level, a, you know, almost brings me to tears. And so that is what the project that I would like to lay before anybody for discussion at this point.
Does anybody have any thoughts? Or you know, as to what direction to take it in? Would it be something to set up to help offset the cost of technology to get parents to, you know, state or national, even though Yes, like supplement, when national already does to get the first time goers to go? Is there something unique that we could throw into it? It's just a really cool idea. And everybody wants me to handle it all my
things up that's on here.
And I think one of the things that's very unique about this opportunity is you have a parent who really made an impact on an affiliate as well as the child and being successful. And so I think that having something that would help support families in getting connected with the Federation, sounds like a great thing. It's also something that not everybody has, you know, a lot of the states have a scholarship program directed at students. We have more Kenneth uragan. Fun nationally, that helps get people to convention. But in terms of parent support, I'm not familiar with too many states that are doing that consistently.
Great point.
What do you say, Carlton?
I think that, yeah, this is what I learned when I came into the organization, when you have a fabulous idea you run with it? It's a fabulous idea.
Okay, so do we do we want to set up a committee because part of the resolution is to have the state affiliate involved as well. I mentioned that to win, just an attempt to keep everything. I don't say necessarily funded, but stable, because I would hate for the parents to come across a year that we couldn't meet to meet a fundraising goal. And then the program not exist for that year, or, as we always talk to parents ebb and flow. So I did want to have some state input. I actually, you know, kind of blew the surprise a little bit, and I did talk with Laura and Laura is more than happy to get involved if we set it up as a committee to draw up the outlines. And to do it that way. And so, does that mean is everybody okay? Moving head with this and just having meetings to devise an outline. You know, what's going to be done, what the, the amount would be if you know if there's any contingent sees. I mean, it all can't be figured out today, obviously, but to at least move forward with the committee meeting have such a short idea. All right, I'm glad. You know, I got a bunch of Yes, people on my board. Just move forward with that. All right, what time am I looking at? See, I'm talking really fast. So let's see. A couple, Tom supers is here. Hi, Tom. Okay, so I actually see Carol Clancy is signed in. And she is the director of the Bureau of Special Education for the state of Pennsylvania. And, Carol, I
welcome you. And I actually, truly thank you for being here. It's not often that, you know, we get to talk with somebody of your caliber. And we're pretty excited to have you here with us. So if you would like to just introduce yourself and what you do, and I think I had mentioned earlier to you about Namath, but in there's just one other thing. We wanted to talk with you and then get some questions, if anybody had any. Certainly. So thank you so much for having me, Amy, my assistant and myself work really hard to stay connected to the field. So anytime we've been getting an invite since we've come to the Bureau, we're making a point to make it a priority. So we're just really happy to be here and appreciate the invitation. I came to the bureau a little over a year ago, July 2019. Prior to that, I was directly in the field. I started as an educator, I spent 20 years in the school district of Lancaster, a small urban school district in the heart of Lancaster County, with an array of positions from educator to lead teacher to building supervisor to supervisor special education eventually to pupil services. Before I transitioned, I served under Pedro while I was there, which was just an a fabulous opportunity. I went to Oxford Area School District after that, which is in southern Chester County, where I was the director of special education, which was more of a suburban education. entity except they didn't have a have a quick changing population of auto migrant students coming in. I then went to solanco Area School District, which is in southern Lancaster County, which is extremely rural. And I was sure I was going to retire there. Such a very nice quaint school district but really has a lot of challenges very similar. Very similar experience to urban education except for rural poverty is significantly different than urban poverty. So then the opportunity at the state was presented, and I certainly couldn't walk away from such a great honor. So I came to the bureau with an experience in both rural urban and suburban experience. And we've been working really hard to get grounded in the work since we've been here. And get out and about in tickets, hear what everybody has to say. We certainly could not have anticipated a COVID experience or a pandemic within our first year of leadership, but nobody has experienced this. So we have been just working very hard to provide guidance and support to the field and maintain collaboration between families and school as the number one priority has been our messaging. So I am here today I can either answer any questions regarding what's happening at the bureau or respond to whatever your priorities are right now based on having limited time.
Carlton, do you wanna bring up that resolution that you guys put together? We're going to start off this because since you mentioned COVID. And, and as I mentioned in my email to you, my most important thing is to reestablish communication, there's been difficulties, but I do want to start off with one of the resolutions that we're going to be discussing at state convention, because this applies directly to the situation that you just mentioned.
Okay. And I just I'll preface this in addition to be pressed on the national organization appearance of blind children. I'm also a certified teacher of mine students. And I taught in New York and crumbling counties for a little more than six years, and six different school districts because we'd like to have school districts in Pennsylvania we like lots of them. I'm originally from North Carolina, which is pretty much one four K, it's different here. It's fine. So I know of what I speak, and I can tell you that even I stopped teaching in the schools back in 2015. But even Even so, I knew and I said in March and April, this transition to online should be the easiest for our students easier than for anybody else. We're just sorry, teenager. Other students if things are in place, because our students need access, they the materials that our students need, go into an accessible electronic format. And then are either Braille or provided to the student using accessible technology. So this should have been a pretty darn easy flow. But of course, that's only if things are in place correctly. So that's the preface to this resolution regarding access to educational platforms and materials. Whereas access to the full curriculum is vital for participation in in person and virtual education settings for all students. And whereas accessibility barriers impede full access to the educational environment for blind and low vision students, and for others with print disabilities. And whereas both section 504 of the Rehabilitation Act of 1973 here and after section 504. And the Americans with Disabilities Act of 1990 here and after ABA, require schools to provide reasonable accommodations for students with disabilities. And whereas the United States Department of Justice here and after USDA, GA j and the United States Department of Education hearing after USDA Oh, he issued a joint Dear Colleague letter dcl on June 29 2010 10 years ago, noting that, quote, individuals with disabilities must be provided with the same aids benefits or services that provide an equal opportunity to achieve the same result or the same level of achievement as others in quote. And whereas on November 12 2014, the US DOJ and the USDA, he issued a joint joint dcl stating that, quote, students with disabilities, like all students must be provided the opportunity to fully participate in our public schools in quote, and that, quote, a critical aspect of participation is communication with others input and whereas in September 2017, and on March 12 2020, the US Doa he unequivocally reminded school districts and other local education agencies that students with disabilities retain full rights to educational opportunities, including access to a free appropriate public education FAPE whenever school districts provide any educational opportunities to non disabled students, and whereas
we're down to far, many school districts in Pennsylvania have ignored their long standing accessibility obligations to blind and low vision students by purchasing, implementing and allowing the use of educational technologies that are only partial partially it's supposed to these students or are not accessible at all. And whereas despite clear guidance from us do E, the shift to part time or full time remote instruction in many Pennsylvania public schools due to the covid 19 pandemic has heightened learning barriers for blind and low vision students due to the use of partially or fully inaccessible educational technologies. Now therefore, be it resolved by the National Federation of the Blind to Pennsylvania and convention simple this 14th day of November 2020, that this organization strongly urge the Pennsylvania Department of Education, intermediate units, school districts and other local education agencies throughout the state to limit their purchase, use and implementation of educational materials to only those that are fully accessible to blind and low vision students and be it further resolved that these entities be encouraged to consult with the National Federation of the Blind and the National Federation of the Blind of Pennsylvania, for recommendations about the purchase and implementation of fully accessible materials. Before I do want to point out, we're talking about platforms and materials because all the time just this week, I a student, a blind student, another state mother came to me and it was the assignment was a little clip from the movie Wally, the Pixar movie Wally. And if you've ever seen while you know that there's not a whole lot of verbiage in it, it's very, very visual, probably the most visual Pixar movie that I can think of. But the student was not provided that she was provided something the teacher grabbed off YouTube. I'm sure it's a good lesson, but my student had no access to it at all. I actually ended up using my Disney Plus account, finding the place in the movie for the clip and did a zoom meeting so I could get a recording a good recording of that clip to provide The student an actual accessible assignment, that should have been the teacher's job, the teacher should not have grabbed stuff off YouTube that wasn't accessible, or a tech material special stuff the school district should not have let the teacher do this, we must. And here's the thing, you say, well, that just limits everything that we can access know, what it does is it creates a market. It creates a market for accessible materials, because as long as we allow this accessible stuff to flourish, and from my understanding seesaw is not accessible, who does not very accessible, there are some really widely used items that are not accessible as long as we allow this to flourish. We are further marginalizing and absolutely discriminating against students with disabilities. And that's not something any educator should want to allow to happen. Thank you.
This is Emily again. And I can just add on to that personal experience. Right now Angela is dealing with the Google Classroom suites. And even though that they were supposed to be trained, and the documents are supposed to be accessible from birth, you still can't access Google Slides. And then when the teachers just copy the text of the Google slide, it maintains the format. So even if it's put into an email, it'll still read it as an image. And it she basically cannot participate in that. Um, that excuse you brought up the YouTube thing. Angelina was given an assignment last year. Dory, they had the during the section of the Holocaust. Yeah. And they pulled a YouTube video off. It was in German, no subtitles in German. That no physical description and so it was basically she actually wrote her paper on it and basically said that they you know, that this the complete assignment was not accessible. So I mean, he did
do was in German, and there was no like,
English spoken translation.
titles were too small for my mom. Yeah, the subtitles I think they were there, but they were like any Binney? So nobody transcribed it. She doesn't know German, obviously. And there was no video description of it. And that's why her assignment was based on and honestly, I still wouldn't even know what you got, if you got any credit for that. But. So Carol, I hate to call you Dr. Clancy. I'm sorry, I
didn't know please call me Carol. Here. Okay. All
right. So I mean, these are the things. So again, my biggest concern is having communication. And this is going to lead right into the num of code. And I'll explain to you what happened to us in the past. And, you know, we're coming, I'm reaching out to you as a part of like, we live this every day. And we know, you guys cannot possibly because there's so many aspects to the job and the things that you're trying to cover. But we're here offering our basically Life Learned authentic expertise in this situation. Now, back when the the Braille authority in North America decided to adopt you Eb as the literary code. And this was before you were there. You may I don't know if you ever dealing in special ed, you may have come across it, but it was way before you're the head of the Bureau. They the state of Pennsylvania was never clear on what they said even upon my personal inquiry. And I even went through my state rep to inquire within the Department of Education. And we were constantly told that, well, they weren't doing anything. And then they put up a draft proposal, which basically eliminated nimeth. And we're like, well, you guys have a draft proposal and you're not taking any public input. You're not listening to any of us. They kept claiming that that draft wasn't addressed. They were implementing it. And then it got to the point where st Lucy's out there in Philadelphia, all of a sudden got math books, and they were all in uep math and those teachers didn't even know how the what you read be math was because they always taught Nimitz because that was always the standard in the state. They eventually had public hearings, which we showed up to which I will tell you the one in Pittsburgh, the people who were there every blind person there who used Ms. advocated for Nana's even though we weren't supposed to get public input. We were just supposed to watch the video. There's two people there that were teachers, and those were the only ones who were supporting math. So you know, of course obviously I'm thinking consumer driven and you should be giving us what we want what we know works. I like Carlton speak here in a second. And she can point out well, Carlton, why don't you go ahead and point out what was wrong on the slide presentation and how we also, you know how we were, again basically cut out of the process? Yeah, it was.
It was pretty darn disappointing. I'm going to tell you, I went to the my daughter, my child and I went to the Harrisburg the first session, and I actually one persons involved. I used to work with him at the Cannes Film School. Great guy. JOHN, you probably know, I'm not gonna throw his name out to everybody. But Carol, you probably know him. Wonderful fella. And so we went to see the slide presentation. Like I said, I'm a certified teacher, one students as well as a parent. And as the watch the slideshow, I was pretty horrified because I know my stuff when it comes to net within UAB, math, I know you at math. And I know that it is not a robust enough code to do what our students need. And actually, it's not even great for early math, because it's not consistent. You can change spacing a whole lot. And that's not great, especially
for users.
