Using QPVI Master List of Students Data for Program Accountability and Improvement

Texas School for the Blind & Visually Impaired Outreach

TETN #25,262

Using QPVI Master List of Students Data for Program Accountability and Student Programming

May 14, 2008

Presenter:

Nancy M. Toelle, QPVI Coordinator

TSBVI Outreach

TETN Presentation May 14, 2008:

Using QPVI Master List of Students Data for Program Accountability and Student Programming

Presented by: Nancy M. Toelle, QPVI Coordinator

Agenda

1. Using data to inform instructional decisions and program improvement.
2. What data are needed?
3. What sources are available to us?
4. How are we typically gathering and using data?

1. Gathering disability specific data.
2. QPVI Master List – review fields
3. ECC Data Sheet – review fields

1. Data Analysis
2. QPVI Phase One Self-Study Report
3. QPVI Phase Two Validity Check – Results Accountability (Mark Friedman)

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TSBVI TETN 25,262 – Using QPVI Master List - Toelle

QPVI Master List of Students©developed by Nancy M. Toelle CONFIDENTIAL STUDENT INFORMATION Revised 12-07
Completed by: Date: TVI Full time or Part time:______hrs/wk Braillist: Y/N Para Professional: Y/N
Student Name & DOB / Direct or Collab. Consult. / Grade
% Gen Ed / Ocular Conditions / Distance & Near Acuities / VI Service
(min/wk) /

Other Dis-

abilities / Rel. Serv. / DWA
RDG
Math / Literacy/Learning Media / Eye Report / Latest
IEP/IFSP
Re-eval / FVA / O&M Ev.
- service
(min/wk) / Clinical L.Vis. Eval
& Devices / Reading
Level-WPM
Listen. level
LMA
1. / 1
2

2.

/ 1
2
3. / 1
2
4 / 1
2
5 / 1
2
6. / 1
2
7. / 1
2
8. / 1
2
9. / 1
2
10. / 1
2
TOTALS: s / #D / #CC / Total # / Total # / Total # mins/wk / Total # / Total # / # Pres/Ti / # Pres/Ti / # Pres/Ti / # Pres/Ti / # Pres/Ti
Total # / # Pres/Ti / # Pres/Ti

Make-up of the student population - numbers of students who are: blind ___ low vision ___ deafblind ___with additionaldisabilities____ Braille/dual readers _____

QPVI Master List of Students Form © 2007 may be copied and used by anyone involved in or having completed a facilitated QPVI site or for district-co-op data collection in Texas.

Others may request permission from Nancy Toelle @ QPVI.com The QPVI Master List is a tool used in implementing the Quality Programs for Students with

Visual Impairments program improvement process.

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TSBVI TETN 25,262 – Using QPVI Master List - Toelle

Instructions for Completion –

Quality Programs for Students With

Visual Impairments (QPVI) Master List of Students © 2007

Key Component #1: Master List of Students

ALL INDIVIDUAL STUDENT INFORMATION MUST BE KEPT CONFIDENTIAL

Completion of this form in Key Component #1 provides the Teacher of Students with Visual Impairments (TVI) with a format for determining what assessment information is available for individual students and the student caseload as a whole. This is critical knowledge in that all eligibility and many programming decisions are based on this data. Once the form is complete, the data is analyzed to gain further information about the status of each student’s information and of the entire caseload. Subsequently, this form is to be completed at the beginning and end of every school year. Use only original source documents for these dates. For example, do not enter a date for an eye exam report seen on a form unless you have the actual report on file and have seen it. It is preferable to complete this form in e-format, for ease of updating and gathering the information district or region wide. There are 10 rows on each form, but you may choose to reduce the number of rows to accommodate more information in each one. Feel free to revise this form in any way that serves your needs.

Completed by: Each TVI should complete a separate form, listing students who have IEP/IFSPs on one or more sheets. If there are any referrals or students who are not on IEP/IFSPs, list them on a separate sheet, labeled as such.

Date: Always enter the date this form is completed, so comparisons of data can be made and improvements tracked.

TVI Full time or Part time (# hrs/wk): indicate how many hours per week there are in a regular work week to differentiate between full and part time staff.

Braillist – Paraprofessional Y/N: Does the TVI have the services of a Braillist and/or a paraprofessional?

1.Student Name & Date of Birth: List names alphabetically, last name first (may use initials only or other identifier for the sake of confidentiality) Provide d.o.b. below the name.

2.Direct/Collab. Consult: Indicate if student receives direct instruction or collaborative consultation only. Note: ALL students receiving direct instruction should also receive collaborative consultation. SOME students may receive collaborative consultation only. Count as Direct any student who receives direct instruction from you (as provided for in an IEP/IFSP). Count students as Collaborative Consultation when you primarily work with staff on behalf of a student, but do not directly instruct the student from week to week.

