Introduction - Public Schools

Introduction to QPVI Public Schools (QPVI:PS)

Phases One, Two and Three

1. Introduction to QPVI Public Schools (PS)
2. QPVI PS Process Design
3. Presenting the Process to Administration and Staff
4. Plan for Securing Administrative Commitment: Example
5. Letter to Administration: Sample
6. Agenda for Presentation of QPVI Process
7. Three Phases of QPVI PS
8. Benefits of Implementing the QPVI Process
9. Features of the Process Design
10. Key Components of Public School Programs: List
11. Key Components of Public School Programs: Description
12. Projection of Cost and Time Requirements
13. Self-Study Calendar of Events for three Phases: Sample
14. List of Documents Produced during the Self-Study
15. Print Resources and Ordering Information
16. National Agenda for the Education of Children and Youth with Visual Disabilities (Proposed)
17. Master List of Students with Visual Impairments

Introduction To QPVI:PS

Quality Programs for Students with Visual Impairments (QPVI) is a model process for providing technical assistance to public school districts and co-ops in the development, improvement, and documentation of programs serving students with visual impairments (VI).

An Education Service Center (ESC) or Texas School for the Blind and Visually Impaired (TSBVI) Outreach consultant who receives special training guides the process. The consultant pairs with a designated member of district or co-op administration and together they act as co-leaders. Upon securing administrative support, a work group forms, consisting of the co-leaders and all VI staff. This group conducts a self-study of VI Program Key Components. Phase One generally takes a year to complete.

At the end of Phase One, the Work Group develops a report of their findings and presents it to district or co-op administrators for approval. During Phase Two, they select priorities from the Self-Study Report to address. During Phase Three, the Work Group focuses efforts on maintaining quality services to students and program growth and development.

Process Development

In 1985, Nancy Toelle began developing the QPVI process at ESC Region XX. She worked in coordination with the Northside and San Antonio Independent School District's administration and VI staff members. In 1989, the Texas Education Agency (TEA) sponsored the development of the process as a model for replication throughout the state. Training of selected ESC and TSBVI Outreach consultants occurred in the fall of 1990 and the first model sites were established. State Supplemental Funds for Students with Visual Impairments funded the process, which is generally provided at minimal cost to districts or co-ops. QPVI is a statewide service provided by the Texas School for the Blind and Visually Impaired, Outreach.

Large and small school districts, special education and VI co-ops have used the process in urban and rural areas.

As of this writing, seventeen ESC regions have implemented the process: I, II, III, IV, VI, VII, VIII, IX, X, XI, XII, XIII, XIV, XVII, XVIII, XIX, and XX. Model sites include: San Antonio, Austin, Northside, Houston, Lubbock, Midland, Ysleta, Fort Worth, Dallas, Round Rock, Leander, Waco, Hayes, and Eagle Pass Independent School Districts. Co-ops include: San Antonio Area Co-op, Montgomery County Co-op, San Jacinto Co-op, Bluebonnet VI Co-op (Weatherford), Denton County Co-op, and Gonzales-DeWitt-Lavaca VI Co-op. As of this revision, the QPVI process has proven itself successful and continues in use all over Texas and in states around the country, into its second decade. Training in the process is provided annually at the Texas School for the Blind and Visually Impaired. This Guide has been totally revised for the 2003 edition.

QPVI PS Process Design

The following is a description of the basic principles of the Quality Programs process. An understanding of these underlying principles will assist the Quality Programs consultant in implementing and modifying the process to meet individual needs. Keep in mind always, this is a process for change. Reasoned and planned change for the better must result from this process for it to be effective.

Administrative Commitment

The first step in implementing the Quality Programs for Students with Visual Impairments (QPVI) process is to seek and receive administrative commitment. In a district, the special education director is generally the key person to approach. Each director in a special education co-op, should commit their support and approval. The supervisor of the VI staff, who will be an active participant in the process, must be supportive, capable, available, and committed.

The acquisition and maintenance of administrative support are primary principles of the process design. Because of the nature of the Self-Study and the change engendered as a result, administrative support is essential to the success of the effort. Change in public schools occurs much more readily if it has administrative participation and backing. Without initial and continued administrative support, this process can effect only minimal, temporary change. Do not attempt to implement the process without that support.

QPVI PS Facilitator

The role of the QPVI Facilitator varies according to the situation in which she is working and with whom she is affiliated. Most of the QPVI Facilitators are VI staff members of education service centers who work within their own regions. Several members of The Texas School for the Blind and Visually Impaired (TSBVI) Outreach staff have been trained and are available to carry out the process. They work particularly in those regions without a QPVI trained consultant on staff or where there is a need for more than one facilitator. A prerequisite of directing the process is that the professionals are certified and experienced teachers of students with visual impairments. Orientation and mobility specialists may be trained in the process and work in coordination with a QPVI trained VI teacher/facilitator.

The Texas Education Agency sponsors training in the QPVI process and TSBVI offers the training annually to VI consultants and others with special approval. These consultants initiate and lead the effort in selected districts or co-ops in their regions. They follow the principles and procedures detailed in the program guide as closely as possible, but frequently must modify various aspects of the process. It is the role of the QPVI Facilitator to decide how to implement the process as needed in a specific situation and to make modifications when necessary.

During the Self-Study and subsequent efforts, the district or co-op may call on the QPVI Facilitator to act as a resource to them, providing information, technical assistance, etc. Due to the nature of the process, she must also be willing and able to facilitate conflict resolution. Conflict is sure to develop, if it does not already exist within the program, as issues of needed change arise. It is best to accept that eventuality and handle the conflict as a part of the process, otherwise it can jeopardize completion of the task.

Critical to the success of the process is a clear understanding that the QPVI Facilitator is a guest who is invited into the district. She must facilitate and assist in achieving goals, but not dictate what those goals will be nor how to accomplish them. A facilitator must maintain a degree of detachment and provide leadership in a non-threatening way to accomplish an environment that is safe for change.

District-Co-op Supervisor

The VI staff supervisor plays a varied and extremely important role. She should be knowledgeable of district or co-op practice and procedure and have a degree of authority to make decisions affecting the VI Program and staff. A variety of professional skills that contribute to the process are needed. This professional will act as co-leader of the process, accepting part ownership of the task. She will inform special education director(s) of ongoing work and will oversee the production, by clerical staff, of documents developed. She will also assure that participants are prepared for each meeting and provide support, if any is needed between meetings.

The most important aspect of the supervisor's continued involvement is that, after participating in the QPVI process, this person is able to assume the role of a trained VI supervisor. During the process she has gained an appreciable amount of information and experience related to the education of students with visual impairments. When the QPVI Facilitator's involvement has ended, the district has a person with specialized training on staff to guide the future development of the VI Program.

Adaptability of the Process

The QPVI process is adaptable to the wide variety of needs existing in Texas. Districts, large and small, in special education and special VI co- ops have used the process. The requirements of rural and urban programs were considered in its development. Using the Self-Study as a starting point, the needs of each specific program are evaluated individually. The resulting plan of action relates to the established needs of each district or co-op's population of students with visual impairments.

Completion of the Self-Study includes a review of VI Program Key Components. The program guide addresses these Key Components in a specific sequence. Although there is a rationale supporting the order in which these issues are addressed, there may be circumstances that require deviation from the usual order. This matter is left to the discretion of the QPVI Facilitator.

Promising Practice Approach

While developing and implementing the process, it is necessary to consider what standards might be appropriate for public school programs in Texas. With notable changes in the education of students with visual impairments in recent years there has been some debate about educational best practice.

These resources were selected as applicable to Texas (see: "Print Resources and Ordering Information"):

1. Federal regulations, state laws, and State Board of Education Rules for Special Education Services, May 1994
2. Program Guidelines for Students Who Are Visually Impaired, 1997 Revised Edition
3. Best Practices: Educating Students with Visual Impairments, 1995 (Draft) Note: This publication is currently undergoing revision and is unavailable. Contact TSBVI Outreach or check the website regarding its availability.
4. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities, American Foundation for the Blind.
5. Blind and Visually Impaired Students Educational Service Guidelines, National Association of State Directors of Special Education (NASDSE), 1999.

