42: Case Management with Jessica Laing
Jessica shares so many helpful strategies and tips for being the case manager as well as the itinerant TOD for her caseload!
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42: Case Management with Jessica Laing
[MUSIC]
D: Hello and welcome to the TOD POD, a podcast to support Itinerant Teachers of the Deaf and Hard of Hearing, SLPs, and other Deaf Education Professionals. I'm Deanna Barlow from Listening Fun and today we're talking with Jessica Laing about case management. Thanks so much for being here today Jessica.
J: Yeah I am so excited to be a guest. I'm really looking forward to sharing what my day to day looks like as a case manager Teacher of the Deaf and Hard of Hearing.
D: Yeah, I'm really glad that you volunteered to talk about this because we were talking about a little bit before um, case management is just not part of my job in New Jersey but I know it is for a lot of people. So really glad you're here to talk about it. Can you tell everyone a little about yourself and your job?
J: Sure so I have been a Teacher at the Deaf and Hard of Hearing for 11 years now. I personally have a bilateral moderate to severe hearing loss. I have 2 hearing aids that I use to access speech. So I have been working in my current district for nine years now. I currently support eighteen students on my caseload and I personally case manage 12 of those students. I work in supporting 6 schools. Um, so it's kind of nice because like my farthest drive is like maybe 5 minutes um to get from one school then to the next. I have previously worked for like a cooperative service agency where um, it was more rural based so sometimes it would take me an hour to drive from one district to another district. So it is very different, but I really enjoy working for one district. I support students starting from preschool age and work with them all the way up until graduation. So very wide range of students that I support.
D: Yeah, very nice. I've had like both. I've had the more concentrated caseload which is like super nice, and then I've had like the more spread out caseload. Like I drove from from one school to another today and it took me 50 minutes which is like...
J: Yeah.
D: It's way longer than it normally it's for me, everything's usually under a half hour but that one stretch is like rough. And it's in like the opposite direction of where I live [LAUGH] so it's like okay I'll go home back eventually. But anyway...
J: A lot of reflection time.
Both: [LAUGH]
D: Yeah, a lot of lot of podcasts actually. So actually something you said piqued my interest. So you don't case manage all the students on your caseload. How do you, how is that determined like who you're the case manager for?
J: Yeah, so that's a great question. So at the time of evaluation, if there is another area that is identified as primary disability and it is not Deaf and Hard of Hearing, that person would be the case manager. So it would be a different special education teacher or sometimes it might be a speech and language pathologist. However, if it is a student who is identified as having Deaf and Hard of Hearing is their primary disability then I would become the case manager.
D: And who decides what the primary disability is?
J: So ultimately it's a team decision. We look at that medical information. We look at all of the areas of disability related needs that we had identified throughout the evaluation process.
D: Mhmm.
J: A lot of times I will be the case manager but there will also be like speech and language as a related service and we ultimately decide that hey this speech need is related to that hearing loss piece.
D: Yeah.
D: Yeah, that makes sense. For the students that you're the case manager for what is your role as the case manager? What does that all entail?
J: So I wear many hats. So I aside from just that direct instruction in advocacy or auditory or language development, it is my job to schedule and coordinate IEP meetings. I write all of my IEPs. At the beginning of the school year I always coordinate what we call early engagement meetings. So that is where I invite the student, their families, to come and meet their teacher. We talk about the IEP, their impacts of hearing loss in the classroom, we talk about technology. Get those things set up and have them like choose a seat in the classroom that's going to be most conducive for them. So I coordinate those meetings. I'm continuously collaborating with the educational audiologist. We make a really great team. Always collaborating with the general education teachers throughout the year, troubleshooting equipment. So I do a lot of the basic troubleshooting. Um, if a DM system is not working or hearing aids, something's going wrong. I'm there to assess first and try to figure out and then I'll reach out to the educational audiologist if I'm not able to do that. I'm always creating visuals and providing resources to general education teachers regarding like best practices for supporting their students in the general education environment and that's kind of just an ongoing thing that I do throughout the year. One thing that the educational audiologists and I do typically in spring is we will conduct an acoustic sound analysis. So what we do is we go into potential future classrooms to determine what would be the best classroom placement for that student for the following year. So we look at like what is the environment like does this classroom have carpeting, um is this classroom near the cafeteria or is it near like recess area and we sort of collaborate and provide that information to administrators to kind of just ensure that our students are being set up for a success for the following year.
