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Caseload Analysis

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated March 10, 2018

An important component of program management involves caseload analysis to determine the need for changes in staffing based on current students and projection for growth with population changes. An analysis can be a snapshot of a typical week or a month. It should factor in direct service time as well as consultation, material production, case-manager duties, and travel.  ​While it is common for a teacher’s workload to be considered by the number of students they teach, this does not apply to Teachers of the Visually Impaired as their caseload crosses all subject areas, all grade levels, and students with multiple disabilities. ​Some students require regular direct instruction while other students require only monthly or quarterly consultation.

Caseload Factors to Consider

The unique accessibility and learning needs of students assess a caseload based only on the number of students not an appropriate measure of time needed to perform the job. Blindness and low vision have a tremendous impact on every aspect of a student’s learning and each student has unique and diverse needs. Teachers of Students with Visual Impairments must teach students in all areas related to the Expanded Core Curriculum that are appropriate for that student. This includes the need for specialized instruction in concept development, compensatory access, sensory efficiency, instruction in assistive technology, activities of daily living, social development, recreation and leisure, career education and self determination. In addition, they must collaborate with teachers and therapists to adapt the materials, environment and the curriculum.
 
The Teacher of the Visually Impaired (TVI) having adequate time to:
  • Provide Direct service to the student based on their IEP goals in order to teach the multitude of skills, strategies and technologies necessary for them to be successful learners.
  • Provide In-service to staff and students regarding the impact of vision loss in the classroom
  • Provide Consultation and collaboration with the classroom teacher to assist program planning and effective teaching methods.
  • Provide Consultation with paraprofessionals to provide direction on the creation of appropriate alternate format materials.
  • Adapt Materials which may include overseeing and/or downloading alternate format materials and ordering/ returning materials.
  • Prepare to teach the specialized skills that student’s require
  • Write reports and follow up with other professionals and agencies.
  • Travel between and within the schools
  • Respond to software issues, broken equipment and problem solving.
  • Prepare for and attending IEP meetings, as well as amendments when they occur
  • Perform and write annual reports on Functional Vision Assessments/Learning Media Assessment
  • Write student progress reports
  • Accompany student and participate in Low Vision Evaluation
  • Conduct Assistive Technology Assessment
 
Conducting a periodic caseload analysis can provide administrators with an understanding of the TVI's time and consider the need for expanding the program. As districts grow, or otherwise change, the service needs change. The data from the caseload analysis will reflect what changes are needed and thus provide quality control. Some of the tools for caseload analysis can be detailed and daunting to say the least. They will yield valuable information, but if you need a simple and quick tool to balance caseloads, I have found the TSBVI Staffing Patterns (adapted from the IOWA rules for SpEd) to be a helpful tool. If you are looking for a more detailed analysis, consider the QPVI identified below. 

Caseload Analysis Tools

Quality Programs for the Visually Impaired (QPVI) forms and guidelines can be used by both Teachers of Students with Visual Impairments (TVI's) and Orientation & Mobility (O&M) Specialists

The APSEA Guidelines for Determining Caseload Size for TVI's provides guidelines and suggestions for administrators when assigning students to an itinerant teacher.
Supervisors should consider:
  • 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.
The Texas School for the Blind and Visually Impaired also has a resource page on Caseload Analysis Guidelines as part of the Administrators Toolkit. The page includes assumptions, why it is important to conduct a caseload analysis and what should be taken into consideration.

Tips for Being a "Physically Fit" TVI Recorded Presentation

$25.00

Itinerant teaching is very rewarding, but it can present many challenges as well. TVI’s must be able to work well with a variety of personalities to best support students and their teams. It is just as essential to be organized, flexible, reliable, and a team player as it is to be knowledgeable in your field. Seeking out professional development opportunities, developing a professional support system and continually striving to excel will foster growth in all TVI’s whether new to the field or those with years of experience. The intent of this session is to provide strategies for itinerant TVI’s to excel in their careers by providing specific strategies to improve their effectiveness as an itinerant VI professional. ​​This hour-long presentation is packed full of tips and strategies from Carmen Willings who has been a full time Teacher of Students with Visual Impairments for over 20 years. This webinar is perfect for TVI's just entering the field and for all TVI's as they start the new school year!


Objectives:


  • Learn organization and time management strategies.
  • Improve effectiveness as a professional and in coping with challenges.
  • Identify strategies to grow in career 


Ways to Access the Presentation


  • Recorded PowerPoint Show of Tips for Being a Physically Fit TVI
  • Closed Caption Video Recording of Webinar 
  • Tips for being a "Physically Fit" TVI Transcript​
  • Tips for Being a Physically Fit TVI Handout


Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour, complete the short "Be A Physically Fit TVI" quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements.  


System Requirements:

Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPointpresentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation. 


*Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO.
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