This pedagogy outlines the theory and practice of teaching—including the values, instructional approaches, assessment methods, and philosophical underpinnings of how education is delivered.

What It Means to Be Student-Centered at SBES

At SBES, being student-centered means everything starts with the student in mind. When incredibly talented, dedicated people show up for students, lives change.

We tailor instruction and supports to reflect each student’s unique strengths, needs, and goals. This commitment to student-centeredness drives our assessments, shapes our IEPs, and ultimately leads to stronger student outcomes.

We define student success not just by academic gains, but by how well we foster independence, access, and self-determination. We want the entire team—families, educators, service providers—to have meaningful, positive experiences with our students. Our culture is rooted in the belief that student needs—not adult preferences or logistical ease—should drive decision-making.

And this isn’t just lip service. Look at our calendars, skim our emails—you’ll see that students are the star around which our little solar system revolves. Being student-centered also means supporting the people surrounding that star. Because when teams are informed, empowered, and connected, they create powerful, lasting change for students.

Proactivity, Ownership, and Initiative

At SBES, team members proactively anticipate needs, suggest solutions, and take initiative. We take ownership of both the small details and the big picture, because we know that ownership impacts student success.

This mindset also means modeling what we want our students to internalize: self-advocacy, goal-setting, problem-solving, and accountability. When we show up prepared and responsive, we are teaching students how to do the same.

We also recognize that in many settings, we are the most knowledgeable person in the room when it comes to visual impairment. That means we carry the banner for our field, a responsibility to be active listeners and mindful educators. From explaining the purpose of a Learning Media Assessment to demystifying the material prep process, our role often involves educating teams while guiding them toward student-centered decisions.

IEP teams are juggling a lot. We understand that it can be easy for VI-specific needs to feel like “one more thing.” Our mindset is to make this process easier. We work with teams: proactively sharing a draft goal, clarifying a timeline, or modeling how to use a tactile graphic. We aim to lighten the lift for the whole team while keeping the student at the center of the conversation.

Collaboration and Coaching

Collaboration is a core practice at SBES. We foster a culture of shared responsibility through open, honest, and egoless communication. Even though we operate largely in a remote environment, our team members are intentional about reaching out and solving challenges together.

Coaching is not reserved for supervisors or specialists—it’s something we do at every level, from intern to CEO. We believe feedback, when offered and received with humility, helps us grow as individuals and as a team so that we can better serve our mission of educating students with visual impairments.

Our coaching culture is grounded in trust: we assume positive intent, speak kindly and directly, and stay focused on solutions, not personalities. We approach each other with the mindset that shared wisdom leads to better outcomes for our students. Ultimately, we aim to be egoless in our learning, thoughtful and direct in our feedback, and always aligned with our shared goal: student growth.

FAQ – Student-Centered Culture

• What if district personnel aren’t acting in a student-centered way?
  Redirect the conversation to maintain a student-forward focus. Stay grounded in data, empathy, and the student’s needs. You can’t control others, but you can model the mindset you want to see.

• How do I take time off?
  With a student-centered lens. It’s much easier to approve time off when your student folders are up to date, service time is current, and you’ve shared a clear plan for making up any missed minutes. Thoughtful planning makes all the difference.

Constructivist Approach

Our founder and current President of the Board, Dr. Sonja Biggs, built SBES on the belief that students learn best through doing—through experiential hands-on teaching, peer collaboration, and roleplay. This philosophy is rooted in constructivist theory, which holds that learners actively construct knowledge rather than passively receive it. As individuals engage with the world and reflect on their experiences, they form personal mental models, expanding and refining them with each new interaction.

The people who thrive at SBES are those who take the time to carefully consider a student’s sensory preferences when designing a learning experience. It’s our promise to our stakeholders—figuring out how to teach social skills, independence, literacy, or algebra to someone who may be a tactile learner, a multimodal learner, or who navigates the world in a wholly unique way. This is why we have a strong emphasis on a well-executed, data-driven, replicable assessment process to determine a student’s preferred learning channel. It helps us understand how a student likes to learn so that we can craft a learning experience that engages and respects the student.

Constructivism at SBES isn’t just a theory—it’s our passion. You’ll see it in how we teach independence skills through real-life routines, scaffold ECC instruction through student-driven problem-solving, and build lessons that prioritize peer modeling, self-advocacy, and exploration. We will role play a tricky social interaction, co-create a tactile calendar, and teach a student to use assistive technology to access digital content because we know that our approach honors the student’s lived experience.

