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The Michigan Vision Services Severity Rating Scale

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The Michigan Vision Services
Severity Rating Scale
Low Incidence Outreach
702 W. Kalamazoo St.
PO Box 30742
Lansing, MI 48909
Revised June 2021
State Board of Education
Ellen Cogen Lipton
Tom McMillin, Treasurer
Judith Pritchett
Pamela Pugh, Vice President
Nikki Snyder
Jason Strayhorn
Tiffany Tilley, NASBE Delegate
Casandra E. Ulbrich, President
Ex Officio Members
Gretchen Whitmer, Governor
Dr. Michael F. Rice, State Superintendent
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
1
Introduction
The Vision Services Severity Rating Scale (VSSRS) has been developed to assist
the Teacher Consultant for the Visually Impaired (TCVI) or Teacher of the Visually
Impaired (TVI) in making recommendations for services to students who are blind
or visually impaired in the state of Michigan. It should be stressed that the Severity
Rating Scales are not assessment/evaluation instruments, but rather tools for
assisting in determining service delivery times.
Each of the seven categories listed on the VSSRS Severity of Need Prole is
structured in terms of the impact on vision functioning as it relates to the student’s
educational program. When using the VSSRS, criteria provided within each of the
categories is not all inclusive and many criteria overlap from one severity of need
level to the next. Additional factors may inuence the selection of the severity of
need level by the teacher.
Rationale
A task force consisting of TCVIs and TVIs throughout the state of Michigan and
from the Michigan Department of Education Low Incidence Outreach (MDE-LIO)
was formed to continue the process of revising the VSSRS and to address the
standardization of service delivery to students who are blind or visually impaired.
Proposed revisions were presented and discussed during working sessions at the
2010 Michigan Association for Education and Rehabilitation (MAER) of the Blind
and Visually Impaired conference. The need for consistency when determining the
educational needs of the visually impaired was the main focus. The Revised VSSRS
is the result of extensive discussion in each of these discussions.
Purpose and Development
The purpose of this manual is to dene criteria and guidelines for using the VSSRS
with students identied as visually impaired. It is primarily intended for use with
students in general education settings and may be applicable for some students
with additional mild impairments. Further, it is intended to assist the Individualized
Education Program (IEP) team in the selection of a vision service delivery model
for existing as well as students who are newly identied as visually impaired. The
VSSRS will also be used to document change of frequency of services for students
who are already identied as visually impaired.
A Revised O&MSRS may be completed for:
1. Initial assessment
2. IEP team meeting
3. End of each school year
4. Visual status changes
5. Placement changes
6. Other
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
2
Suggested steps for the Evaluation of a Student with a Visual Impairment:
1. Assess the student to determine his or her strengths and needs using a
variety of assessment tools.
2. Complete the VSSRS to determine service delivery times.
3. Include recommendations of vision services in the TCVI or TVI report and
share at the IEP team meeting.
The VSSRS consists of the following seven categories:
• Level of Vision (Medical)
• Functional Near Vision
• Reading Medium
• Low Vision Devices/Technology
• Material Preparation
• Compensatory Skills
• Communication With Student’s Team/Pertinent Individuals
The Severity of Need in each of the scales is sequentially structured to correlate
the degree of need for intervention/instruction from a TCVI or TVI, based on the
severity of a student’s visual impairment and educational needs.
Each of the categories is structured in terms of impact on the educational
program as it relates to the student’s age-appropriate needs. The Severity of Need
descriptors within each category purposely overlap to some degree. To aid the
TCVI/TVI in the selection of the Severity of Need that is most characteristic of the
student with a visual impairment, additional evaluations may be necessary.
Category Definitions for the VSSRS
The VSSRS is primarily intended for use with students in general education
settings and may be applicable for some students with additional mild impairments.
It was developed for use with students in grades K–12 but could apply to students
in preschool settings at the discretion of the certified TCVI/TVI.
•
Level of Vision (Medical): refers to the student’s distance vision and/or
peripheral vision as reported by an eye care specialist.
• Functional Near Vision: refers to the student’s level of functional near vision
as determined by the TCVI or TVI (Appendix A).