The QPVI process uses SBOE Rules to assist districts and co-ops in complying with all state, federal and local laws affecting such programs.

A statement of best practices in the education of students with visual impairments is available. Entitled Best Practices: Educating Students with Visual Impairments, this document provides guidance from the Texas Education Agency in best educational practice to local education agencies.

Another valuable resource is a publication of the California Department of Education entitled Program Guidelines for Students Who Are Visually Impaired, prepared and coordinated by Jack Hazekamp and revised in 1997. This publication represents a national perspective on the topic.

The National Agenda provides a much-needed focus to diverse efforts in the United States to move educational issues relating to students with visual impairments forward on many fronts. Since its inception in 1995, many states have implemented strong National Agenda movements. QPVI supports each of the Goal Statements and is an effective tool for addressing those statements. The National Association of State Directors of Special Education (NASDSE) was funded to develop the educational service guidelines referenced above. Once these were developed, NASDSE began offering intensive training to state directors of special education. Increasing the knowledge base of special education administrators has a critical, positive impact on all aspects of educational programming for students with visual impairments.

These publications form the foundation of resources from which information is drawn. Textbooks are frequently used as well as other published materials. Additionally, the years of experience represented by all those involved in this effort are an excellent resource. The content of the Key Components of VI Programs was drawn from these materials. (See the list of print resources and ordering information contained in this section of the Guide)

Based on Student Needs

Throughout the QPVI process, and especially during the Self-Study, it is important to remember the major focus of all efforts. That focus is meeting the identified needs of the unique population of students with visual impairments enrolled in the district or co-op. There are unique, identifiable needs of the populations as a whole, and for each individual student. Our goal is to develop a program designed to meet broad and individual needs now and in the future.

Establishment of The VI Work Group

Work is accomplished by full group participation. All district or co-op VI professional staff members must be included. Other individuals, including support staff and parents, may participate as needed. This approach accomplishes multiple goals. First, the varied backgrounds and experiences of the VI staff contribute immeasurably to the quality of the final product. Second, through the group process, participants can raise issues and discuss them fully. Differences of opinion can be addressed, issues clarified, compromises reached, and a sense of personal involvement achieved. Changes suggested by the group are "owned" by each individual. Third, each individual in the group increases her knowledge base. Everyone's understanding of the district's or co-op's VI Program is expanded as is familiarity with "best practice" in the field. Fourth, and perhaps most important, the VI staff forges new bonds between each other and with their supervisor, resulting in numerous benefits.

All members of the core work group attend all sessions during the Self-Study. Occasionally subgroups are established and charged with specified short-term goals during subsequent years. Reschedule meetings if the supervisor cannot attend. In programs employing one teacher, the work group consists of the QPVI Facilitator, the supervisor, and the VI teacher.

Products

• Documents: As the Work Group addresses each of the Key Components during the Self-Study, they will conduct a discussion of each one. A consensus will be reached regarding the setting of standards, practices, and reaching common understanding of relevant issues. These standards, practices, procedures, and appropriate information will be documented and developed as the VI handbook.

• End of Year Report: A report of the year's activities is written at the conclusion of each school year's Quality Programs efforts. In the first year, this is the Self-Study Report that details the results of the Self-Study. In subsequent years, the report recaps the activities and outcomes of the year's efforts. The Work Group develops an annual year-end report for district or co-op administration and the QPVI Facilitator.

• VI Handbook: An important goal of this process is to document, by the development of a VI handbook, the practices and procedures of the district's or co-op's VI Program. The existence of such a resource eases the implementation of a comprehensive program of services to students with visual impairments. The handbook is the vehicle that establishes the "program." It takes decisions regarding services to this population out of the hands of the individual and makes them the responsibility of the VI staff and administration. It communicates information to all personnel, parents, and others in the district or co-op.

Schedule and Length of Meeting

Generally, the process consists of ten meetings during the school year. There may be occasions when extra meetings are planned, particularly by subgroups working on special projects, such as completion of the handbook. The QPVI Facilitator schedules meetings at monthly intervals throughout the year. The timing of meetings is planned to allow for thought, information gathering, and material preparation to occur between meetings and to minimize the disruption of work schedules.

Each meeting lasts from two to five hours depending upon the amount of work to be accomplished at any given meeting, and the size of the group. If the QPVI Facilitator must travel far to the site, scheduling longer meetings (4-5 hours) may reduce the number of trips required. The Work Group should strictly adhere to time limits.

Sample Forms and Documents

The Guide contains samples of various forms and other materials used in the process. This is to clarify the intent of the instructions presented in the guide and to ease the time burden on the QPVI Facilitator and Work Group. Not all samples will be useful in all situations. The QPVI Facilitator may use them or not, and may also adapt them in any way. This guide, including all forms and resources, is available for each trained consultant on computer disk.

Timeline

Generally, a 3-year commitment by districts and co-ops is necessary, should they choose to participate. Administration reviews the year's progress and decides on continuing participation, usually at the end of each year, when plans for future action are made.

However, there can be appreciable variability in the actual amount of time needed to complete the process. Though three years is generally the maximum, the process may take less time in small districts or co-ops. At the completion of the three phases of QPVI, districts are encouraged to continue the program improvement process under the leadership of their own staff.

Working with a sizeable VI staff, which serves a large population of students with visual impairments is time consuming. Other factors to consider are the experience level of those involved and accessibility to the staff for regularly scheduled meetings.

Lasting change occurs slowly, particularly when working within a complex system such as the public schools. Rushing through the process does not allow time for changes in attitude and practice to occur. This jeopardizes the outcome of the entire process and is not recommended. Meeting agendas should be followed closely, unless there is a compelling reason to defer a particular item. If an agenda remains uncompleted at the end of a meeting, it should be resumed at the next meeting.

Presenting the Process to Administration and Staff

Introduction

The following are suggestions for initiating the Quality Programs process with a district or co-op. The QPVI Facilitator's efforts will vary according to the circumstances of each situation. Local education agencies in several regions are familiar with the process and require little preliminary information. Those who are new to the process will need more. The Guide includes materials and sample forms for implementing this part of the process.

Making Initial Contact

A variety of formal and informal methods have been found effective in contacting districts or co-ops to suggest initiating the QPVI process. The consultant must use her best judgment in selecting an effective approach. for example, a supervisor may call for help with a problem in the VI Program. A special education director may be looking for processes to examine quality issues in all programs or be interested in developing a VI handbook to document their program. A VI teacher may have heard of the Quality Programs process and become interested in learning more about it. Any of these scenarios provides an appropriate opportunity to offer detailed information about the Quality Programs process and to propose its implementation.

Securing Administrative and VI Staff Commitment

It is critical to the success of the QPVI process that administrative support for the effort is secure and continued throughout. Many of the issues and concerns identified require the attention and action of an administrator who supports and is knowledgeable of the process. The first step in implementing the process is to gain the commitment of the district or co-op administration.

After contact is made with the district or co-op administrator, a meeting should be scheduled to fully explain the process and provide the information necessary for a decision to be made. The QPVI Facilitator should be prepared to present to the special education director and the supervisor of the VI staff information to assist them in deciding if the process would benefit their program. In addition, an estimate of cost to the district and staff time required should be made. Districts usually prefer to have one QPVI presentation for both administration and staff. If not, two separate presentations can be done. A sample agenda and resource materials for this presentation are included in the Guide. The goals of the QPVI process are accomplished by the VI Work Group, which requires full participation by the VI staff and their supervisor.

A decision about whether to participate may be made at this meeting, or may be made later. The QPVI Facilitator should follow-up with further information, if requested. When a final decision is made, it should be confirmed with a letter to the administrator.

Print resources must be acquired by the district or co-op before the process begins. A list of resources, including ordering information can be found on page A-23.

