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Download Blank Caseload Summary in RTF

 

Staff Name and Position

# of students
direct & consultation

# of schools served

# hours per/wk of direct

# hours per/wk consultation

# hrs/wk activities in support of instruction

# hours per/wk of travel

# hrs/wk total time commitment

# hours in work week

total # hours over or under
Hardy, Carey
direct: 8

consult: 2

9 12.5 3.5 18 4 38 37.5 .5 hr over
Williams, Tammy
direct: 2

consult: 12

14 4 20 10 5.5 39.5 37.5 2 hrs over

direct:

consult:

               
Total # Staff: 2

# Braille/ Dual Students: 4

direct: 10

consult: 14

23 schools
16.25 23.5
28 9.5 77.5 75 2.5 hrs over
INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload Review Form". For each staff member, add the totals of columns 4,5,6 & 7 and enter the total in column 8. Subtract the figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the staff member's work week required by his/her caseload. Enter that figure in column 10 preceded by a plus or minus.

 

Download Blank Caseload Review form in RTF

Staff Name: Carey Hardy Position: VI teacher

Number of Schools Served: 9 Number of Students Served: 10

Date: May 10, 1995 Number of Braille/Dual Students: 3

Directions: Use the information entered on the "VI Staff Member Caseload Profile" to complete this form. Calculate the total time commitment per week. Enter the number of hours in the staff members' work week on line (1). Enter the time commitment per week on line (2). Subtract line (2) from line (1) and enter the number on line (3). That figure represents the number of hours over or under the work week the staff member's caseload requires and may be a positive (under work week)) or negative (over work week) number.

TIME COMMITMENT PER CASELOAD

NUMBER OF HOURS PER WEEK OF:  
Direct Instruction: (a) 12.5 Number of Students: 8
Consultation Only: (b) 3.5 Number of Students: 2
Activities in Support of Instruct: (c) 18  
Travel (service related): (d) 4  
Total Time Commitment/ Week: (e) 38 Number of Students Served: 10
37.5 (1) Total number of hours in work week, excluding lunch
-- 38 (2) Time commitment per week in service to students and work related travel
-.5 (3) Number of hours over or under hours in the work week

Changes to be made (if needed), plans or concerns:

Note: negative answer indicates time needed over work week.

No major changes are needed. The VI supervisor may consult with the staff member to review his schedule. Opportunities for altering the schedule to accommodate the need for an extra half hour per week should be considered.

(a) DIRECT INSTRUCTION: Students receiving direct instruction from VI staff, as specified by ARD committee decision.

(b) CONSULTATION ONLY: Students served by VI staff on a "consultation only" basis, not receiving direct instruction.

(c) ACTIVITIES IN SUPPORT OF INSTRUCTION: All activities in support of instruction delivered as per ARD committee decision: for example, liaison with other school and non-school personnel, developing and preparation of materials, staff development, etc.

(d) TRAVEL (SERVICE RELATED): Estimate the amount of travel to and from students and executing other job related duties.

(e) TOTAL TIME COMMITMENT PER WEEK: Add lines a, b, c, and d.

VI Program Caseload Summary


Staff Name and Position

(# Braille Students)

# of students

direct & consultation

# of schools served

# hours/ wk of direct

instruct.

# hours/wk consultation only

# hrs/wk activities in support of instruction

# hours/wk

of travel

# hrs/wk

total time commitment per/caseload

# hours in work week

total

# hours

over or

under









# Braille/Dual
direct:

consult:



Total #:

               








# Braille/Dual
direct:

consult:



Total #:

               








# Braille/Dual
direct:

consult:



Total #:

               
Total # Staff:



# Braille/Dual Students:

direct:

consult:



Total #:

               
INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload Review Form". For each staff member, add the totals of columns 4,5,6 & 7 and enter the total in column 8. Subtract the figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the staff member's work week required by his/her caseload. Enter that figure in column 10 preceded by a plus or minus. (See sample)


