Caseload Analysis for Visual Impairment Programs

Teaching Students with Visual Impairments

CASELOAD ANALYSIS

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

An important component of program management involves caseload analysis in order 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 makes an assessment of a caseload based only on the number of students not an appropriate measure of time needed to perform the job. Blindness and low vision has 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.

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About

Hi! I'm Carmen Willings. Welcome to my website! I developed this web resource to support fellow TVI's and to educate those new to the field of visual impairments in how to best support students who are blind or visually impaired. Read More

Work with enthusiasm, as though you were working for the Lord rather than for people." -Ephesians 6:7