Quality Programs for Students with Visual Impairments (QPVI) is a model process for providing technical assistance to public school districts in the development, improvement and documentation of programs serving students with visual impairments (VI).

In 1985, Nancy Toelle began developing the process in some local districts in Texas. Large and small school districts have used the process in urban and rural areas across the country. Annual training for facilitators occurs at the Texas School for the Blind and Visually Impaired. It is now in its second decade and has been totally revised.

Quality Programs for the Visually Impaired has been in Michigan since 1992. Districts who have been involved in the QPVI Process are:

• Battle Creek Public Schools
• Calhoun ISD
• Kalamazoo ISD
• Livonia Schools

For the 2006-07 school year:

• Detroit Public Schools
• East Grand Rapids Public Schools
• Kalamazoo ISD
• Livonia Public Schools

The districts are looking to improve their programs using this process. We look forward to our new and previous districts joining us for a great adventure in learning.

The process is broken down into three phases: Phase One/ Self-Study is an intensive review of the districts current program and components.

Phase Two/Priorities for Change is a process for documenting program strengths and addressing deficits.

Phase Three/ Proactive Planning is an ongoing effort by VI and administrative staff to maintain quality programming by becoming proactive rather than reactive. The goal is to foster growth and development while meeting the changing needs of students.

BENEFITS OF IMPLEMENTING THE QPVI PROCESS

The QPVI Process:

1. Develops a clear sense of the purpose of services to students with visual impairments by adopting goals and standards.
2. Establishes a common understanding of who should receive VI services, within the guidelines of state law, State Board of Education Rules, and federal law.
3. Allows caseloads to more accurately reflect students in need of services.
4. Determines the number and type of staff required to adequately meet student needs based on accurate student numbers and needs.
5. Allows VI staff to work together to adopt program standards in areas such as: assessment, skills taught, referral procedures.
6. Brings the district or co-op up to date by incorporating a "promising practices" approach.
7. Identifies needed teacher training in areas of the expanded core curriculum, including: Braille, abacus, low vision training, slate/stylus, social skills, skills for independent living.
8. Clarifies the roles and responsibilities of staff, parents, and students.
9. Increases staff effectiveness and satisfaction.
10. Improves communication between staff members, parents, administration, regular educators, service agencies, and others.
11. Adapts itself to the district, co op, or region to meet unique needs.
12. Assures carryover in the event of personnel changes. A program documented by a handbook remains in place.
13. Improves parent understanding of their child's services and improves relations with school staff.
14. Assures that critical skills will be taught in a timely manner.
15. Prepares diagnostic personnel for assessment of the VI population.
16. Improves services to specialized populations of students, such as: students with multiple impairments, infants, students who are DeafBlind, etc.

For detailed information about Quality Programs for Students with Visual Impairments, visit the Texas School for the Blind Web site .

For more information about the Michigan QPVI Process please contact: Collette Bauman baumanc@michigan.gov (800) 622-6730 x11478.