QPVIQuality Programs for the Visually Impaired (support model)
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Although QPVI was in development as early as 1985, its use was confined to Texas.
Since the original design of QPVI took advantage of the regional service center model used in Texas, implementation in states without a similar system required creative approaches.
Iowa documented significant growth in the components of good-quality programming as a result of statewide implementation of QPVI. In addition, qualitative data have been collected on the increased skill building of administrators who are not trained in the field of visual impairment.
QPVI supports the translation of knowledge (Canadian Institutes of Health, 2005) of research and federal and state mandates into classroom practices.
To move that action from a onetime event to ongoing and sustainable improvement, changes must be made in the infrastructure of QPVI. Data from the Master List of Students must be updated and analyzed regularly to track the progress of a program toward having adequate, timely information to use in decision making for eligibility, programming, and students' progress.
Someone at the state level (usually at the state department of education or a special-purpose school) must be committed to making the arrangements necessary to establish and maintain one or more pilot sites for QPVI.
One person must act as the coordinator of QPVI activities for the state, including maintaining contact with all sites and, most often, being involved in implementing QPVI in at least one site.
Each state has the freedom to design and implement QPVI as appropriate within its particular service delivery model.