Caseload Analysis

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 20, 2025
An important component of effective program management is caseload analysis, which helps determine whether changes in staffing are needed based on current service levels and projected population growth. A caseload analysis can capture a snapshot of a typical week or month and should include all aspects of a Teacher of Students with Visual Impairments’ (TVI) duties—not just direct instruction, but also consultation, material production, case management, and travel.
​While classroom teacher workloads are often measured by student count, this is not an appropriate metric for itinerant TVIs. These professionals serve students across all grade levels, subject areas, and levels of disability, including students with multiple disabilities. Some students may require daily direct instruction, while others may need only monthly or quarterly consultation.

Key Factors to Consider in Caseload Analysis

Each student who is blind or has low vision presents unique learning and accessibility needs. Therefore, caseload analysis must take into account:
  • Expanded Core Curriculum (ECC) instruction in areas such as:
    • Compensatory and functional academic skills
    • Sensory efficiency skills
    • Assistive technology
    • Orientation and mobility
    • Independent living
    • Social interaction
    • Recreation and leisure
    • Career education
    • Self-determination
  • Adaptation of materials, environments, and curriculum in collaboration with general and special educators and related service providers.
  • Communication with staff and families, supporting their understanding of the implications of vision loss and how to best support the student.

Tasks TVIs Must Have Time to Complete

  • Provide direct instruction in ECC and access skills aligned with IEP goals
  • Deliver in-services to staff and peers about vision loss and accommodations
  • Offer consultation to classroom teachers and support staff for curriculum access
  • Guide paraprofessionals in material creation and instructional strategies
  • Adapt materials, download digital files, and manage APH orders and returns
  • Plan and prepare for individualized instruction
  • Write reports and communicate with related professionals and agencies
  • Travel between schools and student homes
  • Troubleshoot technology and assistive devices
  • Attend and prepare for IEP meetings and amendments
  • Conduct and document Functional Vision and Learning Media Assessments (FVLMA)
  • Write student progress reports
  • Accompany students to and participate in low vision evaluations
  • Conduct Assistive Technology Assessments
  • Support transition services and assist with career planning for secondary students
  • Maintain data collection and progress monitoring systems

​Benefits of Periodic Caseload Analysis

​Administrators can better understand workload demands and staffing needs. As school districts grow or shift demographically, service needs evolve. Regular caseload analysis helps ensure that programs remain effective, responsive, and adequately staffed.

Caseload Analysis Tools

​VISSPA – Visual Impairment Scale of Staffing Pattern Analysis
Released in 2024 by TSBVI. This workload analysis tool is designed for itinerant TVIs and O&M Specialists. It helps document time spent on both direct and indirect service duties and can support staffing decisions. VISSPA is part of TSBVI’s Administrator Toolkit.
Quality Programs for the Visually Impaired (QPVI)
A comprehensive set of forms and guidelines created to assess and ensure quality programming for students with visual impairments. It is used by both Teachers of Students with Visual Impairments and Orientation & Mobility Specialists. Includes caseload distribution guidance and quality indicators.
APSEA Guidelines
Guidelines developed by the Atlantic Provinces Special Education Authority. Key recommendations include:
  • No more than two academic braille students per itinerant teacher
  • Factor in travel time, distance, and road conditions
  • Balance consultative and direct service needs
  • Consider geographic assignment to reduce travel demands
  • Match teacher expertise to student needs (e.g., early childhood experience)
  • Recognize that service levels will fluctuate as students grow and change
AER Division 9 Workload Guidelines
Published by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) Division 9, these guidelines outline recommended workloads for itinerant teachers and O&M specialists and stress the importance of including time for indirect services, travel, and collaboration.
​TSBVI Caseload Analysis Guidelines
Part of the Administrators Toolkit, this resource outlines assumptions, rationale, and steps for conducting a thorough caseload analysis. It emphasizes a data-driven approach to staffing and service planning.
Caseload & Workload Analysis Forms from Paths to Literacy
This practical tool, contributed by various professionals in the field, helps track service minutes, travel time, consultation, and preparation needs across multiple campuses or service sites.
​By conducting regular caseload analysis and using reliable tools, TVIs and their supervisors can ensure students receive the services they need—and professionals have the time and support required to deliver them effectively. Program sustainability, student success, and equitable workloads all begin with thoughtful, data-driven planning.

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