A CONTINUUM OF
EVALUATION SERVICES
Marnee Loftin, MA
School Psychologist, TSBVI
loftinm@tsbvi.edu or
loftinmp@att.net
1
GOALS
Participants will:
1. Identify commonly-used methods of
supporting evaluation of students with
VI by schools for the blind
2. Identify problems with current models
3. Identify different models that might be
used to function more efficiently
2
SCHOOLS FOR THE BLIND
HAVE A CRUCIAL ROLE IN
SUPPORTING EVALUATION
OF STUDENTS WITH
VISUAL IMPAIRMENT
THROUGHOUT A STATE
3
EXPERTISE IS LIMITED IN
PUBLIC SCHOOL SETTINGS
REGARDING LOW
INCIDENCE POPULATIONS
4
SCHOOLS FOR THE BLIND
UNDERSTAND THIS NEED
AND SUPPORT IT IN SOME
MANNER THROUGHOUT
THE NATION
5
COMMON TYPES OF
SUPPORT
• Providing support through in-service
training programs
• Providing direct evaluation services for
students with visual impairment
6
INSERVICE MODEL OF
SERVICE DELIVERY
• Focus is upon training local staff
• Training occurs through phone
consultations as well as workshops
• Provides training to an estimated 250
people per year in Texas
7
PROBLEMS WITH THIS
INSERVICE MODEL
• Theoretical information without
opportunities for clinical practice
• Fragmented information
• Limited opportunities for follow-up
• Minimal impact upon the IEP for an
individual student
8
EVALUATION MODEL OF
SERVICE DELIVERY
• Focus is upon evaluation of individual
student
• Training occurs either at the school for
blind or local school
• Comprehensive information is provided
for a small number of students
9
PROBLEMS WITH THIS
EVALUATION MODEL
• Limited staff and large numbers make
output minimal
• Local staff receive little training
• Limited opportunities for follow-up
• Difficulty with prioritizing evaluations
10
MANY OF THE SCHOOLS
FOR THE BLIND ARE
APPLYING A NEW MODEL
OF CONTINUUM OF
SERVICES TO
INSTRUCTIONAL
PROGRAMS
11
A CONTINUUM OF
EVALUATION SERVICES
OFFERS MANY
POSSIBILITIES
12
A CONTINUUM OF
EVALUATION SERVICES
WOULD:
• Offer increased opportunities to train
local personnel
• Increase access to appropriate
evaluations for students with visual
impairments
• Decrease waiting times for evaluations
• Prioritize access to evaluations by
specialists in visual impairment
13
CONTINUUM OF
EVALUATION SERVICES
• General training in evaluation
• Specialized training in determination of
additional eligibilities
• General consultation about specific
selection of evaluation instruments
• Consultation about specific student and
recommendation for instruments to be
administered
14
(Continued)
• Consultation with local staff about
planning, administering and interpreting
evaluations
• Direct evaluation of students attending
school for the blind on a short-term
basis
• Direct evaluation of student in their local
school with participation of local staff
15
MANY DIFFERENT TYPES
OF ACTIVITIES CAN
SUPPORT THIS
CONTINUUM OF
EVALUATION SERVICES
16
TEXAS SCHOOL FOR THE
BLIND AND VISUALLY
IMPAIRED HAS CONTINUED
TO DEVELOP AND
SUPPORT A NUMBER OF
ACTIVITIES IN THESE
AREAS
17
GENERAL TRAINING IN
BEST PRACTICES
• Present workshops throughout the state
designed to improve evaluation of the
approximately 8,000 students with
visual impairment in Texas
• Develop videotapes by different
disciplines that focus on techniques
used for evaluation of students
18
GENERAL CONSULTATION
(CONTINUED)
• Consult by telephone about a variety of
evaluation issues
• Publish materials to assist with
evaluation issues and specific questions
• Compile best practice guidelines for use
on website
19
SPECIALIZED TRAINING IN
ADDITIONAL ELIGIBILITIES
• Provide three-day workshops in
determining additional eligibilities
• Consult with adult service agencies
regarding differential diagnosis
• Develop series of videotapes with case
studies focusing upon diagnosis of
additional eligibilities
20
ADDITIONAL ELIGIBILITIES
(CONTINUED)
• Maintain series of FAQs on the TSBVI
regarding determination of additional
eligibilities
• Present sessions at professional
conferences regarding evaluation of
students with VI
21
GENERAL CONSULTATION
ABOUT INSTRUMENT
SELECTION
• Provide ongoing consultation via
website regarding appropriate
instruments to answer specific
questions
• Develop procedure for monthly
telephone consultation at scheduled
time regarding particular issues
22
GENERAL CONSULTATION
ABOUT SPECIFIC
STUDENTS
• Consult regarding implications of
etiology, specific test selection, and
interpretation of data regarding specific
student summaries and protocols
• Develop system for prioritizing access
to this service by school districts
throughout the state
23
GENERAL CONSULTATION
ABOUT SPECIFIC
STUDENTS (CONTINUED)
• Develop videoconferencing system to
be used for recommending appropriate
instruments and techniques as well as
developing the IEP
• Provide statewide training about service
available
24
TECHNICAL ASSISTANCE IN
DEVELOPING SKILLS OF
LOCAL MDT
• Review student summaries compiled by
local districts with goal of consulting
with local MDT
• Review videotapes of testing as well as
behavioral observations
• In conjunction with the local MDT,
develop plan for evaluation
25
TECHNICAL ASSISTANCE
(CONTINUED)
• In conjunction with the local MDT, assist in
interpretation of data and development of
appropriate IEP
• Maintain redacted archive of training sessions
on the website
• Maintain list of trained staff in each region
who are willing to assist with additional
evaluations for other school districts
26
DIRECT EVALUATION OF
STUDENTS IN SHORTTERM PROGRAMS
• Develop process for prioritizing access
to this service
• Develop procedure for gathering
information from local school and family
• Develop timelines for completing
evaluation that will minimize loss of time
in short-term programs
27
DIRECT EVALUATION IN
SHORT-TERM PROGRAMS
• Provide opportunities for local MDT to
participate in evaluation
• Develop means of using evaluation as a
source of training for other districts,
possibly through videotaping, FAQs,
etc.
28
DIRECT EVALUATION OF
STUDENTS IN LOCAL
DISTRICT
• Develop procedure for prioritizing
access to this service
• Develop procedure for Outreach to
gather specific data prior to evaluation
• Develop procedure for Outreach and
local MDT to participate in the
evaluation
29
EVALUATION AT LOCAL
DISTRICT (CONTINUED)
• Complete evaluation and summary
conference at local school
• Develop procedure for using evaluation
as a source of training materials for
other schools
30