VI Program Caseload Summary: Sample

Staff Name and Position

# of students

direct & consultation

# of schools

served

# hours

per/wk

of direct

# hours

per/wk

consultation

# hrs/wk

activities in

support of

# hours

per/wk

of travel

# hrs/wk

total time commitment

# hours in work week

total

# hours

over or

Hardy, Carey
direct: 8

consult: 2

9 12.5 3.5 18 4 38 37.5 .5 hr over
Williams, Tammy
direct: 2

consult: 12

14 4 20 10 5.5 39.5 37.5 2 hrs over



direct:

consult:

               
Total # Staff: 2

# Braille/Dual Students: 4

direct: 10

consult: 14

23 schools
16.25 23.5
28 9.5 77.5 75 2.5 hrs over
INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload Review Form". For each staff member, add the totals of columns 4,5,6 & 7 and enter the total in column 8. Subtract the figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the staff member's work week required by his/her caseload. Enter that figure in column 10 preceded by a plus or minus. (See sample)


Proposed VI Staff Caseloads

DATE: COMPLETED BY:

Staff Name and Position # of students

direct & consult

# of schools

served

# hours

per/wk

direct

# hours

per/wk

consult.

# hours

per/wk

in supp.

# hours

per/wk

of

# hours

in

work

total

# hours

over or





#
direct:

consult:

             




#
direct:

consult:

             




#
direct:

consult:

             




#
direct:

consult:

             




#
direct:

consult:

             




#
direct:

consult:

             
TOTALS:

# Braille/Dual Students

direct:



consult:

2









3








4








5








6








7








8








9

VI STAFF MEMBER CASELOAD PROFILE: SAMPLE
STAFF NAME: Carey Hardy

NUMBER OF SCHOOLS SERVED: 9

VI STAFF MEMBER CASELOAD PROFILE

<< SAMPLE >>

** CONFIDENTIAL STUDENT INFORMATION **

NUMBER OF HOURS IN WORK WEEK: 37.5

DATE: May 10,1995

STUDENT NAME 1 SCHOOL & GRADE DIRECT/ CONSULT ONLY % REG SP. ED. SETTING # HOURS/ WEEK/ PER ARD # HOURS/WK ACTIVITIES IN SUPPORT OF INSTRUCTION # HOURS OF TRAVEL PER/WK AREAS OF INSTRUCTION OR CONSULTATION CHANGE NEEDED: AMT OR TYPE OF SERVICE BRL/ DUAL B / D O&M X= YES
SAM Fox / 6 D 100%R 2X1hr/wk 2 hrs/wk .5 hrs/wk soc. skills, organiza. -.5 hr/wk - X
ANN Gray / 5 D 50%R 2X.75 1.5 hrs/wk 0.5 indep.liv. skills, soc. -.5 hr/wk
X
RAY Wren / 3 D 100%R 2X.75 3 hrs/wk 0.5 braille, abac., tech. + 1 hr/wk B X
JOE Tell / 3 D 100%R 2X.75 3 hrs/wk 0.5 SAME AS ABOVE + 1 hr/wk B X
NAT Sun / 7 D 100%R 3X.75 3 hrs/wk 0.25 brl maps, + 2 hrs/wk D X
SARA Sun / 7 D 80%R 2X.75 1.5 hrs/wk 0.25 soc.skills, lv devices     X
AMY High / 2 D 100%R 1X1 1 hr/wk 0.25 organiz., lv devices     X
GRACE Infant D ----------- 1X1 1 hr/wk 0.5 visual dev, language     X
TED Post / 10 C 100%S 2X1.25 1 hr/wk 0.25 adapt. class - 1 hr/wk   X
KATHIE Ray / K. C 100%R 1X1 1 hr/wk 0.5 effic. use of vision     X
TOTAL: 2 8D 2C 3 4 15.75 5 18 hrs/wk 6 4 7 8 + 1.5 hrs/wk 9 3 10 10 11

Completion of this form provides the Work Group with a format for analyzing and comparing caseloads. This form may be completed by VI teachers, O&M specialists and VI paraprofessionals prior to the meeting on caseload analysis. Names of referrals should be added at the end of each staff members' caseload list and clearly marked as such. Information requested includes:

  • Staff Name: Each staff member should complete a separate form listing students served.
  • Number of Schools Served: Enter the total number of schools or sites visited by this staff member, including home visits to infants.
  • Number of Hours in Work Week: Enter the number of hours in the work week, excluding lunch.
  • Date: Always enter the date this form is completed, as caseload changes can be tracked by looking for the most current date.
  1. Student Name: List names alphabetically, last name first.
  2. School/Grade: Enter the name of school and grade level of each student.
  3. Direct/Consult: Indicate if student receives direct instruction or consultation only.
  4. % Regular/Special Education Setting: Indicate the percentage of time spent in regular and special education settings. Example: 80% regular, 20% special education.
  5. # Hours/week per ARD: Indicate the number of hours of service (direct or consultation only) to be provided to each student as per ARD decision. Include the frequency of service, if more than once a week. Example: 1 hour 3x/week = 3 hours/week. Translate monthly, semester or yearly hours into a weekly equivalent for the sake of comparison. Example: 1 hour per month is written 15 minutes per week. These hours should not include any teacher activities in support of instruction (planning, preparation, ARD meetings, inservices, etc.).

    NOTE: For the sake of analyzing the time commitment required to meet students needs, as determined by ARD committee decision, it is requested that times for service be calculated on a weekly basis. This is not to suggest that all students should be seen weekly. Whatever the decision of the ARD committee, that time and frequency of services should be provided.

    • This is an aid to converting times from monthly to weekly.
    • 30 minutes/month = .12 hours/week (7.5 minutes/week)
    • 1 hour/month = .25 hours/week (15 minutes/week)
    • 2 hours/month = .50 hours/week (30 minutes/week)
    • 3 hours/month = .75 hours/week (45 minutes/week)
    • 4 hours/month = 1 hour/week (60 minutes/week)
  6. # Hours per Week of Activities in Support of Instruction: Estimate the amount of time needed to deliver the services mandated by ARD Committee decision. Consider the time commitment for the staff member to fulfill all the roles and responsibilities appropriate to each staff position. Before the VI staff completes these forms, consider a group activity in which a list is made of all possible activities in support of instruction. The results will be more useful if the entire staff is using the same list of activities.
  7. # Hours of Travel Per/Week: Estimate the amount of time spent weekly traveling to and room students and to fulfill other professional responsibilities.
  8. Areas of Instruction or Consultation: Indicate the focus or purpose of the direct or consultative services.
  9. Change Needed/Amount or Type of Service: This column may be left blank prior to the QP/VI group meeting, to be completed after group discussion of each student. When completed, it should reflect any change needed in the amount or type of services the student currently receives. Enter the addition or deletion of time or frequency of services in weekly terms. Examples: +1hour 2x/week or -30 minutes 1x/week. By indicating only additions or deletions in this column the task of arriving at a grand total will be simplified (See Sample)
  10. Braille/Dual: Enter "B" if a student is a braille or pre-braille student. Write "D" for students performing in print and braille.
  11. O&M: Indicate in this column those students receiving orientation and mobility instruction.

The last row on the page provides space for totaling the figures in the non-shaded columns. These should represent numbers of students or numbers of hours per week, depending on the column.

When all options for the most effective use of staff time have been explored, determine how best to meet identified needs and to propose caseloads and staff needed. Use of dually certified staff, employment of braillists, teacher assistants, and/or clerical staff, and staff who are trained to serve all grades and abilities are all options for efficient service provision. Download Blank Proposed VI Staff Caseloads form in RTF (13k) to develop proposed, equitable caseloads.

Factors to consider:

  • Numbers of students determined to need VI services, and the amount, frequency, and type of service required.
  • Geographic location of students, distances to be +traveled, numbers of schools to be served.
  • Numbers, certifications, and abilities of existing staff and the hours they are available to serve VI students.

