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Michigan Severity Rating Scales: Solving the Puzzle of Service Delivery Time.

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Presentation on theme: "Michigan Severity Rating Scales: Solving the Puzzle of Service Delivery Time."— Presentation transcript:

1 Michigan Severity Rating Scales: Solving the Puzzle of Service Delivery Time

2 Michigan Severity Rating Scales Tools Supported by Data Orientation and Mobility Severity Rating Scale (O&MSRS) Orientation and Mobility Severity Rating Scale for Students with Additional Needs (O&MSRS+) Vision Services Severity Rating Scale (VSSRS) Vision Services Severity Rating Scale for Students with Additional Needs (VSSRS+) Orientation and Mobility Severity Rating Scale (O&MSRS) Orientation and Mobility Severity Rating Scale for Students with Additional Needs (O&MSRS+) Vision Services Severity Rating Scale (VSSRS) Vision Services Severity Rating Scale for Students with Additional Needs (VSSRS+)

3 Michigan Severity Rating Scales History and Development Adapted from the Montgomery County, Pennsylvania model beginning in 1995 Published and disseminated by the Michigan Department of Education – Special Education Services in 1996 Adapted from the Montgomery County, Pennsylvania model beginning in 1995 Published and disseminated by the Michigan Department of Education – Special Education Services in

4 First versions – 1996 and supported by the Michigan Department of Education – Special Education Services Michigan Department of Education-Low Incidence Outreach (MDE-LIO) created and sponsored committees beginning in 2007 to revise the three existing scales and develop the O&MSRS+ First versions – 1996 and supported by the Michigan Department of Education – Special Education Services Michigan Department of Education-Low Incidence Outreach (MDE-LIO) created and sponsored committees beginning in 2007 to revise the three existing scales and develop the O&MSRS+ Michigan Severity Rating Scales History and Development

5 Web search indicated the Scales were being used and referenced in documents in several other states Referred to in O&M university preparation programs Internationally recognized Web search indicated the Scales were being used and referenced in documents in several other states Referred to in O&M university preparation programs Internationally recognized Michigan Severity Rating Scales History and Development

6 Michigan Severity Rating Scales What they are: Data collection tools A guide based on best practices Guideline for IEP team service discussion What they are: Data collection tools A guide based on best practices Guideline for IEP team service discussion

7 Michigan Severity Rating Scales What they are not: Not an assessment Not a severity of disability but a severity of students need for services Not a pre-determiner of service Not the only data source What they are not: Not an assessment Not a severity of disability but a severity of students need for services Not a pre-determiner of service Not the only data source

8 Michigan Severity Rating Scales The Surveys – MDE-LIO partnered with the Department of Blindness and Low Vision Studies – WMU Dr. Robert Wall-Emerson & Dr. Dawn Anderson oversaw the development of the surveys Surveys administered by MDE-LIO and sent to listserves in early – MDE-LIO partnered with the Department of Blindness and Low Vision Studies – WMU Dr. Robert Wall-Emerson & Dr. Dawn Anderson oversaw the development of the surveys Surveys administered by MDE-LIO and sent to listserves in early 2012

9 Number of respondents in the national survey O&MSRS / O&MSRS+ 125 complete or partial VSSRS / VSSRS+ 103 complete or partial Number of respondents in the national survey O&MSRS / O&MSRS+ 125 complete or partial VSSRS / VSSRS+ 103 complete or partial Michigan Severity Rating Scales The Surveys

10 Survey questions included: O&M, TCVI or Dual service provider Previous experience with the scales When the Scale is completed & with whom Are the Scales used for caseload analysis and how important of a role do they play? Survey questions included: O&M, TCVI or Dual service provider Previous experience with the scales When the Scale is completed & with whom Are the Scales used for caseload analysis and how important of a role do they play? Michigan Severity Rating Scales The Surveys

