Quality Programs for Students with Visual Impairments (QPVI) is a model process for providing technical assistance to public school districts and co-ops in the development, improvement, and documentation of programs serving students with visual impairments (VI).
An Education Service Center (ESC) or Texas School for the Blind and Visually Impaired (TSBVI) Outreach consultant who receives special training guides the process. The consultant pairs with a designated member of district or co-op administration and together they act as co-leaders. Upon securing administrative support, a work group forms, consisting of the co-leaders and all VI staff. This group conducts a self-study of VI Program Key Components. Phase One generally takes a year to complete.
At the end of Phase One, the Work Group develops a report of their findings and presents it to district or co-op administrators for approval. During Phase Two, they select priorities from the Self-Study Report to address. During Phase Three, the Work Group focuses efforts on maintaining quality services to students and program growth and development.
In 1985, Nancy Toelle began developing the QPVI process at ESC Region XX. She worked in coordination with the Northside and San Antonio Independent School District's administration and VI staff members. In 1989, the Texas Education Agency (TEA) sponsored the development of the process as a model for replication throughout the state. Training of selected ESC and TSBVI Outreach consultants occurred in the fall of 1990 and the first model sites were established. State Supplemental Funds for Students with Visual Impairments funded the process, which is generally provided at minimal cost to districts or co-ops. QPVI is a statewide service provided by the Texas School for the Blind and Visually Impaired, Outreach.
Large and small school districts, special education and VI co-ops have used the process in urban and rural areas.
As of this writing, seventeen ESC regions have implemented the process: I, II, III, IV, VI, VII, VIII, IX, X, XI, XII, XIII, XIV, XVII, XVIII, XIX, and XX. Model sites include: San Antonio, Austin, Northside, Houston, Lubbock, Midland, Ysleta, Fort Worth, Dallas, Round Rock, Leander, Waco, Hayes, and Eagle Pass Independent School Districts. Co-ops include: San Antonio Area Co-op, Montgomery County Co-op, San Jacinto Co-op, Bluebonnet VI Co-op (Weatherford), Denton County Co-op, and Gonzales-DeWitt-Lavaca VI Co-op. As of this revision, the QPVI process has proven itself successful and continues in use all over Texas and in states around the country, into its second decade. Training in the process is provided annually at the Texas School for the Blind and Visually Impaired. This Guide has been totally revised for the 2003 edition.
The following is a description of the basic principles of the Quality Programs process. An understanding of these underlying principles will assist the Quality Programs consultant in implementing and modifying the process to meet individual needs. Keep in mind always, this is a process for change. Reasoned and planned change for the better must result from this process for it to be effective.
The first step in implementing the Quality Programs for Students with Visual Impairments (QPVI) process is to seek and receive administrative commitment. In a district, the special education director is generally the key person to approach. Each director in a special education co-op, should commit their support and approval. The supervisor of the VI staff, who will be an active participant in the process, must be supportive, capable, available, and committed.
The acquisition and maintenance of administrative support are primary principles of the process design. Because of the nature of the Self-Study and the change engendered as a result, administrative support is essential to the success of the effort. Change in public schools occurs much more readily if it has administrative participation and backing. Without initial and continued administrative support, this process can effect only minimal, temporary change. Do not attempt to implement the process without that support.
The role of the QPVI Facilitator varies according to the situation in which she is working and with whom she is affiliated. Most of the QPVI Facilitators are VI staff members of education service centers who work within their own regions. Several members of The Texas School for the Blind and Visually Impaired (TSBVI) Outreach staff have been trained and are available to carry out the process. They work particularly in those regions without a QPVI trained consultant on staff or where there is a need for more than one facilitator. A prerequisite of directing the process is that the professionals are certified and experienced teachers of students with visual impairments. Orientation and mobility specialists may be trained in the process and work in coordination with a QPVI trained VI teacher/facilitator.
