Standards and Data and
Outcomes … Oh MY!
Moving from Perception
to Reality with Data and
Professional Standards
2014 AER Conference
Presenters
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Nancy Toelle
Texas
TVI
Texas School for the
Blind
QPVI Developer
July 30 – August 3
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AER 2014
Kay Ratzlaff
Florida
TVI
Instructional
Materials Center
QPVI Facilitator
Discussion for Today
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Data
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Strategies for data collection
Managing data
Using data for decision making
Professional Standards of
Practice
 Outcomes
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Yes, we have to pay attention to the “man”
behind the curtain!
“Gee Toto, I’ve a feeling we’re
not in Kansas anymore.”
July 30 – August 3
AER 2014
Goals
Identify strategies for collecting and
managing data to enhance program
development and instruction
 Establish professional development
strategies that implement evidencebased practices and encourage program
and individual professional growth
 Select standards-based tools for
conducting essential assessments and
communicating results.

Quality Indicators
•
•
•
•
Timely Records
Services Meeting the Standard
Services Based on Assessed Needs
Outcomes Measured
Which Characters Do You
See in Your Staff?
Dorothy - dreamer who needs to be
rescued
 Tin Man – thinks with their heart
 Scarecrow – thinks only with their brain
 Lion – scared until absolutely necessary
 Glinda – pops in to make it “all better”
 Wizard – good intentions, but faulty
methods
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July 30 – August 3
AER 2014
And yes …

Elphaba, the witch, that makes life
miserable for everyone!
July 30 – August 3
AER 2014
How do you move from all
these personalities to …
A team working together to make
it to the Emerald City?
July 30 – August 3
AER 2014
QPVI in Florida
FIMC-VI supporting and facilitating
delivery to districts
 Voluntary participation of districts
 Administrator commitment
 Self-study model
 Building Local Capacity model
 Ongoing support

QPVI in Florida
Aligns with increase in accountability
 Provides data to support programs and
services
 Provides training for administrators
 Addressing problems in programs and
practices based on data not perception
 Included in the Florida Department of
Education Strategic Plan

Data
1.
Timely (Compliance)
a.
b.
c.
d.
e.
Eye medical report
Assessments of functional vision and
learning/literacy media
O&M screenings and evaluations
ECC screenings and evaluations
IEP and Reevaluation dates
Data
2.
Student Information
a.
b.
c.
d.
e.
f.
g.
h.
Eye condition(s)
Acuities and peripheral fields
Time in general education
Primary and secondary conditions
Other services (OT, PT, etc.)
Primary and secondary learning media
Font sizes and working distance
Instructional reading levels and WPM
Data
3.
Program
a.
b.
c.
d.
e.
f.
Service – direct or consult
Minutes of direct service
Minutes of consult or support
Paraeducators or braillist
Clinical low vision evaluations
FIMC-VI registrations
Master List Example
Example of Data-Driven Decision Making!
DATA FROM MASTER LIST
Direct Versus Consult
Services
21
1
55
38
Direct = 55
Consult = 38
504 = 1
Blank = 21
Direct
Consult
504
Blanks
Comparison Data:
Total Students 2009 - 2012
From 61 to 83 Direct Students = 31% to 33%
From 136 to 169 Collaborative Con. Students = 69% to 67%
Florida Sample Data – From QPVI
Master List of 473 Students
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Approximately 87% of students have more than one
eye condition
45% of students have Visual Impairment as their
primary disability
55% have another disability as primary
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44% are labeled Intellectually Disabled (IND)
10% are labeled Orthopedically Impaired
8% are labeled Developmentally Delayed
7% are labeled Deaf Hard of Hearing or Dual Sensory
Impaired; or Hospital Homebound, or Other Health
Impaired
6% are labeled Specific Learning Disability (SLD)
4% are labeled Autistic
Common Visual Impairments
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Nystagmus (26%) 
Myopia (15%)
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Optic Nerve Atrophy 
or Hypoplasia (13%)
Cortical Visual
Impairment (10%) 
Retinopathy of

Prematurity (8%)
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Ambylopia (8%)
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High Myopia (8%)
Glaucoma (6%)
Albinism – Ocular
and Oculocutaneous
(5%)
Syndromes (5%)
Colobomas (3%)
Cataracts (3%)
Aphakia (2%)
6th Grade FCAT Data on Reading
80
70
60
50
Grade 6 VI
40
Grade 6 All
Grade 6 ESE
30
20
10
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Percent of students scoring a 3 or better.
Service Delivery Compared by
Florida District
QPVI Self-Study:
The results of each Key Component are applied to
the Master List
Master List Eligibility Unique Needs Roles & Responsibilities Type/Amount Staff/Caseloads
Process after Data Collection
1.
2.
3.
Baseline data (snapshot) is archived
Data is analyzed by VI staff to determine
compliance problems and establish priorities
Action plan is designed with names,
assignments, due dates, completion targets
Sustaining the Data
1.
2.
Establish a process for program data
collection (shared drives, paper version
to clerical person, etc.)
Update the student data after each IEP
meeting
TVI and O&M
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Use the data for:
Eligibility decisions
 Instructional goals
 Type, time, and intensity of
services
 Progress monitoring