11 Respondents read scenarios and answered questions based on student profiles How well are areas of concern covered? How well are areas of concern covered? How well do contributing factors address adding or subtracting from service time? How well do contributing factors address adding or subtracting from service time? How well do service times match instructional needs? How well do service times match instructional needs? What are the reasons if recommended service time cant happen? What are the reasons if recommended service time cant happen? Respondents read scenarios and answered questions based on student profiles How well are areas of concern covered? How well are areas of concern covered? How well do contributing factors address adding or subtracting from service time? How well do contributing factors address adding or subtracting from service time? How well do service times match instructional needs? How well do service times match instructional needs? What are the reasons if recommended service time cant happen? What are the reasons if recommended service time cant happen? Michigan Severity Rating Scales The Surveys

12 Reliability (precision) Respondents overwhelmingly identified the scales as measuring the significant factors to be considered in determining service time for O&M and Vision Services Validity (accuracy) O&MSRS above 90% O&MSRS+ 84% VSSRS 87% VSSRS+ 79% Reliability (precision) Respondents overwhelmingly identified the scales as measuring the significant factors to be considered in determining service time for O&M and Vision Services Validity (accuracy) O&MSRS above 90% O&MSRS+ 84% VSSRS 87% VSSRS+ 79%

13 Orientation & Mobility Severity Rating Scale

14 Orientation & Mobility Severity Rating Scale Fill out the student information on the Severity of Need Profile

15 Orientation & Mobility Severity Rating Scale The numbers attached to each severity of need are considered part of a continuum

16 Orientation & Mobility Severity Rating Scale Each of the Severity of Need categories is structured in terms of impact on independent travel skills as it relates to the student's age appropriate needs

17 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the student's distance vision and/or peripheral vision as reported by an eye care specialist

18 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the student's ability to use vision for all travel tasks

19 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the students need for use and skill level of a white cane or alternative mobility device

20 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to possible situations when a discrepancy exists between the students actual functioning in travel skills and the projected level of independence based on the O&M Specialists professional judgment

21 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the students ability to travel safely and proficiently in a familiar environment (i.e., school, neighborhood) based on current literature of age appropriate travel levels and expectations

22 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the students conceptual understanding and how O&M progress is affected

23 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to the type of environment in which instruction is required (i.e., business district, new school, neighborhood)

24 Orientation & Mobility Severity Rating Scale Severity of Need Categories Refers to whether the student has the opportunity to use O&M skills in the community, at home, etc. outside of O&M instructional time

25 Orientation & Mobility Severity Rating Scale Total the right hand column to obtain a Severity of Need Score at the bottom

26 Orientation & Mobility Severity Rating Scale Severity of Need Summary

27 Orientation & Mobility Severity Rating Scale If appropriate, fill out the Contributing Factors to Service Delivery on the Student Performance Summary by adding or subtracting.5 points Severity of Need Summary

28 Orientation & Mobility Severity Rating Scale Severity of Need Summary Locate the range which contains the Final Severity of Need Score to determine the frequency of service

29 Orientation & Mobility Severity Rating Scale Completion of the O&MSRS Sam is an 8 th grade student in general education classes. He has a diagnosis of ocular albinism and a recent low vision examination indicated a visual acuity of 20/200 OU. He has excellent orientation to his community and can describe routes from his house to many destinations including the names of streets in his description. He has experience using public transportation with family and friends. He rarely has access to a computer except during directed class time and has little experience using internet mapping sites for route planning or to preview unfamiliar destinations

30 Orientation & Mobility Severity Rating Scale Discussion

31 Orientation & Mobility Severity Rating Scale + Severity of Need Categories The Level of Vision (Medical) is identical to the O&MSRS

32 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the student's ability to use vision for all travel tasks (i.e. movement within the classroom, school building and community) as reported by the Orientation & Mobility Instructor

33 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the student's need for use and skill level of a white cane or alternative mobility device

34 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the ability of the student to communicate with the O&M Specialist and benefit from instruction. Students with little ability to communicate with the O&M Specialist may not benefit from a high level of direct O&M service

35 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the impact of the additional needs on the instructional process. Students whose additional needs prevent progress in travel skills may not benefit from a high level of direct O&M service

36 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the supervision needed to maintain the safety of the student during travel