Constructivist teaching at SBES also means meeting students where they are—while holding a clear vision of where they can go. We support students in forming meaning from their environments, engaging actively in their learning process, and building the confidence to carry their skills into new and unfamiliar situations. We help prepare our students to become independent, empowered adults.

You’ll see a strong emphasis on tactile learning opportunities—even within our largely remote model. Ensuring students have access to the right materials isn’t just a nice-to-have; it’s how we ensure FAPE.

IDEA and FAPE Interpretation

The Individuals with Disabilities Education Act (IDEA) ensures that students with disabilities receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

At SBES, we interpret this through a student-centered lens. “Appropriate” does not mean identical. It means individualized, rigorous, and aligned with a student’s strengths while addressing gaps in access. It also means providing content to the student in their preferred learning channels.

FAPE, for our students with VI, must encompass both academic and functional learning. We want our students to know how to make friends as well as balance a budget. For that reason, we uphold that Expanded Core Curriculum (ECC) instruction is not supplemental—it is essential. The ECC addresses gaps in understanding that are unique to students with visual impairments.

Communication and Stakeholder Relationships

Working with Districts and School Staff

At SBES, our approach with our district partners is always collaborative. General and special educators are employees of the district; therefore, the school principal is their direct supervisor. We do not tell teachers what to do. Instead, we make recommendations, provide accommodations and materials, and offer support to classroom teachers through modeling and consultation. 

We approach our work with the attitude that we are here to support educators who are already managing an overwhelming number of expectations. Our role is to help reduce the stress of having a student with a visual impairment in the classroom—not add to it. When possible, we offer trainings or other forms of support. We cannot force changes, but we can advocate respectfully and consistently for our students and our field. If concerns arise, we may approach the special education director for guidance. Often, they will address the issue through the appropriate internal channels.

We are always mindful of—and respectful toward—the chain of command within the districts we serve.

Communicating with Families

Families and guardians are the most important people in our students’ lives. Therefore, we prioritize thoughtful communication with families. Keeping that in mind, we are here to support the districts, not work against them. We never put families in opposition to school teams. Instead, we serve as facilitators—bringing teams together in service of the student.

Our core value of communication is lived out through how we listen, share, and support. When we communicate with families, we ask ourselves: Are we building trust? Are we fostering collaboration? Are we helping teams work better together?

Implementation Strategies

Behavioral Support

At SBES, we see behavior as communication. When students disengage, act out, or show dysregulation, we respond with curiosity and care. Our goal is always to understand the “why” behind behavior and to partner with students in building self-awareness, coping strategies, and rapport.

Guiding Principles:

• Behavior is a form of communication

• Safety and connection come first

• Response should be restorative, not punitive

We incorporate:

• Functional Behavior Assessments (FBAs)

• Positive Behavior Support Plans (PBSPs)

• Trauma-informed care models (e.g., consistent routines, predictable environments)

• Restorative practices (e.g., reflection and re-connection after conflict)

In virtual settings, we maintain alignment with in-person support teams and communicate proactively to share strategies and patterns. Behavior incidents should be followed by restorative check-ins whenever possible.

Environmental Considerations

The physical and sensory environment can profoundly affect a student’s ability to access learning. At SBES, we work with school teams to ensure that spaces are safe, accessible, and responsive to student needs.

Key elements of an accessible environment:

• Predictable classroom layout and pathways

• Lighting that minimizes glare and supports remaining vision

• Reduced visual and auditory clutter

• Access to tactile and adapted materials

Virtual providers play a key role in identifying environmental barriers by:

• Asking questions about setup and sensory load

• Offering recommendations (e.g., lighting, seating, sound)

• Collaborating with in-person staff to optimize student access

Environmental supports should also evolve with the student. As students grow more independent, their environments may require new supports to foster autonomy.

Frequently Asked Questions

General

• How should I approach scheduling sessions around holidays or school closures? Avoid scheduling direct services on Mondays or Fridays whenever possible to account for holidays and interruptions.

• What if I’m asked to serve a student outside my comfort zone or area of expertise? Reach out to your supervisor. SBES encourages collaboration and support—we do not expect any provider to work in isolation.

IEPs and Services

• Can I remove a goal without data? No. All changes must be supported by current assessments and team discussion, followed by an IEP meeting.

• What if I disagree with the service minutes proposed? Share your concerns respectfully before the IEP with the student’s team and reference your assessment data. Use the VISSIT to support your recommendation.

