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Efficient Caseload Management for Students with Visual Impairments

Understand and implement caseload analysis for effective service allocation to visually impaired students. Learn to identify student needs, allocate services, define learning mediums, plan sessions, and manage time efficiently in consultation and itinerant models.

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Efficient Caseload Management for Students with Visual Impairments

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  1. Consultation and Caseload Management For Students with Visual Impairments Part II – Caseload Analysis

  2. What is a caseload analysis? • Organized, planned, realistic overview of how you currently allocate services to your students AND

  3. How to do a Case Load Analysis • Make a list of all of your students including the following: • Name • Visual Acuity (if possible) • Whether the student has additional disabilities • If so, what is the student’s planning category

  4. If the student is academic, include their grade level. • Number of areas in the Expanded Core Curriculum that the student actually needs instruction • Number of VI specific IEPs • Student’s learning medium (I. e. is the student a braille reader?)

  5. Once You’ve Done That • Determine whether the student needs direct or consultative services. • Determine how many total hours per week the student needs services. • Determine how many SESSIONS per week the services should be divided into. • Determine the number of hours that will be needed for this materials modification for this student.

  6. Do Your Totals. . . • Add up the number of total hours per week that each student needs. • Add up the total number of sessions per week that each student needs. • Add in any necessary travel time. • Finally, add up the total hours and total sessions that are needed by all of your students combined.

  7. Add in . . . • At least 4-5 hours per week for assessments. • An average of one day per six weeks for inservice training. • Any other time consuming things that your district might require.

  8. If You Are Itinerant. . . • Take a look at your caseload and see if there are geographical clusters of students. • Put together a tentative schedule or order in which you’ll see your students. • Add up the number of travel minutes or hours per week that are needed.

  9. If you’ve got more than 37.5(YOU SHOULD GET LUNCH) total hours. . . YOU’VE GOT A PROBLEM!

  10. When you use the consultative model. . . • How should your time be spent?

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