Michigan Severity Rating Scales:
Solving the Puzzle of Service Delivery Time
Michigan Severity Rating Scales
Tools Supported by Data
Orientation and Mobility Severity Rating Scale
(O&MSRS)
Orientation and Mobility Severity Rating Scale
for Students with Additional Needs (O&MSRS+)
Vision Services Severity Rating Scale (VSSRS)
Vision Services Severity Rating Scale for
Students with Additional Needs (VSSRS+)
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Michigan Severity Rating Scales
History and Development
Adapted from the Montgomery County,
Pennsylvania model beginning in 1995
Published and disseminated by the Michigan
Department of Education – Special Education
Services in 1996
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Michigan Severity Rating Scales
History and Development
First versions – 1996 and supported by the
Michigan Department of Education – Special
Education Services
Michigan Department of Education-Low
Incidence Outreach (MDE-LIO) created and
sponsored committees beginning in 2007 to
revise the three existing scales and develop
the O&MSRS+
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Michigan Severity Rating Scales
History and Development
Web search indicated the Scales were being
used and referenced in documents in several
other states
Referred to in O&M university preparation
programs
Internationally recognized
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Michigan Severity Rating Scales
What they are:
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Data collection tools
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A guide based on best practices
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Guideline for IEP team service discussion
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Michigan Severity Rating Scales
What they are not:
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Not an assessment
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Not a severity of disability but a severity of
student’s need for services
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Not a pre-determiner of service
•
Not the only data source
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Michigan Severity Rating Scales
The Surveys
2011 – MDE-LIO partnered with the Department
of Blindness and Low Vision Studies – WMU
Dr. Robert Wall-Emerson & Dr. Dawn Anderson
oversaw the development of the surveys
Surveys administered by MDE-LIO and sent to
listserves in early 2012
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Michigan Severity Rating Scales
The Surveys
Number of respondents in the national survey
O&MSRS / O&MSRS+
125 complete or partial
VSSRS / VSSRS+
103 complete or partial
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Michigan Severity Rating Scales
The Surveys
Survey questions included:
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•
•
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O&M, TCVI or Dual service provider
Previous experience with the scales
When the Scale is completed & with whom
Are the Scales used for caseload analysis and
how important of a role do they play?
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Michigan Severity Rating Scales
The Surveys
Respondents read scenarios and
answered questions based on student
profiles
•
•
•
•
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How well are areas of concern covered?
How well do contributing factors address
adding or subtracting from service time?
How well do service times match instructional
needs?
What are the reasons if recommended service
time can’t happen?
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Michigan Severity Rating Scales
The Surveys
Reliability (precision)
Respondents overwhelmingly identified the
scales as measuring the significant factors to
be considered in determining service time for
O&M and Vision Services
Validity (accuracy)
O&MSRS
O&MSRS+
VSSRS
VSSRS+
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above 90%
84%
87%
79%
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Orientation & Mobility
Severity Rating Scale
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Orientation & Mobility
Severity Rating Scale
Fill out the student information on the
Severity of Need Profile
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Orientation & Mobility
Severity Rating Scale
The numbers attached to each severity of
need are considered part of a continuum.
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Orientation & Mobility
Severity Rating Scale
Each of the Severity of
Need categories is
structured in terms of
impact on independent
travel skills as it relates
to the student's age
appropriate needs
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the student's distance vision
and/or peripheral vision as reported
by an eye care specialist
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the student's ability to use vision
for all travel tasks
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the student’s need for use
and skill level of a white cane or
alternative mobility device
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to possible situations when a discrepancy
exists between the student’s actual functioning in
travel skills and the projected level of independence
based on the O&M Specialist’s professional judgment
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the student’s ability to travel safely and
proficiently in a familiar environment (i.e., school,
neighborhood) based on current literature of age
appropriate travel levels and expectations
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the student’s conceptual understanding
and how O&M progress is affected
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to the type of environment
in which instruction is required
(i.e., business district, new school, neighborhood)
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Orientation & Mobility
Severity Rating Scale
Severity of Need Categories
Refers to whether the student has the opportunity to
use O&M skills in the community, at home, etc.