3.Grade & Percentage of Time in General Education: Enter the student’s current grade level and/or classroom assignment and estimate the percentage of time the student spends in general education.

4.Ocular Conditions: Enter all diagnoses made by a licensed eye care professional (ophthalmologist or optometrist, not pediatrician or general practitioner).

5.Distance and Near Acuities:. Enter the most current distance and near acuities indicated in the student’s eye report, for each eye and both together, if different. If acuity is near normal, but fields are reduced, please indicate.

6. VI Service: Enter the number of minutes per week of VI service as required by IEP. If the student’s minutes are monthly, divide minutes by 4 or if every other week divide minutes by 2, for an estimate of weekly time commitment in minutes.

7.Other Disabilities: Enter other disabilities documented for each student.

8.Related Services: List all related services received, including O&M.

9.District Wide Assessment, Reading, and Math: Enter the student’s scores on these assessments as indicators of how the student compares to peers. Decide if all will report scores in relation to state or national norms. Use this space to record performance on alternate assessment, if appropriate.

10.Literacy/Learning Media: Indicate what media has been identified for student use for literacy/learning. Examples: Standard Type with Magnification, Braille, Tactual Symbols, Pictured Symbols, Sign. This information can be found in the Learning Media Assessment. Indicate primary and secondary literacy or learning medium.

11.Eye Report: Enter date of most recent eye report. A general standard of within three years of the date the Master List is completed can be used. If an older eye report was accepted by the IEP committee, enter an asterisk beside the date and below it enter the date of the IEP where this action was taken and the rationale for doing so given.

12.Latest IEP/IFSP and Re-evaluation date: Enter the date of the most recent IEP/IFSP and for the most recent 3-year re-evaluation. If an old re-evaluation is accepted, please follow the same instructions as for an old eye report.

13. Functional Vision and Learning Media Assessment (FVA/LMA): Enter dates of most recent assessment reports, FVA first, then LMA. Place an X in this column for student’s who have no vision. If an older FVA is accepted, enter an asterisk beside the date and below it enter the date of the IEP where this action was taken and the rationale for doing so given. Note: The author strongly recommends FVAs every 3 years for students who have vision and LMAs for all students. Consider that some students may need these assessments more frequently.

14. O&M Evaluation – service (min/wk): Enter the date of the most recent orientation and mobility evaluation report on file. On the second line, enter number of minutes of O&M service per week. See # 7 above for directions to convert to weekly, etc. Place an X in this column if an IEP committee has determined that an O&M evaluation is not recommended, noting the date of the IEP when this decision was made and documented.

15. Clinical Low Vision Evaluation: Enter the date of the most recent report of a clinical low vision evaluation. Enter an X in this column if and IEP committee has determined that a clinical low vision evaluation is not recommended, noting the date of the IEP when this decision was made and documented.

16.Reading Level & Comprehension (grade level and level of comprehension, instructional, informational, or independent), Words Per Minute, Listening Level: Using information from a basic reading inventory (BRI), enter the information requested. The BRI may have been completed by the TVI as part of the LMA, or it might have been completed by a reading or classroom teacher. Reading scores should be tracked annually. A listening level test is included in the Jerry Johns Basic Reading Inventory.

TOTALS:

The last row on the page provides space for totaling figures. Totals should be computed in the following columns:

1. How many students on this list
2. How many students receive “direct”?How many “collaborative consultation” only?
3. Do not total
4. The number of students with ocular conditions listed in an eye report.
5. The number of students for whom eye report has a distance and/or near acuity
6. An estimate of the number minutes of VI service required weekly for this caseload
7. The number of students on this list with additional disabilities.
8. The number of students receiving 1 or more related service
9. The number and percentage of students on the caseload taking DWA
10. Do not total

11.-15. indicate the number and percentage of present and timely assessment reports (3 years old or less at time the form is completed) on file in each of those areas, assessments. Enter amount of O&M service on second line of this column.

1. How many students have reading inventory data?

Please calculate totals before turning in your forms. Make a copy for each member of the Work Group and retain a copy for yourself. Enter information regarding the Makeup of the Student Population at the bottom of the form in the space provided. The QPVI Facilitator will reflect data in graphic format.