If the VI staff and supervisor are ready to make a commitment, preparations for the meeting to initiate the Self-Study can be made. Select a time and place and inform the staff of the tentative agenda. The first meeting will be spent reviewing the students listed on the Texas Education Agency Registration of Students with Visual Impairments and developing a Master List of VI students for the district or co-op. Ask the VI Supervisor to provide copies of the registration for all participants. Disseminate blank copies of the Master List of Students with Visual Impairments form and ask each staff member to bring their completed forms to the Master List meeting.

Plan for Securing Administrative Commitment: Sample Meeting With Administrator

>The purpose of this meeting is twofold. It is, (1) to present all the information necessary to the district or co-op administrator who will make a decision regarding participation in the Quality Programs process, and, (2) to secure a commitment from the administrator. The QPVI Facilitator should initiate the process only if full administrative support is given.

Meeting Arrangements

Contact the district or co-op administrator by phone or letter to arrange for a meeting to present the QPVI process. If the contact is by phone, confirm the appointment with a letter, including an agenda for the meeting. This meeting should be relatively brief, approximately one hour in length. Some administrators prefer to include all staff in this meeting rather than conduct two meetings.

The Presentation

The presentation should be tailored to the circumstances of the situation which exist in the district or co-op. The facilitator should provide only as much information as necessary. Materials provided for this presentation are included in Part A of the QPVI Guide. Review the materials to determine which will be useful. It may not be necessary to use all the materials in any given situation. The facilitator should begin with a brief overview of the entire Quality Programs process. She should discuss the benefits of completing the process, the features of the process design, and an estimate of time needed and cost to the district or co-op. Detailed information regarding the Self-Study, emphasizing the Key Components of VI Programs, should be provided, including ordering information for the print resources to be used during the Self-Study. She should solicit and respond to any questions.

Securing Commitment

The administrator may be prepared to make a commitment at this meeting. If so, schedule the presentation to VI staff. If not, then a time should be set for the consultant to contact the administrator for her decision and discuss plans for meeting with the staff. Print resources should be ordered and available for the Master List meeting of the Self-Study.

Letter To Administrator: Sample

>Dear _____________: > >I am writing to invite you to participate in the implementation of a process developed to improve services to students with visual impairments. > >The Quality Programs for Students with Visual Impairments process was written to assist public schools in developing, improving, and documenting their programs of services to students with visual impairments in Texas. The process enables school districts and co-ops to perform a self-study of their program services for students with visual impairments, identify strengths and correct weaknesses, and plan for future services. It is a process that results in planned and reasoned program changes with the end result of improved services to students.The Quality Programs process was developed under the auspices of the Texas Education Agency and with the help of VI and education professionals across the state. It evolved as a result of state and national interest in the organization and standardization of educational programs and practices. The wide disparity in VI Programs and services from one school district to the next has served as an impetus for the effort in Texas. Quality Programs for Students with Visual Impairments enables public schools to use a process of shared decision making to tailor its VI Program services to meet identified local needs and to adopt applicable "best practices." It also provides districts and co-ops with the opportunity to formalize or document their program of services for students with visual impairments by producing a VI handbook to insure the continuation of appropriate services, despite changes in staff. > >I would appreciate the opportunity to meet with you to describe the implementation of this process and to discuss the benefits to your district/co-op. This service is offered at little or no cost. I will call your office to see if I may schedule an appointment. Please call me if you have any questions. > >Sincerely, > >Name >***Title ***

Agenda for Presentation of QPVI Process (1 Hour): Sample

• Present:

  • Three Phases of Quality Programs for Students with Visual Impairments, page A-13
  • Benefits of Implementing the QPVI Process, page A-14
  • Features of the Process Design, page A-15

• Provide:

  • Information Regarding the Key Components (3 pages)
  • Projection of Cost and Time Requirements
  • Self-Study Calendar of Events: Sample
  • List of Documents Produced During the Self-Study
  • Print Resources and Ordering Information (Note National Agenda information)

• Discuss the development of the VI Handbook and the concept of program documentation. IV. Address the need for a three-year commitment. V. Answer questions. VI. Solicit commitment of support. VII. Present tentative agenda for Master List Development meeting.

• Preparation for the Master List meeting includes:

  • Disseminate copies of the Master "List of Students with Visual Impairments" form, including directions for its completion. Decide on criteria for who will complete these forms. Offer assistance if staff has difficulty completing this form. Staff members must bring completed lists to first meeting. The group should decide if they wish to provide a completed copy to all participants.
  • Make print resources available for staff review and use. Bring resources to meetings.
  • Disseminate copies of Parts A and B of the QPVI Guide (preferably the entire Guide) for staff to read before the first meeting. Staff members maintain a QPVI notebook.
  • Ask administrators and VI staff, as individuals, to discuss at this meeting and note in writing for future consideration any issues or Key Components of concern to them and to bring a copy of their concern to the Master List Development Meeting. These may be submitted anonymously before the meeting.

Three Phases of Quality Programs for Students With Visual Impairments

>Quality Programs for Students With Visual Impairments (QPVI) is a model for providing technical assistance to public schools in developing, improving, and documenting services for students with visual impairments. This process for systematic change is directed by a trained Education Service Center or Texas School for the Blind and Visually Impaired Outreach facilitator along with a member of the district or co-op special education administrative staff. With the VI staff, this comprises the Work Group, who act jointly to complete the process.

>The process typically begins in early fall. Approximately one-half day a month, for ten months, is the time required by district or co-op staff to participate. The time devoted to the process is equivalent to that allocated to traditional program supervision. The process generally takes three years. This time is required to develop a cohesive VI Work Group and to effect change in an orderly fashion within the system. Commitment to continued participation by a district or co-op may be made on an annual basis.

Phase One/ Self Study an intensive review of key program components. These include: developing an accurate list of eligible students with visual impairments, clarifying issues of student eligibility, delineating roles and responsibilities of staff and others, identifying the amount and type of services needed by each child, examining the array service delivery options needed and available, identifying and addressing unique VI student needs, staff and caseload issues, and measuring student results.

Phase Two/ Priorities for Change is a process for documenting program strengths and addressing deficits. Activities may include: improving itinerant instruction, measuring student results, developing a "school year calendar" for VI services, compiling a program handbook, and more.

Phase Three/ Proactive Planning is an ongoing effort by VI and administrative staff to maintain quality programming by becoming proactive rather than reactive. In Phase Three the goal is to foster program growth and development while meeting the changing needs of students.

Benefits of Implementing The QPVI Process

1. Develops a clear sense of the purpose of services to students with visual impairments by adopting goals and standards.
2. Establishes a common understanding of who should receive VI services, within the guidelines of state law, State Board of Education Rules, and federal law.
3. Allows caseloads to more accurately reflect students in need of services.
4. Determines the number and type of staff required to adequately meet student needs based on accurate student numbers and needs.
5. Allows VI staff to work together to adopt program standards in areas such as: assessment, skills taught, referral procedures.
6. Brings the district or co-op up-to-date by incorporating a "promising practices" approach.
7. Identifies needed teacher training in areas of the expanded core curriculum, including: braille, abacus, low vision training, slate/stylus, social skills, skills for independent living.
8. Clarifies the roles and responsibilities of staff, parents, and students.
9. Increases staff effectiveness and satisfaction.
10. Improves communication between staff members, parents, administration, regular educators, service agencies, and others.
11. Adapts itself to the district, co-op, or region to meet unique needs.
12. Assures carryover in the event of personnel changes. A program documented by a handbook remains in place.
13. Improves parent understanding of their child's services and improves relations with school staff.
14. Assures that critical skills will be taught in a timely manner.
15. Prepares diagnostic personnel for assessment of the VI population.
16. Improves services to specialized populations of students, such as: students with multiple impairments, infants,

Features of The Process Design

1. A trained QPVI Facilitator acts as co-leader of the process.
2. The process is designed to be adaptable to varying needs.
3. QPVI emphasizes the use of current promising practices in the field.
4. Full administrative commitment results in effective implementation of the process and associated program improvement.
5. Mandatory involvement of the VI supervisor creates a knowledgeable advocate for the VI Program within the district or co-op's administration.
6. Establishment of the Work Group fosters communication among staff members and between the VI staff and their supervisor. Full use is made of VI and administrative expertise in improving the program.
7. Time allocated to complete the process is adequate to allow for change in attitudes and practices.
8. Meetings are scheduled monthly to minimize the effect on service delivery to students. Emphasis is on accomplishing set goals, not just attending meetings. The technique of "shared decision making" is used to insure the staff of ample input and "ownership."
9. Samples of many forms or documents are provided as resource materials.
10. Reports are provided at the end of each year, summarizing accomplishments.
11. A VI Handbook is developed, documenting the program's practices and procedures.
12. Regular contact with administrators, including the director of special education, other supervisors or superintendent, keep the QPVI process in line with district policy and practice. Keeping administrators informed of each meetings activities also brings them into the process and provides them with knowledge needed to act in support of the VI program. Administrators review and approve each document as it is developed, end-of-year reports, and the Self-Study Report.

