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Collaborative Consultation Through Videoconferencing: Appending the Service Delivery Model in Texas

The Short-Term Programs department at the Texas School for the Blind and Visually Impaired (TSBVI) offers weeklong and weekend classes during the school year for students with visual impairments who are on or close to grade level. Students primarily come to these programs for direct instruction in specific areas of the expanded core curriculum (ECC). After each class, the student’s teacher of students with visual impairments and family receive a report detailing the class and the student’s participation and progress. Until recently (ca. 2012–2013), the report and occasional telephone conversations were the methods of follow-up after a short-term class. In an evaluation study of Short-Term Programs (Pogrund et al., 2011, 2013), 37% (n 1⁄4 54) of teachers of students with visual impairments reported that Short-Term Programs provided “the necessary follow-up to ensure that the new skills continue upon return to the home school.” Unfortunately, however, 31% of the teachers surveyed reported that “the necessary follow-up was not [emphasis added] provided” (Pogrund et al., 2013, pp. 36). In addition to the results of the evaluation study, internal reviews at Short-Term Programs found that students were attending additional Short-Term Programs classes to relearn skills that they had been taught and successfully mastered during previous Short-Term Programs classes. As a result of the evaluation study, ShortTerm Programs developed new programming to focus on the need for follow-up after and between classes. These offerings include