The Texas Education Agency sponsors training in the QPVI process and TSBVI offers the training annually to VI consultants and others with special approval. These consultants initiate and lead the effort in selected districts or co-ops in their regions. They follow the principles and procedures detailed in the program guide as closely as possible, but frequently must modify various aspects of the process. It is the role of the QPVI Facilitator to decide how to implement the process as needed in a specific situation and to make modifications when necessary.
During the Self-Study and subsequent efforts, the district or co-op may call on the QPVI Facilitator to act as a resource to them, providing information, technical assistance, etc. Due to the nature of the process, she must also be willing and able to facilitate conflict resolution. Conflict is sure to develop, if it does not already exist within the program, as issues of needed change arise. It is best to accept that eventuality and handle the conflict as a part of the process, otherwise it can jeopardize completion of the task.
Critical to the success of the process is a clear understanding that the QPVI Facilitator is a guest who is invited into the district. She must facilitate and assist in achieving goals, but not dictate what those goals will be nor how to accomplish them. A facilitator must maintain a degree of detachment and provide leadership in a non-threatening way to accomplish an environment that is safe for change.
The VI staff supervisor plays a varied and extremely important role. She should be knowledgeable of district or co-op practice and procedure and have a degree of authority to make decisions affecting the VI Program and staff. A variety of professional skills that contribute to the process are needed. This professional will act as co-leader of the process, accepting part ownership of the task. She will inform special education director(s) of ongoing work and will oversee the production, by clerical staff, of documents developed. She will also assure that participants are prepared for each meeting and provide support, if any is needed between meetings.
The most important aspect of the supervisor's continued involvement is that, after participating in the QPVI process, this person is able to assume the role of a trained VI supervisor. During the process she has gained an appreciable amount of information and experience related to the education of students with visual impairments. When the QPVI Facilitator's involvement has ended, the district has a person with specialized training on staff to guide the future development of the VI Program.
The QPVI process is adaptable to the wide variety of needs existing in Texas. Districts, large and small, in special education and special VI co- ops have used the process. The requirements of rural and urban programs were considered in its development. Using the Self-Study as a starting point, the needs of each specific program are evaluated individually. The resulting plan of action relates to the established needs of each district or co-op's population of students with visual impairments.
Completion of the Self-Study includes a review of VI Program Key Components. The program guide addresses these Key Components in a specific sequence. Although there is a rationale supporting the order in which these issues are addressed, there may be circumstances that require deviation from the usual order. This matter is left to the discretion of the QPVI Facilitator.
While developing and implementing the process, it is necessary to consider what standards might be appropriate for public school programs in Texas. With notable changes in the education of students with visual impairments in recent years there has been some debate about educational best practice.
These resources were selected as applicable to Texas (see: "Print Resources and Ordering Information"):
The QPVI process uses SBOE Rules to assist districts and co-ops in complying with all state, federal and local laws affecting such programs.
A statement of best practices in the education of students with visual impairments is available. Entitled Best Practices: Educating Students with Visual Impairments, this document provides guidance from the Texas Education Agency in best educational practice to local education agencies.
Another valuable resource is a publication of the California Department of Education entitled Program Guidelines for Students Who Are Visually Impaired, prepared and coordinated by Jack Hazekamp and revised in 1997. This publication represents a national perspective on the topic.
The National Agenda provides a much-needed focus to diverse efforts in the United States to move educational issues relating to students with visual impairments forward on many fronts. Since its inception in 1995, many states have implemented strong National Agenda movements. QPVI supports each of the Goal Statements and is an effective tool for addressing those statements. The National Association of State Directors of Special Education (NASDSE) was funded to develop the educational service guidelines referenced above. Once these were developed, NASDSE began offering intensive training to state directors of special education. Increasing the knowledge base of special education administrators has a critical, positive impact on all aspects of educational programming for students with visual impairments.