Cat tell readers who relied on spatial items, and it's longer so it's longer to read. There's definitely question about the cognitive load for reading, but it's no doubt that something as long as takes longer to write. So it really concerns me a lot to see the slideshow. And with the slideshow was so proud to be the map. It was just ridiculous. But what concerned me even more what angered me, frankly, was inaccuracies. The factual inaccuracies throughout the slideshow at that particular meeting up, I think they had flash drives for the blind individuals to access the slideshow and they had printouts. No, they had Braille. They had Braille copies, I think for blind individuals, and they had photocopies of the slideshow. And I grabbed one of this. And the slideshow said, This isn't right. This isn't what I know, I know this isn't right, because this has been an important issue for me for quite a while. And I took it home. And I used that slide show that printout and I compared it with
real
authorities, including the technical manuals for Eb math for you Eb total. And I found some misleading statements slide. And I found some actually wrong sleep statements. And I documented that I have a three page documentation of errors on slides 11 1213 1622 and 26. And in that in my document, I refer back to the documentation I have that shows the factual inaccuracies. I set this on in April, soon after the meeting. And I spoke to some faults and I said, you need to change the slideshow because there were three more meetings there were going to be a total of four meetings. Harrisburg was the first three more meetings. They said we can't change the slideshow. That's what I showed you. It's inaccurate. I mean, it's not true. Yes, but the slideshow has to be the same for all four meetings. Even if it's wrong. The slideshow has to be the same for all four meetings. That as a taxpayer that really angers me as an educator that angers me What on earth so you are feeding false information that has been documented as false. This is an opinion this is I've documented it using new Eb materials. I've documented falsity, and you're still not willing to change it. And there was no mention in those other meetings of concerns with factual inaccuracies. And I know that because my friends attended.
I also know
that the hardcopy materials were no longer being provided at the subsequent three meetings, and they had leftovers of the Harrisburg meeting. It was just so wrong. It's not what an educator should do. It's not what any researcher would do. It is so antithetical to finding the truth and speaking the truth, laying out the facts and letting people decide. I am all for a robust conversation. I cannot stand when people pretend it's a robust conversation and silence at one side And I point out that this these set of four conference meetings was the first time there was public input on the YUI matter. And it was two years after our supposed implementation, that draft implementation had actually been implemented, even though it shouldn't have been the draft implementation plan. I know this, because I am a certified teacher. So I'm on all the emails, email list for teachers. I'm a parent of a bunch, well, I'm on the email list for that. I have a bunch out. And it was on the email list. pot and I that active in Pennsylvania parents of blind children in Ophea, Pennsylvania, no stakeholder input was get sought. And that's really problematic on a number of levels. Also. We need to have robust discussions about this up as a taxpayer, frankly, I have a real problem with using my state money to have materials transcribed by uncertified transcribers, because guess what? There's still no certification for UAB math. It's been implemented for four years. Australia has had it for almost 20 years. They don't have certification. I think that blind individuals deserve that we've had it in Pennsylvania for decades, have never used to contract with any uncertified transcriber for any textbook. Until you even Matthew. It's really problematic. And there are certified people and certifications in both eA eA and we'd be mad are delivered.
So I appreciate all the context and the history and lots of things to consider. But moving forward, what would you like to see happen if you had your magic wand?
I would like at least bare minimum. Pennsylvania to be a both state i think but not not up NASS or nimis. But both. At minimum, I would frankly like to Pennsylvania to stop paying for transcribing by uncertified transcribers because there's no way to certify that they are at all competent, and we've had reports of incompetence. But at the very least, I would like it to be a both state. And I would prefer it to be a default limit state. And that, if you want you to be mass, that's great. But school districts going to have to get it because the state should not be paying uncertified transcribers to produce materials for why students we haven't for decades, we only started when we started pushing a code that is doesn't have any, any certification. I would also like for the ordering order forms to force the teacher to choose nimeth or YUI. Math, math, because what happened, at least early on is it had no such thing. And again, there was no notification that there was going to be this quiet, stakeholder free switch. And patents started producing all the math and science textbooks in UT math, even when and not giving the teachers a choice. And it's St. Louis's St. Lucie School for the Blind in Philadelphia, got a ton of UAB math textbooks and they don't use that. So that was a complete waste of resources. And as a result, students didn't have their textbooks on time. So at minimum, we're both state and the order for must say nimeth code or UAB math. I think it is also quite reasonable for the state to go back to the defensible policy of requiring certification for transcription of Braille materials. Now, I know they're working on a certification for up math and once they get it that'd be lovely. But until then the state really shouldn't be paying. Obviously anybody can do you at math. I bagger at Wegmans can do the math transcription, there is no certification for whatsoever. That's concerning. I think blind kids deserve a bit better than that.
This is Emily. I think. I think I have a different twist. I do support I think I actually think the state should be Namath. Until and if when you Eb math proves it. To be comparable. I've dealt I've been on the receiving end of these new math books that are printed that the half the transcription is an up math that you have a figure there one number is in a UB number, the next number is an intimate number. They're not even following the guidelines. And that goes back to there's no certification and no true set of guidelines that they're doing. And I personally, as someone who does math, and who had minor in math, for a while, there is a logical progression. uab math does not have that. I mean, I'm more of the one who's going to argue that it is an insufficient math code. The Nemeth Code if the child, which we all know they can move on to stem oriented programming and careers, in order to do that Nemeth Code is the only thing that's going to put them in that realm. The history on the Braille code itself, your Nemeth Code developed from an upper sell math of the Taylor code, and logically speaking, you only regressed back? Yeah, I mean, I mean, they set the math back, what 60 years? Why?
Well, the penal code was what was accepted in this country until the 20s, Dr. Nima had created the nematode in the 40s 50s. And blind people were using it because it was much more robust, more efficient. It was it was good. The problem with the Taylor code is the same problem with up math code. It is a literary recode trying to be math. Here's the analogy. If we're going to force blind kids, usually math, maybe we should take away Arabic numbers and force it kids to use Roman numerals. Because you know what? They only have to know about seven letters. And they've already learned those literary and isn't that fabulous? Well, it's not because it's terribly inefficient. It's much better to use a robust code that has produced hundreds, hundreds of PhDs in STEM fields in this country. Australia doesn't have that New Zealand, Great Britain, India,
India.
We're not seeing it, it is really scary. Another one more factor I did not mention earlier is the vast vast majority of states in this country are union with code states, more than 30 or nimpo. By default, only seven, seven are up math by default. And those seven include your big states like date, Delaware, and Maine. Yeah. The 30 include New York, Texas, California, major Florida, Michigan, I can go on and on. Because there's so many there, it is such an easy call.
So I want to make sure I definitely am hearing you, I am going to have a hard stop. So I want to just have time to respond to everything that you said. So it's not just such a hard stop. And I'm leaving without letting you know that I at least, I've heard you. So I really appreciate being invited and you passionately discussing some of your priorities in your area, I definitely heard the concern about the pivot to virtual and remote. We are actively working on that initiative to provide equity across Pennsylvania and an array of resource an array of initiatives regarding connectivity and accessibility and universal design principles. I can't speak in detail because I don't have the time. But I'm more than willing to come back to talk a little bit more. So I want to just reassure you that we are as concerned and we are trying to work because it was such a quick pivot in the spring to make sure we are reaching all of our students. Second, regarding the UVB and the nimeth. The one thing that's the only constant thing, the first thing I can say about special education is that we have really strong convictions, and we have a lot of conflicting perspectives. So the one thing that I heard you say is that you did not feel that the stakeholder feedback session was robust or balanced. So as the bureau it's our job to hear all of the perspectives and make the best decisions moving forward. We tried very hard to thread the needle to keep everyone happy. We just can't do that all the time. But that is our effort. But the one thing I did hear is you do not feel that that process was thorough or accurate. So I definitely would at least be willing to go back and consider an additional round of stakeholder feedback? Taking all those things into consideration before Pennsylvania does or does not, you know, take a position because we all mean, there's a variety of directions that could happen moving forward with this particular issue, I do hear that it's a need for the state to kind of have a statement of some form. That's a little bit more a little bit more toward guidance. But I am willing to, I've heard your concern. I hear your your passion and your conviction and your expertise. So I am at least willing to go back have some conversations to see what we can do about some additional stakeholder feedback sessions before we make a final decision. And I will tell you that another positive of COVID has been the ability to get stakeholder feedback in the virtual Center provides such an opportunity for multiple people to provide input in an array of mechanism. So the most I can do is walk away that if we do open up additional stakeholder feedback, we can assure that all voices will be able to provide their input into the into the process. Okay.
Yes, and we will correct in factual inaccuracies in the original forex presentation, we will, I asked. Because if you're making presentations that are factually inaccurate, that's really problematic. I would be very happy to help. Go through that presentation to make sure that we do have accurate information because we can't make the decisions. We know that as educators, you can't make a good decision. If you don't have the facts, you got to have the data.
So, so again, I hate to zip we're tight on time. And Hi, Shannon, and I see Shannon popped on anyway. But um, I am more than willing to come back if there's another session to have a more lengthy conversation and I will need to come back at some point to follow up with where we are on this. Okay, so take care. Um, thank you very much.
Bye. See you Carol utusan. Bye.
Hi, Shannon, isn't you?
Good morning. Happy Friday, everyone.
Tear happy?
Hey, I mean, you know, the first call, they're like, you know, it's Friday the 13th. I'm like, I said, you guys tell me that. Doing good. Until you told me that information. You know what all is good. Glad to be on here. I'm glad you guys invited me. You know, to this car, I kind of want to make it conversational with everyone. Like, I don't want to assume that everyone knows our services. But I don't want to assume that. That people do know them too. So I want to just kind of keep it conversational. So we can kind of talk through and make it work for everyone on the call. I don't want to talk everyone on Friday, for sure.
dish and this is Emily. That's how I usually, you know me, I don't like standing up at podiums, unless I'm yelling at somebody. But I generally I run the meetings it's pretty much like roundtable discussion and okay. People can pop in and the president of the state affiliate win heights, thank you might know her she just showed us
a little bit. Just a little bit. Wave. She's stirring up trouble because that's the person I'm thinking about. apart just a little bit,
you know, stirring up troubles my middle name.
Along with that. I'm not hating you for it. Someone needs to do it. I just can't do it. Like I used to. Cuz Lynn, you know, I like to stir the pot just a little bit.
Mm hmm.
So I'll stir it for you.
Okay. Yeah,
that's what we're here for. We're just like, randomly show up at meetings and stuff. So tell us what's doing what is going on in the wild world of VR. And
there's a there's a lot going on. As you guys know, COVID has, I think rocked the VR system. Now, like we had our own internal things going on for sure. VR system not at all, you know, but COVID has created in my mind, I feel like there's some opportunities for sure that we can improve on services. As you know, just looking at our offices, we got six offices. There's been some changes there, of course, because Lynn decided to do her thing, but you know, I'm not gonna say anything about that. But so we we had a new administrator in Philly, we got one in Pittsburgh, um, you know, COVID has just created an environment where we had to get up to speed in this virtual space. Most of our staff are in telework status, currently working from home and engaging with consumers that way. And that was a small lift at the very, you know, at the very beginning, of course, our field staff had computers and things like that. But when you look at all the supervisors, managers, administrative support, we had to make sure we got computers in hand, so they could be up to speed to, you know, to cut them heard and make sure that they would work with, you know, our counselors and social workers on MVR T's some of the things that you'll hear kind of coming through the pipes is, you know, virtually on mcrt, we're working with consumers, you know, through conference call, but you know, we did get a necessary approval so that they'll be getting out. So that's kind of like, that's hot off the press. But over the next few weeks, we'll be hearing more about that we got to do some training, make sure that safe protocols are in place. So they'll be going out into homes to work with, with individuals have to do that. And literally, we have to get special approval from the governor's office, to do some of those things to do, you know, anything that's outside of virtual, you have to get special approval. So that's some time to do. And we put a small workshop together in order to, to kind of work with labor and management to make sure that we were considering all things. For the field staff that went out to the field staff wanted to do it, they're like, we want to do more. And then there was just a really high need for certain populations, like students going away to college, just students. Those going to work, we're kind of a priority internally, where they felt like they needed to do more hands on, but we were trying to do it in a safe way, as an agency to make sure that they're getting the necessary on MVR t training, um, externally. Um, like I said, there's a lot, we still continue to have the close order selection, but we're in a good financial place, we're putting in a record request. Now, to remove those that are currently on the waiting list, which is about a little over 4000. To take them off the list, we've already removed probably about 9950, about off the list this year. So we're going to remove the remainder. And our hope is that monthly starting in January will begin to take people off that list. We do know referrals are down as an agency. And I think it's because people don't want to wait for services. And I don't blame them. They say they don't know when they're going to come up for you know, to get off that list. But our hope is to move instead of quarterly move to the monthly there's been one silver lining with COVID is it's allowed us to really get to the last one. But we did some things internally within VR. We did some lane projects, we did some things. Case consolidation, which has allowed us to do more outreach with consumers more than ever, because we're not traveling, we're doing more FaceTime with consumers, which is good, especially with those in our rural areas, you know, the bigger the territory, especially on bbsi, those that are kind of out the outskirt and rural areas have probably not been touched or impacted as much. So COVID has allowed for us to outreach to the more than we historically have done. And you know, in the past. So with that some have opted into services, some have opted out of services, some has said, you know what I want to pause. I don't feel comfortable trying to look for work during a pandemic. And so we you know, we just have worked kind of through that, not only what our staff, but what consumers sharing information on self care and just resources, things like that.