• Reading Medium: refers to the student’s primary mode of learning (i.e.,
braille, print, print modications, auditory, or combination).
• Low Vision/Technology: refers to the student’s need for and use of low vision
devices and technology to facilitate maximum participation in the general
education curriculum.
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
3
• Material Preparation: refers to the estimated time needed by the TCVI or
TVI to modify materials necessary for the student’s participation in his or her
educational program. Additional material preparation may be completed by a
teaching assistant/paraprofessional/braillist but is not to be considered for this
rating scale.
• Compensatory Skills: instruction in skills such as auditory and tactile efciency,
awareness of body in space, social skills, activities of daily living, etc.
• Communication With Student’s Team/Pertinent Individuals: 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.
Contributing Factors to Service Delivery
Other factors may inuence the selection of a service model that may not be
mentioned in the Severity of Need Prole. If appropriate, those factors which
inuence a modication of the frequency of service may be marked.
A choice of one or more of the Contributing Factors to Service Delivery on the
Severity of Need Summary may increase or decrease the frequency of service that
is indicated by the Final Severity of Need Score.
The following factors may be considered:
• Age of student
• Attendance
• Availability of materials/equipment
• Consultation and coordination of Expanded Core Curriculum activities
• Progressive condition
• Recent vision loss
• School staff need for support
• Student cooperation
• Training of Paraprofessional/Teaching Assistant/Braillist
• Transition to new school/building
• Travel time
• Numerous accommodations provided by TCVI/TVI
• Direct Curriculum Instruction—Occasionally, the TCVI or TVI is the staff
person responsible for all or the majority of curriculum instruction in math,
reading, or another subject. In this situation, an additional one to four points
may be applied to the Severity of Need score.
• Other
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
4
Recommendations of Services
• Monitor One to Three Times per Year: The student requires vision services to
be monitored by a TCVI or TVI, one to three times per school year.
• Three to Five Times per Year: Contact by the TCVI or TVI may be with the
student or other pertinent individuals, three to five times per school year.
• One Time per Month: The student is seen directly, or on a consultative basis,
by the TCVI or TVI once a month. Services may consist of direct instruction or
consultation with the student and other pertinent individuals.
• Two to Four Times per Month: The student is seen directly by the TCVI or TVI
two to four times a month for 30 to 60 minutes each session. In addition, the
certified TCVI or TVI may provide consultation with pertinent individuals.
• One to Two Times per Week: The student is seen directly by the TCVI or TVI
one to two times per week for 60 to 120 minutes each session. In addition,
the certified TCVI or TVI provides regular communication with pertinent
individuals.
• Three or More Times per Week: The student is seen by the TCVI or TVI three
or more times a week for 60 to 180 minutes each session. This
recommendation is designed primarily for a student who requires an inclusive
program in all areas of instruction related to an appropriate educational
program.
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
5
Directions for Completing the Vision Services Severity of Need Profile
and Severity of Need Summary
The Severity of Need Prole and Severity of Need Summary can be found at the
end of this document.
1. Category names are listed vertically along the left hand side of the Vision
Services Severity of Need Prole Worksheet. Refer to denitions on the
preceding page as necessary.
2. Descriptors are listed horizontally for each category. The descriptors are listed
sequentially in terms of severity of need, from none to profound.
3. The numbers attached to each severity of need are considered part of a
continuum. The specic number under each severity of need name is the nu-
merical rating to be given for that level. For example, under Mild, a numerical
rating of 1 is possible, while under Severe, a numerical rating of 3 is possible.
4. For each category, mark the descriptor that best describes the student. Place
the appropriate severity of need number in the right hand column (Severity
Score Column).
5. Total the right hand column to get a Severity of Need Score.
6. If appropriate, ll out the Contributing Factors to Service Delivery on the
Severity of Need Summary by adding or subtracting 0.5 points. This number
will be combined with the Severity of Need Score on the Severity of Need
Prole and the result will be placed in the Final Severity of Need Score box on
the Severity of Need Summary.
7. Using the Severity of Need Summary, refer to the table titled “Severity of
Need Score and Frequency of Need.” Locate the range which contains the Fi-
nal Severity of Need Score to determine the frequency of service.