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TSBVI TETN 25,262 – Using QPVI Master List - Toelle

QPVI Master List Sample

QPVI Master List of Students © developed by Nancy M. Toelle

QPVI Master List of Students © developed by Nancy M. Toelle CONFIDENTIAL STUDENT INFORMATION Revised 4-07
Completed by: Camille Lefsa Date: Fall 2008 TVI Full time 37.5 hrs/wk Braillist: Y Para Professional: Y
Student Name / DOB / ID# / Direct or Indirect / Grade % Spec Ed / Ocular Conditions (List all) / Distance & Near Acuities (Latest) / VI Service (min/wk) / Other Disa. / Rel. Serv. / SWA RDG Math / Literacy/ Learning Media / Eye Report (if >3yr explain / Latest ARD date and FIE date / FVE/LMA / O&M Ev. - service (min/wk) / Clinical L. Vis. Eval & Devices (LMA) / Reading Level-WPM Listen. Level / Home Address/ Phone/ Parent Info / School Info.
1 / A / Indirect / 9 0% (40) / High Myopia / 20/200 20/70 20/20 20/20 / 1x/mo 7 min/wk / n/a / n/a / TAKS (SDAA) RN MY / LP/AI / 1/18/07 / 10/4/07 1/27/06 / 1/19/06 / n/a / 1/18/07 Mag/Tele / 7th 100 wpm n/a / 1
2 / B / Direct / 11 0% (40) / Congenital Nystagmus / 2x/mo 30 min 15 min/wk / n/a / n/a / TAKS RY MY / LP/AI / 08/15/07 / 1/10/08 4/9/07 / 03/26/07 / 2/26/07 6x/yr / 08/15/07 / 10th 123 wpm 10th / 2
3 / C / Indirect / BA 11 50-60% (43) / Nystagmus High Myopia / 20/40 / 6x/yr 5 min/wk / AU/SI / n/a / TAKS RN MN / RP/AI / 11/29/07 / 10/10/07 / 2/19/04 REED / 1/13/98 Dismiss / 2/9/98 Magnifier/ mono / n/a / 3
4 / D / Indirect / 12 0% (40) / ROP / 20/200 NIL / 1x/6wks 5 min/wk / DB / n/a / TAKS RY MY / RP/AI / 07/07/05 / 11/20/07 11/20/07 REED / 09/15/05 / 11/7/05 REED / Recom / 7th n/a n/a / 4
5 / E / Indirect / 11 0% (41) / Ocular Albinism / 20/200 20/200 20/40 20/40 / 6x/yr 5 min/wk / n/a / O&M / TAKS RY MY / LP/AI / 02/09/06 / 11/30/07 2/21/07 / 12/10/04 REED / 3/23/07 1x/mo 30 min / 1/18/07 Magnifier zoomtext / 10th 88wpm n/a / 5
6 / F / Indirect / 10 0% (40) / Optic Nerve Atrophy / DR 20/70 DL20/100 / 6x/yr 5 min/wk / n/a / n/a / TAKS RY MY / LP/AI / 10/22/07 / 2/7/08 2/7/08 / 03/09/05 / 10/25/00 DNQ / n/a / 6 89.5wpm n/a / 6
7 / G / Indirect / LIFE 12 >60% (44) / Traumatic Brain Injury / FDB FDB / 1x/6wks 5 min/wk / TBI/SI / OT/PT / 12+ / 09/21/00 / 10/30/07 5/10/07 / 8/30/06 REED / n/a / n/a / n/a / 7
8 / H / Indirect / LIFE 12 >60% (44) / Retinal Degeneration / 20/200 20/200 20/30 20/20 / 6x/yr 5 min/wk / MR / n/a / TAKS (SDAA) RY MY / LP/AI / 9/15/06 / 2/3/07 12/12/06 / 11/17/06 / 12/12/00 DNQ / 2/7/07 Mangifier Keyboard Telescope / n/a / 8
9 / I / Indirect / 12 0% (41) / Albinism / 20/80 20 70 20/80 20/60 / 6x/yr 5 min/wk / n/a / n/a / TAKS RY MY / LP/AI / 8/23/05 / 10/430/07 10/30/07 / 11/13/02 REED / n/a / 2000 Magnifier mono / 3rd 85 wpm not avail. / 9