So, the closer border with hopefully by next week, I'll know more, you know, so they'll probably be some level of announcement or those that are going to be released from the list. by next week. We're getting that vetted, which is a good thing. And, you know, things are still steadily moving. We did hire a new director, Rob as a bonus. He's an attorney. I love him to pieces I love. He's amazing. He brings such structure. Very smart, intuitive, he's gonna bring innovation to the agency which we're which I'm loving. He's in line I just really has a servant's heart. Not only for the staff, we're just a has a passion because he loves to work with, just with everyone, so we're happy to have him on board with him vvvf as the director, um, there's going to be some things that you'll see with him on board that he is going to be taking the the lead, and some things. This summer we did Summer Academy, we did it virtually. And partnership with Penn State where we use their platform, but we did it totally virtual this summer, which was a good thing, we did not want it to kind of fall through the cracks, because of the lack of face to face, we typically have about 30 students that go through it. And I want to say we had about 17 or 18 that went to it this summer. Karen was Shama, who is over that unit, they are really going to be working vigorously to roll out something for school programs throughout the year, not sure when it's gonna be slated to be, you know, to roll out. But they're going to be looking at some type of preamps for kids during the school year. So that's going to be a new exciting thing, we do have some conversations that are going on for a preamp providers potentially to work with students that have blindness and vision impairment. But we're trying to be a little bit more intentional with everything. And Lynn knows this about me. So I, because I was a director in Pittsburgh, this is something I did not want BVs to be left behind. When it comes to work with students. There's a lot of stuff we did in Pittsburgh, I would like to see rolled out to the state. We did everything from job Expo halls, to partnerships with CMU in the STEM space for students, that came to a few of our vancil there's things like that I want to see more innovation come to be V aside, and make sure that we're working with students to kind of get them where the where the level level field is, is is leveled out for them to have the access of services. I think one of our barriers, that that I see, especially from being on that side is that providers say they work with everyone thing down. And so you know, I want to make sure either I want to develop them to begin to work with those students, or begin to utilize our staff internally so that we have the expertise. So the students are still getting the things that they need, especially in pre employment transition services. So solo or begin to identify individuals or agencies that have the scope or knowledge to work with these students and begin to connect with them and help them kind of get through our procurement process and get them on provider. So we're working to try to identify folks internally to make sure so a couple things internally, but making sure that we're developing more crap programs in the preamp space, in particular, but also kind of develop like providers to work with students and even adults at this point. Because it's like, for instance, like safer job coaching, in particular, they may be job coaching agencies, but they don't have the depth to work with those that may need accommodations, you know, some technology or have techniques to work with those that have vision impairments in the workplace. So, you know, we're kind of committed to even develop a series of training series for providers to kind of support them in some of this space so bad where historically they wouldn't have felt comfortable. They could still bring that skill set, but we kind of a supplement that because what happens at the local level is that
our staff historically has kind of supported supports providers in this space, so that they could be at some level services and they could benefit from the services but they're kind of supporting them so agency wide we want to try to develop a plan in that space. But we have been very busy with a lot of stuff going on and like I said I don't want to talk at you guys but these are just a few of the updates. That's going on but I want to kind of open up for questions. I know you guys talked to Carol does she talk about the mru? Potentially?
No, I said we kind of like cornered her and just told her everything.
You tortured her on Friday
13th on the 13th not the first meeting you know.
Sold sold some good so behind the scenes we do. We've been working over the last year with Carol so she is amazing to work with. If you guys don't No, this, I don't know what what how you guys have worked with other directors for a special education.
session? Yeah. Let me interrupt you here. Yeah, I'm actually been I told this to both Lynn and Carlton. And I'm thoroughly impressed because she is actually the first director that has given us anytime after multiple attempts of the director of the Department of Education, or the Bureau of Special Ed, any, anybody from within that confines, we are ignored. And so just the write off, so I agree, I joke, we didn't really corner her, we Yeah, I want to build that communication with her. And that's what I told her, I said, here's what happened moving forward, we're stakeholders, we need to be contacted, when you guys are making decisions like this. So that's where the meeting with her was going to. And
so just real quick, so I'm gonna just give you a heads up not only because prior to her, like, I think I'm in sync with you guys. It sounds like prior to me stepping in a role OPR and Department of Education, we're all over the place. And it's some of its leadership, or the lack of it. So when she came in, I came on, you know, we were committed to kind of update the mru, between Department of Ed and OPR. Atlanta, as you know, we have financial issues going on. That's why our orders close, I'm trying to rectify all that, you know, the financial stuff. But we brought in wind tack to work with us to work through the mlu with us, because the last one was done back in 2011. So over nine years ago. So last year, we got on board. So we've been having, and which is the the joy of Skype, you know, we've been trying to push this thing forward. So we do have a sign mru but you guys will probably see probably in the springtime. We're rolling that out. But it's gonna define some just some, you know, roles and responsibilities for for OPR. Because I think parents are curious, what does that look like, when you have a student that's required criteria underneath? idea? And then pre ads for Wi Fi away with VR? Like, who's paying for what who does what, who's responsible for what what are the expectations, then students and families can expect, you know, working with both entities, so that'll be rolled out in spring. But with that, it's going to cut, it's going to come with cross training for OCR, because that tends to be a problem. And with the Department of Ed batan is going to be involved, you're going to see a launch of a website for youth. And we're both in partnership with that you're going to see just a communication plan. Some documents are being developed for students, parents, crosswalks are going to be developed between what is covered under IDEA why away the career standards so that parents have an idea where they line up who is responsible for what, who's going to be doing what, because I think these are questions that come from not only to stakeholders, but internally within both our agencies. And you know, because there's some things that all students are required to have. And then there's things 100 volts legislation are required to do. And there's a lot of crossover. And I think depending on the school district, it depends, you know, who needs to do what so yeah, we know the schools are required to do it, but sometimes budgets and how they manage them, and what those resources look like in certain School District. It just looks different at the local level, so we've developed and we're going to be drilling down even more with internal controls within OPR. There really is school, what the schools not just required, but what are they doing with those students so that we can come in to increase and hands and expand some of the services that they may be offering so that we're not supplanting services, but then at the cost of education.
It says Shannon, this is such. Yeah, if this is Lynn. Okay. So, um, I, I have, I have a couple things to ask. So, first of all, you know, the National Federation of the Blind nationally is the largest organization of blind people in the country. And we have done on the national level, a lot of research and training and what have you. And one of the things that I found when I worked for blindness and visual services was that the National Federation of the Blind was treated as this ogre. Okay, and you know, We are not the ogre. I don't believe that the social workers understand what our organization is. And I don't think they also understand what a resource we could be, for the parents of the children that are on their specialized services, children's roles, I think it would be a good idea if there would be some way that we could collaborate and maybe provide some training for the social workers, and maybe the Social Work supervisors, so that they understand, you know, like, we don't have forked tongues, and, you know, spiked tails or anything radical, the radical, you know, we really, it this whole thing with COVID, just through so many of our children into such a tailspin, when they, the school districts came out with these virtual platforms, and some of them weren't accessible, and Google Docs was an issue. And, you know, there was just so much stuff going on. Um, a lot of our kids were kind of left, we're really left behind. Um, so, you know, if there could be some way that we could kind of work together, I would really like to develop that relationship. You know, I know, it hasn't been good in the past. But the past is the past. Yeah. And we're really out there for the blind people in Pennsylvania. And,
and I think to land, you know, sometimes you just need to turn the page and start Yeah, after, I would be remiss, because I seen that that rod is on the call. So I want to give him the floor for a minute. I don't mind taking back seat on occasion, but I wanted to just give him a few minutes just to make a couple of comments. And, and rod, would you like to talk to maybe how we can potentially partner, or just you know, cuz as you know, I am pro Alliance, partnership, collaboration, coordination, whatever it takes to get the job done to make sure that we're serving, you know, I'm all for the app, I think, Rod has the same commitment, and passion in this space to like, I don't feel like literally, it takes a village to raise kids, I feel like, so like, I think we need all the resources and everyone around the table. And, you know, for that to happen, and you know, and that a lot of it is just helping to kind of manage those resources. So we're not overwhelming parents, I think I mean, right. And one of the things that Pennsylvania, will least, you know, my experience here compared to a lot of the other states, we are resource heavy. So what I don't want to do is overwhelm parents at times, with just the resources I have my kids, I have three kids that are have IEP, S and 504. So I get it, you know, I just don't have one with a vision impairment, but I have some hearing loss and, you know, cognitive issues and things like that, but it's something that I want to make sure that we're supporting parents in a real practical way, that they're not feeling overwhelmed, but making sure that they, we can help them get through the process of in their, in their children through the process and trying to serve them better. So that they kind of understand their resources, when to tap in, which ones may be better for them than others, you know, based on what they say they want. So they can really make informed decisions when you know, for the family pride, can I have you go off mute my dear, and maybe talk to the group for a minute and just say, hey, and maybe give them just a snapshot or just a small vision of what you have for bps since you've been on board.
While you're getting me to take some of your time, Shannon, because they block some time for me. Now, you know, it's a it's a pleasure being here. You know, it's a familiar group in the sense that it's not the first time I'm talking, you know, with the parents of blind and visually impaired kids. You know, it's the first time I'm speaking with you in my current capacity. And, you know, my passion is really, you know, to bring to create opportunities for kids to, you know, to transition to the level of success that, you know, I personally enjoyed, and I know others also have enjoyed. So in terms of collaboration, you know, outreach, all of those things are, you know, you know, he's Central, I think in, you know, continuing that conversation, unfortunately, COVID has really interrupted you know, the ability to do a whole lot of that But I think, you know, in the evidence is in the fact that, you know, I'm speaking with you right now over zoom, you know, had it not been that I prefer to have been in the same room with you I, you know, I think there are tons of ways we can collaborate and I think part of it is, is also being able to listen to one another in seeing, you know, where, where the best ideas are. And, and because the experiences are there, you know, we all know what needs to get done at least as much as as much of what needs to get done. I think being able to listen to one another being able to collaborate and find common grounds and, in understand the issues is certainly one way that we you know, we can really make progress, and you have my commitment, you already know my passion for, you know, for that type of work. So I look forward to look well collaboration, and I look forward to chatting with you today.
Rod Thank you just you know, for those words. So let's open it to questions that you guys may have, or comments or things, you know, that you want us to kind of walk away with, on potentially action steps moving forward.
Yeah, this is Emily, I'm just gonna follow up on that just put us on speed dial. So we got, you know, in this is true, like I was talking with or cam yesterday. And, you know, they're just presenting the technology. I think sometimes even on that front, we're a little forward on the technology that you guys, you know, just by the nature of the government bureaucracy, Beast, you're not ever on the cutting edge of that. So I mean, I I want you I mean, I think this is the primary focus of this whole parent meeting, is to reestablish communication to make the outreach to turn the page like you guys just said, Let's start. It's like, the next decade sadly.
Yeah. So me, so me and Emily, go back a minute, she was part of my CAC, and burn, so we used to hang out, and she was, you know, involved with some of our events, for which I'm very innovative. And like I said, I'm hoping that, you know, we'll do more of that as we come to COVID. But like you said, the the, because of COVID is, it's kind of a two edged sword kind of, in that, you know, the the assistive technology or technology, because of the nature of who we are, there's a lot of bureaucracy that we have to push for, where in the private sector, you guys have the ability to be on the cutting edge, and we're steadily building a business case to try to get there, um, a lot of time, so our hope is that we may Outreach at times with you guys, you know, to get information, research, just feedback on just some best practices, you know, for us, so that we can be fighting and advocating not only for our staff, but also for this parents and, you know, and how we implement our services. The other thing is COVID, like the other side of COVID, that we're starting to see, um, and I don't know, you know, that I think is, is such a great opportunity is that, you know, we're gonna be able to change some of our business model or service delivery model, and that we can use technology, we're prior to this, we did everything face to face, but then we find out, you know, if we do some, if we do a hybrid of something, it allows us to stretch our staff, our time our resources, back down on travel, you know, to some of the some of the areas so we can connect with more than we ever have in the past. And more consistently, you know, where there is last gap of time, you know, through the virtual space. The other thing is, especially in the rural areas where we talk about transportation issues, um, you know, one of the things that we're we're starting to see and it'll be interesting to watch as we see industries and industry sectors begin to move their business models to more virtual type jobs, work at home opportunities, potentially, that might that might, that's going to benefit a lot of folks that are role areas, not only just an urban where you don't want people interacting because of COVID, but rural areas where they couldn't even get to the job historically. We're starting to see even if it's temporary or seasonal job opportunities where we can we can get into that space so that people can fill gaps on resumes, they'll be able to have job opportunities in this space, so that they can work from home. So I'm hoping that I'm kind of watching with a lot of curiosity to see how employers are going to move during this time, and how some industries have kind of changed how they are really just kind of to the environment, and changing on how they are employing individuals and how they are switching to COVID. So they can still be relevant. And it's going to, I think it's going to create jobs for us that are in the VR place where we can connect with them, and give room for our consumers to do those jobs. As long as we're able to, you know, address the accessibility piece when, you know, and assist them technology to make sure that they have the ability to kind of level the playing field because of the the technology in order to do those jobs.