• What if I see something in my assessment that will require more minutes added to the IEP? Make sure you let stakeholders know ahead of time so they are not surprised during the IEP.  

Behavior and Environment

• What if I observe behavior concerns during virtual instruction? Document the incident, notify the school team, and offer to collaborate on solutions or a follow-up plan.

• How do I help a student manage sensory needs remotely? Suggest breaks, offer alternative participation methods, and work with in-person staff to adjust the physical environment.

Implementation Strategies

• What if a behavior plan is outdated or ineffective? Share your observations with the team and advocate for an updated FBA.

• Can I recommend environmental changes even if I’m virtual? Yes. Use your observations and student feedback to guide team conversations.
  

Best Practices

CVI (Cortical Visual Impairment)

Cortical Visual Impairment, Neurological Visual Impairment, Cerebral Visual Impairment—at SBES, we understand that brain-based vision disorders may come to us with a variety of names. As TVIs, we do not diagnose CVI, but we identify when students may benefit from CVI-based strategies. Educational programming responds to needs identified through observation, environmental analysis, and tools like the Perkins CVI Protocol. Recommendations focus on support, not diagnosis.

We speak from a place of expertise on educating students with visual impairment. We collaborate closely with other specialists and empower our teams with knowledge grounded in our field.

O&M (Orientation and Mobility)

Orientation and mobility instruction supports safe, independent navigation of environments. It’s important to remember that O&M instruction supports not only travel techniques but also awareness of one’s body in space and the confidence to navigate through life.O&M instruction is based on detailed assessments, including environmental and functional components, and addresses both foundational concepts and advanced travel skills.

FAQ – Philosophy & Compliance

• Does FAPE mean my student gets the same materials as their peers? Not necessarily. It means they get what they need to access the curriculum and make meaningful progress.

• Should we include ECC instruction for IEP goals? Yes—it is foundational for access and independence.

IEP Development

IEP Overview

The Individualized Education Program (IEP) is the foundation of a student’s special education services. At SBES, we approach IEPs as living documents that document current student progress, reflect team (most especially the student’s) input, highlight student strengths, and chart a path for meaningful growth.

A strong IEP must:

• Clearly state present levels of performance, especially access needs

• Define SMART goals that align to a student’s current and future needs

• Specify specialized instruction and related services type and duration

• Address the Expanded Core Curriculum (ECC)

• Include accommodations and assistive technology necessary for access

• Plan for progress monitoring and adjustments

IEPs should tell a cohesive story: assessment identifies needs, and the IEP responds with purposeful goals, services, and supports.

Goal Writing

At SBES, IEP goals must be:

• Specific: Clearly target a skill or area

• Measurable: Include observable criteria

• Achievable: Realistic based on student data

• Relevant/Realistic: Directly connected to assessment findings. Make sure the goal is achievable within the timeframe you set and within the ability of the student.

• Time-bound: Set within a one-year timeframe

Goals must connect explicitly to needs outlined in assessment data. Goals should show progression year-to-year and should not disappear without clear documentation of mastery or reevaluation.

Example:

• If a student had a braille reading goal last year, the new IEP should reflect next steps (e.g., increased reading fluency, comprehension strategies) or explain why the goal has changed. This is scaffolding, building on prior experience and knowledge.

Direct Services

Direct services occur when a provider delivers real-time, active instruction to work on IEP goals.

Key points about direct services at SBES:

• Must be synchronous (live)

• Focused on skill acquisition as outlined in IEP goals

• Fall within the provider’s professional scope

Push-in services count if they include real-time support (e.g., modeling, coaching, immediate feedback). Observations alone do not qualify as direct services.

Examples of Direct Service:

• Teaching a student to use a braillewriter

• Modeling orientation techniques during mobility lessons

• Coaching a student during collaborative group work to reinforce social interaction skills

In certain situations, a student’s team may refuse services even if the student qualifies for such services. Thorough documentation of that discussion is necessary to provide insight. It’s important to remember that eligibility means that a student’s progress and access is being hampered by their disability, and so not addressing that with direct services is not considered best practice or providing FAPE.

Critically, direct services may not be removed from or added to a student without an assessment. If a team wants to discontinue direct services (for example, to move into a consult/collaborative approach), SBES recommends an assessment to determine current needs at time of discontinuing of direct services. Additionally, a student cannot be moved from a consult-only model to a direct service model without an accompanying assessment. The assessment outlines if the change in delivery is necessary to maintain FAPE.