The Michigan Vision Services Severity Rating Scale, June 2021
Michigan Department of Education, Low Incidence Outreach
6
Appendix A
Table of Approximate Functional Near Visual Acuity Equivalents
These notations serve as an indication of the approximate relationship between
metric notation, font size and common reading materials.
Metric Point Size Equivalent Reading
0.5 5
0.8 8
(example)
Newspaper
1.0 10
(example)
High school texts
1.2 12 (example)
1.6 16 (example) Children’s books
2.0 18 (example) Large print books
2.5 24 (example)
3.0 28 (example)
4.0 36 (example) Newspaper sub titles
5.0 48 (example)
6.0 60 (example) Headline
8.0 80 (example)
7
Revised June 2021
Please use Guidelines to complete form
Vision Services Severity Rating Scale (VSSRS) Revised 2021
Severity of Need Profile
Student: Birthdate: Grade/Program: Date:
Severity of Need
None
0
Mild
1
Moderate
2
Severe
3
Profound
4
Score
(1a) Level of Vision
(Medical)
Distance Acuity
20/40 – 20/70 20/70 – 20/100 20/100 – 20/400 20/400 – Count ngers
Light perception to nil
(If selected skip 1B)
(1b) Level of Vision
(Medical)
Peripheral Field
Full eld
90 degree-30
degree Field
30 degree–10
degree Field
10 degree Field or less
(2) Functional Near
Vision (Appendix A)
Reads 9 to 12
point font
Reads 14 to 18
point font
Reads 20 to 26
point font
Reads 28 to 36
point font or larger
Unable to read print
(3) Reading Medium
Regular print reader/
procient braille reader/
pre-reader
Large print reader
Print needs vary.
Occasional modications
needed (CCTV, magnier,
etc.)
Dual reading mediums:
print/ braille/ auditory
Learning new reading
medium (braille, auditory,
technology, etc.)
(4) Low Vision Devices/
Technology
No instruction needed
Mastery of devices/
limited instruction
Review or rene skills
using existing devices
Instruction in
additional functions of
existing devices
Introduction of
technology, equipment,
skills (i.e. notetaker,
screen reader)
(5) Material Preparation
None
Occasional preparation
and modications needed
Monthly preparation and
modications needed
Weekly preparation and
modications needed
Daily preparation and
modications needed
(6) Compensatory Skills
No instruction needed
Occasional instruction
and input needed
Monthly instruction and
input needed
Weekly instruction and
input needed
Daily instruction and
input needed
(7) Communication
with Student’s Team/
Pertinent Individuals
Student successfully
advocates for self
Occasional
communication
necessary
Monthly communication
necessary
Weekly communication
necessary
Daily communication
necessary
Severity of Need Score
Michigan Department of Education – Low Incidence Outreach
8
Revised June 2021
0
Please use Guidelines to complete form
Vision Services Severity Rating Scale (VSSRS) Revised 2021
Severity of Need Summary
Student: Birthdate: Grade/Program: Date:
CONTRIBUTING FACTORS TO SERVICE DELIVERY
If appropriate, add (+.5) or subtract (-.5) points for each
Age of student
Attendance
Availability of materials/ equipment
Expanded Core Curriculum: Prep/ Instruction/ Coordination
Progressive condition
Recent vision loss
School staff need for support
Student cooperation
Training of Paraprofessional/ Teaching Assistant/ Braillist
Transition to new school/ building
Travel time
Numerous accommodations provided by TCVI/TVI
Direct curriculum instruction (add 1 to 4 points)
Other (explain)
Severity of Need Score
Contributing Factors +/-
Final Severity of Need Score
Severity of Need Score Frequency of Service
0 - 2
3 - 5
6 - 8
9 - 13
14 - 23
24 - 32
RECOMMENDATION OF SERVICES
Final Serverity of Need Score Frequency of Service
Michigan Department of Education – Low Incidence Outreach
Revised June 2021
9
0.0
0
0.0
0.0
0.0
Monitor 1-3 times per year
3-5 times per year
1 time per month
2-4 times per month
30-60 minutes
1-2 times per week
60-120 minutes each
3 or more times per week
60-180 minutes each
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Completed 23 March 2022

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