Key Components of VI Programs: List

>The Self-Study consists of an intensive review of Key Components of the district or co-op program of services for students with visual impairments. Once the review is completed, the results are included in a Self-Study Report and presented to administrators.

1. Developing A Master List of Students With Visual Impairments
2. Eligibility for VI Services
3. Roles and Responsibilities
4. Unique VI Student Needs
5. Type and Amount of VI
6. Staff and Caseloads
7. Self-Study Report

Key Components of VI Programs: Description

>As stated earlier, there is a rationale for the Key Components and the order in which they are addressed. This information is important for the QPVI Facilitator to understand, and may be useful to members of the Work Group, as well. As members of the group go through the Self-Study, they must keep in mind that they are generally collecting data at this point, and that immediate action need not be taken to correct problems.

1. Accurate Master List of Students With Visual Impairments

   An accurate list of students identified as eligible to receive VI services is critical to the Self-Study effort. Every facet of the VI Program will be considered in light of the population of students to be served. All students in need of services must be served, and students who do not need service should not be served. This forms the basis for determining the type and amount of service and staff needed to meet the district or co-op's needs.

   To initiate the Self-Study the Work Group gathers student information and develops an accurate list of students with visual impairments. This is an ideal time to review the organization, completeness, and currency of VI student information and files. If files are out of order, out of date, or incomplete it is difficult for the VI staff to use them in support of their efforts. It is also an indication that the program itself may be in disarray. This activity also allows the consultant and supervisor to get to know the students and provides a "snapshot" view of the VI Program. Please note that whenever student information is presented or discussed, the information must be kept confidential.

2. Statement of Eligibility for VI Services

   A situation that is somewhat unusual in special education exists among students with visual impairments in that eligibility status can change over the years. for example, a student with corneal opacities, who was determined to be eligible for VI services, may become ineligible after successful corneal transplant surgery. A recommendation to change a student's eligibility status can be a cause of concern among parents and teachers working with the student. A common interpretation and understanding of what constitutes eligibility for VI services is important to making such decisions.

   Teachers are sometimes uninformed regarding the basis in law and rule for determining student eligibility. By presenting this information and discussing the issues of student eligibility, the VI staff can develop a statement regarding how the rules and regulations regarding eligibility for VI services can be applied practically and specifically in their district. This standard can then be applied similarly by all VI staff and can be communicated to school personnel, parents and others.

   Once a common understanding of eligibility criteria is established, a quick review of the master list can be conducted to determine if there are any questions regarding eligibility of students. Students can be re-evaluated at a later time to clarify their status, if needed.

3. Roles and Responsibilities

   The appropriate roles and responsibilities of staff, parents, and students should be considered next. What are the specific responsibilities these individuals have? It is not uncommon for VI professionals to be asked, or required to fulfill any number of roles that would not be considered as appropriate services to their students with visual impairments. An example is the VI teacher who acts as an academic tutor rather than an instructor in compensatory skills. What responsibilities does the role of supervisor of the VI staff encompass? What are the roles and responsibilities of parents, students, and others? Group discussion of this topic, and inclusion of this information in the VI handbook, promote the adoption of appropriate roles.

4. Unique VI Student Needs

   This section constitutes the core of the Self-Study, and is the most difficult and time consuming to review. How are student needs identified and how effectively are those needs being met? By this stage of the process, a great deal of discussion regarding eligibility, roles and VI services has occurred. At this time each student's needs are discussed in the context of a "promising practices" approach. This gives the staff the opportunity to take a fresh look at student needs related to visual impairments. They will work cooperatively to develop creative solutions to problems such as time and funding constraints.

5. Type and Amount of VI Services

   This topic deals with decisions regarding what types of services are appropriate for each individual student to meet their unique needs and how those services are provided within the school program. What criteria are used to determine the type of services appropriate for each student? How are decisions made regarding placement in a regular classroom with direct instruction, versus collaborative consultation only? What models for direct and consultative services are used? How much VI service is appropriate to meet student needs? What amount of time is recommended for various types of services on a daily/weekly/monthly basis and over what span of time? Are type and amount of service decisions made based on assessment information or on staff/program constraints? Are all populations given equal access to VI services, according to identified need? A typical scenario would find priority given to academic braille students at the expense of students with low vision or multiple impairments. Such practices result in weak programming for those populations assigned to lower priorities.

6. Staff and Caseloads

   With a great deal of accurate information about student numbers and needs in hand, the Work Group is ready to address the related topics of need for staff and equitable caseloads. Numbers of students in need of services have been identified and types and amounts of services have been determined. The Work Group will establish how much service each staff member can provide effectively and what constitutes an equitable caseload.

7. The Self-Study Report

   The Self-Study Report gives closure to Phase One of the QPVI process. It contains the details of the Self-Study, including VI program strengths and needs, with supporting documents and narrative information. The Self-Study Report can stand alone, as a program review or can serve as the basis for future program improvement activities. The goal of this effort is for the Work Group, Facilitator, and LEA VI administrator to work together to capture the results of the year-long effort.

Projection of Cost and Time Requirements

The following is a rough estimate of the staff time and funds needed to complete Phase One of Quality Programs for Students with Visual Impairments. The first year consists of a self-study. No commitment beyond that is asked at the outset. After the Self-Study is completed, a decision should be made regarding implementation of Phases Two and Three.

There is generally little or no cost related to the services of the QPVI Facilitator if the service is provided by an Education Service Center or the Texas School for the Blind and Visually Impaired, Outreach Project.

The following reflect staff time and costs:

1. Release time for VI teachers, O&Ms, and other staff, as appropriate, to attend monthly Work Group meetings: 2-4 hours per month during the school year.
2. VI teacher, O&M, and other staff time to gather or review information in preparation for meetings: 1-2 hours per month during the school year.
3. Coordinator or supervisor time to conduct meetings, oversee progress of work, work with ESC or TSBVI Outreach, QPVI Facilitator and attend meetings: 2-4 hours per month during the school year.
4. Clerical support to produce typewritten copies of materials generated at meeting, gather information: varies.
5. Cost of copying, supplies for producing typewritten copies: varies.
6. Time of other special education or administrative staff who may desire input: varies.
7. Time of special education director or other appropriate administrator for meetings, and presentation of self-study report: 2-3 hours during the school year.
8. The cost of print resources is listed in this section of the guide.

Self-Study Calendar of Events: Sample

August

Second Week: Send letter contacting administrator.
Third Week: Follow up with phone call, set meeting date.
Fourth Week: Conduct presentation to administrators.

September

Second Week: Presentation to VI staff. Fourth Week: Attend Master List Meeting, begin Self-Study.

October

Third Week: Attend monthly meeting, continue Self-Study. Provide technical assistance as needed.

November, December, January, February, March,

Selected week of the month: Attend Work Group meeting continue Self-Study.

April

Second Week: Attend Work Group meeting, develop Self-Study Report.

May

Third Week: Present Self-Study Report to administrator.

Calendar of Events for Phase Two: Priorities for Change: Sample

August - May: Monthly meetings continue, with the Work Group and/or sub-groups planning for and implementing changes.

Calendar of Events for Phase Three: Proactive Planning: Sample

August - May: Meetings are planned and scheduled by mutual agreement to address planning to meet identified future needs. May involve specified members of Work Group or entire group, if appropriate.