These publications form the foundation of resources from which information is drawn. Textbooks are frequently used as well as other published materials. Additionally, the years of experience represented by all those involved in this effort are an excellent resource. The content of the Key Components of VI Programs was drawn from these materials. (See the list of print resources and ordering information contained in this section of the Guide)
Throughout the QPVI process, and especially during the Self-Study, it is important to remember the major focus of all efforts. That focus is meeting the identified needs of the unique population of students with visual impairments enrolled in the district or co-op. There are unique, identifiable needs of the populations as a whole, and for each individual student. Our goal is to develop a program designed to meet broad and individual needs now and in the future.
Work is accomplished by full group participation. All district or co-op VI professional staff members must be included. Other individuals, including support staff and parents, may participate as needed. This approach accomplishes multiple goals. First, the varied backgrounds and experiences of the VI staff contribute immeasurably to the quality of the final product. Second, through the group process, participants can raise issues and discuss them fully. Differences of opinion can be addressed, issues clarified, compromises reached, and a sense of personal involvement achieved. Changes suggested by the group are "owned" by each individual. Third, each individual in the group increases her knowledge base. Everyone's understanding of the district's or co-op's VI Program is expanded as is familiarity with "best practice" in the field. Fourth, and perhaps most important, the VI staff forges new bonds between each other and with their supervisor, resulting in numerous benefits.
All members of the core work group attend all sessions during the Self-Study. Occasionally subgroups are established and charged with specified short-term goals during subsequent years. Reschedule meetings if the supervisor cannot attend. In programs employing one teacher, the work group consists of the QPVI Facilitator, the supervisor, and the VI teacher.
Documents: As the Work Group addresses each of the Key Components during the Self-Study, they will conduct a discussion of each one. A consensus will be reached regarding the setting of standards, practices, and reaching common understanding of relevant issues. These standards, practices, procedures, and appropriate information will be documented and developed as the VI handbook.
End of Year Report: A report of the year's activities is written at the conclusion of each school year's Quality Programs efforts. In the first year, this is the Self-Study Report that details the results of the Self-Study. In subsequent years, the report recaps the activities and outcomes of the year's efforts. The Work Group develops an annual year-end report for district or co-op administration and the QPVI Facilitator.
VI Handbook: An important goal of this process is to document, by the development of a VI handbook, the practices and procedures of the district's or co-op's VI Program. The existence of such a resource eases the implementation of a comprehensive program of services to students with visual impairments. The handbook is the vehicle that establishes the "program." It takes decisions regarding services to this population out of the hands of the individual and makes them the responsibility of the VI staff and administration. It communicates information to all personnel, parents, and others in the district or co-op.
Generally, the process consists of ten meetings during the school year. There may be occasions when extra meetings are planned, particularly by subgroups working on special projects, such as completion of the handbook. The QPVI Facilitator schedules meetings at monthly intervals throughout the year. The timing of meetings is planned to allow for thought, information gathering, and material preparation to occur between meetings and to minimize the disruption of work schedules.
Each meeting lasts from two to five hours depending upon the amount of work to be accomplished at any given meeting, and the size of the group. If the QPVI Facilitator must travel far to the site, scheduling longer meetings (4-5 hours) may reduce the number of trips required. The Work Group should strictly adhere to time limits.
The Guide contains samples of various forms and other materials used in the process. This is to clarify the intent of the instructions presented in the guide and to ease the time burden on the QPVI Facilitator and Work Group. Not all samples will be useful in all situations. The QPVI Facilitator may use them or not, and may also adapt them in any way. This guide, including all forms and resources, is available for each trained consultant on computer disk.
Generally, a 3-year commitment by districts and co-ops is necessary, should they choose to participate. Administration reviews the year's progress and decides on continuing participation, usually at the end of each year, when plans for future action are made.
However, there can be appreciable variability in the actual amount of time needed to complete the process. Though three years is generally the maximum, the process may take less time in small districts or co-ops. At the completion of the three phases of QPVI, districts are encouraged to continue the program improvement process under the leadership of their own staff.