Shannon, can you serve? You're here
in a panel
at home, hi. So she's in the background. Your daughter? Yeah, she's back. She just said I should tell me I said hi.
I was about to say I was now I'll tell Naomi that that I tell Naomi says hi.
Awesome. So I had my other question here. And this is like probably like the evil Question of the day. It's So from my perspective, and oftentimes, and this goes throughout school, and then ride, you might want to talk about this. And you guys, I've run into people that I sit there and wonder like, why do you even have this job? You have zero interest in helping blind people? How do we like? Like, is there any way to interest that or prevented or do something into that because even like the NFB of Pennsylvania, when COVID hit, Joe stepped up to the plate and did Dog Training one day, Wednesday, Friday, and I could not even get her TVI to go on. And she went on there every day. So she had the supplemental education and everything. So I could see sometimes in the fields of people that I don't think, like should have the job ID. So is there any way you guys are addressing that at
this point, because I know there's like limited people coming into work, too. But so. So let's speak to that. And I'm going to give the floor to rob to kind of talk to that. So I think we all can say that we have different levels of enthusiasm to the one our work. Okay, so that's
the correct way to say,
this is how I got here, ladies, bro. With that being said, I think part of our jobs as leaders within this role, it is my job, my job, to not train, educate and equip our staff. With that being said, it is real important that we made sure that we understand where they're at the morale of our staff. So when Wi Fi a hit, I think we may have different buckets of staff, we may have some that really have a passion to serve consumers, we have some that are burnt out, you know that we have to kind of probably reinvigorate and really talk through self care, kind of motivate them kind of restore some of their passion that they want to have. But they're burnt out, I think us naturally being in the human service space, we tend to poor, poor, poor, and you can't serve out of the empty cup. So there's a group of folks that I think with the implementation of W IRA, that were really kind of burnt, just burnt out with all the changes, not only with the changes in wi way, but the organizational changes that went on change management that went on internally within the agency. You know, some of it happened at the local level. You know, what some of the changes, so it was just it was hard with all the policy changes. So we have another bucket of folks that need to be we have morale issues that we need to work on. The other thing is, I think, what's the training of our staff and just really equipping them. We have we're really committed as executive team to really make sure that we're looking at how we onboard our staff, how we are developing our staff at all levels of the agency from from head down to those that are coming in and being on boarded into any position whether it's clerical, social work or VRC supervisors Are managers. So we're in the process internally of looking at just like our training internally, what staff I'm seeing how we really are onboarding and making sure that they're equipped want to do their job, and making sure they understand the nuts and bolts and talking to like, what is a leader? What is it to be a servant leader, I mean, here we are in civil service. And there's some level of leaders, you know, of servant leadership that needs to take place, because we're really here to kind of serve others we should be to serve others. And that, you know, a lot of times we do know that people can get paid more on in private sector. So you're not doing it just for the money. So there has to be. I think, in between training, educating our staff to get up to speed, we also need to look at the morale issue that we have, where people are just tired and burnt out, and began to reinvigorate them at all levels of the agency to make sure that we're addressing burnout and morale issues. And just the weariness I have dubbed it who a weary, where they're just there, they're kind of have what's kind of fatigue, like organizational fatigue, just kind of doing this because their Park counselor, you know, they shouldn't be strong counselors, but a big chunk of what what they need to do in our system, is really to be case managers, too, and trying to find a natural balance between those two worlds, as they're serving customers. So our current team within you know, our executive team is really looking at ways that we can embed processes procedures within our current structure to kind of take some of that administrative burden away from staff as much as possible. And I think that will cut down from some of the fatigue that you may see in our staff. So we got a lot of stuff that feels like that's going behind, on behind the curtain internally organizations to help with those that are the face of Oh, VR and how they're implementing services. So Shannon, yes,
I'm sorry. So Shannon, this is Lynn. And, you know, I, my master's degree is in social work. And I can tell you that there were maybe in in all the time that I was going through college, I maybe saw two lines and every it in one textbook that talked about blindness. And when you look at the vocational rehabilitation program, or in the education required, and social work, there really are no, there's no there are no classes that speak directly to individuals who are blind or visually impaired, what kinds of services they need, what, what tools they need. And because of the societal stigma against people with vision issues, you know, there's, the staff are not trained, like there's, you can hire all the wonderful staff and I really felt as though when I was at PBS, I really tried my best to hire quality people, but they're just not trained to work with people who are blind or visually impaired. And I would really like you and Rob to consider when COVID is over, having the allowing the BVs staff to attend conventions such as this in person, there is so much that they could get out of it. Our a our exhibit hall with the technology, you know, this parents meaning I mean, we're having a blind students of the Pennsylvania association of blind students is meeting it starting at noon today. You know, there's a lot of a lot of room to learn. And, you know, it would be really awesome. I understand that going to a national convention is challenging with the cost that we're talking about right in the Commonwealth, because our state conventions never go out of the Commonwealth.
And something that we can probably consider, I'd work with rather work with rod and his leadership to identify that but you know, let's be clear, I think is beyond just social work. Well, I think it's it's beyond just social workers. I think it also entails sometimes our managers, yes, sometimes it may include, you know, VR teas.
Absolutely.
You know, because even with a VRC sama, I'm a vocational counselor by that's where my master's is in. I can probably count you know how much training I receive, you know, blindness and it being very little, you really, you really have to learn it, you know, kind of hands on. The other thing is, that's one of the reasons why we're looking at our onboarding process with our training division because of that, because, you know, when we look at, you know, how our staff are on boarded, historically, um, you know, you as a manager lamb Did you, did you feel like you had a full training plan? In developed? You know, actually, I did? Well, when I came on, you can forget it, it didn't happen, you know, a let alone a supervisor, what supervision is let alone the onboarding of a BRC a social worker, less they come with those skills is very limited, but there needs to be set competencies for staff being in the space in particular. Mm hmm.
Yeah, well, and that's why I developed the training, the onboarding process that I did at be at Philadelphia BBs, because I knew that the educational system doesn't provide that very specific training that's needed to work with children and adults and parents of blind children, and, you know, all that kind of stuff. So, you know, a week, so I did do that. Um, and I think we could, you know, we could offer CRC credits and see us, for staff who wanted to come who needed those credits for their certifications, or their licensure?
Oh, good to know. No, I'm just taking notes. Yes, I think there's a lot of room for this partnership. And I don't want to speak for rod. So I'll let you that I see his hand raised. So I will put myself on mute and allow rod to speak.
Mm hmm.
Can Can Can I Can you guys hear me?
Now? Yes.
Mm hmm.
No, it's everything that's been said it, it's all great stuff. I mean, you know, you know, when you look at someone in a job, but you two things that comes to mind, you know, certain folks need to be motivated. And part of what I've been doing in my role, and I'll continue to do is motivate the folks that I work with. So that, you know, the, because sometimes it's not it's not a lack of interest, sometimes it's because the, the workload on the environment itself can sometimes demotivate somebody who's interested, or, you know, what I've been doing is motivate those that, you know, can be motivated. And, and the other Frank aspect of it, you also have some folks who are in positions, it's not, it's not necessarily a lack of motivation. Sometimes it's, you know, it's, it's, sometimes it's not the right fit. And, you know, and part of the way to work with that is try to educate, because it's if you don't train folks properly, you know, the type of services and end result, it's going to be sort of this level of disconnect between the the work itself, and that which the person considers to be a job, which is, you know, I get up every day I go and put in my hours and the day ends. So I think there's tons of places where we can collaborate, in fact, you know, attending these conferences, I agree that that's, that's one avenue where that exposure can be had, you know, you know, Shannon had has given me the flexibility to have some of our staff, you know, login to to this very conference, and you're going to see some of them there, as well. And that's part of the way I think the conversation can move forward is really motivate, educate, and in some cases, identify where possible, you know, those who frankly would, you know, are not interested in being educated or not interested in being motivated, in see in question the fitness of it and see how we can better serve folks. But for the most part, when you interact with the staff, or a lot of the people in this field, you tend to find that sometimes folks are overly motivated, overly interested. But the barriers, institutional barriers, sometimes in government, the bureaucracy sometimes can serve to demotivate and part of my responsibility is to find ways to reactivate that. That passion, that commitment and other times It's merely someone who just need to be acquainted to information. And and I think it's, it's, it's also part of my responsibility as folks are being on boarded, to make sure that they come with the substantive knowledge, you know, that is academically attained by the but you know, the work environment also needs to be an example of what it means to serve the blind. And so those are the things that I take, as I take, I take fully as responsibilities to really ensure that at least, you know, our staff, you know, understand what it means to show someone who's blind.
And just let me add on to what rod is saying. One of the things that I think since he has been here, and since I've been in this role is I want to make sure that our agency is that we're consistent across the state. I think we've all at times, you know, when you know, when you access an office, you may get a certain service or certain staff member, but I think there needs to be, there needs to be a lot of continuity of service, but there needs to be consistency, to make sure that you're accessing the services. And with that in mind, we need to make sure that as we begin to look at just how we're delivering services that we have, that we have systems and structures in place, so that our staff can be and do the things that we're asking them to do with the consumers. And I think too, you know, with that being said, with our current new executive leadership team, one of the things that, that we really are trying to create an environment of consistency across bureaus, for sure, but making sure that we have the systems and structures in place so that that people are getting a consistent service when they're, they're accessing the VR program in particular.
I don't know where we're at time. I don't know how long the session runs to but it's about not 1045 we're going
till noon. You can
you can keep me till now. Until 11 o'clock. Yeah, there's anything else? Is there any other questions? You guys have? I see sparrows on the call. How are you doing Spiro?
I'm okay, how about you?
I'm doing good, sir. Is you? Are you telling I met like, I am a hugger. So I'm missing all my peeps, like I am used to hugging everyone and just, you know, being around everyone. So I'm disappointed that I do not have the chance to kind of be around everyone and be more personable. And just talk to everyone. And so this virtual space is killing me because I'm getting cabin fever, because I was not anticipating a COVID being months out, as we you know, we went into this space in the middle of March.
Is there any? Is there any on this land? Is there any indication of when, you know, the offices might go back to doing face to face?
We don't have any indication at this point. We thought like early summer that, you know, we told our staff until, you know, we'll know more by January one, we have not got any indication from our level of us with really having any intent and doing face to face, especially as the COVID cases are starting to rise throughout the Commonwealth. I do not see us going back before spring. at all, I just I just don't see that we haven't had any conversations to suggest anything differently than that. So we will be in this virtual space for some time until until further notice. So we're just trying to work through that. It's just been hard because you know, with this, we also been trying to work with our with our offices, to you know, have a return to work plan. Because, you know, I think all of us went in to interact with people. And to be in this virtual space. It's been difficult, I think for not only just for the students and parents, but for our staff, too, that we're just kind of used to interacting with each other and with the consumers we work with so we're kind of waiting in anticipation. And like I said at this point, we really are vetting A lot of our approvals when it comes to a return to work with the governor's office at this point. So we're kind of in a holding pattern as we try to implement services with those that currently have case cases open within, you know, within the age of
Carlton. profit, I
have a question, and I'm definitely not trying to throw anybody under the bus. But even before COVID Anna Catherine VR counselor was difficult. With whom to engage in communication, it took even after training at LCB was approved in August, well, June or July, it was part of Anna's IP. We never got the Go ahead, ever waited, waited. And finally, we just went down to Louisiana in November, dropped her off and said, Hey, as here, um, that that was very disconcerting. And I had some medical issues and has been homesense. And we definitely have, and let the council know that. And Anna's been trying for more than a month now, to communicate with the person no phone calls are returned, and finally sent an email. So at least we have some tracking of it. But I'm, I'm assuming that people are still supposed to be doing their jobs
should be working. I mean, I think so. Do you have a Rod's email? Yeah, and I sent him an email so he can coordinate that with anadrole to to whoever the counselor that
gets in Harrisburg now we're in here. So we're in the Altoona office. But yeah, it's, I don't want to throw anybody under the bus. But we want to get Anna back to Louisiana in January. And we don't want that to be pushed till May,
yeah, I would just lose a loop and rod to that conversation. So we could work with and struggle to make sure that at the local level that we are, you know, addressing it and making sure that the follow ups going on the way that it needs to run again.
