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