Caseload Analysis Michigan Severity Rating Scales for Students with Visual Impairments Quality Programs for the Visually Impaired (QPVI) Iowa Caseload Size for Itinerant Teachers APSEA Guidelines for Determining Caseload Sizes for TVI’s Texas School for the Blind and Visually Impaired Resource Page

What is a Caseload Analysis? A snapshot of how a VI teacher allocates time A caseload analysis looks at several factors to identify patterns including: Assessment responsibilities Travel Direct and/or consultative responsibility Various tools available but results are comparable amongst them.

Caseload Analysis Assumptions Important Element of Program Management Among the most influential factors for job retention by VI professionals are caseload size and composition. Conducted on a regular, periodic basis and when the district (or service area) has a significant change in student population or professional services. Based on verifiable data, not just verbal comments or recollections. Conducted collaboratively by a member of the administration and VI staff.

Caseload Analysis Assumptions Continued Changes made to VI staffing patterns will be preceded by an updated caseload analysis The data gathered in a caseload analysis reflects what students need, not just what the district is currently able to provide. Goal # 4 of the National Agenda for the Education of Visually Impaired Students: Caseloads will be determined based on the assessed needs of students.

Caseload Analysis Why? Convincing the Who‘s: Program practices turn into quantitative data that is easy to communicate to program specialists, special education/SELPA/County Office directors, superintendents, and boards. Students and Teachers: Essential Elements Caseloads need to be workable and achievable. Service times have the tendency to be recommended based on teacher availability rather than student need. Continuous caseload analysis prevents this from occurring.

Elements of… It is not just about students and direct or consultation services Severity of the impairment Age of the student Amount of time needed to reach each student and the distance traveled Planning time The degree to which materials must be modified (e.g. brailling and enlarging print materials) The amount of time spent consulting with professionals, parents, agencies, and others.

Common Core and Expanded Core Beyond the Common Core, the Expanded Core Curriculum must be taken into consideration Social Interaction Skills Independent Living Skills Recreation and Leisure Skills Career Education Use of Assistive Technology Sensory Efficiency Skills Self-Determination

Ideal Settings / Success in the Making Optimizing Independence Service beyond school hours Non-traditional settings Broad array of community resources Reduction of paraprofessionals Greater use of technology via assistive technology Direct contact between students and transcribers

APSEA Guidelines for Determining Caseload Size for TVI’s No more than two academic braille students assigned to one itinerant teacher. Factors in types of travel should be considered including types of roads and distance. Consideration of the goals identified in Individual Education Plans Consideration for consultative and direct services. When possible, have one itinerant teacher for a given geographic area. When possible, specific skills and talents of the teacher should be considered (e.g. assigning preschool children to a teacher with specific training in early childhood development.) Understand that students will need different levels of service and support throughout their school career.

Because…Caseloads are made up of various types of students requiring different kinds of assistance at different stages of their lives. Functionally blind students are extremely labor intensive, especially in primary grades or in high school with a heavy math and science load. Solution = Modification of caseload, braillist, other solutions Infants and toddlers with low vision are at a critical developmental stage. During this time, consistent and frequent intervention may mean the difference between using vision to its fullest, and functioning at a lower level. Students with multiple impairments require frequent consultation for intervention to have its greatest affect. Why not even number caseloads?

Who conducts a caseload analysis? A direct service provider (TVI/O&M/AT) is essential to provide information about the student. A member of the administrative staff is able to present program data in means accessible to the board and higher ups. This also generates their buy-in to the needs of students with visual impairments Occasionally, in times of controversy – someone from outside the district can be seen as an unbiased reviewer.

In time to make budget recommendations. The VI staff will all need to be included, so be sure there is enough time to train on type of tool(s) that will be used. Beware of times when student populations and schedules are not in flux. Log of minutes should be taken on 2-3 sample weeks of the year where class parties, field trips, testing, are not significantly altering the routine. When are caseload analysis most relevant?

Considerations and Twists Goal # 8 of the National Agenda for the Education of Visually Impaired Students: All educational goals and instruction will address the academic and expanded core curricula based on the assessed needs of each student with visual impairments. Finding time to teach the ECC can be difficult VI professionals may not have the skills needed to assess and/or provide instruction in the ECC. Some VI professionals find the process of caseload analysis as questioning their professional expertise

Teacher work weeks vary based on union contracts. A typical 8:00 a.m. to 4:00 p.m. with a thirty minute duty-free lunch has 37.5 hours in it. Therefore when a caseload exceeds this, something must be adjusted: The number of schools served (travel time and consultation reduced) Ages and grade levels of students (some ages/grades require more time) Direct vs. Consult Service Delivery (planning and meetings) Travel time (analyze travel patterns and timing) Material procurement and preparation, research, and consultation with other agencies (each student’s program is individualized) Braille students (Pre-K to 2 nd grade can need as much as 3 hours a day from a TVI; older students are approximately 5 hours a week not including consultation and preparation time. If VI Teacher is responsible for accessible copy this adds a significant amount of time to case. So, now what?

Continued ECC lessons incorporated or separated from standard lessons Integrating technology and technology as a separate entity Identifying specialists within a team (technology, early childhood, assessment)