D: It kind of sounds like being the case manager gives you the opportunity to have a little more like holistic support of the student I guess like as opposed to just providing the the service of TOD which is like tied to like specific goals or like accommodations or whatnot. I feel like everything you're describing I do but I have to go through the case manager first. Like I have, there's an extra person I have to like educate about hearing loss so that way these needs can be met. It's a little more like roundabout I guess it sounds like this actually might be a little more comprehensive and I can see how this might actually be quite helpful for the student to have like a person in charge of their case who understands hearing loss.
J: Yeah I agree and I just think of 2 like ah just little things like right now our district is going through a lot of district wide assessments. Um, being that it's January, so I'm in charge of either implementing those testing accommodations or proctoring or administering those assessments with my students whereas like if I had to go through someone else like it would be me checking in like oh are you making sure that this is happening and um at least I I feel like I'm aware and and I know that those accommodations are being met and provided.
D: Yeah, it's almost just like more streamlined because a lot of times like because I'm in a bunch of different districts, I mean I have an idea of when testing is but like every district kind of has their own systems their own things going on and like the case manager has to reach out to me to ask for accommodations or I have to reach out to them and then they fill out the paperwork and then they do this and it's like it takes like 3 steps to get everything done versus just someone knowing what needs to be done and when and how all in one person like that sounds kind of nice. [LAUGH]
J: Yeah I think it's definitely an advantage of being a case manager.
D: But if you're doing all this extra work, is this time built into your schedule?
J: Yeah, so that's a really great question. Um, so are you familiar with the 3 to 1 model of itinerant teaching?
D: No, can you tell me about it?
J: Yeah I would love to. So back in 2019 I'm not sure if you're familiar with Karen Anderson and the building success for students with hearing loss.
D: Yes, very familiar. [LAUGH]
J: So she yeah, awesome. So she back in 2019 shared an article about the benefits of following the 3 to 1 model of itinerant teaching. And so what that looks like is it's three weeks of direct support so that pulling out of the classroom to work on those either advocacy, vocabulary, auditory goals, and then on that fourth week what that looks like is it's not necessarily direct support with the student um, it's more supported. So what I typically do during that time is I will go into the classroom I will conduct observations to see if the students are generalizing the skills we are working on in the classroom and it's also a great opportunity for me to collaborate with all of my teachers and just ensuring that you know there's nothing that I could be front-loading in terms of vocabulary, making sure that all of their accommodations are being provided in the classroom and that their learning is accessible. And then also it gives me the flexibility to kind of move students around so that they're still getting their IEP minutes met. So I do indicate in the iep under specialized instruction that, let's say I see them 3 times weekly for 30 minutes I'll indicate in 3 of 4 weeks and I explained to parents that fourth week doesn't mean like I'm just taking a break it just means that like I'm supporting in other ways that I couldn't necessarily do when I was following that weekly model of direct instruction.
D: Yeah I've, I now that you're explaining it like, I'm familiar with that concept I didn't realize it had like a actual name but I feel like that's a very smart way to do it because then you can, especially if you are responsible for case manager responsibilities, I think that's how people get burnout is when they have like all this extra stuff and no like actual like billable time to do it quote unquote like you know what I mean like time built in. I feel like my job has something not similar, but it's like districts contract with us right? So they're billed an hour but sessions are 45 minutes so like those 15 are like administrative and like paperwork. So it I guess it adds up the same you know over the course of you're doing you student once a week for an hour. It's an next one of those it's like an hour in total of like admin time except it's like little by little. But I kind of like the idea of doing like you said like the three one because then it's like a block of time where you can actually like accomplish something [LAUGH] like ah and if you have all these extra responsibilities I feel like that's a good way to do it and by setting it up that way in the IEP like, everyone's on the same page. Everyone understands. And I'm sure the parents can even see that like that is beneficial for their student to have that additional type of support in addition to like the direct service.