VI Staff Member Schedule

Complete a schedule for a typical week. Download Blank Schedule and Instructions in RTF (32k)

VI Staff Member Schedule: Sample

NOTE: For purposes of this sample, the following were used:  Direct instruction-blue (*), Consultation only-pink (!), Activities in support of service-green (no Character indicator), +travel-yellow (+), %LUNCH-orange (%). Analyze time spent as it relates to service delivery needs. Meetings, planning, staff development, preparation, ARDs are "Activities in Support of Instruction." (Sample developed by K. Preece, Denton ISD)

Sample Schedule
Time/DayMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY
8:00 - 8:15 office:pickup *start morning office: note to ard/ new student !work w/ ted
8:15 - 8:30 referral forms *w/ ray & joe parents

"

!& teacher on
8:30 - 8:45 ECI staffing

*(brl students)

+travel to school *start morning !routines
8:45 - 9:00 on new baby

*"

*work w/ sara *w/ ray & joe !
9:00 - 9:15 +travel to school *work w/ nat *(social skills) *work w/ nat +travel to school
9:15 - 9:30 observe sam *(braille) +travel to school *(braille) !work w/ kathie
9:30 - 9:45 in classroom *(abacus) *work w/ nat *(abacus) !& teacher: use
9:45 - 10:00 drop off brl accompany *on braille phone office !of vision
10:00 - 10:15 transcribe brl student to see

*"

+travel to school !consult w/ o.t.
10:15 - 10:30 meet w/ tchr ophthalmologist +travel to school !check on ted +travel to office
10:30 - 10:45 phone parent

"

amy absent !cons. w/ teacher VI staff meeting
10:45 - 11:00 transcribe brl

"

+travel to office phone office Quality
11:00 - 11:15 *work w/ sam

"

note to parent *work w/ sam Programs
11:15 - 11:30

*(social skills)

!work w/ ted phone parent *(braille)

"

11:30 - 11:45

*(organization)

!& teacher

%LUNCH

*(recreation skills)

"

11:45 - 12:00

*"

!(observe class)

%LUNCH

*"

"

12:00 - 12:15

*"

!routines) meet w/ VI staff +travel to school

"

12:15 - 12:30 %LUNCH +travel to office +travel to home *work w/ ann

"

12:30 - 12:45 pick up forms work on lma kit *work w/ grace &

*(independ. living)

+travel to school
12:45 - 1:00 travel to school prepare for ARD *mom (infant) *work w/ ray & *work w/ sara
1:00 - 1:15 *work w/ ann

"

*"

*joe: prepare

*"

1:15 - 1:30

*(independent

"

*"

*for regional

*"

1:30 - 1:45

*living skills)

"

+travel to office *technology

*"

1:45 - 2:00 !consult/tchr !phone/consult meet w/ district *olympics

%LUNCH

2:00 - 2:15 travel to office !w/ teacher diagnostic staff *competition

%LUNCH

2:15 - 2:30 call parent, memo/supervis,

"

%LUNCH

+travel to school
2:30 - 2:45 tx commission plan parent

"

%LUNCH

*work w/ sam
2:45 - 3:00 f/t blind, forms meeting, devel.

"

lesson planning

*(independent

3:00 - 3:15 set up folder infant referral xerox for parent

"

*living: meal

3:15 - 3:30 for student form, info to mh meeting, lesson

"

*preparation)

3:30 - 3:45 select instruct. teacher on planning, phone

"

+travel to office
3:45 - 4:00 materials, switches, etc. calls meet w/ VI staff documentation

The following excerpts are taken from the Revised Administrative Rule for Special Education (Including revisions effective July 1, 1987; September 16, 1989; August 17, 1990; June 29, 1994; and January 2, 1996)

R 340.1749 Teacher consultant: caseload; responsibilities.

Rule 49. (1) The teacher consultant for special education shall do 1 or more of the following:

(a) Provide instructional services to students who are enrolled in special education programs. Instructional services are supportive of the special education teacher. A teacher consultant shall not grade, give credit for, or teach a regular education or a special education subject, class, or course.

(b) Provide instructional services to a student whose handicap is such that the student may be educated effectively within a regular classroom if this service is provided to the student. Instructional services are supportive of the regular education teacher. The teacher consultant shall not grade, give credit for, or teach a regular education subject, class, or course.

(c) Provide consultation to education personnel on behalf of handicapped persons on the consultant's caseload.

(d) Work as a member of a multidisciplinary evaluation team to assist in the evaluation of the educational needs of persons suspected of being handicapped.

(2) The teacher consultant shall carry an active caseload of not more than 25 handicapped students. All students served under this rule shall be counted as part of the caseload. In establishing the caseload, consideration shall be given to time for all of the following:

(a) Instructional services

(b) Evaluation

(c) Consultation with special and regular education personnel

(d) Report writing

(e) Travel

(3) The teacher consultant shall not serve in supervisory or administrative roles.