outside of O&M instructional time
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Orientation & Mobility
Severity Rating Scale
Total the right
hand column to
obtain a
“Severity of
Need Score” at
the bottom
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Orientation & Mobility
Severity Rating Scale
Severity of Need Summary
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Orientation & Mobility
Severity Rating Scale
Severity of Need Summary
If appropriate, fill
out the Contributing
Factors to Service
Delivery on the
Student
Performance
Summary by adding
or subtracting .5
points
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Orientation & Mobility
Severity Rating Scale
Severity of Need Summary
Locate the range
which contains the
Final Severity of
Need Score to
determine the
frequency of service
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Orientation & Mobility
Severity Rating Scale
Completion of the O&MSRS
Sam is an 8th grade student in general education classes. He
has a diagnosis of ocular albinism and a recent low vision
examination indicated a visual acuity of 20/200 OU. He has
excellent orientation to his community and can describe routes
from his house to many destinations including the names of
streets in his description. He has experience using public
transportation with family and friends. He rarely has access to a
computer except during directed class time and has little
experience using internet mapping sites for route planning or to
preview unfamiliar destinations.
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Orientation & Mobility
Severity Rating Scale
Discussion
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
The Level of Vision (Medical)
is identical to the O&MSRS
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the student's ability to use vision for all
travel tasks (i.e. movement within the classroom,
school building and community) as reported by the
Orientation & Mobility Instructor
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the student's need for
use and skill level of a white cane
or alternative mobility device
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the ability of the student to communicate
with the O&M Specialist and benefit from instruction.
Students with little ability to communicate with
the O&M Specialist may not benefit from a
high level of direct O&M service
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the impact of the additional needs on the
instructional process. Students whose additional
needs prevent progress in travel skills may not
benefit from a high level of direct O&M service
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the supervision needed to maintain the
safety of the student during travel
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the impact that the student’s level of
concept development has on progress in travel skills
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Categories
Refers to the amount of time needed to manage the
student’s behavior so that learning can take place
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Score
As with the O&MSRS,
total the right hand column to obtain a
“Severity of Need Score” at the bottom
Severity of Need Summary
Fill out the student information
on the second page
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Summary
If appropriate, fill
out the Contributing
Factors to Service
Delivery on the
Student
Performance
Summary by adding
or subtracting .5
points
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Orientation & Mobility
Severity Rating Scale +
Severity of Need Summary
Locate the range
which contains the
Final Severity of
Need Score to
determine the
frequency of service
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Orientation & Mobility
Severity Rating Scale +
Completion of the O&MSRS+
Rochelle is a severely multiply impaired student in a center
based program. Her visual acuity is estimated at 20/100 in both
eyes. There is no suspected field loss. She is able to use a
power chair for independent mobility, however, she frequently
refuses to operate the joystick and waits for staff to drive her to
her destination. When motivated, she is able to negotiate
around furniture and through doors, but at a very slow speed.
She has little expressive language other than some inconsistent
ability to point to symbols on a communication board to indicate
basic wants and needs. She is dependent on others for
transfers and all activities of daily living.
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Orientation & Mobility
Severity Rating Scale +
Discussion
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Vision Services
Severity Rating Scale
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Vision Services
Severity Rating Scale
Each of the eight categories
listed on the VSSRS,
Severity of Need Profile is
structured in terms of the
impact on vision functioning
as it relates to the student's
educational program
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Vision Services
Severity Rating Scale
Severity of Need Categories
Level of Vision (Medical) is identical
to the O&M Scales
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to the student’s level of functional near vision
as determined by the TCVI or TVI (Appendix A)
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Vision Services
Severity Rating Scale
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to the student's primary mode of learning
(i.e., braille, print, print modifications,
auditory, or combination)
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to the student's need for and use of low vision
devices and technology to facilitate maximum
participation in the general education curriculum
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to the estimated time needed by the TCVI or
TVI to modify materials necessary for the student's
participation in their educational program
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to instruction in skills such as auditory and
tactile efficiency, awareness of body in space, social
skills, activities of daily living, etc.
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Vision Services
Severity Rating Scale
Severity of Need Categories
Refers to the amount of time needed for
communication with school personnel, parents,
medical personnel, technology support personnel
and agencies concerning the student’s
educational program.
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Vision Services
Severity Rating Scale
Severity of Need Score
As with the O&M Scales,
total the right hand column to obtain a
“Severity of Need Score” at the bottom
Severity of Need Summary
Fill out the student information
on the second page
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Vision Services
Severity Rating Scale
Severity of Need Summary
Contributing factors are
different so as to
address the additional
needs of students
receiving Vision
Services. Add or
subtract .5 points.