That's not just to call tonight, I'm, I'm in this job really for. I mean, I'm in it for all customers, but the kids are really have significant passions to me. So, you know, it's, I want to know why. So if you, if you if you can follow up with me, I would be interested in knowing more
definitely know if I should go that high yet. But yes, we will definitely then you got
us on the call, you might as well take advantage because if I was a parent, I'd be like, I will be outreaching to you. No, we're here, we're here. We believe that there needs to be customer service, the follow up to make sure that you know, there's some accountability there. And, you know, I I'm with rod, you know, you know, I'm here for the kids too. I really think it you know, some of that work starts with them. If we want to change the stigma conversation, we want to change the employment outcomes, you know, it starts with our youth. But we need to make sure as they're engaging with the system, their parents are engaging that work that we are in tune, and that we're following up with them. And you know, and we this is something we have to do so please, you know why you have us here, please take advantage. Thank you. Yep.
So we actually have a parent here with us, Maria ssef, karate, her son has a VR case in the Philadelphia district office, and she has some things that she would like to share with you.
Oh, hi, my name is Maria. I'm here in person in Pittsburgh, really excited to be at the convention and you know, rolled in with the van, which was really fun with about a nine or 10 of us. And, and so yes, so Simon, my son is a senior in high school. He has been, I guess, on the waitlist for a while to get a VR counselor. And just this like the end of the summer we got contacted that he got paired up with a counselor, so we were very excited, and very grateful. And she's she works pretty well with him. Obviously, it's virtual. So I usually have to be there because they're working on you know, some of his goals or like clothing management. Cooking, you know, he's interested in kind of learning those basic techniques. Living Yes,
I'm assuming. Yes, exactly. Yeah.
Um, and but he's still in school. So he's a high school senior, and her hours are from seven to three. So it gets a little tricky with trying to make this work along with, you know, a full, you know, course load of high school Plus, he's working with his TBI is usually until 330. Monday to Thursday, and then he has during the week about three hours. Have assistive technology after 330. So it's a lot and I just didn't know if there's any flexibility with the hours. I mean, having him, you know, work with her at seven in the morning is it's gonna be rough for an 18 year old, it's just not gonna happen. So what we've been doing is we've been using his lunchtime, he has third period lunch, and he's working with her for about the first 30 or 40 minutes during his lunch period at 930 in the morning, every other week, because when then we couldn't get in, we just couldn't practice the skills like he'd meet with her once a week. And she'd say, Okay, let me see you fold your T shirt. And from one week to the next, we had really struggled to practice, which is the point we should be practicing at home after she, you know, she gives him his lesson. And because his schedule is so busy, you know, it was it was hard to squeeze that in. So she would get a little disappointed that he wasn't working on it, which I understand. So we moved his sessions to every other week, just to give him some breathing room in between. But right, you know, so again, we're very grateful to have the sessions with her. I mean, we've been waiting, waiting, so I'm definitely not complaining about that piece of it. But I didn't know if there's any flexibility in in the hours. So that maybe he can you know, you know, work with her after a little later after school? Or if that's pretty typical of the staff, you know, hours or maybe it's just a COVID thing.
Have you had a chance to talk in terms of scheduling something specific in advance at all? In a less with with the, the ticket, it's a two book vocational rehab. teaching staff is That's right.
Yes.
Yeah. I mean, I think it's possible that, you know, if you say, Hey, you know, can we schedule some time in advance? If it's a scheduling issue, that is something we can accommodate in the sense that if it if we need to put an hour after three, you know, if it's done in advance that that's really, you know, a possibility? Okay, because then the thing is that COVID has really disrupted all of us in so many ways. And some of the staff also have responsibilities that they didn't anticipate having in terms of, you know, having to care for others at home. And so it's, it's possible that, you know, the scheduling can be so tight, it's not possible. Right, I think that would be a good conversation to start, if arrangements can be made in advance.
Okay, okay, good. So
I'll talk with her about that. Okay.
So rod, this is Lynne, would it be possible that maybe, like, one day a week, this person, or this instructional staff could kind of flex their schedule to like 12, noon to eight at night.
But that's that's what, that's what I was alluding to land, the thing is, is going to have to be dependent on on the staff, it's, you know, right, in terms of whether it is possible from their end, because they may also have other responsibilities. That right, and they can't flex. But if it's doable, you know, it's certainly something we can accommodate, you know, them being able to do that. That's one thing. And the other thing is that, you know, I, in terms of being able to provide services, you know, to consumers directly, you know, that is something I'm working on with Shannon, and in the approval process, it's certainly something we are looking into pushing to see, even on a limited basis, can we get, you know, a few hours here and there. You know, it's not something we there yet, but it's some it's not something we've given up on. Even in light of COVID. It's something that we've been relentless about. So whenever that happens, I think that's probably going to go into alleviate, you know, some of the issues as well.
Great, thank you. Appreciate it.
Okay, so this is Emily, I just want to stop in here and get back this up for everybody who's on the meeting. So the we have the bureau Special Ed, which is K through 12. And so for Shannon and Rog, the habit, the most basic of questions, how and when would somebody sign up for the state agencies? Who do they call? Where do they go, what age and at what age does the transitioning start? Because the next step segment after this is going to be into the training centers and The transition the laws that apply, and then moving into business work.
So I'll start the conversation and then I'll let Rob jump in, I do have to hop off at 11 o'clock, because I do have another call that I need to hop on. So I mean, I feel like this is like a Lynch No, this one, but I'll say this for the good of the group, on, you know, our services fan from, you know, birth to the grave. So at any point, you feel like you can benefit from services you need to be applying. And that can be as you know, as young as six months, you know, for families that are, that are wanting to connect with our social workers in particular, to make sure that they're, they're connecting with our children's programs, for information and referral, and, you know, potentially, you know, system technology and, and just making sure that coordination of services on that front end for that family, they could be accessing services. So I'd really, at any point, families in particular, especially if they, you know, the good thing, like I said, we're in a state that has an abundance of resources when it when it comes to working with you. But it just depends on the family on what the how they want to manage that, you know, the how they're going to work with the VR system, it could be very early on, it could be closer to, you know, or towards the tail end of Children Services, they maybe want to focus on vocational goals, and things like that, you know, we're doing pre employment transition services from that 14 to 21 years of age where, you know, we are required to spend 15% of our budget, to work with, with what students you know, and helping with independent living scales, self advocacy, job readiness, job shadowing, and work based learning experiences. So that can be a time that parents are engaging with the VR system, but it just depends on really where families want to start, I would say sooner than is better sooner than later, you know, so that, you know, we can kind of see how families could grow with us, you know, and and they could have a better understanding, if they do go from children's services or internally, we kind of have a handoff between the social workers in the VRC. If they're going to be thinking about vocational goals and outcomes. For those students that have complex needs, it's really important that parents are starting with us sooner so that we can understand. Because there's, there's going to even be even more coordination that needs to take place, if we're going to be looking at employability, and then needing the necessary training for them to get up to speed. to even have an employment outcome, you know, especially if they if they're underneath a waiver of any type, you know, there may need to be multiple agencies or partners, ODP, O LTL, potentially at the table, you know, m sauce that can be at the table with consumers, in particular, that we need to coordinate those level services. As we're looking at employment outcomes, because we want to make sure that I don't, I think that once that's being an Employment First state, we have really, the government is committed, we're committed that employment is considered first, insane, some more because of a certain disability, we're not going to opt them out of employment outcomes. And in order for that to take place, they need to be exposed to programs and services first, so that we can truly assess someone and their ability and going to work. So you know, in my mind, at any point, I think there can be a there you know, someone a youth family can access our services, it just depends really on the families. The students need the family really want to try and work through, you know, and trying to connect with our with our program. Right, I'm going to turn it off to you. I'm going to have to log off I thank you guys so much for just the opportunity to speak to you guys today. Anytime looking forward to partnering and collaborating more with everyone. This is something that that has, you guys have like grown. I'm grown. You guys are watching me grow with you. And I'm hoping that we can just really grow with this with our collaboration. Thank you guys so much.
Bye. Have a good weekend.
Everyone have a good weekend. Talk to you guys real soon.
I mean, just to add to, you know, to what Shannon said. I think this was your question what right Emily? Did I hear correctly? Um, the another thing I think needs to happen is And that is certainly something I'm working on. I've been BVs needs to communicate, you know, any any more effectively the services that are available because we do serve zero, you know, to the grave. You know, one of the things that I'm working on is, how do we communicate to parents, the services that are available to zero to five, you know, five to 11, and 11, to 14, and 14 to 21. and above, because each, each of those brackets, you know, require specific services. And this is ongoing work with my team, is to see if a parent has a child and the child is seven years old. You need to know, specifically, when and how and what services would be available? If you were to seek services, you know, with with VR? So it's a very good question. And it's gonna take a while because I want to get it right. But it's certainly one of the things that I identified is, you know, that sometimes parents do get lost in the bucket. And, to the extent any, any feedback or suggestions, I'm certainly open to, to hearing them, so that I can incorporate incorporate them in the work that we are currently doing.
No broad, you can leave that open to me, I'll be on the phone with you for like your I don't know, a couple days, I can see it. So I think, you know, to, to my two things that I can say to that right now, going into the IVR. I always joked around because it was the don't ask don't tell policy, the you know, that the the burden of need is placed on the client who, at times does not know what they need, or what's available. And if you don't come in there with the answers, then they're going to give you the cheapest thing and send you on your way. You know, now mind you, this was like 10 years ago was it but that's the feeling that I got it my other, and I don't anybody on here on the parents board in anybody else can, you know, pipe it on this one, My belief is, is always will be, the more you fund at the younger age, the less you will have to fund as the child gets older. The problem that I'm seeing, even with my own daughter, is Oh, well that maybe she can't do the low expectations that make them hold back on fully implementing an array of services that would keep her on the same ground level. They hold back, which only delays her in which systematically delays her through the whole it up till you know, the 12 years, you know, she's a freshman now. You know, there's still issues that she's delayed, and because they didn't want to fund it fully early on and provide all
the later though.
The family the one of the thing that I talked to the staff is what I refer to as informed, informed truck talking
any options for climbing now?
I'm sure it can't happen. I just might seem like a tree. Oh,
hold on Raw.
Okay.
All right. Good luck.
Yeah. So part of what I talked to the staff about is the concept of informed informed choice because, you know, the way those we know not just that, oh, VR, but typically, you know, the notion of informed choice, sometimes it's, you know, since you get to decide, make a decision. But in some cases the person doesn't know, doesn't know what to decide, and how to decide, and all those different things. So I think there needs to be some aspect of education in the process. So that I'm going to do and that's partly why Chanin talked about, you know, we want to remove some of some of the administrative barriers so that counselors can actually do guidance and counseling, because that's where I think part of it is missing. It's sort of that transition from Okay, I met with you. I'm not going to force you to do this. You have to do informed choice, and what's your choice? And I think there's a disconnect when the person if the person had a choice Probably would be more intentional, I think that the conversation would not have taken place if they actually had a choice, or if the choice was informed at that stage. So part of what I'm asking them to do is, you know, there needs to be a conversation, it needs to be an interactive process where there's a back and forth. The other thing that I talk about is exceeding the dimensions of one's imagination. And I stress it needs to be the customer's imagination, not that of the, you know, the counselor or whomever, it shouldn't be mine. Because I, my imagination is measured by my level of ambitions and other things in life. So, you know, part of the conversation should be, how can I help you tap into the resources to help you get to wherever you can get to less so of, you know, for you to get to wherever I think you can get to, it's a larger conversation, because I think it's, in some cases, it may have been baked into the VR process because of the workload and different things, but I think it's a conversation that is worth having. And it's one that we are pushing into having a go VR, really to, you know, separate, you know, the potential the the the low expectation, you know, from the, the understanding that the person potential is that what somebody else has decided, in less so what the person is capable of achieving. So, it's a timely conversation, a lot of these things are cultural changes. They are in the party, you know, sort of like changing mindset. But it's part of the messaging in and I expect that, you know, we should see some progress because I truly don't believe in one telling or imagining for another quite as possible.
