“Expect Progress” in the CVI Range Assessment – What Does That Mean?

Recently, I had a great conversation with a teacher and mother of a child with cortical visual impairment. The team recently completed a new CVI Range assessment, but the results left them feeling disheartened. 

Over the last year, this almost three year old little girl had made tremendous progress.  Everyone on the team agreed.  Despite the chaos the world was feeling throughout the pandemic, this little girl was making visible progress.

So why would that much progress leave the team feeling down?

The team completed The CVI Range, as they do each fall. From previous years, they had anticipated about a one point difference from the previous year. After all, this little one progressed through Phase I within a year and a half. 

A year ago, she was scoring at a 6 to 6.25.  Now, her score came out as a 6+ to 6.75.  Her score reflects progress, but not the progress the team had grown to expect.  Mostly, they felt the improvement she was displaying was worthy of a significant increase from the previous CVI Range score.

Why weren’t the scores reflecting the progress they felt they were seeing in their day to day observations?

What Does Progress Look Like From Phase I, to Phase II, to Phase III?

It is not uncommon for a situation like this to occur.  As a child moves higher through The CVI Range, the progress will slow.  

Throughout the progression from Phase II to Phase III, the child uses their vision more and more throughout their day. The child is now able to access visual materials beyond their near space. Additionally, the child is required to show not only fixations and discrimination, but now identification of these targets.  As we make this transition, there are a lot more demands on the learner with CVI. It is not only okay, but well documented, that progress will slow down.  

What Should We Do?  

Celebrate those victories!  When your child, or a child you are working with, demonstrates new skills, celebrate each and every one. 

The data captured from the CVI Range is extremely valuable for educational teams. But remember, it does not hold the ultimate value. This child with CVI is more than a number on a scale. This person has numerous adjectives to describe them: strong, relentless, resilient, and so much more. The individual is what matters. When you observe those moments of achievement, celebrate them.  Don’t wait for the score to validate it.