State Performance Plan / Annual Performance Plan State DeterminationThe Texas State Plan for Students with Visual Impairments (State VI Plan), developed with the assistance of the State VI Plan Advisory Committee and additional state-level stakeholders, is intended to be a tool for use in identifying needs, setting priorities, and guiding the development and provision of services for students with visual impairments and deaf-blindness. The State VI Plan contains measurable indicators consistent with prioritized results and aligned with Texas Education Code (TEC) §30.002. To the extent possible, the State VI Plan is aligned with the Texas State Performance Plan (SPP)/Annual Performance Report (APR).
The TEC §30.002 requires the Texas Education Agency (TEA) to develop “a comprehensive statewide plan for the education of students with visual impairments who are under 21 years of age”. This state law requires the agency to develop a statewide plan that addresses: diagnosis and evaluation of students with visual impairments, education programs for students with visual impairments and the provision of educational services to students with visual impairments in their home communities whenever possible.
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b), requires each state to develop a six-year performance plan. This State Performance Plan (SPP) evaluates the State’s efforts to implement the requirements and purposes of IDEA 2004 and illustrates how the State will continuously improve upon this implementation. The State VI Plan includes the following SPP Indicators: Indicator 7, early childhood outcomes for preschool children; Indicator 12, effective early childhood transition; Indicator 13, effective secondary transition; and Indicator 14, post-school outcomes.
The State VI Plan is data driven to promote continuous improvement of services for students with visual impairments. It is dynamic and serves as a blueprint for future efforts. The Plan will be reviewed annually to ensure improved services for students with visual impairments.
State VI Plan Results and Indicators
Students with visual impairments have the skills to successfully transition to school at age 3
Percent of pre-school students with visual impairments demonstrates:
- Improved social-emotional skills as determined by Early Childhood Intervention (ECI) criteria
- Acquisition and use of knowledge and skills in alignment with ECI criteria
- Use of appropriate behaviors according to ECI measurement and criteria
Students with visual impairments are served prior to the age of 12 months
Informed and responsive school administrators/administration on issues regarding students with visual impairments
Percentage of administrators who use an evaluation tool recommended by Education Service Centers (ESCs) in evaluating professionals, service loads, and service delivery
Students with visual impairments will perform at a comparable level to their classmates on statewide assessments
Participation rate of professionals working with students with visual impairments (VI professionals) in initial development of statewide assessment test items and tactile graphics
Percentage of students with visual impairments participating and passing the Texas Assessment of Knowledge and Skills (TAKS), the Texas Assessment of Knowledge and Skills Accommodated (TAKS-Acc.), the Texas Assessment of Knowledge and Skills Modified (TAKS-M), and the Texas Assessment of Knowledge and Skills Alternative (TAKS-Alt.) in Reading and Math at their grade level
Evaluation of students with visual impairments leads to success in the general core curriculum (CC) and expanded core curriculum (ECC)
Percentage of students with visual impairments qualifying for orientation and mobility services
Percentage of evaluators trained in VI evaluation strategies
Students with visual impairments will receive instruction in the general core curriculum (CC) and expanded core curriculum (ECC) as identified by specific individualized educational program (IEP) goals
Percentage of students who receive instruction in the ECC
Percentage of students with visual impairments graduating from high school with non-modified general curriculum
Parents, VI professionals, and other educational team members have knowledge of students with visual impairments, deaf/blindness, and multiple disabilities
VI professional development participation rate. Percentage of attendees from:
- Teachers of students with visual impairments (TVIs)
- General Education/Special Education teachers
- Assessment personnel
Students with visual impairments have access to professionals and paraprofessionals trained to work with students with visual impairments and students with visual impairments needing auditory impairment (AI) services have access to appropriate professionals and paraprofessionals
Percentage of professionals who have completed State Board of Education (SBOE) approved preparation programs
Percentage of low vision and legally blind students who receive AI services
Students with visual impairments will have developed and implemented transition services.
Percentage of students age 14 and up with measurable post-secondary goals in place (SPP Indicator 13 )
Percentage of parents of a child receiving transition services who report the school facilitated parent involvement
Percentage of students receiving instruction in the ECC
Percentage of VI professionals participating in transition services
Percentage of students receiving transition services that include linkage with appropriate agencies
Percentage of students with a completed summary of performance (SOP) at graduation
Percentage of students with IEPs who are no longer in secondary school and who have become competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school (SPP Indicator 14 )
Division of Federal and State Education Policy
1701 North Congress Avenue | Austin, Texas 78701-1494
Telephone: 512.463-9414 | Fax: 512.463.9560