Caseload AnalysisBy: 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 AnalysisEach student who is blind or has low vision presents unique learning and accessibility needs. Therefore, caseload analysis must take into account:
Tasks TVIs Must Have Time to Complete
Benefits of Periodic Caseload AnalysisAdministrators 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 ToolsVISSPA – 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:
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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