37 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the impact that the students level of concept development has on progress in travel skills

38 Orientation & Mobility Severity Rating Scale + Severity of Need Categories Refers to the amount of time needed to manage the students behavior so that learning can take place

39 Orientation & Mobility Severity Rating Scale + Severity of Need Score As with the O&MSRS, total the right hand column to obtain a Severity of Need Score at the bottom Severity of Need Summary Fill out the student information on the second page

40 Orientation & Mobility Severity Rating Scale + Severity of Need Summary If appropriate, fill out the Contributing Factors to Service Delivery on the Student Performance Summary by adding or subtracting.5 points

41 Orientation & Mobility Severity Rating Scale + Locate the range which contains the Final Severity of Need Score to determine the frequency of service Severity of Need Summary

42 Orientation & Mobility Severity Rating Scale + Completion of the O&MSRS+ Rochelle is a severely multiply impaired student in a center based program. Her visual acuity is estimated at 20/100 in both eyes. There is no suspected field loss. She is able to use a power chair for independent mobility, however, she frequently refuses to operate the joystick and waits for staff to drive her to her destination. When motivated, she is able to negotiate around furniture and through doors, but at a very slow speed. She has little expressive language other than some inconsistent ability to point to symbols on a communication board to indicate basic wants and needs. She is dependent on others for transfers and all activities of daily living

43 Discussion Orientation & Mobility Severity Rating Scale

44 Vision Services Severity Rating Scale

45 Vision Services Severity Rating Scale ach of the eight categories listed on the VSSRS, Severity of Need Profile is structured in terms of the impact on vision functioning as it relates to the student's educational program Each of the eight categories listed on the VSSRS, Severity of Need Profile is structured in terms of the impact on vision functioning as it relates to the student's educational program

46 Vision Services Severity Rating Scale Severity of Need Categories Level of Vision (Medical) is identical to the O&M Scales

47 Vision Services Severity Rating Scale Severity of Need Categories Refers to the students level of functional near vision as determined by the TCVI or TVI (Appendix A)

48 Vision Services Severity Rating Scale

49 Vision Services Severity Rating Scale Severity of Need Categories Refers to the student's primary mode of learning (i.e., braille, print, print modifications, auditory, or combination)

50 Vision Services Severity Rating Scale Severity of Need Categories Refers to the student's need for and use of low vision devices and technology to facilitate maximum participation in the general education curriculum

51 Vision Services Severity Rating Scale Severity of Need Categories Refers to the estimated time needed by the TCVI or TVI to modify materials necessary for the student's participation in their educational program

52 Vision Services Severity Rating Scale Severity of Need Categories Refers to instruction in skills such as auditory and tactile efficiency, awareness of body in space, social skills, activities of daily living, etc

53 Vision Services Severity Rating Scale Severity of Need Categories Refers to the amount of time needed for communication with school personnel, parents, medical personnel, technology support personnel and agencies concerning the students educational program

54 Vision Services Severity Rating Scale Severity of Need Score As with the O&M Scales, total the right hand column to obtain a Severity of Need Score at the bottom Severity of Need Summary Fill out the student information on the second page

55 Vision Services Severity Rating Scale Severity of Need Summary Contributing factors are different so as to address the additional needs of students receiving Vision Services. Add or subtract.5 points. Direct Curriculum Instruction may receive more points

56 Vision Services Severity Rating Scale Locate the range which contains the Final Severity of Need Score to determine the frequency of service Severity of Need Summary

57 Completion of the VSSRS Ashley is an 11 year girl with a history of retinopathy of prematurity according to an ophthalmology report. She has no light perception. Ashley has received TCVI services since enrolled in Early Intervention Home Based Service. She is transitioning to Middle School and is enrolled in general education classes for much of her day. She will have access to a generic special education resource room for pull out services. Ashley is a fluent Braille reader and reads often for pleasure. She struggles with math and has not mastered basic math concepts. The TCVI will provide significant follow-up to Ashleys general education math class. Ashley is a fluent Braille reader and reads often for pleasure. She struggles with math and has not mastered basic math concepts. The TCVI will provide significant follow-up to Ashleys general education math class. Vision Services Severity Rating Scale