List of Documents Produced During The Self-Study: Sample

1. Agendas and Minutes of Each Meeting
2. Copies of All Forms and Documents Not Listed Here
3. Individual and Group Action Plans
4. "Master List of Students With Visual Impairments"
5. "Checklist of Information Included In VIStudent Folders"
6. "List of Approved Forms"
7. Checklist of Minimum Student Documentation To Determine Eligibility
8. "Statement of Eligibility for VIServices"
9. "Roles and Responsibilities"
10. "Criteria for Type and Amount of VIServices"
11. "Array of Service Delivery Options"
12. "Method for Determining Equitable Caseloads"
13. "Proposed VIStaff Caseloads"
14. "Individual Staff Development Needs" Or "Self Improvement Plans"
15. "List of Proposed/Completed Changes"
16. "QPVI Self-Study Report" Or "End of Year Report"
17. "Priorities/Plans for Change"

Print Resources and Ordering Information

The following is a list of the basic print resources used by Work Group members during the Self-Study. Each member, including the VI supervisor, must have ready access to each resource, as reading assignments are made from time to time.

1. Program Guidelines for Students Who are Visually Impaired , 1997 Revised Edition. California Department of Education, prepared by Jack Hazekamp. Ordering Information: California Department of Education, Bureau of Publications, Sales Unit, California Department of Education, P.O. Box 271, Sacramento, CA 95812-0271; FAX (916) 323-0823. Cost: $10 + ship www.cde.ca.gov
2. State Board of Education and Commisioner's Rules for Special Education Services and State and Federal Special Education Laws
3. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities . Anne Corn, Phil Hatlen, Kathleen M. Huebner, Frank Ryan, Mary Ann Siller. AFB Press, 1995. Ordering Information: AFB Press, AFB, 11 Penn Plaza, Suite 300, New York, NY 10001. From: www.afb.org. Cost: $60 for 25
4. Blind and Visually Impaired Students: Educational Service Guidelines . Gaylen Pugh, Jane Erin (Eds). (1999). Watertown, MA: Perkins School for the Blind. Note: This publication includes the following: "OSERS Policy Guidance on Educating Blind and Visually Impaired Students", "The National Agenda" from AFB, "The Role and Function of the Teacher of Students with Visual Handicaps" by Spungin and Ferrell, and "The Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Handicaps". Ordering information: Perkins School for the Blind, 175 North Beacon Street, Watertown, MA 02472. Cost: $20
5. Low Vision: A Resource Guide with Adaptations for Students with Visual Impairments by Nancy Levack, TSBVI (1994) 264 pages. From: www.tsbvi.edu, Cost: $25
6. Student Performance Indicators (SPI) . Education Service Center, Region XIII, Austin, Texas. 2000. This resource is available at www.tsbvi.edu, Free.
7. Learning Media Assessment of Students with Visual Impairments: A Resource Guide for Teachers by Alan J. Koenig and M. Cay Holbrook, TSBVI (1995) 220 pages. From: www.tsbvi.edu, Cost: $25 8. Teaching Students with Visual and Multiple Impairments: A Resource Guide by Millie Smith and Nancy Levack, TSBVI (1996) 550 pages. From: www.tsbvi.edu, Cost: $40 9. Consultation, Collaboration, and Teamwork for Students with Special Needs 4th Ed. by P. Dettmer, L. Thurston, N. Dyck, Allyn and Bacon (2002) 400 pages. From: www.ablongman.com, cost: $71.10

National Agenda for The Education of Children and Youth With Visual Disabilities (Proposed) American Foundation for the Blind

1994 - 2000 Goal Statements

1. Students and their families will be referred to an appropriate education program within 30 days of identification of a suspected visual impairment.
2. Policies and procedures will be implemented to ensure the right of all parents to full participation and equal partnership in the education process.
3. Universities, with a minimum of one full-time faculty member in the area of visual impairment, will prepare a sufficient number of educators of students with visual impairments to meet personnel needs throughout the country.
4. Service providers will determine caseloads based on the needs of students and will require ongoing professional development for all teachers and orientation and mobility instructors.
5. Local education programs will ensure that all students have access to a full array of placement options.
6. Assessment of students will be conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments.
7. Access to developmental and educational services will include an assurance that instructional materials are available to students in the appropriate media and at the same time as their sighted peers.
8. Educational and developmental goals, including instruction, will reflect the assessed needs of each student in all areas of academic and disability-specific core curricula.
9. Transition
10. Self-Evaluation Letter Confirming Administrative Commitment: Sample

>Dear **********************************
>I am writing to confirm approval for your district/co-op's participation in Phase One of the Quality Programs for Students with Visual Impairments process. Phase One consists of an intensive self-study of program services to students with visual impairments and will result in a Self-Study Report with recommendations for change. A trained Education Service Center or Texas School for the Blind and Visually Impaired Outreach VI consultant will work with selected personnel to perform the Self-Study. Thank you for your support of this effort, it is critical to the successful completion of this task.
>Sincerely, > >Name
>Title

Master List of Students With Visual Impairments

Completion of this form provides the Work Group with a format for analyzing and comparing caseloads. This form may be completed by VI teachers, O&M specialists and VI paraprofessionals prior to the meeting on eligibility. Names of referrals should be added at the end of each staff members' master list and clearly marked as such. Information requested includes: Staff Name: Each staff member should complete a separate form listing students served. Number of Schools Served: Enter the total number of schools or sites visited by this staff member, including home visits to infants. Number of Hours in Work Week: Enter the number of hours in the work week, excluding lunch. Date: Always enter the date this form is completed, so changes can be tracked by looking for the most current date.

1. Student Name: List names alphabetically, last name first.
2. School/Grade: Enter the name of school and grade level of each student.
3. Direct/Consult: Indicate if student receives direct instruction or consultation only.
4. % Regular/Special Education Setting: Indicate the percentage of time spent in regular and special education settings. Example: 80% regular, 20% special education.
5. Acuity: According to most recent eye medical information distance vision right/left &/or field.
6. # Hours/week per ARD/IEP: Indicate the number of hours of service (direct or consultation only) to be provided to each student as per ARD/IEP decision. Include the frequency of service, if more than once a week. Example: 1 hour 3x/week = 3 hours/week. Translate monthly, semester or yearly hours into a weekly equivalent for the sake of comparison. Example: 1 hour per month is written 15 minutes per week. These hours should not include any teacher activities in support of instruction (planning, preparation, ARD/IEP meetings, inservices, etc.).
7. Areas of Instruction or Consultation: Indicate the focus or purpose of the direct or consultative services.
8. Date: FVE/LMA, O&M Eval: Provide the latest dates of evaluations indicated.
9. Date: Eye Exam: Provide the date of the latest eye exam for which a report is on file.
10. Literacy/Learning Medium: Indicate what medium the student uses for literacy/learning.
11. O&M: Indicate in this column those students receiving orientation and mobility instruction.

NOTE: for the sake of analyzing the time commitment required to meet students needs, as determined by ARD/IEP committee decision, it is requested that times for service be calculated on a weekly basis. This is not to suggest that all students should be seen weekly. Whatever the decision of the ARD/IEP committee, that time and frequency of services should be provided. This is an aid to converting times from monthly to weekly.

• 30 minutes/month = .12 hours/week (7.5 minutes/week)
• 1 hour/month = .25 hours/week (15 minutes/week)
• 2 hours/month = .50 hours/week (30 minutes/week)
• 3 hours/month = .75 hours/week (45 minutes/week)
• 4 hours/month = 1 hour/week (60 minutes/week)

The last row on the page provides space for totaling figures. Totals should be computed in the following columns; 3 (how many direct, how many consult), 6 (total number of hours estimated per week), and 11 (students receiving O&M). These should represent numbers of students or numbers of hours per week, depending on the column. Please calculate totals before turning in your forms. Make a copy for each member of the Work Group and retain a copy for yourself.