Working with a sizeable VI staff, which serves a large population of students with visual impairments is time consuming. Other factors to consider are the experience level of those involved and accessibility to the staff for regularly scheduled meetings.
Lasting change occurs slowly, particularly when working within a complex system such as the public schools. Rushing through the process does not allow time for changes in attitude and practice to occur. This jeopardizes the outcome of the entire process and is not recommended. Meeting agendas should be followed closely, unless there is a compelling reason to defer a particular item. If an agenda remains uncompleted at the end of a meeting, it should be resumed at the next meeting.
The following are suggestions for initiating the Quality Programs process with a district or co-op. The QPVI Facilitator's efforts will vary according to the circumstances of each situation. Local education agencies in several regions are familiar with the process and require little preliminary information. Those who are new to the process will need more. The Guide includes materials and sample forms for implementing this part of the process.
A variety of formal and informal methods have been found effective in contacting districts or co-ops to suggest initiating the QPVI process. The consultant must use her best judgment in selecting an effective approach. for example, a supervisor may call for help with a problem in the VI Program. A special education director may be looking for processes to examine quality issues in all programs or be interested in developing a VI handbook to document their program. A VI teacher may have heard of the Quality Programs process and become interested in learning more about it. Any of these scenarios provides an appropriate opportunity to offer detailed information about the Quality Programs process and to propose its implementation.
It is critical to the success of the QPVI process that administrative support for the effort is secure and continued throughout. Many of the issues and concerns identified require the attention and action of an administrator who supports and is knowledgeable of the process. The first step in implementing the process is to gain the commitment of the district or co-op administration.
After contact is made with the district or co-op administrator, a meeting should be scheduled to fully explain the process and provide the information necessary for a decision to be made. The QPVI Facilitator should be prepared to present to the special education director and the supervisor of the VI staff information to assist them in deciding if the process would benefit their program. In addition, an estimate of cost to the district and staff time required should be made. Districts usually prefer to have one QPVI presentation for both administration and staff. If not, two separate presentations can be done. A sample agenda and resource materials for this presentation are included in the Guide. The goals of the QPVI process are accomplished by the VI Work Group, which requires full participation by the VI staff and their supervisor.
A decision about whether to participate may be made at this meeting, or may be made later. The QPVI Facilitator should follow-up with further information, if requested. When a final decision is made, it should be confirmed with a letter to the administrator.
Print resources must be acquired by the district or co-op before the process begins. A list of resources, including ordering information can be found on page A-23.
If the VI staff and supervisor are ready to make a commitment, preparations for the meeting to initiate the Self-Study can be made. Select a time and place and inform the staff of the tentative agenda. The first meeting will be spent reviewing the students listed on the Texas Education Agency Registration of Students with Visual Impairments and developing a Master List of VI students for the district or co-op. Ask the VI Supervisor to provide copies of the registration for all participants. Disseminate blank copies of the Master List of Students with Visual Impairments form and ask each staff member to bring their completed forms to the Master List meeting.
>The purpose of this meeting is twofold. It is, (1) to present all the information necessary to the district or co-op administrator who will make a decision regarding participation in the Quality Programs process, and, (2) to secure a commitment from the administrator. The QPVI Facilitator should initiate the process only if full administrative support is given.
Contact the district or co-op administrator by phone or letter to arrange for a meeting to present the QPVI process. If the contact is by phone, confirm the appointment with a letter, including an agenda for the meeting. This meeting should be relatively brief, approximately one hour in length. Some administrators prefer to include all staff in this meeting rather than conduct two meetings.
