Search
/ Statewide Resources / Professional Development / VISSPA / VISSPA Sample Completed Forms

VISSPA Sample Completed Forms

Completed forms to show examples and guide VI professionals to complete the VISSPA.

Purple VISSPA logo in the shape of the state of Texas with VISSPA written on it. To its lower left are two bluebonnets. To the right of the Texas image are the words Visual Impairment Scale of Staffing Pattern Analysis.

Below are scenarios for five VI professionals.

Download the Adobe Acrobat VISSPA scenario and the associated VISSPA form.

VISSPA Scenario – Donna

Donna is dually certified as a teacher of students with visual impairments (TSVI) and an orientation and mobility (O&M) specialist. She works in one small rural school district where she serves the students for VI and O&M. She has taught in the district for 10 years as the TSVI and just started serving the students as the COMS after receiving her COMS certification this summer. She is being mentored for O&M by a COMS that is 1 hour away in a large urban district. She has 10 students for VI; 6 receive direct and collaborative consultation services and 4 receive collaborative consultation only. Of the caseload of 10, 5 of those also receive O&M. She has one high school student learning braille that she sees 4 days a week and one 2-year-old infant who is blind that she serves at home 4 days a week. The remainder of her caseload includes 2 students with low vision in middle school and 6 students with visual and multiple impairments in elementary, middle, and high school. Donna’s combined VI and O&M caseload is 15 students. Download the VISSPA scenario for an overview of Donna’s workload, aligned with the VISSPA categories.

VISSPA Scenario – Jeremy

Jeremy is new to his role as a full-time COMS working for a large, urban school district. He has a caseload of 17 students on 10 different campuses. He is working with two infants and one preschool-aged child in an Early Childhood Special Education (ECSE) program. The remainder of his caseload is made up of upper elementary, middle, and high school students where lessons include bus travel and/or preparing for the transition to a middle or high school campus. He has three students who receive collaborative consultation without direct service. Six students receive direct instruction once a week, including collaborative consultation. Five students receive direct and collaborative consultation services twice a month. Jeremy meets with his mentor weekly. Download the VISSPA scenario for an overview of Jeremy’s workload, aligned with the VISSPA categories.

VISSPA Scenario – Marsha

Marsha is a very solid and experienced full-time COMS with a caseload of 27 students. She covers 10 districts and travels 1 hour to her first student and one hour to home at the end of the day, but this time is not counted as her work time. She has 10 students who are receiving collaborative consultation without direct instruction. Thirteen students receive direct instruction 1-2 times a week, including collaborative consultation. She has four students who receive direct /collaborative consultation once a month. Her caseload of 27 includes 11 students with visual and multiple impairments. She has no infants at this time. She is a trained mentor who supports one new COMS in a neighboring district. Download the VISSPA scenario for an overview of Marsha’s workload, aligned with the VISSPA categories.

VISSPA Scenario – Rachel

Rachel is a TSVI and TDB/TSDB with a caseload of 14 students in a large urban district. She visits a total of 8 school/home settings. Rachel’s caseload includes these students:

  • Six students who are deafblind and also served through the Capital Area Regional Day School Program for the Deaf (RDSPD). Of these, 4 of the 6 are proficient communicators and 2 are emerging communicators;
  • Two students who are deafblind and served in a self-contained classroom;
  • Four students who are deafblind and served in general education with collaborative consultation and no direct TSVI or TDB/TSDB services;
  • One student who is deafblind with a progressive hearing loss in an 18+ program who uses uncontracted braille for functional purposes; and
  • One student with low vision who is in a general education setting.

Download the VISSPA scenario for an overview of Rachel’s workload, aligned with the VISSPA categories.

VISSPA Scenario – Teresa

Teresa has been a TSVI for 10 years and works in a large urban district with a caseload of 14 students. She typically starts and ends her day at a centrally located office. She visits a total of 11 schools/homes/daycare settings. Teresa’s caseload includes 1 student with progressive vision and hearing loss, 5 with low vision, 7 with additional disabilities, and 1 young student who is learning braille. Download the VISSPA scenario for an overview of Teresa’s workload, aligned with the VISSPA categories.