J: Yes, absolutely and I feel that like since implementing this model my students have demonstrated so much more success in meeting their goals because it's not just ok, let's work 1 on 1 and then off you go. It's like I really can see how they're generalizing that skill in the classroom and if I need to like provide a prompt or a model, I'm able to do that and sometimes you catch so many things through observation that you're like oh this would be a great topic to focus on. Like my last um support services week I was in the classroom and a student was using her pass microphone with a group of students and it was lighting up blue indicating that there was no connection or something was not working and so I went over and I was like hey so I don't think you're hearing anyone in there. So what do you think? How can we troubleshoot this together? So it kind of provided me that opportunity to sort of jump in, I will only typically do that with elementary students, with like middle school and high school students I don't want them to feel awkward. So I usually leave that for a conversation during our self advocacy session where we will just kind of talk about it and troubleshoot. But then I was able to for those next three following weeks like we worked on, I made a social story on pass microphone and like what could go wrong, how do we troubleshoot. Um, and so because of that opportunity that I was in the classroom I was able to support that student in that way I never would have thought about that you know prior to because you wouldn't have seen that.
D: Yeah, yeah I always were I always write the location or like the that part as like flexible. So it's like not push in or pull out. It's flexible. So that way like I always try to push in like a little bit sometimes it's a whole session depend a whole like time period if that's like what needs to happen but like a lot of times it's like a little bit here a little bit there just so like you said you can kind of pick up on stuff like that. Speaking of something you said though like do you always do the same week of the month where you like block off that whole week to like do this kind of case manager and observation stuff?
J: Yeah, so um I should also mention in our district our speech and language pathologists also follow the same model so prior to the start of that school year, we kind of look at like the calendar and then we determine which would be the best weeks for those support services to take place...
D: Okay, but what if there's five weeks in a month?
J: Yeah, so sometimes yeah, sometimes it doesn't align exactly like per month. It's just we kind of go off of like three weeks and then one week of support services and then up until the end of the school year.
D: Got it.
J: So we just provide that those dates to the classroom teachers ahead of time and then I always send an email just hey letting you know that it is a support services week. Um, and I typically set up meetings with those general education teachers about a week prior so that we can get that coordinated and scheduled and I'll just say hey I'm just going to come in today randomly and to observe.
D: Yeah I always like to ask you like nitty gritty questions because like if someone wanted to try to implement this like I like I'm picturing all of like the roadblocks like all the questions they would like like they so they try to do it and then they're like wait when do I do that like what's the week like what do I do when they're five weeks like [LAUGH] like these are the types of things that like to give the little details on. Was this system already set up when you started working there?
J: So with the speech and language pathologists um, it was something that they had recently started and it appeared to be really successful for them. Um, and so I was like always thinking in the back of my head like, wow I have so many things that I need to do in order to be a successful case manager for my students and then that article came across and so I shared that with my district special education coordinator and I said hey what do you, what do you think about me following this model? And at that time I was also working in 2 districts and was starting to feel kind of the burnout. Um, and so he fully supported that and so as IEPs would come I would explain to parents kind of that transition of what that's going to look like in the future and then it sort of took a long time to get everyone on to that model. But as their IEP came I just adjusted the minutes under specialized instruction.
D: That makes sense because I feel like this could be the kind of thing where I know if you work in several districts I could see it being a little harder or taking a little longer because you have to like convince multiple people that this is a good model. But if you wanted to start implementing it that would make like for other people who want to start doing it to like you said do it little by like get approved from like the director and then you could start doing a kid by kid and it's not like a huge shift it's just a more natural way to move into it. Yeah, that makes a lot of sense. I really like that. I think that you answered like half the questions that I wrote down. [LAUGH]
J: Yeah I love it. Yeah I feel like it's It's just made the position so much more manageable because I would always be thinking in back my head How am I going to fit in the tests for you know testing accommodations. How am I going to fit in this collaboration time that I have under program modifications and you know there, you know it's not just the specialized instruction that you're doing with these with your students I mean there's there's just so much involved.