Direct Curriculum
Instruction may receive
more points
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Vision Services
Severity Rating Scale
Severity of Need Summary
Locate the range
which contains the
Final Severity of
Need Score to
determine the
frequency of service
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Vision Services
Severity Rating Scale
Completion of the VSSRS
Ashley is an 11 year girl with a history of retinopathy of
prematurity according to an ophthalmology report. She has no
light perception.
Ashley has received TCVI services since enrolled in Early Intervention
Home Based Service. She is transitioning to Middle School and is
enrolled in general education classes for much of her day. She will
have access to a generic special education resource room for pull out
services.
Ashley is a fluent Braille reader and reads often for pleasure. She
struggles with math and has not mastered basic math concepts. The
TCVI will provide significant follow-up to Ashley’s general education
math class.
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Vision Services
Severity Rating Scale
Completion of the VSSRS cont.
She is demonstrating an aptitude for using the braillenote and
continues to improve in use of it. Use of the computer is
challenging for her and she knows approximately half of the
alphabet keys. She can type 8 words a minute with 60%
accuracy. She is being introduced to JAWS.
A certified braillist is housed at the elementary school and
materials for middle school which are given ahead of time can
be prepared by this person. It is anticipated that some regular
material preparation / adaption will be required of the TCVI
during middle school. A paraprofessional will be available for
Ashley in Middle School and will be assigned to provide
assistance in classes such as Science and Physical Education and
others to be determined.
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Vision Services
Severity Rating Scale
Discussion
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Vision Services
Severity Rating Scale+
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Category 1 refers to the student's level of distance
vision as reported by an eye care / low vision
specialist and category 2 refers to the student's
ability to apply visual skills to the educational setting
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Refers to the impact of these delays
on the student’s ability to benefit from
services from the TCVI / TVI
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Refers to the ability of the student to respond to
stimulation and/or instruction
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Refers to the level of independence
in skills of daily living
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Refers to the estimated time needed by the
TCVI or TVI to modify materials
necessary for the student's participation
in their educational program
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Vision Services
Severity Rating Scale+
Severity of Need Categories
Refers to the amount of time needed for
communication with school personnel, parents,
medical personnel, technology support personnel
and agencies concerning the
student’s educational program
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Vision Services
Severity Rating Scale+
Severity of Need Summary
Contributing factors are
different so as to
address the additional
needs of these
students. Add or
subtract .5 points. Age
of student and
Direction Curriculum
Instruction may receive
more points.
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Vision Services
Severity Rating Scale+
Severity of Need Summary
Locate the range
which contains the
Final Severity of
Need Score to
determine the
frequency of service
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Vision Services
Severity Rating Scale+
Completion of the VSSRS+
Clark is a 3 year old with a history of trauma during delivery. He
has an undiagnosed visual impairment and began a school
program at the beginning of this school year in a program for
students with severe multiple impairments. He does not have a
blink reflex, but parents feel that he recognizes their faces and
he passed a vision screening to the one month developmental
level with an early intervention teacher who is not a vision
services specialist. Clark did not receive services from a Teacher
of the Visually Impaired prior to enrolling in school. He has
extremely low tone and is unable to participate in activities of
daily living. He fusses when he is not held and is difficult to
quiet. Clark is in a classroom where several other children
receive consultation from the TCVI.
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Vision Services
Severity Rating Scale+
Discussion
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Michigan Severity Rating Scales
Survey Findings
Reliability (precision)
Respondents overwhelmingly identified the
scales as measuring the significant factors to
be considered in determining service time for
O&M and Vision Services
Validity (accuracy)
O&MSRS
O&MSRS+
VSSRS
VSSRS+
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above 90%
84%
87%
79%
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Michigan Severity Rating Scales
Caseload Analysis
Service information from the Michigan Severity
Rating Scales
Additional hours per week needed for support
Hours per week for travel
Tools for caseload analysis
http://tinyurl.com/453fy8j
http://tinyurl.com/43ebsrx
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Contact Information
bradleys1@michigan.gov
langendonks@michigan.gov
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Michigan State Board of Education
John C. Austin
President
Casandra E. Ulbrich
Vice President
Nancy Danhof
Secretary
Marianne Yared McGuire
Treasurer
Richard Zeile
NASBE Delegate
Kathleen N. Straus
Daniel Varner
Eileen Lappin Weiser
Rick Snyder, Governor
Michael P. Flanagan
Superintendent of Public Instruction
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