#Iowa Department for the Blind

Created 3//16 Last Revise 6/23

AT Contractor Approval Process

Step 1: Contractor Application

Please visit this link to complete the application. Each individual or business must submit a completed application form. Please be aware that information regarding education, certification, and experience will be available to case managers in order to help them match the contractors skillsets to their clients’ needs. The list of hardware and software that contractors have been qualified to teach ((see below) will be made available to case managers as well.

Step 2: Performance based knowledge testing and Teaching Sample evaluation

Each contractor must pass a teaching sample evaluation and a separate knowledge test for each category they would like to contract to train.

Part A: Trainer Performance Evaluation

Applicant will prepare and teach a lesson based on a scenario distributed at the time the test is arranged. One IDB staff member will act as student while another observes and scores based on pre-defined criteria. Applicant will also submit a lesson plan and report. (See “Teaching Sample Test Outline and Scoring)”

Part B: Subject Matter Tests

Applicant must pass the subject matter test for each area they wish to teach. For a list of tests and what will be tested in each, see “Subject Matter Test List and Scoring”.

Step 3: Sign confidentiality agreement, and submit to background check

In order to protect our clients, all contractors providing AT training must sign a confidentiality agreement and pass a criminal background check.

Step 4: Sign contract

Contractor must complete W9 and all required accounting paperwork before contracting begins. IDB will pay $80 per hour portal to portal for travel and training time. Contractor is responsible for all expense incurred in the provision of service.

Teaching Sample Scoring for AT Contractors

Process

When testing is scheduled, applicant will receive a general topic on which to prepare a 60 minute lesson. These topics may include, but are not limited to:

• opening, copying, deleting and saving files,
• copying and pasting text
• filling out Internet form fields,
• performing a basic web search, .

Applicant will also be given information regarding the mock students current knowledge base in order to aid preparation.

Topic will be assigned randomly from the topic list and given to the applicant one week before the test date.

Applicant will teach the lesson to a IDB staff member acting as a student while another staff member completes the scoring sheet. After the lesson, applicant will have 3 business days to submit the report to the test administrator.

Applicant must achieve a score of 85% on each section to pass this test. If an applicant fails to pass the teaching sample section, he or she must wait three months to re-test. One re-test submission is allowed on the lesson plan and report sections before the entire test must be repeated.

In order to prevent any potential conflicts of interest or bias, if an applicant is a current or former agency client, any current or former case manager or instructor who has submitted more than 2 case notes to the applicant’s case file will not be allowed to participate in the testing process IDB staff not meeting this criteria who feel that they could be potentially biased will be expected to remove themselves from the process as well. Counselors scoring the report section will not be given the applicant name or any personally identifiable information about the applicant.

Part 1: Lesson Plans

Applicant will bring a copy of his/her lesson plan or submit it electronically to the test administrator the day of the test. This lesson plan will be reviewed and scored by the same test administrator who scores the teaching portion after the completion of the teaching test.

Lesson Plan Scoring Criteria

• What is to be covered is clearly defined 15points possible
• Methods to be used are clearly defined. 20 points possible
• Objectives to be achieved are clearly defined 20points possible
• Evaluation criteria is clearly defined 20 points possible
• Independent practice to be assigned is clearly defined25 points possible

Sample Lesson Plan

Material Covered: navigating the ribbons

Objectives:

Student will be able to locate options within the ribbons and activate those options Methods:

· Review assignments since last visit and answer questions

Discuss ribbons, how they are similar and different from menu bars, introduce concepts of split buttons, groupings), tabs, upper and lower ribbons, backstage Go through keystrokes and commands list and give copy to client Work through worksheet 1 with client If satisfactory, watch client work through worksheet 2 independently, if not, work through together If satisfactory, watch client work through worksheet 3 independently, if not, work through together Before leaving, review commands, answer questions, and give assignments Evaluation Criteria:

Number of questions asked after first worksheet Time it takes to complete worksheet Track specific problems (navigating between grouped of items, manipulating split buttons, remembering keystrokes, etc.) Assignments for continuing practice:

Leave copies of all remaining worksheets Express to client that the minimum expectation is the completion of 2 worksheets but additional practice would be highly beneficial

Part 2: Teaching Test

Applicant will teach a 60 minute lesson on the pre-assigned topic

Scoring Criteria

• provides positive re-enforcement when student completes significant tasks 15points possible
• explains material in alternate ways when student expresses confusion 15 points possible
• answers student questions and is able to admit when and answer is not known 10points possible
• keeps lesson focused and uses available time productively 10points possible
• assists students in discovering answers for self when student has knowledge base and resources to do so. 15 points possible
• clearly expresses expectations and addresses issues professionally and directly. 10points possible
• follows lesson plan, checks homework, and assigns new homework. 10points possible
• demonstrates confidence, strong organizational skills, and professionalism. 5 points possible
• keeps attention on student lesson at all times. 10 points possible

Definitions of Scoring Categories Note: The expectations listed below are those expected of all IDB trainers and employed by the department are evaluated on the same criteria.