10 / J / Indirect / 9 0% (40) / Congenital Nystagmus / 20/600 20/70 20/400 20/20 / 6x/yr 5 min/wk / n/a / n/a / TAKS RY MY / LP/AI / 9/16/05 / 11/27/07 1/17/06 / 10/31/05 / n/a / 9/16/05 Magnifier mono / n/a / 10
Student Name / DOB / ID# / Direct or Indirect / Grade % Spec Ed / Ocular Conditions (List all) / Distance & Near Acuities (Latest) / VI Service (min/wk) / Other Disa. / Rel. Serv. / SWA RDG Math / Literacy/ Learning Media / Eye Report (if >3yr explain / Latest ARD date and FIE date / FVE/LMA / O&M Ev. - service (min/wk) / Clinical L. Vis. Eval & Devices (LMA) / Reading Level-WPM Listen. Level / Home Address/ Phone/ Parent Info / School Info.
11 / K / Indirect / LIFE 12 >60% (44) / ROP / UND-OVH UND-OVH / 1x/6wks 5 min/wk / MR/SI / n/a / TAKS RY MY / LP/AI / 3/17/05 / 10/30/07 3/7/07 / 11/16/05 / 8/25/03 / 9/16/05 / n/a / 11
12 / L / Indirect / 11 0% (41) / Congenital Strabismus / 20/200 20/20 20/200 20/20 / 6x/yr 5 min/wk / OHI / n/a / TAKS RY MY / LP/AI / 10/26/05 / 9/25/07 11/1/05 / 11/1/05 / n/a / n/a / 8th 102 wpm 9th / 12
13 / M / Indirect / LIFE 9 HB (01) / Traumatic Brain Injury / FDB FDB / 2x/mo 15 min/wk / TBI/SI / OT/PT / TAKS Alt RY MY / LP/AI / 3/4/2005 / 5/9/07 5/20/05 / 4/26/05 / n/a / n/a / n/a / 13
14 / N / Indirect / 11 0% (40) / ROP / 20/150 20/50 J/+ J/+ / 1x/6wks 5 min/wk / n/a / n/a / TAKS RY MY / LP/AI / 2/5/2007 / 1/25/07 1/25/07 / 12/9/04 REED / n/a / n/a / 8th n/a n/a / 14
15 / O / Indirect / LIFE 12+ >60% (44) / CVI / FDB FDB / 1x/6wks 5 min/wk / OI/MR/ OHI / OT/PT / 12+ n/a / NR/AI / 3/25/99 / 10/30/07 3/2/05 / 3/2/05 REED / n/a / n/a / n/a / 15
16 / P / Indirect / LIFE 9 >60% (44) / Retinitis Pigmentosa / LP LP LP LP / 2x/mo 15 min/wk / OHI/MR / OT/PT / TAKS Alt n/a n/a / AI / 2/5/2001 / 11/5/07 5/07 REED / 5/07 REED / 11/27/06 Dismiss due to health / n/a / 16
TOTALS: / #D #Ind 1 15 / Total # 13 / Total # 15 Total # 9 / Total # mins/wks 112 / Total # 15 / Total # 12 / # Pres/Ti 16 100% / # Pres/Ti 16 100% / # Pres/Ti 16 100% / # Pres/Ti 8 7n/a / # Pres/Ti 8 7n/a / 8 reading data 7 n/a
Make up of the student population - numbers of students who are: blind 0 low vision 7 deafblind 1 with additional disabilities 8 Braille/dual readers 0
QPVI Expanded Core Curriculum Data Sheet © developed by Karen E. Blankenship Ph.D. Revised 4-07
Completed by: Date: TVI or O&M Full time or Part time:______hrs/wk Braillist: Y/N Para Professional: Y/N
Student Name / ECC Needs Assessment Date / Assessment/
Date / Areas of Instruction
Enter code(s) / ECC Action Plan
Date / IEP Goal Area(s)
Y or N / Progress Monitoring
(enter code) / ECC Proficiency
Level / Direct/Collaborative instructional time
Hours/week
1.
2.
3
4.
5.
Totals:

