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Decrease font sizeLegibility:ResetLow brightnessBest legibilitySans serif Serif Bold Layout width:LiquidFullLiquidFullTopFollow usTexas School for the Blind and Visually Impaired - FacebookTexas School for the Blind and Visually Impaired - TwitterTexas School for the Blind and Visually Impaired - YouTubeTexas School for the Blind and Visually Impaired - PinterestTopSearch TopTexas School for the Blind and Visually Impaired1100 West 45th St., Austin, TX 78756 - (512) 454-8631Main menu HomeAbout TSBVISchool Year ProgramShort-Term ProgramsOutreach / Technical AssistanceOnline LearningPublicationsResourcesContact Us TopMain content Alert messageHide this messageOK Introduction VISSIT Introduction One of the requirements of a teacher of students with visual impairments (TVI) working in an rambler service wordage model is to recommend the type and value of TVI service for each student. This visualization is often made in a variety of ways, but this recommendation is hair-trigger in ensuring student success. There are two types of service provided to students with visual impairments:Uncontrivedinstruction from the TVI, and Support for others on the educational team, including other special education and unstipulated education teachers, paraeducators, family members, related service providers, other school personnel, and polity partners (Pogrund, Darst, & Munro, 2015). The Individuals with Disabilities Education Act (IDEA) requires that instructional goals be based upon evaluation of present levels of performance (United States Department of Education, IDEA, 2004, [§300.320(a)(1)]. The Service Intensity Subcommittee of the Texas Action Committee for the Education of Students with Visual Impairments embarked on a journey of creating a tool that unfluctuating rambler service recommendations to ExpandedCadreCurriculum (ECC) programming based upon student need as demonstrated in the results of student evaluations (Pogrund, Darst, & Munro, 2015). Evaluation, instruction, and collaboration in the ECC are the primary roles for TVIs. Therefore, the VISSIT was ripened virtually the nine areas of the ECC. Evaluation for students with visual impairments includes all relevant evaluations in the nine areas of the ECC and current versions of the student's functional vision evaluation and learning media towage (Pogrund, Darst, & Munro, 2015). The nine areas of the ECC that should be evaluated are: Compensatory skills Assistive technology Social interaction skillsSelf-sustainingliving skills Career education Sensory efficiency skills Recreation/leisure skills Orientation and mobility Self-determination Based on evaluation results, a TVI will use the VISSIT to determine the recommended value and frequency of TVI services. For the purposes of this scale, services are specified in two separate categories. The first type of service addressed on the VISSIT is direct intervention from a TVI. The second type of service addressed by the tool is collaborative consultation from the TVI with members of the student's educational team, including family. A student may have a very upper need in some areas of the ECC, but some team member other than the TVI may be providing the service to meet this need (e. g., self-sustaining living skills may be an zone of upper need for the student, but the occupational therapist and special education teacher could be providing the majority of the services).  Family support needs are crucial for ensuring carryover and generalization of expanded cadre curriculum skills, and they are included as a separate element in the scale (Pogrund, Darst, & Munro, 2015). The VISSIT will help develop recommendations for the value of time for TVI instructional services (direct and collaborative consultation) per individual student. The VISSIT does not consider any other factors other than student need. Other factors that might impact overall TVI workload are not addressed by the VISSIT. These workload factors include material preparation, travel distances between schools, number of IEP meetings, or specimen management time (Pogrund, Darst, & Munro, 2015). Based on a national validation study conducted in 2016, it has been unswayable that the VISSIT is a valid and reliable tool that can be used to recommend value of service for students with visual impairments. Consequential validity (intended and unintended consequences of test [or tool] interpretation and use)of the VISSIT is supported by 87% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and by 87% of the participants stating that the tool's results directly translated into the type and value of service they would recommend Social validity (the reputation of and satisfaction with intervention procedures) was supported by 89% of the participants stating that the VISSIT was easy to use as a tool to determine service time. Social validity of the tool's usefulness was moreover supported by 93% of the participants saying that they would use the VISSIT in the future For establishing content validity, the CVR (content validity ratio - Lawshe) was calculated by dividing the number of experts (* only state if asked well-nigh a number: *between 49 and 51 depending on the question) that arrived at an winning relevance for each item - 3 (quite relevant) or 4 (highly relevant), by the total number of experts evaluating relevance of each items.  A CVR was completed for each item, and then the overall content validity alphabetize (CVI) was calculated for the unshortened instrument’s content validity.  For the item to be considered highly valid, the CVR has to be at least .29 for each item (n=40).  All items on the VISSIT scale were considered highly relevant with the highest item CVR stuff .94, and the lowest CVR on an item was .54.  The CVI (or content validity of the unshortened instrument) was .83, indicating that the content of the unshortened instrument was highly valid. The rating scale used by the participants to evaluate the unshortened set of items was a Likert scale of one to five, with one stuff the rating that indicated the final score represented the student's need for TVI service.  A factor wringer was conducted on the survey results, and the resulting Cronbach's start for the internal consistency reliability for the set of all items on the unshortened VISSIT is .955.  A scale is found to be reliable at .7 and over for the Cronbach's start score.  The Cronbach'sStartscore supports the VISSIT's significant reliability in that the items on the scale were all related to measuring student need for TVI service. *Prior to using the VISSIT, go to Frequently Asked Questions, as you may find answers to many of your questions here. For questions, please contact Rona Pogrund at .  References Pogrund, R. L., Darst, S., & Munro, M. (2015). Initial validation study for a scale used to determine service intensity for rambler teachers of students with visual impairments. Journal of Visual Impairment & Blindness, 109(6), 433-444 . United States Department of Education. (2004). Regulations: Part 300.320. In Building the legacy: IDEA 2004 (Child with a disability). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CD%2C300%252E320%2C   TopAdditional resources (right column) VISSIT Menu IntroductionOverviewInstructionsVISSIT Form (Download DOC)VISSIT Form with Instructions (Download PDF)VISSIT Form without Instructions (Download PDF)FAQsReferencesSample Completed FormsO&M VISSIT Introduction TopTop. Jump to top of the page.Footer These works are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. DISCLAIMER: TSBVI provides external links solely for our users' information and convenience. 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