• provides positive re-enforcement when student completes significant tasks
• Acknowledging improvement and growth without being condescending. Refraining from over praising the performance of tasks that should be easily achievable at the student’s current level while making an effort to note specific instances of success.
• explains material in alternate ways when student expresses confusion
• Being able to adapt to a student’s particular learning style. Keeping calm and patient when a student is failing to grasp what you are trying to communicate. * Utilizing analogies, tactile aids, and other methods to break through conceptual blocks.
• answers student questions and is able to admit when and answer is not known
• Demonstrates a strong base level of general technical knowledge. Is able to demonstrate methods for finding answers to technical questions. Is comfortable saying “That’s a good question, I don’t know off the top of my head, but I know how we can find out.”
• keeps lesson focused and uses available time productively
• Is friendly and personable, but does not allow student to initiate extended conversations unrelated to the topic at hand.
• Knows when time is up and has concluded lesson appropriately at that time.
• assists students in discovering answers for self when student has knowledge base and resources to do so Does not give student answers to questions student should be able to answer, instead directing student to look up answer in notes or leading student through logical process to remember or deduce answer
• Helps student to gain a sense of ownership over their learning and empower them to learn to solve their own problems. Help students understand that they are capable of growth and obtaining mastery.
• clearly expresses expectations and addresses issues professionally and directly
• Lets student know why they are or are not able to move on to the next topic. Is willing and able to articulate performance problems and work with student to find solutions. Is able to clearly articulate which steps will be required to meet the student’s goals.
• Gives honest, constructive feedback.
• follows lesson plan, checks homework, and assigns new homework
• Makes sure that student is grasping concepts and practicing what they are learning before and after each lesson.
• demonstrates confidence, strong organizational skills, and professionalism
• Does not engage in discussions of other clients, trainers, vendors, or rehabilitation professionals.
• Arrives on time and has all materials on hand and ready to go with minimal setup.
• keeps attention on student lesson at all times Notices issues and acknowledges questions promptly. * Does not fall asleep or give the appearance of being lost in a day dream. Has mobile phone and alarms turned off (other than any reminders related to class timing) * Does not check email or text messages during the lesson.

Part 3: Report Sample

Applicant will submit a report on the teaching sample within three business days to the test administrator. This report will be evaluated and scored by a rehab counselor.

Report Scoring Criteria

• counselor has a clear picture of what occurrred during the lesson. 20 points possible
• next steps are clear and logical.20 points possible
• any actions that the counselor neeeds to take are clearly stated. 20 points possible
• Report is written professionally 15points possible
• counselor has clear sense of client’s current proficiency with lesson topic. 25 points possible

Sample Report

Client Name: Student

Instruction Date: January 20, 2024 Instruction Time: 10:00-11:30 AM

Instruction Objectives and Material Covered: Reading text review and Windows commands

Objective: To read text in a document and learn how JAWS speaks cursor movement. To learn how to check system time and window title.

Notes

• On the Windows desktop, taught Student to read the Current line, Current Word and the Current character.

• Taught Student the command to read the title of the active window on the desktop and later on the documents she opened.

• Reminded Student of how to turned on keyboard help when she could not locate the home and end keys.

• Had Student open the Basic cursor Movement and the Reading commands documents.

• Had Student open the friendship alphabet to practice cursor movement

• Student started to cry as she read the friendship alphabet. She explained that she is an emotional person

• Quizzed her three times on the cursor movement commands. At the end, she was approximately 70% accurate.

• Explained to Student that these commands need to be natural to her and we discussed ways of note taking.

• Student explained that she is happy to type the commands and will create a notes file on her desktop.

• I walked her through creating and opening this file and she entered the commands we worked on today.

• I pointed out that she was typing more accurately than she had been two weeks ago.

Comments:

Student completed only 1 of 3 homework assignments. We discussed for the second time the importance of practicing between lessons. Student said that she had been too busy preparing for her Super Bowl party to work on her assignments. I pointed out that these skills are critical if she intends to start her college program in the fall.

Student maintained focus on the task at hand and worked for the entire 90 minutes with one five minute break in the middle. At the end of the lesson, she said that she was happy with her performance today and assured me that she would do the assignments for me this week. I reminded her that she isn’t doing the assignments for me, she is doing them for herself. The repetition of the commands that comes from the completion of these assignments should greatly improve her retention and make her more consistent in her ability to recall and use these key commands.

Next Steps:

I gave her three assignment files to complete in order to practice what she learned and asked her to have them completed when I return next Tuesday. In our next lesson, if assignments are completed and with less than 3 errors each, we will move on to practicing navigating between open windows. If not, we will review reading commands and complete one or more assignments on this topic before moving on because if she cannot efficiently read text, everything that follows will be significantly more difficult for her.