R 340.1743 Visually impaired programs.

Rule 43. (1) Specific requirements for programs and services for the visually impaired are as follows:

(a) Class size shall be determined by the severity and multiplicity of the impairments of the visually impaired students. A special class with 1 teacher shall have an enrollment of not more than the equivalent of 8 full-time students, and the teacher shall be responsible for the educational programming for not more than 10 different students.

(b) The curriculum shall include instruction in orientation and mobility, assistance in early development of comprehensive communication skills, personal adjustment education, and prevocational and vocational experience. The public agency shall insure that low vision aids, excluding prescription eye glasses, are available and functioning properly.

(c) An agency operating special education programs and services for the visually impaired may also operate a program of transcription of education materials into Braille pursuant to R 388.261 to R 388.265 of the Michigan Administrative Code.

(2) The Michigan School for the Blind shall be considered a part of the total continuum of services for visually impaired persons. The following procedures are necessary for admission:

(a) A request for assignment to the Michigan School for the Blind shall be submitted by the intermediate school district superintendent, or his or her designee, to the superintendent of the Michigan School for the Blind.

(b) Before application, the person shall have been identified by the referring school district as visually impaired pursuant to R 340.1708.

(3) The resident district shall conduct the individualized educational planning committee meeting which initiates an assignment into the Michigan School for the Blind. Representatives of the intermediate school district of residence and the Michigan School for the Blind shall be invited to participate in the individualized educational planning committee meeting. Subsequent individualized educational planning committee meetings shall be reconvened pursuant to R 340.1722c.

Based on these rules, the following chart was produced to assist teacher’s of the visually impaired with managing their caseload. A section for O&M services has been included for teachers with this certification. The Severity Rating and Frequency of Service should be recorded from the Vision Severity Summary Chart. In addition, the teacher of the visually impaired should record the Evaluation Time, the Report Writing Time and the Travel. Each student's time can be totaled on the far right of the chart. The Grand Total of Time, located at the bottom, should then reflect the entire amount of time required for the caseload.

Efforts must be made to make the most efficient use of staff time. There can be many ways of using staff to meet student needs. This is an area where creative thinking may be necessary.

Ideas for efficient use of staff time:

  • Reduce or eliminate any non-instruction related tasks by providing clerical and/or braillist assistance. A well trained braillist or teacher assistant can greatly reduce the amount of time professional staff spends in material preparation and follow-up to instruction.
  • Evaluate whether the staff is providing appropriate amounts and types of services. If possible, reduce the frequency and increase the time per lesson, to eliminate unnecessary travel.
  • Reduce amount of travel by scheduling student service efficiently. Assign caseloads geographically.
  • Develop a "cancellation system" to inform the VI teacher of absent students.
  • Conduct periodic supervisory reviews of staff schedules to assist staff in maintaining an efficient schedule.
  • Consider establishing "cluster schools" to meet high intensity, short term needs of selected students, such as beginning braille students.
  • Train other school personnel to perform some tasks which would enhance their capabilities and reduce the need for VI staff time. This might include instructing school nurses in vision screening of students with multiple impairments and early childhood students, and training teachers of students with multiple impairments in increasing student's functional use of vision.
  • Creative use of flexible work hours and/or "comp" time can make a difference in the staff's ability to provide needed services. Examples of services often provided during non-school hours are: night orientation and mobility evaluation and instruction, and recreation and leisure programming.

The staff will meet as a group to develop three maps of the school district indicating:

  • the location of each student
  • the campuses assigned to each teacher
  • the campuses assigned to each O&M

Guidelines for assigning students to teacher caseloads:

  • Each VI teacher will work with at least one braille student, if possible, to maintain proficiency in braille and non-academic compensatory skills. This will be the first division of students.
  • Only one VI teacher will work on a specific campus, if possible, to ensure efficient travel and allow staff members to develop relationships with other school personnel on campuses. On campuses where the student VI population is very large, more than one teacher may be assigned.
  • Efforts will be made to equalize hours of service, with consideration for a mixture of direct and consultative student assignments.
  • The geographic location of schools will be considered when assigning students to caseloads, to minimize travel time.
  • One VI teacher will be assigned to the year-round schools to serve students with visual impairments in that program. The O&M staff works an extended year and can serve year- round students as needed. Staff will be assigned, as appropriate, to meet the needs of that program.
  • The VI staff has proposed assigning students across age and ability levels to each teacher starting in the upcoming school year. This will allow more flexibility among district staff and is desirable from the standpoint of individual professional development. The staff acknowledged the need to share expertise with each other for mutual support as they learn about students with different abilities and needs.
  • Students will be assigned to a new VI teacher and O&M specialist at least every three years, when possible.
  • New students and referrals will be assigned by the VI staff and supervisor. The staff and supervisor will review caseloads at least quarterly.

The following are factors to consider in determining equitable caseloads. This allocation should be reevaluated periodically, especially when students enter or leave the program and at the beginning and end of the school year. The VI staff and a member of administration should be involved. This activity should be addressed from the point of view of meeting student needs, NOT as an exercise in dividing available teacher time among students.

  • Determine the number of hours per day worked by each teacher or O&M. This should include planning time but exclude lunch.
  • Assure that each student on the Master List is in need of VI services.
  • Develop proposed ranges for amount of services to students: i.e., direct service, consultative service, service to braille students, service to infants. Determine how many students there are in each category of service delivery.
  • Consider the amount of time required to serve each child appropriately, including instruction time, consultation time, travel time, ARD, planning & testing, etc. One method is to:
    1. determine the amount of instruction or consultation time needed according to ARD/IEP recommendation,
    2. add to that an appropriate amount of time to include planning, ARD's, etc.- consider doubling the amount of time for instruction and/or consultation, and
    3. add time for travel to
    4. arrive at an estimate of the total amount of time required for each student.
  • Allow time to complete other duties as assigned, (i.e., lead teacher duties and other jobs if VI teacher is employed part-time in another job.)
  • Consider the total numbers of students in need of services and their geographic locations. Determine the number of schools to be visited; keep numbers equitable and assign one teacher per school.
  • The scheduling of students into a VI itinerant teacher's caseload should give priority to the VI teacher's schedule, otherwise travel time and costs are excessive and VI teacher time is wasted.
  • Allocate students to teachers based on the above referenced considerations.
  • Assure that staffing is adequate to meet student needs including instructional staff, related service personnel and support staff.

Toolbox Editors' Note: The caseload analysis method from Quality Programs for the Visually Impaired (QPVI) was developed by Nancy Toelle and sponsored by the Texas Education Agency. For more information about the entire QPVI program, see the Resources Section of the Toolbox.

Excessive caseloads often contribute to feelings of ineffectiveness for VI professionals. If there is insufficient staff to meet the needs of all students, poor services are often the result. Without an objective view of caseloads, appropriate staffing is difficult. Examples of practices that result in inappropriate caseloads and staffing are: random allocation of students among staff members, the addition of students to caseloads without evaluating their impact on the caseload, the absence of supervisory participation in assigning students to caseloads, and ineffective scheduling. Another common practice is that of the teacher who fills a part-time VI position as well as another part-time position, but who is actually given the workload of a two full-time positions. Because of the many complex issues involved, the question of what constitutes an equitable caseload is not an easy one to answer. If no process is in place to guide this activity, the outcome is often unsatisfactory.

It is important to note where caseload analysis occurs during the course of the QP/VI Self-Study. A full caseload analysis is conducted as the seventh key component after many other aspects of the VI Program have been considered, discussed and decided upon. Consultants conducting the QP/VI process are frequently asked to address caseloads at the onset of the Self-Study, as caseload problems frequently exist. A cursory look at caseloads to detect any emergency situations is often helpful, but conducting a full fledged caseload analysis at the beginning of the Self-Study can be counter productive. To do the analysis prior to making preliminary program decisions would be to base the analysis on information that is subject to revision. A great deal of effort may be wasted with little benefit to the program.

VI Staff Caseload Analysis Materials

The following is a description of materials and suggestions for using them to analyze staff caseloads. These suggestions are intended to address those situations commonly found among VI Programs. The resulting data can be used to make staffing and other caseload allocation decisions.