I'm ready
rod, this is Maria Ferrante, again. And we met many, many years ago. I met you at the PA convention NFB convention. And I asked you to come speak at St. Lucy's, I don't know if you remember that.
Yes, sir. Absolutely. Remember that? Yes.
Yeah. Okay. My,
my son Simon was a student then. And he remembers, you know, he wanted to be a lawyer back then. So it was great to have you in to talk to the kids at St. Lucie. So yeah, he still remembers that.
Yes, I remember him as well.
Oh, great. Great. So, so you were mentioning about reaching out to parents and getting the word out somehow. And I think places like that I know St. Lucy's is starting to create parent workshops to help support the parents and their their students with advocacy skills, independent skills, Expanded Core Curriculum, all of those things. So So this happens earlier on, so the kids aren't playing catch up. And I don't know if you'd be interested in talking to that group of parents via St. Lucy's. Because it's sort of a portal there. You know what I mean, there's like a hub of parents with blind kids that would be excited to hear about the services and what some, you know, what they're eligible for?
Absolutely. Anything that gets kids transition into employment in adults retaining and securing employment. I'm all for it anytime. So that's, that's a that's, that's a given. I mean, the other thing I wanted to mention even before we, because you know that, you know, Emily told me would be Trent talking about transitioning, transition type of services. In a couple of weeks, bbbs will be launching. In new initiative that I've been working with my team since since I got on board really, first week on the job. It's going to be referred to as the strive on initiative in pretty much the acronym is student transition, readiness into vocation in education. So part of what I wrestled with, when I took the job is really how do I maintain the Summer Academy in light of COVID. And so we brainstorm with debated. And, you know, at least for this year, I've decided to put the Summer Academy on pause. Not knowing, you know, what attendance would be, and we pivoted to, you know, starting with this program, that is eventually it's going to be Also in person, but at least for now, you know, in the age of COVID, I wanted the kids to have transition services a year around. And as well as one of the things I noticed as well is that BBs was not really engaging as much in transition services. So the focus is really to get kids as much transition services as possible. And self advocacy is really a huge component of that in terms of job readiness. In another component of this initiative is, you know, with Summer Academy, a lot of times the kids are after Summer Academy, that kids would be left to their own devices to, you know, you go to college, and, you know, we'll see you when you ready for employment. And aspects of this is Ray acknowledging that not all kids want to go to college, some kids, you know, could go into very successfully successful, high paying job like coding and other industry industries that would allow them to be gainfully employed. So this initiative is really going to have two tracks. One is to steer the kids into vocation, or into aspects of higher education. Beyond the training, so it's sort of like Summer Academy. curriculum would leave them in, they would progress on their own. There, what we're trying to do is saying, well, you you've done with this program now, you know, where where else can you go in with guidance, guidance and counseling, job placement, internships, expose them, exposing them to different industries, and employment and career goals, get them to make an informed choice as to Okay, I want to go to college, and I want to be this. But I also feel like I can be successful somewhere else. So we're gonna be launching this. And while it's happening in parallel, we're going to be working on a year round in person programming that touches on the very curriculum that Summer Academy was doing. So that, and we're also working and seeing how we can build job placement opportunities. So that comes the end of either the in person or the online, you know, the the student has a chance to either have an internship opportunity in the private sector, or within other agencies in government, we will be engaging in partnerships with other agencies and sort of secure internship opportunities, so we have a place to put them after that training. So they can continue with
with that level of service. So that's one of, you know, one of the things that is sort of brand new during my tenure, and it's certainly something we're going to keep building on because I really want to leverage transition services as much as possible, you know, you know, on the BBs side, and it's been lacking in the past. So I just wanted to point that out, because I think you mentioned self advocacy as it needed a service. And I do believe it's a needed service. I don't think I think it's virtually impossible. And I'm saying it's a really personal opinion, I think it's virtually impossible, you know, for a child to succeed in this environment, if they are not a good self advocate, and they won't be unless they are exposed, you know, to trainings and experiences and different things that would allow them to be to advocate on their own. Um, so I wanted to point this out. Before I leave, so that, you know, I'm working on thanks. Suffice to say,
so, Rod, this is Lynn. And what I would like to propose is that, you know, we're hoping that next year, we will have greater attendance at our state convention and that COVID-19 will be a thing that we read about in history books. And I would like to propose that the convention be part of that whole process, the, you know, bringing the parents here, and then also having the students involved in the student division conversation, and we could work with the Pittsburgh district office to bring employers in. We could also develop a panel of blind people who are employed in different fields. that the students could talk to, you know, what did it take for you to get to where you are? Did you need a college degree? Did you go to a tech school, um, it would be really wonderful to do something like that.
That's, that's already part of the curriculum, learn in terms of having, you know, panel discussions, having JOB, JOB interviewing, job coaching, career exploration, job searching, resume writing, you know, a, one of the things that I pushed for that that's not currently possible online, at least, not effectively, is, is also trail, you know, the learning Braille, you know, that that, and that's going to be heavily part of the in person curriculum is learning Braille, good, oh, Nm structions. So all of that is going to be built in, in terms of the plan is really to give as much exposure to employment as possible. While there will be multiple tracks, one of them is exclusively employment and other one is is, is independence and education. So that they are exposed to both and less, so I'm going to make you as independent as possible. And you'll find you know, you get a job on your own, I wanted to get dual conversation, while you're gaining independence, you also being exposed to employment opportunities, or opportunities for you to then be able to explore employment opportunities. And I'm also working on some other initiatives that really had the initial initial thought process to really complement some of that employment aspect, because I really want my tenure here to be on folks getting employment. And because you're blind, you shouldn't be, you know, sitting at home, talented with potential with with the ability to succeed in getting employment. So I'm complimenting a whole lot of those things. And I do have the flexibility to actually work on these things. And, you know, down the road, I will be sharing, you know, some of the programming that can be possible. Complimentary. So, you know, when the time comes in Atlanta, I think it conversation would be in order in terms of, you know, bringing those things, incorporating those things into the compensation. Thank you. Rod, this
is Maria, again, may I have your email address to reach out to you about trying to coordinate something with this st. Lucy's parents
over it's, it's, it's my first initial? So it's our ALCIDONISI pa.gov. Okay, great.
Thank you.
I appreciate it.
Anybody else have any questions for rod? Well, he's gonna escape.
I can't hang around for a little bit longer until possibly 1145. ish. So I'll follow up conversations. And if anybody, you know, have anything else, feel free to pick my brain. I'm six months into the job. So you know, my I'm still learning. I'm still working, I'm learning at the same time. So I'm open to recommendations. I'm open to ideas. And if it's a good idea, if it's one that I can get folks employed, I'm going to jump on it, I'm going to run with it. So that that's, that's why I'm here. And that's what I'm committed in. That's part of my commitment. You know, while I'm here I do VR.
And you know what, that's a perfect segue into, you know, we had Carlton was going to come up here and talk about, you know, the laws that are affecting right now and moving into transition. And then as I introduced earlier, Jennifer Kennedy, I believe I haven't checked my list, I believe she's still on here. And she actually is the director of one of the training centers that, you know, we believe, is a key for any blind student to attend and even an older student is to order to achieve more skills that they would need to become employed. And and actually, before we start with you, Carlton, when would you like to explain the st Lucy's and what the Keystone chapter has done over the years the NFP has done support those families over there. I'm sure so St. Lucy's is a very unique it's a very unique school. st Lucy's is on campus with holy innocence. And what they do is the students that attend st Lucy's get the blindness skills that they need, and then are integrated into a mainstream classroom at Holy innocence. So there's the best of both worlds, the students that are attending there get to be in a regular classroom, which prepares them when they leave st Lucy's to go into a high school setting where there is no st Lucy's component. And additionally, it works. It helps the student the other student, the sighted students who are attending holy innocence, to learn about the abilities of blind people and the different kinds of technology that are used and that, you know, blind people are not people that are supposed to be segregated in society. And they can learn sitting in a classroom of sighted students just as well as the sighted students can. The Keystone chapter has worked with St Lucy's for for many, many years, we have gone there and done Braille carnivals, where we've created games and rotated the students around with the games using Braille as the medium. We may, we made cupcakes and put chocolate chips on the top to spell out Louis brailles. Name. We did this in January, that is actually the when the birthday of Louis Braille occurs. We support the students who are graduating from st Lucy's, and moving on to high school.
And
we also know that there are some students at St Lucy's whose family situation is not always the best, and is not often the best. Financial financially so at the holidays, you know, we don't want to leave children out. So the chapter purchases gifts, and has them sent to st Lucy's, and they have Santa Claus come in, and, and distribute the gifts. And there's usually a letter that goes with them with the gifts from the president of the Keystone chapter whose name is Harriet go. So it's, it's been a really wonderful thing. And many of those students have gone on to receive state scholarships through the NFB of Pennsylvania, and also national scholarships, through the our national organization. So it's been really, really great. It's been a great I think relationship. We've also gone and talked with the parents a couple times about programs such as the three training centers, the importance of the how important it is for the parents, to allow their children to make mistakes, because that's how they learn. That's how any child learns, is making a mistake, and then working through to fix it. So that's, that's kind of the deal was St. Lucy's. It is a parochial school. And it is somewhat supported by the Archdiocese of Philadelphia. Oh, I guess it's southeastern Pennsylvania now, isn't it? Um, was it?
Okay, yeah, that's all.
Um, so, you know, there is a religious component to the school. But, you know, to some degree, I don't think really, I don't think that's a bad thing. And I think they get students of all from all walks of life to attend. They do not at all discriminate. If you know, you want to send your child their they data, welcome them with open arms. And it's, you know, it is a phenomenal program. There's a student from Syria. Yeah. Okay. Well, thank you. That so so you guys all know what we're talking about when we mentioned St. Lucy's, I'm
not sure what that is. So, Carlton, if you want to step in and then so I'm gonna try to blend the end of this is Carlton and Jennifer Kennedy talking about the trading center, and then it's Spiro was on here. Then, Rod, I'm sure you've met Spiro. He's the The employment got Well, he used to be the tech guru out here in Pittsburgh. And then he, you know, he claimed he was gonna retire and then magically reappeared, which I'm happy. I'm very happy that he has because, you know, he's helped me out a lot way back when. And we're just going to kind of blend it in and open the floor up to any questions with a further education, transition training, and the transition into employment. To take it
away. Go here, Emily. Hey, Sarah. Honestly, I really, I hit it in the resolution, the Proposed resolution, but I will reiterate it COVID has not changed anything. It has not there was a move in Congress to apply for waivers Ike, of Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the Individuals with Disabilities Education Act, the first two, which being our access civil rights laws, which says that we need to have materials and equipment while not equipment or materials, software, etc. that is accessible. Id A is the special education, the educational rights at which can include a weapon, and also can include instruction, as well as access. So none of those laws change with respect to the recipient of a person's civil rights. There were some bookkeeping, administrative waivers given that it's nothing important does not impact us at all. That's the back office stuff, let them make their sausage. Our rights didn't change. Right now, OCR is not sending people out into the field? Well, that's their choice. That is does not mean your rights have. Or that does not mean you your rights are limited because they've limited their choices. Schools, I see this a lot. I say, well, we can't send pit staff to homes. Well, you know what, when I taught, I went into homes of individuals who were very immunocompromised, it was called hospital homebound. And my gosh, we've been doing it for decades. So these I the saying we can't do this is pretty much never true, they probably can't fly. They probably can't turn water into wine. But but they could do a whole heck of a lot of other things they choose not to do so. Well, our contracts knew that our employees can't work past such and such, but you chose to enter that contract. And particularly with regard to the schools, because that's where my bread and butter is, frankly. But just because a school chooses to intern such a contract, that doesn't mean that if a student really can't function during the school hours, or more importantly, can't get all the instruction needed. Because, for instance, a high school or middle schooler needs the content instruction, but may be really behind in assistive technology, which is important to access that content, then they need more O and M orientation mobility, oh, we can only do it in school hours. Nothing in federal law says that. That is what's called administrative convenience. And the courts are very clear. administratively it does not does not give a school, the right to withhold services. I'm not saying this to say go bludgeoned your school, I'm saying that it's really important to know where you stand. Another very important thing about the IDA that has not changed under COVID is that services must be provided at no cost to the parent. I have just last week, I parent is really struggling because parents is blind and the child needs Braille. And the school is forcing the parent to come fetch the Braille from the school and actually not just and telling the parent, aren't you lucky that we're doing this? Well, the parent has to pay Uber both ways. That's not appropriate. And as I told this parent, I'm not saying you need to go bludgeon your school saying, law says blah, blah, blah, blah, blah. But it is, it's really important that we enter into a negotiation to know where we actually stand. We need to know where we actually stand. Parents, you're not going to get everything your kids legally entitled to. That's just not in this world, it almost certainly will not happen. But if you know what you're legally entitled to, then it puts you in a much stronger negotiation
stance,
so that's really important. So your child should be receiving anything needed for faith free appropriate education that's access to the general curriculum or a specialized curriculum if the child is not in the general ed curriculum. Also his extracurricular activities that may still be going on. And I'm talking about full access. If hardcopy Braille is needed, then it needs to be delivered and or an embosser can be at home. And the child can be taught to use on brochure installation software. refreshable braille displays are needed. Excited people use a monitor. I hear a lot technology is replaced Braille. No technology hasn't replaced print either. The only way that happens is if we turn off all monitors for sighted people. And magically it's not been placed because we look at our numbers and letters. So Braille is the print unless you're going to take away all text from sighted people, you have to provide text to blind people unless you take away all graphics from sighted people, you need to provide tactile profits for blind people and people's low vision. So we I like to have this equalisation, because it's really important because that's what free appropriate public education is about. It's not getting the best it's getting what other folks are getting. In addition, individuals with disabilities, so they need to get everything sorted out for getting but we also need materials and instruction that will allow us to access that what everybody else is getting. So if Charles never been taught tactile graphic, that's not going to be terribly useful to have it tells me we've been taught Braille Braille is not terribly useful. Jocelyn computer does no good unless you can use it. So that's also part of free, perfect public education and a big thing. And this must segue to VR. And Jennifer, and the three purposes of the IDA are to prepare students for post secondary education, post secondary employment, and independent living. So in addition to the educational curricular access and instruction and tools, that is FAPE, we also have this preparation for post secondary education, employment and independent living. And that does not start at 14 that is in the entire Ida, which, frankly, applies from birth to 21. So it's all of it. Again, you have a lot of rights, there's going to be a limit to what your child can physically do. It's really important not to overwhelm. But it's good to be in this position to know what is what you have a right to, let's say your child seriously needs a paraprofessional because of youth because of lack of skills because of additional disabilities, whatever schools Well, we can send our chef out fabulous. I'm all about solutions. You can hire somebody, you can contract with somebody. My mother in law lived with us for almost three months at the end of her life this summer, because if we had put her on nursing home, nobody could have visited her. At the end, we had hospice nurses and hospice, social workers coming in. So we wore a mask. We're grownups we can make this happen. So it is absolutely possible. And another possibility is paying the parent. If the parent wants to do some paying the parents a stipend for serving as a paraprofessional. Again, that's completely fine. It's just that we can't force a parent to work for no pay as a paraprofessional because that violates the promise of special education, individualized education at no cost to the parent. But again, remember, there have been schools that have had tornadoes, hurricanes flood fire since COVID. And certainly before COVID. At no time did. Were there waivers of educational rights. And most state and I would say any school district in Pennsylvania did not have anywhere close kin to the obstacles that flooded what hurricanes, cause so there's no way to say this is just too much for us to handle. They have to handle it, they have the money to handle it. The first hears that I should say the only cures had provided almost 13 billion
extra month just coding cancer.