Accommodations

Accommodations remove barriers to access without changing content.

Common accommodations include:

• Large print, braille, and/or tactile materials

• Preferential seating, lighting modifications

• Assistive technology tools (e.g., screen readers)

• Alternative ways to complete assignments (e.g., oral responses)

Accommodations must align with the student’s primary and secondary learning channels, as determined by the FVA/LMA, and address access needs as identified in assessments.

Accommodations listed in the IEP must be provided consistently, whether through low-tech or high-tech means. 

Assistive Technology

Assistive technology (AT) is vital for supporting access, communication, and independence. AT devices/tools should:

• Reflect the student’s most reliable learning channels, as determined by the FMA/LMA

• Support ECC goals

• Be integrated into direct instruction and daily life

Examples of AT:

• Refreshable braille displays

• Screen magnifiers

• AAC devices for communication

• Screen Readers

AT recommendations should be general when possible (e.g., “tablet” instead of “iPad”) to maintain flexibility while meeting student needs. This is very important, especially if the student moves to another district or state in the future.

ESY (Extended School Year)

Extended School Year (ESY) services prevent significant regression of critical skills during school breaks. At SBES:

• ESY eligibility decisions are based on data (e.g., risk of regression, recoupment challenges)

• Services should target essential skills tied to IEP goals already in place

• CVI strategies, O&M skills, literacy development, and communication supports are common areas for ESY focus

ESY is about maintaining progress, not introducing entirely new instruction.

Data collection is a critical component of whether or not a student will benefit from ESY. Data collected in May on goals should be compared against data collected in August on those same goals. If a student has regressed, the service provider should note how long it takes the student to recoup those regressed skills. 

The discussion on whether the student would benefit from ESY should be couched in the comparison of that data. It can also be useful to note any regression the student may experience over extended holiday breaks. As a collection of data sets, this information can be used to determine eligibility for ESY.

IEP Amendments

During the course of the year, a student may need an IEP goal adjusted, removed, or replaced. This is done through the IEP amendment process. The reasons for the amended goal (and any resulting modifications to service delivery times) should be discussed with stakeholders.

FAQ – IEP Development

• Can I revise a goal mid-year? Yes, if supported by updated assessment data. An IEP amendment must take place to make the change.

• If an accommodation is listed, must it be provided 100% of the time? Yes—if an accommodation is in the IEP, it is a legally required support.

Assessment Practices

Overview of In-Person Standard

At SBES, all educational assessments are conducted in person. We believe direct observation and interaction with students in real-world environments are critical to understanding how students access information, navigate spaces, and engage with peers and materials. 

In-person assessments ensure the validity, accuracy, and richness of the data we use to drive IEP development and service decisions.

Functional Vision Assessment (FVA)

The Functional Vision Assessment (FVA) evaluates how a student uses vision in everyday settings like classrooms, but should also consider the needs of the student in the wider community. 

It highlights functional visual skills that cannot be captured in clinical eye exams alone, and for that reason is essential for determination of eligibility of vision services. A clinical eye exam documents the health of the eye, which can be very useful. However, a FVA will give a rich picture of how the student’s visual impairment comes between the student and the content, and the wider implications as outlined in the ECC.

An effective FVA:

• Documents the student’s visual performance in educational contexts

• Describes how a student completes common tasks that require vision

• Identifies any related medical information, as well as outlines that information’s effects on the student.

SBES FVAs are specific, replicable, and written in such a way as to be accessible to a variety of stakeholders—families, educators, administrators, and legal teams if needed.

Learning Media Assessment (LMA)

The Learning Media Assessment (LMA) determines how a student prefers to access information—whether through visual, auditory, tactile, or multimodal channels.

LMAs at SBES:

• Respect and validate student learning preferences

• Analyze conditions under which different sensory channels are most effective

• Make clear, data-driven recommendations about braille, print, auditory, or multimodal instruction

We uphold IDEA’s presumption in favor of braille unless thorough evaluation shows it is not appropriate.

Part of the student-centered approach at SBES is to honor how the student interacts with the world. For example, if a student prefers to mouth items to gain information about that item, we honor that learning channel. 

Students with visual impairments can often still be visual learners. An LMA should outline that the student is a visual learner with an unreliable visual channel – that is, a student may use their vision to look at a math problem, even when their back hurts, even when their eyes hurt, even when they have a headache – because their brain wants to learn visually. It’s the responsibility of the LMA to document when and how the visual learner should transfer to a secondary learning channel. 