The presentation should be tailored to the circumstances of the situation which exist in the district or co-op. The facilitator should provide only as much information as necessary. Materials provided for this presentation are included in Part A of the QPVI Guide. Review the materials to determine which will be useful. It may not be necessary to use all the materials in any given situation. The facilitator should begin with a brief overview of the entire Quality Programs process. She should discuss the benefits of completing the process, the features of the process design, and an estimate of time needed and cost to the district or co-op. Detailed information regarding the Self-Study, emphasizing the Key Components of VI Programs, should be provided, including ordering information for the print resources to be used during the Self-Study. She should solicit and respond to any questions.
The administrator may be prepared to make a commitment at this meeting. If so, schedule the presentation to VI staff. If not, then a time should be set for the consultant to contact the administrator for her decision and discuss plans for meeting with the staff. Print resources should be ordered and available for the Master List meeting of the Self-Study.
>Dear _____________: > >I am writing to invite you to participate in the implementation of a process developed to improve services to students with visual impairments. > >The Quality Programs for Students with Visual Impairments process was written to assist public schools in developing, improving, and documenting their programs of services to students with visual impairments in Texas. The process enables school districts and co-ops to perform a self-study of their program services for students with visual impairments, identify strengths and correct weaknesses, and plan for future services. It is a process that results in planned and reasoned program changes with the end result of improved services to students.The Quality Programs process was developed under the auspices of the Texas Education Agency and with the help of VI and education professionals across the state. It evolved as a result of state and national interest in the organization and standardization of educational programs and practices. The wide disparity in VI Programs and services from one school district to the next has served as an impetus for the effort in Texas. Quality Programs for Students with Visual Impairments enables public schools to use a process of shared decision making to tailor its VI Program services to meet identified local needs and to adopt applicable "best practices." It also provides districts and co-ops with the opportunity to formalize or document their program of services for students with visual impairments by producing a VI handbook to insure the continuation of appropriate services, despite changes in staff. > >I would appreciate the opportunity to meet with you to describe the implementation of this process and to discuss the benefits to your district/co-op. This service is offered at little or no cost. I will call your office to see if I may schedule an appointment. Please call me if you have any questions. > >Sincerely, > >Name >***Title ***
Present:
Provide:
Discuss the development of the VI Handbook and the concept of program documentation. IV. Address the need for a three-year commitment. V. Answer questions. VI. Solicit commitment of support. VII. Present tentative agenda for Master List Development meeting.
Preparation for the Master List meeting includes:
>Quality Programs for Students With Visual Impairments (QPVI) is a model for providing technical assistance to public schools in developing, improving, and documenting services for students with visual impairments. This process for systematic change is directed by a trained Education Service Center or Texas School for the Blind and Visually Impaired Outreach facilitator along with a member of the district or co-op special education administrative staff. With the VI staff, this comprises the Work Group, who act jointly to complete the process.
>The process typically begins in early fall. Approximately one-half day a month, for ten months, is the time required by district or co-op staff to participate. The time devoted to the process is equivalent to that allocated to traditional program supervision. The process generally takes three years. This time is required to develop a cohesive VI Work Group and to effect change in an orderly fashion within the system. Commitment to continued participation by a district or co-op may be made on an annual basis.
Phase One/ Self Study an intensive review of key program components. These include: developing an accurate list of eligible students with visual impairments, clarifying issues of student eligibility, delineating roles and responsibilities of staff and others, identifying the amount and type of services needed by each child, examining the array service delivery options needed and available, identifying and addressing unique VI student needs, staff and caseload issues, and measuring student results.
Phase Two/ Priorities for Change is a process for documenting program strengths and addressing deficits. Activities may include: improving itinerant instruction, measuring student results, developing a "school year calendar" for VI services, compiling a program handbook, and more.
Phase Three/ Proactive Planning is an ongoing effort by VI and administrative staff to maintain quality programming by becoming proactive rather than reactive. In Phase Three the goal is to foster program growth and development while meeting the changing needs of students.
>The Self-Study consists of an intensive review of Key Components of the district or co-op program of services for students with visual impairments. Once the review is completed, the results are included in a Self-Study Report and presented to administrators.
