Beginning of the Year

Verify Your Caseload
  • Confirm which students remain on your caseload.
  • Identify students who have exited, moved, or are new referrals.
  • Coordinate with your vision team (if applicable) to divide assignments and clarify coverage.
Create a “Unique Visual Needs” Snapshot for Staff
Prepare a one-page summary for each general education teacher and related service provider.
Include:
  • Student name and visual diagnosis
  • Visual acuity and functional implications for learning
  • Summary of educational impact
  • Required IEP accommodations and modifications
  • Service delivery model (consultation and/or direct service)
  • Your contact information (or attach a business card)
Purpose: This document supports quick reference, consistency, and shared understanding across the team.
Collect Student Schedules and Meet School Staff
  • Obtain each student’s daily schedule.
  • Meet with classroom teachers and key staff.
  • Introduce yourself to the principal/assistant principal and the school secretary.
  • Identify possible service times and meeting spaces (as well as backup locations).
  • Note early-release days, testing windows, and schedule disruptions.
Discuss:
  • Storage and access to VI materials
  • Types of academic materials used (print, digital, hands-on)
  • Visual aids such as charts, graphs, maps, and Smart Board use, etc.
  • Use of visual aids (charts, graphs, maps, Smart Boards, projectors, etc.)
Build a Working Student File
Begin or update a working file for each student that includes:
  • Current IEP
  • Most recent eye report
  • Functional Vision Evaluation (FVE) and Learning Media Assessment (LMA)
  • Relevant evaluations (Low Vision Evaluation, O&M reports, etc.)
Create an “All-Student Caseload Overview”
Maintain a master document with essential information, including:
  • Student name and date of birth
  • Caregiver names and contact information
  • School information (name, address, phone, administrator, classroom/room number)
  • Service frequency and duration
  • IEP and reevaluation dates
  • Visual diagnosis, acuity, Quota Fund eligibility, and state ID number (if applicable)
Draft Your Instructional Schedule
  • Schedule students with non-flexible timetables first (typically general education placements).
  • Add flexible direct-service students next.
  • Schedule consult-only students last (consider rotating schedules).
  • Build in protected time for planning, meetings, evaluations, and travel.
Introduce Yourself to Families
  • Send a welcome letter, email, or make a phone call—especially to families you have not yet met.
  • Explain your role and how communication will occur.
  • Remind families about updated eye reports when needed (reevaluations or Quota Fund eligibility).
Professional reminder: Avoid including anything in writing that you would not want read in a legal setting
Set Up Data Collection Systems
  • Create an individual data sheet for each student aligned to IEP goals and objectives.
  • Determine how progress will be documented (checklists, rubrics, anecdotal notes, digital logs).
  • In resource rooms, consider coded or anonymized systems to maintain student confidentiality.
Deliver and Train on VI Materials
  • Distribute equipment, braille or large-print materials, and optical devices.
  • Provide training for teachers and paraprofessionals on:
    • Proper use of materials and devices
    • Adaptation strategies
    • Care and storage of equipment
Screen for Regression and Set Instructional Priorities
  • Observe students closely during the first few weeks of school.
  • Identify any regression or skill loss following summer break.
  • Use observations to refine instructional priorities and plan targeted intervention for the coming months.

Mid School Year

Deaf-Blind Child Count
  • Conduct the annual count of students with dual sensory loss.
  • Used to connect families with services, events, and training through state agencies.
Federal Quota Funds
  • Typically completed January–February.
  • Used to provide APH materials to eligible students.
  • Coordinate with your district’s reporting agency to ensure accuracy and timeliness.

End of School Year

Update Working Files
  • Ensure each student’s file includes current IEP, reports, and documentation.
  • If known, prepare Unique Needs pages and data sheets for next year’s caseload.
Inventory and Return Equipment
  • Collect all AT/VI equipment not being loaned for the summer.
  • If students keep items over break, use a Material Loan Form signed by parents.
Contract Documentation
  • If you're contracted, break down your time (e.g. Direct instruction, Consultation, Meetings, Evaluations and report writing, etc) 
  • Document travel time based on agency’s formula.
  • Keep copies for your records.
Order Next Year’s Materials
  • Request braille and/or large print novels and textbooks or alternative formats in advance.
​This guide is designed to help you work more efficiently, advocate effectively, and provide high-quality support to your students all year long. With thoughtful organization and intentional planning, you can make a big impact—and reduce your own stress while doing it.

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Year at a Glance for Itinerant TVIs Handout
Year at a Glance for Itinerant TVIs Handout

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​