D: Yeah, and it's funny I didn't really know what to expect out of like this episode because I like I said I have no frame of reference for case managing and like I didn't expect you to have so many solutions like I feel like you're killing it! Like this is I feel like this is like so good for people who are trying to case manage on top of everything else and feeling like they're burning out and like need a different way like I think that this seems like it's it.
J: Yes, I fully advocate. Um, for me, it's just been a really successful method.
D: Yeah, absolutely. Okay, so let's get into like some nitty gritty stuff like in terms of actually keeping everything organized because it's a lot of paperwork. It's a lot of people. Do you have any like tips or systems for keeping everything organized like deadlines, meetings, reports, signatures, stuff like that?
J: Yeah, so great. Question. Um, ah when it comes to organization I feel like I'm a little extra. I so I do like a paper calendar that's color coded for each school that I'm with but then I also have um my Google calendar which looks very much the same. Um I like the Google calendar because I can add teachers to each session and you can just set it up so that it's like on cycle for um, up to the end of the school year. And then if I like need to adjust a time or like a student doesn't show up a teacher can just write a quick note on their like canceled: student is out today or something like that. So that's really great. I like the paper calendar and that like sometimes when I'm meeting with students I'll like write down a note on there for like the next day like oh make sure you grab batteries from the audiology cabinet and bring it to the school and you know I'll just jot little things down like that which helps me to kind of stay organized because I know I look at that quite a few times a day.
D: Yeah, that's a good tip.
J: In terms of IEPs, so at that early engagement meeting before the start of the school year since the family and the teachers are already there I like to schedule all of my IEPs before the start of school which has really helped I know we cannot always control like if you have an initial evaluation or there's a re-evaluation. There's different things to consider. But for the students that I case manage I like to have that set and ready to go and it's been a really successful system for me.
D: So is that IEP for the upcoming school year then?
J: Um, so like so the early engagement meeting is like in August and so our school year typically starts maybe September first. So I like to have my students meet their teachers before the start of school to kind of alleviate some of that anxiety. So I'm like well we're all here. Why don't we set up for you know fall, spring, you know winter or whenever their IEPs due um and we will schedule that meeting that in there.
D: You'll schedule it there. Okay I thought you had the meeting I'm like..
J: No! [LAUGH] We schedule it.
D: like it seems there's some important information that has to be decided before that... [LAUGH]
J: Yeah, so we schedule the IEP it's on the calendar. Um, and that gives you know, especially if you have like an educational audiologist who is supporting various districts you know I really like that to be a part of the IEP because they provide so much great input. Um, and they're a valuable member of the team. But sometimes it's hard if like you're scheduling an IEP like three weeks before it's due and they're like I already have a meeting or I can't make that. So and also if you have like an OT, a PT, other people on the team that you need to consider so it just it has just really worked well for me.
D: Yeah, that actually makes a lot of sense to just like go ahead and get it on the calendar like when you have everyone in person or at least like everyone's attention and I guess because you have this 3:1 system you have time for meetings, like what a concept! [LAUGH]
J: Yeah, and I do intentionally try to schedule those IEP during that support services week. So I'm not having to cancel students or like trying to shuffle them around like they're still getting their IEP minutes in because I was finding that prior to following that 3 to 1 model, I would kind of have to just go at whatever it was scheduled at um if I wasn't the case manager or I would like try to figure out a time and it was just always so challenging. So and I would have to miss students and I don't always like having to miss and it's always a struggle to try to reschedule and where am I going to fit him in.
D: Yeah, absolutely. Do you have like an IEP like season like it's like they're all in the spring or are yours all year?
J: So they go all year round um for our district.
D: Yeah that's how we are too. But my old job in New York was like they were all in the spring which I kind of was like a blessing and a curse.
J: Yeah I'm just curious like so if you have all of the IEPs in spring and let's say you needed to do a review/revise or something how do you, how does that work? How do you get back on cycle if you have like a review/revise in like October or like a read...
D: I think you just have another one in the spring like you could have a like you can have a meeting in October November December whatever but then you would have another meeting in April or if you had one in December maybe it wouldn't be till May because we go to the end of June.
J: Yeah.