>As stated earlier, there is a rationale for the Key Components and the order in which they are addressed. This information is important for the QPVI Facilitator to understand, and may be useful to members of the Work Group, as well. As members of the group go through the Self-Study, they must keep in mind that they are generally collecting data at this point, and that immediate action need not be taken to correct problems.
Accurate Master List of Students With Visual Impairments
An accurate list of students identified as eligible to receive VI services is critical to the Self-Study effort. Every facet of the VI Program will be considered in light of the population of students to be served. All students in need of services must be served, and students who do not need service should not be served. This forms the basis for determining the type and amount of service and staff needed to meet the district or co-op's needs.
To initiate the Self-Study the Work Group gathers student information and develops an accurate list of students with visual impairments. This is an ideal time to review the organization, completeness, and currency of VI student information and files. If files are out of order, out of date, or incomplete it is difficult for the VI staff to use them in support of their efforts. It is also an indication that the program itself may be in disarray. This activity also allows the consultant and supervisor to get to know the students and provides a "snapshot" view of the VI Program. Please note that whenever student information is presented or discussed, the information must be kept confidential.
Statement of Eligibility for VI Services
A situation that is somewhat unusual in special education exists among students with visual impairments in that eligibility status can change over the years. for example, a student with corneal opacities, who was determined to be eligible for VI services, may become ineligible after successful corneal transplant surgery. A recommendation to change a student's eligibility status can be a cause of concern among parents and teachers working with the student. A common interpretation and understanding of what constitutes eligibility for VI services is important to making such decisions.
Teachers are sometimes uninformed regarding the basis in law and rule for determining student eligibility. By presenting this information and discussing the issues of student eligibility, the VI staff can develop a statement regarding how the rules and regulations regarding eligibility for VI services can be applied practically and specifically in their district. This standard can then be applied similarly by all VI staff and can be communicated to school personnel, parents and others.
Once a common understanding of eligibility criteria is established, a quick review of the master list can be conducted to determine if there are any questions regarding eligibility of students. Students can be re-evaluated at a later time to clarify their status, if needed.
Roles and Responsibilities
The appropriate roles and responsibilities of staff, parents, and students should be considered next. What are the specific responsibilities these individuals have? It is not uncommon for VI professionals to be asked, or required to fulfill any number of roles that would not be considered as appropriate services to their students with visual impairments. An example is the VI teacher who acts as an academic tutor rather than an instructor in compensatory skills. What responsibilities does the role of supervisor of the VI staff encompass? What are the roles and responsibilities of parents, students, and others? Group discussion of this topic, and inclusion of this information in the VI handbook, promote the adoption of appropriate roles.
Unique VI Student Needs
This section constitutes the core of the Self-Study, and is the most difficult and time consuming to review. How are student needs identified and how effectively are those needs being met? By this stage of the process, a great deal of discussion regarding eligibility, roles and VI services has occurred. At this time each student's needs are discussed in the context of a "promising practices" approach. This gives the staff the opportunity to take a fresh look at student needs related to visual impairments. They will work cooperatively to develop creative solutions to problems such as time and funding constraints.
Type and Amount of VI Services
This topic deals with decisions regarding what types of services are appropriate for each individual student to meet their unique needs and how those services are provided within the school program. What criteria are used to determine the type of services appropriate for each student? How are decisions made regarding placement in a regular classroom with direct instruction, versus collaborative consultation only? What models for direct and consultative services are used? How much VI service is appropriate to meet student needs? What amount of time is recommended for various types of services on a daily/weekly/monthly basis and over what span of time? Are type and amount of service decisions made based on assessment information or on staff/program constraints? Are all populations given equal access to VI services, according to identified need? A typical scenario would find priority given to academic braille students at the expense of students with low vision or multiple impairments. Such practices result in weak programming for those populations assigned to lower priorities.