ECC Codes: 1: AT, 2: Compensatory, 3: Career Education, 4: Recreation-Leisure, 5: O&M, 6: Self-Determination, 7: Social Interaction, 8: Visual Efficiency, 9: Independent Living - Progress Monitoring Codes:1. IEP goal met, 2. Progress made, will be met by IEP review, 3. Progress has been made but will not be met by IEP review, 4. No progress made, change instructional strategies, 5. No work was completed on this goal (explain) – ECC Proficiency Codes: 1: on age/grade level, 2: 1-2 years behind age/grade level, 3: more than 2 years behind age/grade level

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TSBVI TETN 25,262 – Using QPVI Master List - Toelle

1

Instructions for Completion -

Quality Programs for Students With

Visual Impairments (QPVI)

Expanded Core Curriculum (ECC)

Data Sheet ©

Key Component #4: Unique Needs of Students

Developed by Karen E. Blankenship Ph.D.

ALL INDIVIDUAL STUDENT INFORMATION MUST BE KEPT CONFIDENTIAL

This form may be used to collect and maintain student information relating to assessments and instruction in the nine areas of the Expanded Core Curriculum. It tracks the “Iowa Expanded Core Curriculum” materials, but may be used as a stand-alone form. Note: the Iowa ECC Procedures Manual is on the Iowa Department of Education website at: . The accompanying ECC Guide is expected to be posted there as well.

Completed by: Each TVI or O&M should complete a separate form listing students who have IEP/IFSPs on one or more of the data sheets. Do not enter referrals on this form, as they are included in the Master List of Students.

Date: Enter the date this form is completed, so comparisons of data can be made and improvements tracked.

TVI or O&M Full time or Part time (# hrs/wk): indicate whether the person completing the form is O&M or TVI and how many hours per week there are in a regular work week to differentiate between full and part time staff. The O&M should include those students who have had evaluations or receiving O&M instruction, or for whom the O&M is responsible for instructing in one or more area of the ECC.

Braillist – Paraprofessional Y/N: Does the student have the services of a Braillist and/or a paraprofessional?

1. Student Name: List names alphabetically, last name first (may use initials only or other identifier for the sake of confidentiality)

1. ECC Needs Assessment Date: The Iowa ECC Procedures Manual contains a Needs Assessment form that allows the student’s educational team to review all nine areas of the ECC preliminary to deciding which areas are priorities for assessment.

1. Assessment/Date:In this space enter the name of the ECC assessment(s) used and date(s) administered. If more space is needed, you may delete as many rows as needed to accommodate.

1. Areas of Instruction:Indicate which of the ECC areas have been identified by the IEP team as areas of possible instruction using the 9 ECC codes written directly under the table.

1. ECC Action Plan Date:This form is found in the Iowa ECC Procedures Manual and provides a format for documenting and tracking actions proposed and completed.

1. IEP Goal Area(s): Enter which ECC areas were identified by the student’s IEP team as priorities for instruction and inclusion in the student’s current IEP.

1. Progress Monitoring:This column allows for tracking of student progress using the codes listed below the table.

1. ECC Proficiency Level:Use the ECC Proficiency Codes listed below the table to indicate student proficiency toward ECC goals/objectives.

1. Direct/Collaborative Instructional Time (hours/week):Enter the numbers of hours per week of ECC related direct or collaborative instructional services included in the student’s IEP.

IOWA EXPANDED CORE CURRICULUM NEEDS ASSESSMENT

Student Name: ______

School: ______

Grade Level: ______Age: ______

Date of Needs Assessment: ______

Check all who contributed to this Needs Assessment:

Parents / General Education Teacher / COMS
Student / Special Education Teacher / Other related service providers
Other Family Members / TVI / Administrators

Key: (+) Priority Area (0) Need but not a priority at this time (--) Not a Need

Skills

/ Priority/Need / Justification Statement for 0 or --
ACADEMIC/COMPENSATORY
Communication
Handwriting
Tactual Readiness
Braille reading
Braille writing
Nemeth code
Slate and stylus
Use of optical devices
Calculator
Abacus
Listening Skills
Organization
Study & Reference Skills
Live reader
Use of charts, graphs, maps
Scientific Notation
Music Notation
CAREER EDUCATION
Pre-Vocational Skills

Organizational Skills

Study Skills

Work Exploration

Interest Inventory

Job-Seeking Skills

Job-Keeping Skills

Personal Futures Planning

Transition Planning

INDEPENDENT LIVING SKILLS
Eating/Food Management
Dressing/Clothing Management
Hygiene/Grooming
Housekeeping
Money Management
Safety
Self-advocacy
Telephone
ORIENTATION AND MOBILITY
Concept Development
Body Image
Protective Techniques
Sighted Guide
Trailing
Search Patterns
Cane Skills
Independent Travel
Public Transportation
Requesting Assistance
Use of distance optical Devices

RECREATION/LEISURE

Individual Passive Activity
Group Passive Activity
Individual Active Activity
Group Active Activity
Art
P.E.
Music
SELF-DETERMINATION

Self-Awareness

Self- Advocacy
Choice-Making
Independent performance
Self-evaluation and adjustment
SOCIAL INTERACTION SKILLS
Relationships with peers
Relationships with adults
Non-verbal communication
Sex education
Manners
Posture
TECHNOLOGY
Computer
Keyboarding
Braille technology
Voice output technology
Screen enlargement
Managing/Securing Equipment
VISUAL EFFICIENCY
Use of functional vision
Use of near optical devices
Use of distance optical devices
Knowledge of eye condition

OTHER CONCERNS

Fine Motor

Gross Motor
Speech and language
Hearing

Developed by: Dr. Wendy Sapp, Georgia & Karen E. Blankenship, Iowa