So it is certainly doable. There's money there. And what we have to do is make the hearts want to do it get and tap into those educators hearts and tap into those educators brains and get that educator DNA working for your child.
Jennifer
thank you for opting in It's always a pleasure to hear the passion from my fellow Federation as who understand, much like Carlton said COVID didn't change anything for the blind people in this country. I love this concept that states chose to shut down their programs chose not to allow the professionals to come out because that's exactly what happened. We at blind Incorporated, the Louisiana Center for the Blind, and Colorado Center for the Blind, chose to continue serving. And, you know, we chose to continue running. Because we knew that lives didn't stop, it's been, it's been a fascinating experience. I've only been in this job for 15 months. So over half of my job now has taken place during a pandemic, Pam, Julia and I spent an enormous amount of time planning, the first few months that we were in the trip, the real deep part, I would say, with our all of our states, having a shelter in place, I was really disappointed, you know, to hear that Pennsylvania has not yet figured out how they're going to provide remote Braille instruction, if I remember correctly, having the school for the blind that was doing this before the internet. And therefore we know that with the invention, or the widespread nature of the Internet, and the increase in technology, Brill absolutely isn't becoming obsolete. It's more available now than it's ever been. And so to say that, you know, we don't know how to do this yet. I just I really have. I really think that that's short sighted, blend Incorporated. In particular, when we were, we were forced to close down our main building, we had a nine weeks day of shelter, stay at home for our government stay at home order. That is all we did was we did remote instruction for nine months, we had people who chose to stay here in Minneapolis with us, as well as having some students that went back to their home states. And that's and the route instructions continue. We took our youth program and it was done virtually blind Incorporated, I had already made the decision. Prior to Louisiana and Colorado, I'd already made the decision that we were only going to focus on our adult programming and our local school aged kids. However, the Louisiana center and Colorado center took their buddy and step programs and they modified them and turn them into an incredibly successful virtual experience. Yeah, I know the kids more computer time, none of them want to be on the computer more we know that. But we also know how important it is right now to keep blind children connected, to keep the blind community connected and to keep striving for that hope. I cannot tell you how long our waiting list has gotten. Because people want services. They want services now than they ever have been. In fact, four of our current students here at blend Incorporated, are here. On a gap year, they said I don't want to start my college career. In a remote setting. We use our masks, we use our hand sanitizer we take less students so that they can be spread out. I think that's one of the COVID testing centers knows us by name because of how frequently we bring a student in or as people travel, we have to go when we have times in which students cannot participate in classes in person. And so they work remote from their from our apartment. So again, you know that need has done nothing but increase to provide services, as we have not. We have not yet had a partnership in Pennsylvania. To the best of my knowledge. You may have a different viewpoint since you've been in the state a tad longer than I have. In the last, you know, I don't know two hours I've been part of the part of the Pennsylvania affiliates. We have not we have not taken our transition programming to the state of Pennsylvania and approached VR services valid. But it sounds to me like it's something that we really need to be doing because I think there's a big call. Somebody needs to be answering that telephone.
Absolutely. for actual money. Anna, Anna went to Minnesota for the buddy program and Louisiana we'll be back at Louisiana. But I think that Minnesota has that bonding has served a lot of blind students. We've talked about Norwalk Martha Harris went there. I'm thinking that I'm Helen Stephens went there. So there there has definitely been a connection there.
I was just talking about the transition programming.
Oh Well, like the stepping, buddy. Yeah is not new energy, buddy. I don't know about others. But yes, it would be wonderful it would be absolute and adored minister. It The only reason I went to Louisiana is because I said you can't go to all three Louisiana and then decided to do step for adult but and it was bound determined to do blinding for adult and I analyst one Deacon Minnesota, Colorado wasn't in Anna's repertoire because Anna is not an athlete. So I'm not putting Colorado down at all just knew this market.
No, I was specifically thinking of the school year programming. Because there are, we've had school year programs that we've partnered with here in Minnesota, one of them was primarily with the school for the blind. The other one was primarily for the metro chapter. And so this year, we kind of retooled it with the idea of it being a virtual program, this particular fall, we did not have enough people enrolled in it to run it. However, it doesn't mean that it isn't something that should be offered in other places. Because we do have that opportunity now, like we've never had. So it's certainly something I'm taking them by you services coordinator and said, Hey, I think there's a market that really means what we have to offer.
Absolutely. And like I had looted earlier, Pennsylvania has 500 school districts, we have 67 counties, and you did the math our school districts rely on I believe it's 21 of 29 intermediate units for largely for that. But there are, there are definitely gaps. And we also have a pretty robust charter school program throughout the state. There's a third, there's other local education agencies to which the resolution refers. And those charter schools really need the help. And they want the help because they're under attack by the traditional schools, they want to do a good job and show they can do a good job. So I think Pennsylvania might be a really good fit for your school, your program. I'm excited to hear more.
I'd like to know from some of our parents out there, what are the things that you are finding challenging about working with your child, especially those of you who are working at home remotely? What are the things that you're finding that we as professionals, really is blind people can help you through, as I almost said, as we go through unknown territory, but this has been going on so long, I feel like it's just a repeat song that we're hearing from player.
Okay, that's why we have dealt why case of the biggest thing remotely that has been an issue is basically the platform's not being accessible. But the things that we would like to learn, like, wow, I mean, I don't know we, you know, like I said, the state of Pennsylvania did all that just training online, you know, something simple, and she had the jobs and then, you know, like, we just went with the membership and get the free DAWs. And, you know, she was able to sit there and learn I all of her technology, I think at this point, she's probably it was it is a jaws user has surpassed the TV eyes in her eye, you simply because of that, that opportunity is they were home from school, and she was able to sign on herself and get the technology. And I so that was like, fantastic. For me.
I mean,
I don't know. Cricket. Does anybody else have any input or what they've
forgotten my daughter is not our My child is not in school right now. But one thing I've heard from tons of parents is, if there is a good side of the crisis, parents are seeing what wasn't going on at school. And as Emily alluded to, it cessful technology is not the luxury some schools want to make it out to be. It's, it's of necessity. And as a certified teacher, fine students myself, I can tell you that all else being equal in Teaching ability. I cannot hold a candle to a blind technology
user,
I do not use it all the time. It is not part of me. I'm pretty good with keyboard commands, I'm still not quite as good because I do use the mouse some. But honestly, if you don't use it, you're just it's not part of you. And again, teaching ability of being equal. Our kids need great blind teachers, and they need great blind mentors.
Right, this is Emily again, it, that's probably what I was trying to get to not being too eloquent. Because that was like, you know, I'm thinking of my agenda, like, Oh, my God, a question I can answer. But, but that is exactly what it is. Because quite frankly, our school district had you know, Angelina's in ninth grade, probably back when she was the what what grade, they start using Google Classroom, sixth grade. fifth or sixth up? Well,
good first google classroom
has been around since my brother was in high school. But I did have to join classes in Google Classroom
when I was in seventh grade,
like sixth grade is when I had just started using Google Classroom for everything. So technically, it was introduced, like six seventh grade. But because it wasn't inconvenience, and the TVI really didn't teach her on it. And so had he done that, then we would have known what we were walking into now. And, but then, you know, and I'm not, again, throwing anybody under the bus. But it's a matter of, not, they're not used to using it. They're very few of them sit at home and like, looks like, you know, go around on, you know, jaws for the photo, because we have nothing better to do at home, they have their own families, it's not part of their everyday use. And when they come up against a barrier like that, in school, the easiest thing to do is avoid it, and just do something else. And that all goes all the way down to even the use of Braille. Like for like the other thing I would like to see, I would like to see online classes of music Brill. She's a band, she's in chorus. Not you know, they don't know music. I don't even know music, bro. And really only later. You did once because yeah, like in fourth grade, but then Julie to get in, he did the class. And she did. She did the zoom meeting on that. That's something that the TV eyes don't know, in, and again, no offense to any of them. But by the time it rolls around, so that they actually get started on it. You know, the kids aren't in you can't deep freeze them. And their every single day is past and before you know it, you know, the first nine weeks is already over. And, you know, we're heading in the second nine weeks, and we're still still stuck in the rut of you know, what was even a carryover from the end of last school year that I explicitly said I wanted to stop and but that it ends up sometimes the convenience of the sighted teacher outweighs the necessity and the need of the blind child and I would like to see that change it even you know it Ron, I don't know if you're still on there. But this goes to the the staff people I really wish they would have gotten on to jet you know, Joseph certified trainer in jaws. I had asked for her TVI to go on. I asked for you know, just it was an hour out of your day. You know, it was the two days a week if that. They did not pursue that. And but that was like a very easy way if somebody wanted to get trained to help their students.
I think after seventh grade my
TBI just stopped. Yeah, so but that's they don't need to know that. So um, but that's what I don't know if Greg profit on here. Let me see my little list because Greg from Bhutan was supposed to come in here if he had a chance. I don't know if he got in. But um, I mean, those are my other observations specifically with Angelina and you know what I would like to see because there's so much more and everything seems to be artificially contained. Due to timeframes of school due to the the the basic sighted teacher doesn't live like blind person and they don't have innate They don't have and some don't want to learn English. So that's the barrier that we face generally every day. So,
for Emily, I want to commend you for continuing to push to find out what's out there because you don't know if you don't ask Angelina specifically, you know, don't give up on your excitement to learn and desire to learn new things. Music Brill sort of funny that that was the connection that you just made. We received a call Last summer I can't remember which from a woman in South Carolina, who that is exactly. Music Braille. And so we created that. And in the National Federation of the Blind, we know that those blind mentors how important that can be. Once the woman had the opportunity to work alongside and be tutored in Baroque music from our staff, we then hooked her up with the performing arts division, to try to help continue that. Now I don't know, I don't know how long it took her to get all of it. But don't stop asking questions. And looking for what you know, has to be out there for you. Because even if it hasn't doesn't exist now, doesn't mean it's not something we can't build together.