D: So it was like kind of nice because everyone like sometimes I feel like it's like hard to have a meeting in October when you're deciding stuff for the following year and it's like well I yeah well give it our best shot but like there's a lot that can change between now and then, but so it was nice that it was in the spring. But then. Like it's it's like a lot of meetings in the spring. So it's like hard logistically to like get that done. So I kind of prefer them spread out even though it can be kind of weird for like the beginning of the year ones but like you can always re-meet if you need to change stuff. It's like not the end of the world. But I mean it makes so much sense when you now that you explained that time where you have for the meetings and then scheduling all the meetings at the beginning. Amazing idea I love that. And then do you remind people about the meetings?
J: Yeah, so I usually set up an email reminder like a schedule-send um with all the people and then I will include like if it's and if it's a virtual IEP I'll include the Zoom link on there, and just had that set up and sent. So don't have to like worry about it. And then I typically send an IEP draft to the families prior like about a week prior to the actual meeting. So what I will do is if I have like a speech and language pathologist um and the audiologist on the team I will just send them a Google invitation but a few weeks prior to the date that I'm sending out the draft and just say hey I'm sending the draft on this day please make sure you have all of your information in by this time because this is what I'm sending it to the families.
D: And how do you remember to send those reminders? Do you have them in your calendar or they like auto scheduled all for the whole year?
J: Yep so I just I actually put them as like a calendar event on my Google calendar and then just send it out so that they have it on theirs.
D: You know I feel like that's a good idea when you have that week because what I do is like I put like if I've to write a progress report and I know it's due at a certain time I'll put put a time on my calendar when I think I'm going to write it but like I'm looking like six months out right? So I don't exactly know what my schedule is going to look like so I put it on the calendar like thinking that's when I'm going to write it. But then like inevitably like I have to see a student at that time or a makeup or a reschedule or like and then like it's still on my calendar like I still know I have to write it. But now I can't write it at that time anymore and then I get like then like three days passes and I'm like I have to write that report like tomorrow like and then sometimes that's when I end up doing it like off contract hours one that you're supposed to be working so it's like I feel like I if you have the admin time then you will actually do it in the time you schedule to do it. [LAUGH] It all goes back to the to the three one. I keep wanting to say 3 1 1 but that's not right. It's 3-1 right?
J: 3 to 1 yeah.
D: 3 to 1 okay I'm like like 4 1 1 um, awesome. Okay I feel like that's like I feel like you really have it all figured out is so helpful. Okay, if I ever end up being a case manager I like know exactly what to do. [LAUGH] So I feel like we talked a little bit about like the benefits of being the case manager is there anything that's like particularly challenging about also being the case manager and any like tips you have like come up with to like overcome those challenges?
J: Yeah I would say the hardest part about being case, manager is you know it's just a lot of admin work right? Like so it's a lot of planning, scheduling so you always have to be 2 steps ahead. I would also say like just not being able to be in 2 places at once, right? So I'm like always in the back of my mind thinking about is a student getting what they need and um, well what if something happens or am I going to make sure that I you know is the teacher going to reach out to me and and let me know hey the DM is down and I feel like I have a really solid relationship with ah my general education teachers that I work with. But you know that's just always in the back of your mind almost a little bit like kind of feeling guilty, especially for like my younger kiddos where I'm like oh he's only 3 and like I wish I could be there in the building all all the time. So I think that's really hard. I honestly don't know how itinerant teachers did this job prior to email. I would be so lost.
D: I don't know, I never I I never had to so I don't know. [LAUGH] Same with, with a GPS, oh my god, oh no.
J: Oh yes absolutely. But you know, it's like I'm constantly checking my email and my phone just to make sure that there's nothing you know that I need to step in and support with um so it's it's just you know your it's like you know, um on your computer where you have like all these tabs open I feel like that's my mind all of the time. Twenty four seven when it comes to this job just because like you want the bus for your students, and there's a lot to like to manage.
D: Yeah. I feel like that's like probably like the good and the bad is like you're in charge of everything which is great because you're you will do a good job like you know what you're doing on the downside you are in charge of everything so you have to keep track of everything which is a lot.