Staff and Caseloads
With a great deal of accurate information about student numbers and needs in hand, the Work Group is ready to address the related topics of need for staff and equitable caseloads. Numbers of students in need of services have been identified and types and amounts of services have been determined. The Work Group will establish how much service each staff member can provide effectively and what constitutes an equitable caseload.
The Self-Study Report
The Self-Study Report gives closure to Phase One of the QPVI process. It contains the details of the Self-Study, including VI program strengths and needs, with supporting documents and narrative information. The Self-Study Report can stand alone, as a program review or can serve as the basis for future program improvement activities. The goal of this effort is for the Work Group, Facilitator, and LEA VI administrator to work together to capture the results of the year-long effort.
The following is a rough estimate of the staff time and funds needed to complete Phase One of Quality Programs for Students with Visual Impairments. The first year consists of a self-study. No commitment beyond that is asked at the outset. After the Self-Study is completed, a decision should be made regarding implementation of Phases Two and Three.
There is generally little or no cost related to the services of the QPVI Facilitator if the service is provided by an Education Service Center or the Texas School for the Blind and Visually Impaired, Outreach Project.
The following reflect staff time and costs:
Second Week: Send letter contacting administrator.
Third Week: Follow up with phone call, set meeting date.
Fourth Week: Conduct presentation to administrators.
Second Week: Presentation to VI staff. Fourth Week: Attend Master List Meeting, begin Self-Study.
Third Week: Attend monthly meeting, continue Self-Study. Provide technical assistance as needed.
Selected week of the month: Attend Work Group meeting continue Self-Study.
Second Week: Attend Work Group meeting, develop Self-Study Report.
Third Week: Present Self-Study Report to administrator.
August - May: Monthly meetings continue, with the Work Group and/or sub-groups planning for and implementing changes.
August - May: Meetings are planned and scheduled by mutual agreement to address planning to meet identified future needs. May involve specified members of Work Group or entire group, if appropriate.
The following is a list of the basic print resources used by Work Group members during the Self-Study. Each member, including the VI supervisor, must have ready access to each resource, as reading assignments are made from time to time.
>Dear **********************************
>I am writing to confirm approval for your district/co-op's participation in Phase One of the Quality Programs for Students with Visual Impairments process. Phase One consists of an intensive self-study of program services to students with visual impairments and will result in a Self-Study Report with recommendations for change. A trained Education Service Center or Texas School for the Blind and Visually Impaired Outreach VI consultant will work with selected personnel to perform the Self-Study. Thank you for your support of this effort, it is critical to the successful completion of this task.
>Sincerely,
>
>Name
>Title
Completion of this form provides the Work Group with a format for analyzing and comparing caseloads. This form may be completed by VI teachers, O&M specialists and VI paraprofessionals prior to the meeting on eligibility. Names of referrals should be added at the end of each staff members' master list and clearly marked as such. Information requested includes: Staff Name: Each staff member should complete a separate form listing students served. Number of Schools Served: Enter the total number of schools or sites visited by this staff member, including home visits to infants. Number of Hours in Work Week: Enter the number of hours in the work week, excluding lunch. Date: Always enter the date this form is completed, so changes can be tracked by looking for the most current date.
NOTE: for the sake of analyzing the time commitment required to meet students needs, as determined by ARD/IEP committee decision, it is requested that times for service be calculated on a weekly basis. This is not to suggest that all students should be seen weekly. Whatever the decision of the ARD/IEP committee, that time and frequency of services should be provided. This is an aid to converting times from monthly to weekly.
The last row on the page provides space for totaling figures. Totals should be computed in the following columns; 3 (how many direct, how many consult), 6 (total number of hours estimated per week), and 11 (students receiving O&M). These should represent numbers of students or numbers of hours per week, depending on the column. Please calculate totals before turning in your forms. Make a copy for each member of the Work Group and retain a copy for yourself.