The more ways a student is able to receive accurate, reliable information, the more empowered they will become. That’s why ECC self advocacy goals such as identifying when it hurts to use their vision, working on a secondary learning channel skill such as braille, or letting an adult know they need a visual break are so critical. This is not just about access, it’s about advocacy: knowing when and how to transfer to a secondary learning channel is an incredibly empowering skill.

An important note about students with visual impairments whose secondary learning channel is auditory: it’s important to remember that auditory input is not true literacy. There are students who do have auditory learning as their primary mode of learning and we need to be mindful of this. These students may not develop their tactile reading skills as well as their aural reading skills. Do not make the mistake of saying these students have a learning disability just because they do not develop braille reading as quickly and well as their listening and screen reader/typing skills. Being able to read and write requires a consistent access to nuances of literacy that requires either vision or tactile, or both.

Cortical Visual Impairment (CVI) Assessment

Students with suspected or diagnosed CVI or other brain-based visual impairments require specialized educational assessments. At SBES:

• We screen for CVI behaviors (e.g., visual latency, complexity challenges) during every FVA

• We recommend CVI-based instructional strategies when indicated

• We do not make the diagnosis of CVI

We focus on supporting access needs, not making medical diagnoses.

Expanded Core Curriculum (ECC) Assessment

ECC assessments at SBES evaluate the student’s needs across all nine ECC areas:

• Compensatory access

• Sensory efficiency

• Assistive technology

• Orientation and mobility

• Social interaction skills

• Independent living skills

• Recreation and leisure

• Career education

• Self-determination

ECC assessments use direct observation, interviews, student input, and skill evaluations to identify areas for targeted instruction. Remember that the goal is to make sure that the student has the tools they need to become an empowered, independent adult. 

Orientation & Mobility (O&M) Assessment

O&M assessments evaluate a student’s ability to know where they are in space and navigate safely and efficiently.

SBES O&M assessments include:

• Travel skills in familiar and unfamiliar environments

• Use of sensory cues

• Safety awareness

• Independence, as much as student is capable, in school, home, and community settings

Deafblind Assessment

Students with combined vision and hearing loss require highly individualized assessments. At SBES:

• We use transdisciplinary input (TVI, TDHH, O&M, SLP, Intervener)

• We evaluate preferred sensory channels, leaning into those channels that are the most reliable

• We assess communication, mobility, and access needs

• We consider the appropriateness of the Intervener model

Assessments are built from multiple observations and conversations to ensure an authentic understanding of the student’s access needs.

Triennial and Triggered Assessments

Every student receiving special education services must be reevaluated at least every three years. 

Reevaluations may also be triggered by significant changes in vision, performance, environment, or access needs.

At SBES, triennial and triggered assessments:

• Are comprehensive, specific, and data-driven

• Reassess and reaffirm eligibility and service needs

• Support updates to IEPs based on current access profiles

VISSIT (Visual Impairment Scale of Service Intensity of Texas)

The VISSIT helps quantify how much service a student requires. SBES uses the VISSIT to:

• Align service minutes with documented needs

• Support defensible, data-driven service discussions in the IEP team setting

• Connect service intensity directly to ECC instruction, not diagnosis alone

VISSITs are used to guide discussions around service minutes. It’s important to remember that assessments outline needs, needs drive goals, and goals drive minutes. The discussion about service time should always occur after an agreement by the IEP team on rigorous, SMART goals. 

FAQ – Assessment Practices

• Why are assessments always in person? In-person assessments capture real-world functioning more authentically than remote assessments.

• Can a strong FVA or LMA stand alone without medical eye reports? Yes—educational assessments document functional vision, which can be used to determine eligibility. 

Grounded in Purpose, Driven by Impact

At SBES, our pedagogy is a commitment to equity, access, and student-centered excellence. Each interaction, each assessment, each IEP meeting: these are opportunities to shape a student’s future. We don’t take that lightly.

Our strength lies in our shared values, our willingness to collaborate, and our dedication to continual learning. Whether you’re conducting an FVA, writing a goal, or coaching a teammate through a challenge, you are contributing to a culture that puts students first—always.

This document is meant to serve as both a reference and a reflection of who we are as a team. As our students grow, so will we. If you ever feel uncertain or face a new situation, return to the principles outlined here. Lean on your team. Ask questions. Stay curious. And above all, keep the student at the center.