Does anybody else have any other questions or, because then I'm going to before Ron escapes me, then we're going to tie it in with rod Spiro and Jennifer and the transition into employment spirit, if you want to tell everybody who you are.
Yeah, I am the first and only Business Services representative working for abvs. I started almost two years ago to the day. And basically, my job is to work with employers to find out what their needs are. And then to try to match customers with with open positions, also work with customers on pre employment skills. In other words, letting them assess Are they ready for employment? Do they have the equipment? Do they have the training? Do they need help with interviewing or resumes or cover letters. So basically, that's what I do. Some of the things I've noticed. And and I'm glad to see that a lot of you are our parents, um, training centers need to be relevant. And not only do they need to, to provide blindness skills, which that's critical. And, and I'm a proponent of rail as well. But often, training centers, if they're not careful, they can become obsolete. Let me give you an example. And I'm not going to point fingers. But I remember a few years ago, I suggested that one of the things that was necessary, is to teach people who are blind to use LinkedIn, Facebook, Twitter, things like that social media. And the person I sent that to was in charge of a training center, and they said, Oh, no, BVs would never fund that. And we'll never do that. But now, if you don't know how to use LinkedIn, and Facebook, it's very hard to find job openings. Another aspect is so many jobs, even receptionists file clerks, things like that. Administrative assistance, they require a strong knowledge of Excel and Word and PowerPoint. And a lot of people that I work with just don't have that that. So that makes it difficult. And finally, if I worked with a training center A few years ago, when I first started, one of my customers told me she attended a training center that taught her how to use certain software that was used in in property management. And she said the software was inaccessible. So I couldn't believe that maybe I'm still naive. So I contacted the training center and said, when you teach them People, you know, jaws users, is the software accessible. And they kind of hemmed and hawed about that. And then I said, well, the software that you use, which company uses that software, so that I can approach those companies and say, my customer is skilled in the use of that software. And they couldn't answer me that. So I think it's up to you and up to us to be aware of what a training center can provide. And if it is something that's actually going to prepare the person to be job ready. Because one of the things that I learned as a business services representative, when I go out to the employer, I put my name on the line. And when I tell that employer, I have somebody that's ready to be hired, that employer trust me, and I don't want to violate that trust, that's really important. It's it's as important as as making sure that customer gets a job that they're qualified to do and capable of doing. So many times, and I remember this in my own life, that, you know, BVs, counselors tried to push me in a direction I didn't want to go. And I knew that I would not be happy. And you know, it's like wearing a uncomfortable pair of shoes that somebody else gave you. If you put that pair of shoes on and it's not comfortable, you're not going to wear it very long. So that that's unless somebody has any questions as to what else I do or anything like that? Or what trends I'm seeing, I'd be glad to answer them.
I just want to completely agree with you that employment is absolutely, you know, it's what vocational rehabilitation is after is to get those people employed. You know, it is a pivotal part of the rehabilitation process and making sure that people have all of the things that they need. So much so that one of the first things I did coming to blind incorporated was hired an employment specialist, who does work from the beginning, assessing where the client wants to go, what are their aptitudes. And then as they progress through their program, being able to watch and work alongside the counselor with what the vocational goal is, hasn't changed at all. And as they get more comfortable with, you know, the use of accessible technology, and then other adaptive skills, being able to bring them back. There's a whole curriculum, all about LinkedIn is your right, you know, that's what we find it's jobs are either online, or it's about who you know. So thank you for highlighting an important part of the rehabilitation process.
One of the things I got some some openings at IRS two summers ago, um, right now, actually, like, six months after I started, I heard of some openings at IRS. So I told some, you know, my customers, I had a job club going and I still do. I told them, you know, if you're interested apply for this, this position and IRS. I think four of them applied to got hired one, really one of the job, but he had so much trouble. You know, knowing how to navigate the USA, jobs website and uploading resumes and things like that, that he just kept falling behind in the deadlines. And it was very hard for me to help him remotely at that time. So you know, those skills, uploading resumes, writing cover letters, and uploading those. Those things are critical these days. If you can't do that, even somebody who applies for a dishwashing job has to do online things which is unfortunate, but it's just the way it is.
So, this is Emily again, and I gonna jump in here with Brent, I am does something else, even with Angelina in the school because, you know, you put certain things in an IEP and you're not exactly sure where the things fall through at but one thing that was always in there was for her to be able to do her own documents, even using a scanner to create a PDF and mark it up and Upload it in such. And again, these are just things that fall to the wayside because something that like a day of occurrence happens. And then, like left in the breeze. And so I can tell you right now,
she doesn't know how to do that, even though that's been part of her IEP and her tech is for probably like five years. And, you know, it would be nice to have additional training on that, because I don't know how to do it, or I'd be doing my own. And so I think both of you are correct. I think right now, everybody that we have, on the call right now that I think it's a unique opportunity, because now you have a training center and multiple training centers, especially from the NFB, and I hope Spiro is one of many drawed if you're listening, because I think it's very important that we have the other aspect. So if we do move forward next year, and we're supposed to have state convention here, again in Pittsburgh, that we could utilize the Pittsburgh Office and bring in the employers because and actually spirit and I had this conversation over email, that I think it's very important, because I think sometimes the employer doesn't know what they're undertaking. And since it's something new, it to them, maybe they're not, you know, to anybody, anything new, you're kind of hesitant and embracing, and if they had the opportunity to come, and we're invited, and did as Shannon started here, like more job expos, but brought in the employers so they can see like, bring them in on the technology days, so they can see what kind of technology is used, and how efficient the technology is.
One of the Sorry, it's good.
Not bad. Yeah, yeah,
I was gonna say one of the things that, that over your it's doing. We have a list of at least 300 employers that expressed an interest in our national disability awareness, Employment Awareness Month, which just ended it was October. But what we found was it was a little difficult to find a vendor that could handle the number of employers and could also be accessible. And I'll give a plug to to Lynne, because she worked with Gus laughy are, are at person and recommended a vendor. So we will have our National Disability Employment Awareness Month, a little late in probably in March. But we're also doing Lunch and Learn sessions for employers. And so the VR people, the vision rehab therapists, Colm instructors have an opportunity to present Lunch and Learn sessions to employers to introduce them to different how blind people do things, to the technology we use, things like that. And I'm also was able to reach out to a local center that embeds people UPMC and Giant Eagle whose job it is to find people with disabilities and get them employed. So we're going to be doing training for them as well. So they know how, how to determine is a job suitable is a job accessible, and what is needed to make it so. So it's coming, it's slow. I have I heard some other things from committee I'm on that, um, you know, that are very positive. I don't know that I can really discuss them. Other than to say, I may have some counterparts in different offices if it if it works out, right. So I'm excited about that. Because I hate like all get out when I find a job. If I don't have somebody to fill it, it just kills me. So, you know, if I can find somebody in Altoona, if I can find somebody in Harrisburg or Erie, I don't care where they are. I don't even care if they have an open case. I, I if I can find a job for somebody and make it work, I'll make it work.
Then that's perfect. And you know, I guys, it's already 10 after 12. Wow, does anybody have any final final questions or statements they would like to make? Because I think you know, that was a pretty well packed agenda. And I can't believe the time has already gone and so I'd like to thank everybody Anybody has a final statement? Please go for it.
Emily, it tried. Um, yeah, indeed, it was a good conversations and I was listening intently. Um, if you think, you know, from the BBs side, before we part ways is, you know, a lot of the things that we talked about, you know that I tend to like to categorize things, and some of them are really systemic issues. And I think that's where you come in. And this is the first year that I have to pretty much participate with you in a different capacity. Where were, you know, it's now your, your play in, you know, I have a different role. Now, in a lot of these systemic things in terms of universities, not teaching proper blindness concept, to folks who are charge to then serve the blind, I think, you know, I want to be realistic, in my position, it's, some things are accomplishable, and others are really things that I can message to ensure that they actually get get traction. So you know, the systemic things, that's, that's why I need your help. Because on my, in my day to day, I don't get a whole lot of opportunities to do beyond messaging, the right thing, and implementing the right policies and procedures and different things. The assurance you get from me is that during my tenure, here, I'd be VVS, you're going to see a bureau that is visible, you're going to see a bureau that is in fact, serving the blind, I don't think you know, less of that is not negotiable. In any aspect. And you're going to see a bureau that is focusing on either getting blind people employed, or getting kids with vocational goals, properly equipped to realize, to really, you know, to actually be able to benefit from the services that we offer, um, as it relates to folks going back into field, it's a conversation that started my first week here. And again, I've been here for about five months and a half, about six months. And at the end of this month, um, I have been getting traction. in that conversation I have been heard, you know, the best I can say stay tuned, I think I intend to be successful in, in actually getting services where services is needed. But keep in mind, it's it's a, it's a bureaucracy. It's, you know, when Colton was speaking, Colton is an attorney, I'm an attorney. And I said, Well, what is the best response I can give to her when she says, you know, for example, VR chose chose not to go in the field. And I said, well, or the or has not been permitted to go in the field, because, you know, I'm in charge of bbbs. And if I hadn't been permitted, my staff would have been all over the place. So it's really that larger environment that I'm part of, where sometimes you have the good ideas, sometimes you have the good intentions, but it needs to go through a process. And I've been relentless in engaging all aspects of the approval process and what needs to be done so that the need can be understood, and so that we can provide services. And the last thing I want to say is with the business services aspect of it, employee engagement is going to be a huge component of my plan while I'm here. And, unfortunately, sphere is one of three for the entire agency. bbbs is fortunate to have one out of three. So I recognize that it's not, it's not sufficient. But again, it's part of the conversation. And those are the conversations that I'm having, because I want my tenure here to be consequential. And I need your help in bringing that message so that you know we can provide services where services are needed. Feel free to call upon me. I'm always open for conversations, calm for for conversations, and I'll be reaching out to you on an as needed basis. So that we can continue the conversation. I can hear what's happening in the field. And you can as well get a perspective as to the things that I'm working on to advance the
absolutely We are here to help.
Right I just want to say what you were right, you're not permitted. And when we get to that wall, that's what I want families, consumers to get to that wall, say hey, you institution, we're not permitted to do it. That's what we need. need to know because that's what we have to have out tell our elected officials.
Mm hmm.
We have talented people. And this is the same with your school board. We have talented people ready, willing and eager to provide the services. But regulations, things are hampering them. How can we make this work in the short term, and maybe it's independent contracting, maybe it's something else, let's work together to find workable solutions.
As a former state employee, for the last 11 years, I won't lie, I've secretly been glad to not have those restrictions on what we're able to do as a private agency is hard. Because you don't have the same you don't necessarily have the same guarantees. But I totally I totally appreciate, you know, that notion of, yeah, it's the people above you that have chosen for you. So anything we can do to help continue to make sure that things move in the right direction, so that those staff who are ready and ready to go, can get out there and do that.
And stay tuned, and we're going to have the first advisory committee meeting. For the blind, I think, beginning of December that the date specific data is going to be sent out, I might be able to have more information on this then. And we talked about early December. Again, it's a process has has been ongoing. It's been lengthy, but I think I'm, I'm almost at the end of it.
Well, this is Emily, again, I know it makes me very happy to hear that everybody on this call, once the communication because that is the most simple step, which has, honestly in the past been the most difficult to accomplish. And so hopefully, if we can keep the doors open, we're all going to this forward in a meaningful, and as you said, Rod a consequential way. And if nobody else has anything to say, we're gonna in this meeting and go to lunch, and actually, Rod just to double down on that my next meeting is the legislative meeting. So do not be afraid if there's something that you can't do, you know, the whole budget crisis, if anybody would have told me that we could have put pressure on either way to get more funding. But you know, I am more than willing to get everybody together so we can tell you what we need. But if there's something like Carlton said, you hit that wall, if there's something additional that you guys would need from us, please let me know.
Well watch me when I'm banging my head against the wall because I might not be able to tell you.
All right, anybody else have anything to say?
Thank you for having me, Emily. Well, thank
you for being here.
And I'll be on with the kids later. I'm looking forward to that conversation. Yes,
that's that. Yeah. The students are going to be meeting there. I think they're starting now but they're eating lunch or something. So but absolutely. I want to thank everybody again.
So
enjoy your afternoon and thank you for participating. Absolutely.