J: Yeah, absolutely. I think another thing that's really challenging as far as being the case manager um, and this is probably just challenging for Deaf and Hard of Hearing teachers overall. But um, really getting staff to understand sort of the you know how how Deaf and Hard of Hearing education, how students hearing loss kind of impacts them and it's like it's that invisible disability right? So sometimes it's like oh they look like they're doing fine. And you know it's really trying to explain in the best way possible to get them to understand that you know it, it is so different and sometimes when you're advocating for more services it's, it's hard for someone who has not received that Deaf and Hard of Hearing education to understand that like deaf and hard of hearing education and special education should be approached differently right? Um, and so I feel like I'm constantly having to advocate um, for like more support if it's maybe an academic specifically like reading or math, and it's like well they're they only have deaf and hard of hearing is the disability related needs. So we don't have another special education teacher on the team and it's really hard to get 1 on the team if that makes sense.
D: Yeah, yeah, that's interesting because for for us I think there is always a special education teacher on the team. A Teacher of Deaf is not considered a special educator. So and since we're not the case manager either there needs to be a special education teacher on the ah team even if they don't see the student directly like they have to consult on the IEP. So it's like sometimes that's helpful. Sometimes it's not if you know but like ah it's just interesting how it is different places because everyone does it I don't know I don't know how everyone could possibly do it so different but they do. [LAUGH]
J: Yes.
D: And I feel like sometimes it's hard when there's like it's hard to parse out sometimes like what's related to the hearing loss and what's not like like a lot of kids have hearing loss and a learning disability and like that's totally fine, but we need to like work together to figure out how to approach that because like a strictly special ed approach is not going to address all of their needs and like neither is just a deaf and hard of hearing approach because there's 2 parts going on and we're going to need a whole team to figure that out. But I kind of feel like at least as the case manager you're leading the conversation on that versus someone who has like, for us the case manager is a job, like it's not a special a teacher. It's like the school psychologist or the school social worker like their job is case manager. So they don't really work with the student directly so they have to get all their information like secondhand from the teachers, like the TOD, the special ed teacher. And that's nice that they do all that work for us like I'm very appreciative and up until this conversation I had never had any interest in being a case manager like I was always like thank goodness I don't have to do that now I'm fearing like wow maybe maybe it is doable. [LAUGH] Maybe it would be good, but not not in the cards for New Jersey but I can see how that like oh know you have a little more control over at least having that conversation because you're the one leading the meeting and you're in charge of emailing everybody. So interesting. It's funny I don't know like I said I wasn't sure what we're going to talk about exactly and I'm like very happy that it ended up being more of like a positive conversation I don't know I don't know what I expected but like it's nice that to have someone who actually seems like they so like they enjoyed the case managing aspect like they think it's helpful.
J: Yeah I really do um, love what I do and and I think that as a case manager like you kind of have a little bit more control um over certain things and that that can make the job ah go a little more smoothly. And to just kind of being like that contact person and um, kind of more so being in the know prior to working in this district when I was not a case manager it was just kind of like sometimes I felt like I wasn't always kept up to speed with maybe things that were happening and I'm like but I'm a member of the team like I should I should know this information. Um, so I do feel like um I have a good grasp of you know my students progress and how things are really going. Um, so that's nice.
D: Yeah, one time I walked in to a school and the student had been out for surgery, didn't tell me what kind of surgery, they came back with a cochlear implant. And I was like oh what? Would have been um, helpful for someone to have told me that information.
J: Um, oh wow. Yes, that changes.
D: I did not, I did not know that was happen.
Both: [LAUGH]
D: Like that that's the kind of thing maybe I would have um I would have been informed of has that been the case manager.
J: Um, right? Like oh here here's some best practice tips or you know recommendations for when the student comes back or...
D: Truly I think the most like shocking thing that's ever happened to me like in my in my teaching career I like walked in I'm like what is that? And the students like that's my new hearing aid, I'm like no it's not! I was like oh my God okay.
J: But just to like to think about like had you been informed. What could you have done to help prepare the student.