Results

Applicant will be notified of results no later than 15 business days after submission of the report.

Subject Matter Test List

IDB administers performance based tests in each of the following subject areas. Contractors must pass the test for each section before they will be allowed to contract with us to provide training in that area. These tests will be performance based and timed. These tests may change as necessitated by changes in hardware and software.

Successful completion is defined as completion of all test tasks within the allotted time frame. Please note that no task will be tested that is not on the list at the time the test is scheduled, but not every item listed will necessarily appear on every version of the test. There may be several versions of each test. Each test version will be tested by IDB staff to ensure that it can be reasonably completed within the time frame specified.

Successful completion of a test qualifies a trainer to contract in that area for up to five years at which point re-testing will be required. Applicants must wait one month to re-test a failed test the first time and three months every time thereafter.

All tests will be performed on the applicant’s equipment unless the applicant wishes to use IDB provided equipment. Applicants are expected to use the latest release of each screen reader or magnifier.No screen usage will be allowed for screen reader tests. Additional equipment information may be noted in each test section. Device models for phones, braille devices, and video magnifirers will be discussed and agreed upon at the time test arrangements are made. If you wish to be certified to teach a device not on this list, please contact us and we will work with you to develop a certification process.

Windows with Screen Reader

Note: each screen reader must be demonstrated separately.

Time: 2 hours

Competencies to demonstrate:

• Sending an email with an attachment using web based email interface
• Performing a web search to obtain the support phone number for a given company
• Filling out and submitting a web form
• Starting and closing a specified application
• Locating specified keyboard commands using the screen reader’s help system
• Checking the system time and accessing an item in the system tray
• Accessing a file on the desktop, on a removable drive, and in a Dropbox folder and copying files from one location to another
• Copying text from one file to another
• Saving a file and changing the file name
• Loading and unloading the screen reader or magnifier
• Locating the computer name and model

Mac with VoiceOver or Zoom

Note: each screen reader/magnifier must be demonstrated separately.

Time: 2 hours

Competencies to demonstrate:

• Sending an email with an attachment using web based email interface
• Performing a web search to obtain the support phone number for a given company
• Filling out and submitting a web form
• Starting and closing a specified application
• Locating specified keyboard commands or gestures using the screen reader’s help system
• Checking the system time and accessing an item in the dock and menu extras
• Accessing a file on the desktop, on a removable drive, and in a Dropbox folder and copying files from one location to another
• Copying text from one file to another
• Saving a file and changing the file name
• Loading and unloading the screen reader or magnifier
• Locating the computer name and model
• Setting up Time Machine and File Vault
• Sending an email with the mail app and reading an attachment
• Creating a contact
• Setting an appointment with Calendar app

Microsoft Office with Speech

Time: 2 hours

Competencies to demonstrate:

Word

• Spell check a Word document
• Change font size, font face, , line spacing, and alignment
• Create and navigate a table
• Create a bulleted list
• Create a table of contents
• Insert footnotes

Excel

• Set screen reader to read column headings as cursor enters new column
• Create a simple formula
• Find instructions for how to use a specified function
• Edit the contents of a cell

Power Point

• Play a PowerPoint presentation
• Insert a picture into a slide
• Add and delete a slide to a presentation
• Change slide layout and theme

Outlook

• Open an email attachment
• Create a meeting request
• Create a recurring appointment
• Search for an email in a mailbox
• Create a task
• Move an email from one folder to another
• Create a contact

iOS devices with VoiceOver and Android devices with Talkback

Time: 1 hour

Note: all items must be demonstrated without using voice assistant unless otherwise specified

Competencies to demonstrate:

• Read and send a text message
• Add a contact and text or email a contact card
• Download specified app from app store
• Change speech rate and typing mode
• Pair a Bluetooth keyboard
• Use voice assistant to get walking directions to a business
• Delete an app
• Create a folder and put apps into the folder
• Make a phone call
• make a video call
• Record a voice memo
• Set or change accessibility options
• type and Send an email

Video Magnifiers

Time: 10 minutes per device

Competencies to demonstrate

• Increase/decrease magnification
• Freeze/unfreeze picture
• Change colors and contrast
• OCR text (if applicable)
• change from close to distance viewing (if applicable)

Braille displays and smart displays

Time: 30 minutes per device

Competencies to demonstrate:

• Create and save a document
• Spell check a document
• Copy a document from hard drive to removable media
• Connect to wifi
• Pair with phone
• Set up to use as a braille display for a laptop
• download and open a braille bookk

Magnification Software

Time: 30 minutes per application Note” a testing device will be provided to demonstrate installation

Competencies to demonstrate:

• install or load magnification
• change colors
• increase magnification
• set focus to mouse cursor
• enlarge cursor
• turn on and off speech (if applicable)