Getting Started

Implementing QPVI for Public Schools in your State

In the years since the QPVI process for public schools was first started in Texas, individuals from many states have become curious about it and come to the Texas School for the Blind in Austin for our annual training to learn more about it. They were intrigued with its promise to effect programmatic change and by the fact that it was developed specifically for a population that is largely overlooked in the literature addressing program improvement for special programs: children with visual and multiple disabilities.

Twenty years later, a number of trained QPVI facilitators in Texas and in several states continue to implement the process, as it has been revised to meet growing needs and current law. QP continues to be a one-of-a-kind process effecting program improvement that results in change for students.

In my role as developer and constant reviser of the QPVI process, I've participated in many, though not all, efforts by other states to implement QP. I've learned the following about implementing the process in other states, once someone from that state has been trained as a facilitator:

There must be someone at the state level (usually department of education or school for the blind) who is committed to making the arrangements necessary to establish and maintain one or more pilot sites.

One person must act as coordinator of QP activities for the state, including maintaining contact with all sites and, most often, being involved in implementing QP in at least one site.

I've learned that it is essential for me to maintain ongoing involvement until the state has gone through a full cycle of Phases One and Two and has identified an in-state person to both coordinate QP efforts and to monitor the integrity of implementation of all sites. My involvement usually consists of 3-4 visits a year until Phase Two is complete. It may include facilitator training, if necessary.

The only cost to participants who come for the annual training at TSBVI is the $50 cost to reproduce and assemble the QPVI PS Guide. For those who choose to implement QP in their states, I charge a daily fee and travel expenses for each visit.

QPVI Public Schools has generated a great deal of interest and enthusiasm among those people who have seen it work to improve programs. If you have already read the Introduction and taken a look at the Brochure and would like more information on how QP works within the context of a Public School, please feel free to contact Nancy Toelle directly.

Brochure

Get a printable version HERE!

What is QPVI?

QPVI is a model for providing technical assistance to public schools and schools for the blind in improving services for students with visual impairments. Establishing standards of practice, uniformity of practice and program accountability are all central to QPVI  Outcomes.  Data collected during the process is used to establish baselines for professional practice, accountability, and to mark progress toward identified standards of excellence.

Who participates?

The QPVI process is typically directed by a regional or state VI consultant or master practitioner. The participating district/regional program is represented by the VI supervisor and all VI instructional staff.

Why participate?

For administrators:
The program becomes process/data driven, rather than personnel driven, resulting in program strength and accountability.

For teachers:
Effectiveness and job satisfaction increase dramatically when outcomes move from perception to data.

For students and parents:
The result is consistency in instruction, improved student outcomes and greater access to the general education curriculum.

Where is it being used?

The program was developed in and for Texas and has been used in 17 regions since 1985. Several states, including Washington, Iowa, Kentucky, Georgia, Arizona, Kansas, Oregon, Massachussetts, Florida, Michigan, New Mexico, Louisiana, and Washington D.C. have adapted it to their needs. Information about these efforts is available upon request. QPVI content has also formed the basis for two preservice and several comprehensive professional development initiatives. A model project adapting QPVI for use in schools for the blind began at the Iowa Braille and Sight Saving School in 2002. QPVI Special Schools is in use at the Georgia Academy for the Blind and Kansas State School for the Blind.

When do we start?

The process typically begins in early fall. Approximately one half-day per month, for ten months is the estimated time required by school staff to start the process. Implementing the full process takes approximately 3 years. The time devoted to the process is equivalent to that of traditional program supervision.

How do we start?

In Texas, this service may be available through your local Education Service Center, or the TSBVI Outreach Program. Outside of Texas, contact Nancy Toelle directly or through her website: www.QPVI.com Contact info: (512) 494-8658 (phone/fax), or send her an email here

Arrangements to include out-of-state participants in our annual training sessions, held every January, may be made with approval of the Texas School for the Blind and Visually Impaired. Training out-of-state is available with ongoing consultation from Ms. Toelle.

The 3 Phases of Quality Programs are:

Phase One is a self-study of key program components. These include: a "master list" of students (a sustainable database), student eligibility, unique student needs (including the expanded core curriculum), staff roles/responsibilities, type and amount of VI service, staff/caseloads (including a process for caseload analysis), and measuring student results. Data collection and quality standards are priorities.

Phase Two is a process for developing action steps to document program strengths, address deficits, and track results. Activities include:improving itinerant instruction, adopting methods for measuring student outcomes, compiling a program handbook, developing methods for equitable allocation of caseloads, etc. Annual validity checks sustaining the Master List and repeating caseload analyses track accountability data.

Phase Three is an effort by VI and administrative staff to maintain quality programming, to be proactive rather than reactive, to foster program growth and development, and to meet changing student needs. Focus on: the role of the coordinator as program monitor and the use of student outcomes in planning. Also act to perpetuate and update standards developed by VI staff and administration working together.

What are other people saying?

>"The Visually Impaired Program planning process (QPVI)... has enabled us to insure appropriate, quality service for our visually handicapped students. Our program is now organized so we understand our common goals and how they are to be accomplished. I feel such a process would benefit any public school Visually Handicapped program."
> >Special Education Director
>San Antonio ISD, San Antonio, Texas >-Billie Miles

>"...to ensure the rights of all blind and visually impaired infants, children, and youth, professionals must do more than react to crises; the must become proactive." >"The unique needs of blind and visually impaired students must be understood by all service providers-including regular education teachers, administrators, and legislators."
> >Program Planning and Evaluation for Visually Impaired Students
>-American Foundation for the Blind

>"In order to evaluate and improve special education services, schools must monitor performance that is clearly tied to a set of identified standards."
> >Addressing Unique Educational Needs of Individuals With Disabilities:
>-Disability Research Systems >

Who developed the program?

Nancy Toelle is a 1970 graduate of the University of Texas program for teachers of the visually impaired, studying under Dr. Natalie Barraga. She earned a master's degree in Special Education Curriculum and Instruction from Texas A&I University.

Ms. Toelle has been a teacher at the Texas School for the Blind and in the Corpus Christi, Coppell, Caldwell County, and East Williamson County Texas public schools. She served at the Education Service Center, Region 20 in San Antonio for 10 years as their VI Project Coordinator. Her experience in the field spans over 40 years. Now living in Austin, Texas, she is on staff part-time as TSBVI Outreach Statewide Coordinator for QPVI. She provides training and consulting services to states adapting the QPVI process to their needs.

Want more information? There’s a QPVI Article in JVIB:

>Program Accountability for Students Who Are Visually Impaired”. It’s in the Journal of Visual Impairment and Blindness, the February 2008 issue, Volume 102, Number 2 and also can be found online @ http://www.afb.org/afbpress/pubjvib.asp?docid=jvib020205 . If you have a subscription, it is free.

revised 7-10

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QPVI: The Brochure

Vitæ

Nancy Toelle

Developer of Quality Programs for Students with Visual Impairments 1201 Castle Hill #203 Austin, Texas 78703 Phone/fax (512) 494-8658 send an email

Education

• Bachelor of Science Degree, 1970, University of Texas at Austin, Certification in Elementary Education, Endorsement in Deficient Vision.
• Master of Science Degree, 1976, Texas A&l University at Corpus Christi, Major in Curriculum and Instruction, Endorsement in Supervision.