D: Oh my god so much! And like and the family like there was a lot that could have been done because I don't think anyone quite knew what was happening with that until it happened. But yeah, wild. [LAUGH] Alright. So my last question that I had written down was if you're training a new TOD case manager or if someone is listening to this and maybe wants to implement this model. Ah because they're already case managing but they feel like they want to try to do it this way. What kind of tips or ideas would you share with them to kind of get them started and off on the right foot?
J: Yeah, so I would say you know definitely if you're interested in that 3 to 1 model approaching your special education director or special education coordinator whoever that might be um and just kind of sharing like hey these are the benefits. Um, maybe just really clarifying like the role of the Teacher of the Deaf and Hard of Hearing isn't just like pulling that student up providing that instruction or pushing in the classroom and providing that direct instruction like there's so much more that's involved with being a Teacher of the Deaf and Hard of Hearing and, you know, just with managing like, I would be able to um you know work with more students if I were were able to follow this model because you know then you have more time to do some more of that administrative um work you have more time to conduct observations, you have more time to maintain you know their assistive listening devices. So just kind of taking it from that approach. Um I would say definitely just being organized is really truly key to be a successful case manager the Deaf and Hard of Hearing. Um, being flexible. You never know it's going to come your way so you just kind of have to take it as it comes um and just learning how to like ok how do I um, you know if a student is on a field trip I mean I think we've all been there where like we've shown up at a school and while they're out today or they're on a field trip or whatever you know, just being like ok, let it go and then just figuring out how that you can make up that time with the student. And I think just being assertive with advocating for students um on their behalf is is definitely an attribute that you would need to get good at.
D: Yeah I think being assertive and like also like I don't know like tactful I don't know had the best way to put it I feel like I have no problem being assertive but sometimes I like I have to think about what's the best way to say this so that people will agree with me like. Because I like need to convince this group of people that this is the best practice for this student. Um, so I feel like it's gone easier as I've gotten like more experienced at the beginning I would be like but why wouldn't you do it like this is what this is the best thing to this is the most appropriate thing to do. But I think that probably just comes with practice like being comfortable being assertive and then also just being more clear and persuasive in your language. [LAUGH]
J: And I would just say like when you are approaching what has helped me is just having resources and evidence and just any type of literature to help support like this is what I'm trying to explain this is the evidence that we have um sometimes I find that it's hard to find information because there's not a lot out there. Um, but that does that does help.
D: Um, yeah I'll actually I'll try I'll look up that Karen Anderson articles so I can link it so that way if people want that like specific article that you mentioned for if they want to apply the 3 to 1 model. Are there any other like resources or like contact info if you want to share um that you'd like to share with people?
J: I don't really have I don't have like ah an Instagram account or like anything like that. So um, no, not at this time. I will say um, 1 more thing that like for case managers to have and that's been really helpful for me. Um I would just say like establishing a network of like other DHH teachers and educational audiologists. Um, it can be a really lonely profession. Um, like for me I'm the only Teacher of the Deaf in my district. Um so a couple of years ago what I did is I had reached out to a few of the TODs um, in the area and I said hey do you want to like have a group where we can collaborate and just talk about best practices or just shoot ideas off of each other. Um and so we actually still meet each quarter and we just sort of talk about community practices and um, it's really really great like they are truly like my sounding bored because I can go to them and they understand and they can provide such great feedback and I just think having that um sense of community is really important for this profession.
D: Yeah,, that's such a good idea I feel like for because if you're the only TOD in your district like there are other districts like I assume someone is servicing them like you can definitely like might take a little digging but you could find out who they are and reach out to them and I think a lot of people feel that way and would probably appreciate being reached out to to like have a little collaborative group. So I think those are all great tips.
J: Absolutely.
D: Alright, thank you so much for all that great information. I think everyone will find it super super helpful. I will link. like I said I'll link that article and I'll also have below if you want to make a post in that TOD Facebook group that we have about like what state you're in what area you're in. So if you want to connect with other TODs feel free to do that might be a nice way to like find your little group if you're the only TOD. As always the transcript and links and everything will be in the show notes and at listentotodpod.com and that's everything for today. We'll see you next week. Bye!
J: Bye!
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