58 Completion of the VSSRS cont. She is demonstrating an aptitude for using the braillenote and continues to improve in use of it. Use of the computer is challenging for her and she knows approximately half of the alphabet keys. She can type 8 words a minute with 60% accuracy. She is being introduced to JAWS. A certified braillist is housed at the elementary school and materials for middle school which are given ahead of time can be prepared by this person. It is anticipated that some regular material preparation / adaption will be required of the TCVI during middle school. A paraprofessional will be available for Ashley in Middle School and will be assigned to provide assistance in classes such as Science and Physical Education and others to be determined. Vision Services Severity Rating Scale

59 Vision Services Severity Rating Scale Discussion

60 Vision Services Severity Rating Scale

61 Vision Services Severity Rating Scale+ Severity of Need Categories Category 1 refers to the student's level of distance vision as reported by an eye care / low vision specialist and category 2 refers to the student's ability to apply visual skills to the educational setting

62 Vision Services Severity Rating Scale+ Severity of Need Categories Refers to the impact of these delays on the students ability to benefit from services from the TCVI / TVI

63 Vision Services Severity Rating Scale+ Severity of Need Categories Refers to the ability of the student to respond to stimulation and/or instruction

64 Vision Services Severity Rating Scale+ Severity of Need Categories Refers to the level of independence in skills of daily living

65 Vision Services Severity Rating Scale+ Severity of Need Categories Refers to the estimated time needed by the TCVI or TVI to modify materials necessary for the student's participation in their educational program

66 Vision Services Severity Rating Scale+ Severity of Need Categories Refers to the amount of time needed for communication with school personnel, parents, medical personnel, technology support personnel and agencies concerning the students educational program

67 Vision Services Severity Rating Scale+ Contributing factors are different so as to address the additional needs of these students. Add or subtract.5 points. Age of student and Direction Curriculum Instruction may receive more points Severity of Need Summary

68 Vision Services Severity Rating Scale+ Locate the range which contains the Final Severity of Need Score to determine the frequency of service Severity of Need Summary

69 Vision Services Severity Rating Scale+ Completion of the VSSRS+ Clark is a 3 year old with a history of trauma during delivery. He has an undiagnosed visual impairment and began a school program at the beginning of this school year in a program for students with severe multiple impairments. He does not have a blink reflex, but parents feel that he recognizes their faces and he passed a vision screening to the one month developmental level with an early intervention teacher who is not a vision services specialist. Clark did not receive services from a Teacher of the Visually Impaired prior to enrolling in school. He has extremely low tone and is unable to participate in activities of daily living. He fusses when he is not held and is difficult to quiet. Clark is in a classroom where several other children receive consultation from the TCVI

70 Vision Services Severity Rating Scale+ Discussion

71 Michigan Severity Rating Scales Survey Findings Reliability (precision) Respondents overwhelmingly identified the scales as measuring the significant factors to be considered in determining service time for O&M and Vision Services Validity (accuracy) O&MSRS above 90% O&MSRS+ 84% VSSRS 87% VSSRS+ 79% Reliability (precision) Respondents overwhelmingly identified the scales as measuring the significant factors to be considered in determining service time for O&M and Vision Services Validity (accuracy) O&MSRS above 90% O&MSRS+ 84% VSSRS 87% VSSRS+ 79%

72 Michigan Severity Rating Scales Caseload Analysis Service information from the Michigan Severity Rating Scales Additional hours per week needed for support Hours per week for travel Tools for caseload analysis

73 Contact Information

74 Michigan State Board of Education John C. Austin President Casandra E. Ulbrich Vice President Nancy Danhof Secretary Marianne Yared McGuire Treasurer John C. Austin President Casandra E. Ulbrich Vice President Nancy Danhof Secretary Marianne Yared McGuire Treasurer Richard Zeile NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Richard Zeile NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Rick Snyder, Governor Michael P. Flanagan Superintendent of Public Instruction


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