Employment

• 1970-72: Second grade teacher at the Texas School for the Blind, Austin.
• 1972-77: Itinerant teacher of students with visual impairments, secondary level, Corpus Christi Independent School District.
• 1977-87: Consultant for the Visually Handicapped and Project Manager of VH Project, Education Service Center, Region XX, San Antonio, Tx.
• 1988-present: Self-employed consultant to programs for VI students (Quality Programs for Students with Visual Impairments), teacher/consultant to VI students.
• 1994-1995: Mentor to new VI teachers in Education Service Center, Region VIII (Mount Pleasant, Texas).
• 1995-present: QPVI Consultation U.S. and Canada
• 1996-1998: Teacher of students with visual impairments, part-time: Coppell & Carroll ISDs.
• 1997-present: Statewide Coordinator/Quality Programs for Students with Visual Impairments (QPVI), Texas School for the Blind and Visually Impaired, Outreach.
• 1998-2001: Itinerant teacher of students with visual impairments, part-time: Caldwell County Special Education Co-op, Lockhart, Texas
• 2001-2005: Itinerant teacher of students with visual impairments, part-time: East Williamson County Special Education Co-op, Taylor, Texas
• 2002-2004: Adapted QPVI for use by special schools
• 2003-present: Adapting QPVI for use by programs for the deaf and hard of hearing in Iowa
• 2005: Conducting QPVI for Special Schools: Texas, Iowa, Georgia

Other

• 2004: Co-presented Quality Programs for Students with Visual Impairments AER Orlando
• 2002: Co-presented Division 16 Caseload Analysis Training at AER Toronto
• 1998-present: AER, Division 16 (Itinerant Personnel) Co-chairperson of Caseload Committee.
• 1996-97: Board member: Texas Assoc. for Education and Rehabilitation of the Blind and Visually Impaired (AER)
• 1995-1997: Secretary of The Alliance of and for Visually Impaired Texans.
• 1994-2000: Chair Elect, Chair, and Past Chair of AER Division 16 (Itinerant Personnel)
• 1994: Presented on QPVI at AER International Conference, Dallas, Tx
• 1991: Participant in the development of the state guide of best practices for students with visual impairments.
• 1987: Participant in the development of the state's first ExCet examination for teachers of the visually handicapped.
• 1985 to present: Developer of Quality Programs for Students with Visual Impairments, a guide for use by public schools in developing and improving services to students with visual impairments.
• 1985: Participant in the development of the state adopted guide for the administration of functional vision evaluations.
• 1977: Participant in statewide process to develop a plan for implementation of HB 1673 (specialized services to students with visual impairments).

Introduction - Special Schools

1. Introduction
2. What Is QPVI SS?
3. QPVI SS Key Components
   1. Master List of Students
   2. Eligibility/Enrollment Guidelines
   3. Roles and Responsibilities
   4. Unique Needs of Students
   5. Type and Amount of Staff
   6. Work Group Self-Study Report
4. How Does QPVI SS Work?
   1. Administrative Support
   2. Staff-Driven
   3. Key Components
   4. Look for Strengths, Then Needs
   5. Conversation Questions
   6. Standards Based
   7. Action Orientation
   8. Focus
   9. Student Centered
   10. Observation Visits
   11. Site Based
   12. Outside Facilitators
   13. Inside Ownership
   14. Data Collection
   15. Regular Meetings
   16. Guided Activities and Meeting Focus
   17. Communities of Practice
   18. Outcomes
5. Why QPVI SS?
   1. Systematic versus Problem Centered
   2. Global versus Piecemeal
   3. Staff Issues versus Prescribed Issues
   4. Interconnecting Web versus Organizational Model
   5. Outside versus Inside
   6. Current Standards Based versus Personal Choice
6. What Can QPVI SS Do For You?
7. Guiding Principles of QPVI SS
8. After the Self-Study

Revised 8/05 Quality Programs for Students with Visual Impairments: Special Schools (QPVI SS) DRAFT ?2005 Nancy M. Toelle

Overview of Options: April 2008

The QPVI process is a model for continuous improvement and accountability that is unique to services for students with visual and additional impairments. More explanatory information may be found on this website.

QPVI for special schools is facilitated by the developer, Nancy Toelle. She has found that each site is sufficiently unique as to benefit from ongoing strategizing for best outcomes. The following is a description of the options currently available for the implementation of the QPVI process in special schools. One of these two options would be selected after consultation with Ms. Toelle

In schools with larger populations, it’s often necessary to break the faculty into two or more groups, along natural divisions within the school to maintain manageable groups and a group dynamic that affords all the opportunity to participate. These groups may not necessarily start the process at the same time. Regularly scheduled meetings, monthly or semi-monthly, as appropriate are facilitated by the developer to insure integrity of implementation. At those meetings, there is a guided process addressing the applicable QPVI Key Components of programs from students with visual and additional disabilities, which constitutes as Self-Study of current practices and programming. Those Key Components may include: Developing a Master List of Students (VI data base), Determining Eligibility for VI Services, Roles and Responsibilities, Unique VI Student Needs (assessment-IEP-instruction link), Type and Amount of Service, Staff and Class Sizes. The length of the Self-Study depends to a certain extent on the size of the group and the frequency and duration of meetings, but can generally be expected last 10 – 14 months.

At these meetings, current practice is reviewed in light of research or evidence based practices and options for program improvement explored or developed. A sample of students, representative to the population as a whole, is selected and all program related issues are reviewed in light of these students, bringing activities out of the realm of theory into actual practice. One outcome of these activities is that any deficit areas in sample student records are corrected during the Self-Study. QPVI process outcomes are expected and tracked throughout. These activities result in a Self-Study Report, which contains the findings of the QPVI group noting program strengths, needed for improvements and future action steps. In preparation for Phase Two “Priorities for Change” a results accountability process is used, priorities for change are set, and progress tracked. Issues of successful implementation and sustainability are addressed by Ms. Toelle.

A strategy focused on small group interaction involves Ms. Toelle working with a select group or cross section of school staff members who represent larger groups in the school. The selection of individual participants is decided by the developer and school administration. This group will go through a more intense and structured process, whereby they are taught to use the tools of the QPVI process and apply them to student eligibility and programming. While this would not be considered a school-wide self-study, they will still be able to identify issues relating to the school as a whole. Their work would include the review of applicable Key Components listed in option 1. This group of individuals would be walked through each step, measuring current practice against state and federal law, research, and evidence based practice to determine strengths and needed improvements. Program accountability is a major focus.

These individuals implementing the various QPVI tools and processes, review a representative sample of students, noting strengths and correcting deficits. They become the mechanism by which these practices are transferred to remaining staff members.

To ensure successful implementation and sustainability, the developer has instituted the following requirements. These reflect the understanding that change takes time, happens from within and that a first implementation of any new practice must be followed by changes in infrastructure to support sustainability.

1. Full participation in planning and meeting activities by a school administrator with authority to supervise staff members involved and make decisions regarding their activities and actions
2. Participation of the state vision consultant, is recommended.
3. Progress toward the accomplishment of QPVI process outcomes is tracked with administrative participation.
4. At least one staff member will act as on-campus coordinator for QPVI activities and will bear responsibility for coordinating with Ms. Toelle to prepare for meetings, conducting necessary follow-up, and monitoring any QP related activities in between meetings.

For further information on QPVI for Special Schools, please contact the developer, Nancy Toelle. Contact information is available at www.QPVI.com

Presentation Materials

This section contains materials for making presentations of the QPVI process to teachers, parents, administrators and others. You are welcome to browse the materials, but please ask permission if you wish to use them.

Key Components

This section contains articles, documents, and sundry resources that facilitators or participants have found useful as they implement QPVI.

If you Navigate to a page and find that there is nothing to be downloaded, the reason is that we have not yet uploaded any resources into that section! Patience Please.

Important! We are in the process of uploading these materials, and will make each link visible once it has a resource to download. If a link is crossed out on the list below that means it's resources have not yet been uploaded. If you urgently need access to a resource, contact Nancy with your request and it will either be mailed to you, or posted to the site. Her email address is: nancytoelle@qpvi.com.

In this section you can find materials regarding the key components of QPVI. Everything is organized by key component, so in order to download a document pertaining to key component #3, one would select the "Roles/Responsibilities" link in the navigation bar to the right.

• Master List of Students
• Student Eligibility
• Roles/Responsibilities
• Unique Needs of Students
• Type/Amount of Service
• Staff and Caseloads
• Self-Study Report
  
  
  
  
  
  
  
  

Unique Needs of Students

Iowa Expanded Core Curriculum Needs Assessment - Revised 2009

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Iowa ECC Needs Assessment - revised 2009

Training

Hello All.....

I'm back again, with info on the upcoming training for the continuously improving, continuous improvement process: QPVI Public Schools... this email also describes some changes in the process. Please read on and think about coming to the two days of training on Thursday & Friday, January 27 & 28, 2011 @ the ALL NEW TSBVI Outreach building on the ALL NEW campus of TSBVI.

