Skip to content

3 to 5 Years

Quality Rubric: 3 to 5 Years

CategoryAccomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Parent and/or Caregiver Interview(s)Interview addresses:
  • Type of visual impairment.
  • Onset of visual impairment.
  • Any additional disabilities.
  • ECC area needs/strengths.
  • Medical/medication information.
  • Educational strengths/needs, including literacy, numeracy, and listening skills.
  • Visual skills
5 / 7 components are accurately addressed.3 / 7 components are accurately addressed.Parent and/or caregiver is not interviewed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Teacher and/or Service Provider Interview(s)Interview addresses:
  • ECC area strengths/needs.
  • Visual behaviors in natural environment and/or classroom.
  • Other educational strengths/concerns, including literacy, numeracy, and listening skills.


2 / 3 components are accurately addressed.1 / 3 components are accurately addressed.Classroom teacher is not interviewed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Child InterviewInterview addresses:
  • Visual, auditory, or tactual difficulties.

  • Educational strengths and needs, including literacy, numeracy, and listening skills.
  • ECC strengths/needs.
2 / 3 components are accurately addressed.1 / 3 components are accurately addressed.Child is not interviewed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Review of RecordsComprehensive review of records addresses:
  • Eye health reports.
  • Clinical low vision evaluation (if available).
  • ECC information.
  • Other medical information.
  • Records from other service providers.
3 / 5 components are accurately addressed.2 / 5 components are accurately addressed.1 of the 5 components is accurately addressed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Child ObservationsObservations assess:
  • Lighting.
  • Physical arrangement of natural environment(s).
  • Visual clutter.
  • Visual behaviors.
  • Learning styles.
  • Access to media.
  • Classroom behaviors.

5 / 7 components are accurately assessed.3 / 7 components are accurately assessed.1 of the 7 components is accurately assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Appearance of EyesAssess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness).Appearance of eyes is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Behavioral AbnormalitiesAssess behavioral abnormalities (i.e., light gazing, eye pressing).Behavioral abnormalities are not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Functional/Peripheral fieldConfrontation assessed preferred visual quadrants.Preferred visual quadrants are not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Color DiscriminationInformal color identification and/or matching are assessed.Informal color identification is assessed.Informal color matching is assessed.Color discrimination is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Light SensitivityObservation and child questioning assesses any light sensitivity.Only student questioning assessed any light sensitivity concerns.Only observation assessed any light sensitivity concerns.Light sensitivity is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Developmental Visual Perception Skills associated with a visual impairment
  • If the student is having difficulty processing information as a result of a visual impairment the following developmental visual perception skills are assessed:
  • Visual discrimination.
  • Form perception.
  • Figure ground perception.
  • Eye-hand coordination.
  • Imitation of actions.
  • Visual closure.
  • Visual sequencing.
5 / 7 areas are assessed.3 / 7 areas are assessed.Developmental Visual Perception Skills are not assessed for a child who has difficulty processing information as a result of a visual impairment.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Near Acuity & Discrimination
  • Formal near measures are assessed as appropriate for the child.
  • Functional near measures are assessed using various objects in all educational/home environments and address the following areas:
    • Object.
    • Distance.
    • Color.
    • Contrast.
    • Size .
Formal measures are assessed but not informal measures.Informal measures are assessed but not formal measures.Neither formal nor informal measures are assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Distance Acuity & Discrimination
  • Formal distant measures are assessed as appropriate for the child.
  • Functional distant measures are obtained using various objects in all educational/home environments and address the following areas:
    • Object.
    • Distance.
    • Color.
    • Contrast.
    • Size .
Formal measures are assessed but not informal measures.Informal measures are assessed but not formal measures.Neither formal nor informal measures are assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Depth PerceptionDepth perception is assessed through observation and/or demonstration (as appropriate):
  • Mobility observation.
  • Picks up objects and places in container.
  • Catches a ball.
  • Kicks a ball.
  • Pours from containers.
Depth perception is assessed through observation only.Depth perception is a heading with no information assessed.Depth perception is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Contrast Sensitivity (CS)Pediatric Contrast Sensitivity is assessed.Contrast sensitivity is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Current Learning & Literacy FunctioningLearning Media Assessment (LMA) forms 2, 3, and 4 are used as appropriate to assess and provide recommendations for:
  • Primary and secondary sensory channels for eligibility or change in sensory functioning (form 2).
  • Appropriate learning media (form 3).
  • Initial literacy medium for preschoolers (form 4).
All 3 forms are used but recommendations are not provided in all areas.One form is used but recommendations are not provided.Current learning and literacy functioning is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Functional Reading & Writing Informal near and distant measures identify assistive technology or technology needed to assist child in functional reading and writing tasks.Informal near measures identify assistive technology or technology needed to assist child in functional reading tasks.Informal distant measures identify assistive technology or technology needed to assist child in functional writing tasks.Functional reading and writing is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
ECC Needs Screening ToolECC Needs Assessment has the following components:
  • Screening tool is adapted for individual child according to age/ability/acuity.
  • Input from all team members.
  • Justification statements developed for each area.
  • Strengths and needs stated.
  • Priority areas identified.

3 / 5 areas are assessed.2 / 5 areas are assessed.Screening tool is not used to determine priority areas for assessment.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
ECC AssessmentA valid and reliable criterion-based assessment tool is used to assess all identified ECC priority areas (2-3).A valid and reliable criterion-based assessment tool is used to assess only 2 / 3 priority areas.A valid and reliable criterion-based assessment tool is used to assess only 1 / 3 priority areas.Teacher checklists are used instead of a criterion-based assessment tool.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Measurable GoalsMeasurable IFSP / IEP goals addresses 7 required areas:
  • Conditions:
    • Time.
    • Situation.
    • Materials.
  • Behavior.
  • Criterion.
  • Student.
  • ECC content area.
4 / 7 areas are addressed.1 / 7 areas are addressed.Measurable goals are not addressed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Criteria for Certification StatementCriteria for certification statement include etiology, visual acuity, and needed accommodations to satisfy IDEA requirement to document a disability.2 / 3 items are included.1 / 3 items are included.Criterion statement is not addressed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Recommendations
and Educational
Implications		Recommendations and educational implications are data-driven as part of the Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) to satisfy IDEA requirement to document impact of disability on the educational program.Educational implications are data-driven as part of the IFSP/ IEP to satisfy IDEA requirement to document impact of disability on the educational program.Recommendations and educational implications are not data-driven as part of the IFSP/ IEP to satisfy IDEA requirement to document impact of disability on the educational program.Recommendations and educational implications are not assessed.