Program Supervisor

Use the data for
Caseload management
 Tracking results on action
plans
 Monitoring student
outcomes
 Justification for supplies,
equipment, and personnel
 Consolidated data

Noting Presence/Timeliness
of VI Program Data
Determine most critical data points to
reflect data-driven decision making
 Identify data points that are critical to
reflect quality programming (eye
reports, FVA, LMA, etc.)
 Develop Master List: Excel/Access or
Numbers
 Complete, analyze, set priorities,
sustain
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District Baseline & Year One
Comparison – Target 100%
100
90
80
70
60
50
Series1
40
30
Series2
20
10
0
Timely Functional Vision Assessments
120%
100%
80%
60%
40%
20%
0%
Baseline
Current
Dist 1
Dist 2
Dist 3
Dist 4
Dist 5
48%
87%
64%
92%
78%
100%
65%
71%
62%
85%
Key Components – Addresssing
Issues of “Quality”
1. Developing
a master list of students database
2. Eligibility for VI services
3. Unique VI student needs
4. Roles and responsibilities
5. Type and amount of VI service
6. Staff and caseloads
7. Self-study report
Let’s analyze this master
list
What’s wrong with this picture???
1. Analyze and aggregate the data
a.
b.
2. How
What are the good data points?
What are the bad data points?
would you use that data to drive
your decisions or change your
practices?
Why is Assessment Data
Important???
9/18/2012
Professional Standards for
TVIs and O&Ms
Assessments that align with the EA
Rubric
 Instruction that implements the
Expanded Core Curriculum
 Data-driven decision making
 Needs of students determine service
 Use of published and peer-reviewed
materials and curricula

Professional Practices for
TVIs and O&M

Use of research-based instructional
practices
 Delphi
studies on instructional time for
literacy instruction
Braille readers
 Readers with low vision

 ABC
Braille Study for instructional methods
Professional Practices for
TVIs and O&Ms
RIOT model for reevaluations
(Record Review, Interview,
Observation, Test)
 Assessments of functional vision,
learning media, and ECC areas are
conducted with fidelity

Professional Practices for
TVIs
Peer-review of all reports
 Teaching ECC areas
 Collecting data on instructional
outcomes AS EVIDENCE OF
PROGRESS
 Using data to drive instruction and
goals
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Strategies to Make it
Happen

Intensive time for training

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Most school districts take 3 to 4 years to
implement the changes
Follow-up on consistent basis
“Inspect what you expect” – hold people
accountable
Regular Communication

Wikis, shared drives, small group meetings,
mentors, etc.
To Make it Work …
1.
2.
3.
4.
5.
Data collection process
Commitment of administrators
Established professional standards of
performance
Commitment of administrators
Strategies for Communication:
Wikis, shared drives, small group meetings,
mentors, etc.
6.
Did we say … Commitment of
administrators to enforce standards!
Accountability Is Here To Stay

Make It Count
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Do It Right

Use professional
resources - no more
flying by the seat of our
pants!
Engage in professional
development conferences, webinars,
internet
Know your stuff
Be a professional

Implement the strategies
that work
Take responsibility for
outcomes of students (no
more blaming them!)
Be “in the room and at the
table” to advocate for
students and clients
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Data… Professional Standards … Quality … Instruction
… Assessment ... Outcomes
Action Plan
Data
Standards
Quality
Implement
Review
Decide on your data points and processes.
COLLECT AND ANALYZE DATA TO TRACK PROGRAM
QUALITY
Clearly establish your professional standards
Establish goals for quality and train to meet those goals
Peer reviews, “data days,” changes in practices, evaluations
Process is dynamic and not static, adjust as needed
You are the professional in the room!
Resources
Assuring Quality Literacy Instruction for Students Who are Blind
by: Alan J. Koenig • Texas Tech University, and M. Cay Holbrook • The
University of British Columbia; From: Koenig, A.J., & Holbrook, M.C. (2000).
Ensuring high-quality instruction for students in braille literacy programs.
Journal of Visual Impairment and Blindness, 94, 677-694. Available for
download:
www.nfb.org/images/nfb/documents/.../delphibraillestudentsholbrook.doc
Literacy for Students with Low Vision: A Framework for Delivery of
Instruction, by Anne L. Corn • Vanderbilt University, and Alan J. Koenig •
Texas Tech University: From: Journal of Visual Impairment and Blindness,
May 2002, 96, . Available for download:
http://www.afb.org/jvib/JVIB960503.asp
Quality Programs for Students with Visual Impairments, Nancy Toelle,
developer: www.qpvi.com
Essential Assessments Rubric, www.earubric.com
9/11/2007
FIMC-VI
Facilitators for Today’s Session
 Nancy Toelle
QPVI Developer / Texas School for the Blind and
Visually Impaired
nancytoelle@gpvi.com & www.QPVI.com
 Kay Ratzlaff
Coordinator of Instructional Resources
Florida Instructional Materials Center for the Visually
Impaired
kratzlaff@fimcvi.org & www.FIMCVI.org
July 30 – August 3
AER 2014