The QPVI process continues to morph as the requirements of state and federal laws increase the need for us to meet requirements for data based decision-making, research based practice and the like. This year's training has some additional features that will allow facilitators to collect and track data that reflect quality programming.

I recommend the training for new facilitators or those considering implementing QP for the first time. For experienced facilitators, my plan is to address these changes with each of you individually as I meet with you this year.

A Sampling of Changes to QPVI

1. The analysis of the Master List of Students is used immediately as a starting point for making improvements. Since a major purpose of Key Component #1: Master List is to determine if the information required to be in student folders is current, complete and accessible, our analysis of the Master List ends with percentages for each required field. For example, how many/what percentage of students are missing or have out of date FVE/LMAs? If the percentage is not acceptable (is anything short of 100% acceptable?) Then a target percentage is agreed upon and strategies to achieve that percentage developed, with a timeline for implementation.

   Since out of date or nonexistent FVE/LMAs is a statewide (nationwide) issue, addressing this alone will have a positive impact on VI programs. In one site, where only one teacher had been doing all the evals, the teachers decided to get some training, then do them as a team until there was a feeling of competency among those who had not done them. Looking at all the info on the Master List provides a baseline of data for the program. Action plans are developed to improve the data. That is revisited by the district at the start of every year, noting improved numbers and percentages to track their improvement efforts. In many sites, VI staff has decided to update all disability specific information by the student???s IEP date of the current year, which is a challenging undertaking, with exciting outcomes.

   In addition to tracking the timeliness if this disability specific information, we model the use of each assessment piece to inform our IEPs and instruction through the use of our sample students (a sample of students selected to represent the student population as a whole).

2. Facilitators being trained this year will receive a couple of powerful tools that are useful in illustrating and tracking VI Program practice and progress. One is a graphic format for expressing this information, and tracking progress over several years??? time. Another is an instrument developed that allows us to screen all our students in all nine areas of the Expanded Core Curriculum in a way that is effective, but not time prohibitive.

3. We support VI staff in using research based and evidence based practice in all areas of instruction in areas of Unique Needs. Along those lines, we also address the assessment to IEP to instruction to performance outcome cycle and look at effective teaching practices.

4. We are absolutely thrilled to be adding the "Essential Assessments Rubric" which was rolled out last summer at AER in Little Rock by Karen Blankenship and Mary Ann Siller to our arsenal of tools promoting the establishment of standards of practice in the assessments TVIs and COMS conduct. (FVA, LMA, ECC)

5. And last, but definitely not least, is the redeveloped QPVI website, which not features Implementation Sites to support QPVI Facilitators and Participants in completing their QPVI process more efficiently and, at the same time, sharing their valuable documents and resources with others. Participant portfolios, with artifacts representing their best work and a list of their own professional development efforts is also an option.

I hope some or all of this has piqued your curiosity. Please contact me if you would like to come.

As usual, we have an interesting group participating from other states ..... they are always welcome and can be counted on to spice up our meetings with tales of their own experiences. As many of you know, January is the very best time to enjoy a "cool" Austin experience... so plan to come on down. I hope to see you or hear from you soon.

Please see the agenda for both days.

Thanks, Nancy

* difficulty with start-up
* getting bogged down in the process
* philosophical disagreements within the work group
* absent supervisor
* approval of documents by administrator
* lost, missing, never materializing documents
* Complete Action Plan forms (copy for participants).

Description of QPVI Key Components 3, 4, & 5 (October 2010)

QUALITY PROGRAMS FOR STUDENTS WITH VISUAL IMPAIRMENTS TRAINING Key Components: #3 Unique Needs of Students, including the Expanded Core Curriculum, #4 Roles and Responsibilities, and #5 Type and Amount of Service Dates: October 21 & 22, 2010 (Thursday and Friday) 9am-3pm Training Site: Texas School for the Blind and Visually Impaired, Austin, Tx (exact site undetermined as we may have moved into our new Outreach building by the training dates) Training conducted by: Nancy Toelle, QPVI Developer

Note: each participant will receive updated QPVI Guide materials for the cost of printing • Key Component #3 Unique Needs of Students: We will review all the work completed in KC #2 and will build on that knowledge of students as we move into the Expanded Core Curriculum. Using the Iowa resource guide for the ECC, participants will learn to revise and conduct a student needs assessment, with the student’s instructional team, covering all 9 areas of the ECC. From there, priorities for intervention will be identified by the team, assessment of those priority areas conducted using a variety of resources, from which will flow IEP goals, instruction, and progress monitoring. The topic of effective instruction is included in this KC.

• Key Component #4 Roles and Responsibilities: With teacher time at a premium, we must assure that TVI time is spent as effectively as possible, but also provides service addressing the student’s critical needs relating to their visual impairment. This KC guides staff through a process to identify critical roles and responsibilities.

• Key Component #5 Type and Amount of Service: Once a student’s needs are accurately identified we must be cognizant of our roles in either meeting those needs or working with others to see they are met. We consider the student’s assessed needs, and, if instruction is needed, the frequency and intensity necessary to produce the desired outcomes.

File: 

This is a description of the 2-day session content for KC #3,4,5

Contact Info

Tools FAQ

Asking a question about using the site is simple, simply send an email to nancy, and it will get passed on to the site's maintainer. ;)

Wikispaces

POSTING YOUR WORK TO THE WIKI SPACE

Uploading files

-Select Manage Wiki.
-Under Content, select Files.
-Click Upload Files.
-Select the file you would like to upload. Hold down the Ctrl key (Shift on a Mac) to select multiple files.

The size of the files you can upload will depend on your wiki’s plan. You can see the differences on our pricing page.

Finding files

-Select Manage Wiki.
-Under Content, select Files.
-Sort your files by name, type, who uploaded them, and when they were uploaded.

Putting files on a page

-Navigate to your wiki.
-Hit the Edit button.
-Place the cursor where you would like the link to your file to appear.
-Select the File icon from the editor toolbar.
-If you haven't already uploaded the file to your wiki, use the button to Upload Files.
-Page through your files, search by file name, or sort by tag.
-Click on the file to place it on the page. Images, videos, and audio clips can be embedded directly into the page. For other file types — including PDFs, Word docs, Excel spreadsheets, and PowerPoint presentations the Embed File option will place a link to the file on the page.
-Save the wiki page.

Deleting files

-Select Manage Wiki.
-Under Content, select Files.
-Check the files you would like to delete and hit the Delete button.

Renaming files

-Select Manage Wiki.
-Under Content, select Files.
-Move your mouse to the file you would like to rename, and click the Rename link when it appears.
-Type in the New File Name.
-Hit the Rename File button.

Tagging files

-Select Manage Wiki.
-Under Content, select Files.
-Check the box that says, Show Tags, History, and Size.
-Next to the file you would like to tag, click Edit.
-Type in your tags, pressing comma or enter between tags.
-Click the Save button to save your tags.

This details how to post your documents to your page on wikispaces. Please post all work on the appropriate wikispace.

TIPS:

1. First go to the Wikispaces site: Look in the navigation list on the left and find your name. click on it
2. When the page opens, look for the “edit” tab in the upper right hand corner of the page and click on it. In the page that comes up, you will see a menu bar right above your name click on “file”
3. In the box that opens, click the “+ Upload Files” to find the file you want to upload (from your hard drive) click on the file to enter it into the box. The file you upload will be at the top of the list in the dialog box on the left. Double click on that to upload to the Wiki page. Your file will be loaded to the page and the title will appear in a blue rectangular box
4. You can either preview, then save, using those commands in the menu bar at the top right of the page, or you can just save.
5. You will be taken back to the page with your document posted there…. Success! If you don’t like where it is located on the page, go back to “edit” and use your cursor/pointer to move the file where you want it.

The QP Facilitators will be notified when you post. They will review, edit and repost.

Any questions? Please post to the discussion on the home page of the wiki.

To return to the wiki, select from the list of wikis here.

File: 

How to Post Files to the Wikispace