VIDBE-Q Volume 66, Issue 2
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impact other service providers in their school settings in a peer-based "train the
trainer" model. The process of facilitated peer-to-peer learning is referred to as
developing "lateral capacity" and is critical to the achievement of systemic change
in education (Rincon-Gallardo & Fullan, 2016). Through facilitated Cohort
discussions, targeted professional development, and one-on-one intervisitations
between teachers, cohort members reported an increase in their knowledge and
skills in best practices related to this unique population.
The Cohort meets every 6 to 10 weeks throughout the school year, bringing
together approximately 20 teachers and administrators from various participating
agencies; the largest group being from NYCDOE EVS. Members then work in
small groups that organically emerge between meetings to support each other in
developing assessment and intervention strategies on-site with students with CVI
across the five boroughs of NYC. Highlights are shared and challenges are then
problem-solved at Cohort meetings.
Outcomes
In 2015, only approximately 3% of students registered with NYDBC were
identified as having CVI, which was understood to reflect significant under-
identification and under-referral of this population. After the first three years of the
cohort (2015-2018), there was a measurable increase in the identification and
referral to NYDBC of more than 15 students with CVI who were also diagnosed