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5 to 22 Years

Quality Rubric: 5 to 22 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 needed for home and community.
  • Post-secondary plans (14 years and older).
6 / 8 components are accurately assessed.4 / 8 components are accurately assessed.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 all educational environments.
  • Other educational strengths/concerns, including literacy, numeracy, and listening skills.


2 / 3 components are accurately assessed.1 / 3 components are accurately assessed.Classroom teacher is not interviewed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Student 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 assessed.1 / 3 components is accurately assessed.Student 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.
  • Academic records.
  • District-wide assessment results.
  • Records from other service providers.
  • Other medical information.
5 / 7 components are accurately assessed.4/ 7 components are accurately assessed.Review of records is not completed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Student 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.Student observations are not completed.
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 assesses preferred visual quadrants.Preferred visual quadrants are not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Color DiscriminationInformal color identification and matching are assessed.Informal color identification is assessed.Informal matching is assessed.Color discrimination is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Light SensitivityObservation and Student questioning assesses any light sensitivity concerns.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)
Near Acuity & Discrimination
  • Formal near measures are assessed using standardized near letter charts and/or continuous text cards.
  • Functional near measures are assessed using textbooks and classroom materials and address the following areas:
    • 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 using standardized distant letter charts.
  • Functional distant measures are obtained using various objects in all educational 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 but through observation only.Depth perception is a heading with no information noted.Depth perception is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Contrast Sensitivity (CS)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, 4, 5, 6, and 7 are used as appropriate to assess:
  • Primary and secondary sensory channels for eligibility or change in sensory functioning for all students (form 2).
  • Appropriate learning media for all students (form 3).
  • Select initial literacy medium for preschoolers (form 4).
  • Select literacy medium for initial literacy instruction for students entering an early conventional literacy program (form 5).
  • Needed changes in the primary literacy medium or the need for additional literacy tools for students with an existing primary literacy medium (forms 6 and 7).
All 6 forms are used but recommendations are not provided for all areas.Only 3 / 6 forms are used and recommendations are not provided for all areas.Current learning and literacy functioning is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Formal Reading and Listening SkillsInformal reading inventory assesses:
  • Grade level reading.
  • Words read per minute.
  • Reading comprehension level (independent only).
  • Listening comprehension level (independent only).
3 / 4 areas are assessed.2 / 4 areas are assessed.Formal reading and listening skills were not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Functional Reading & WritingNear and distant assessment measures address:
  • AT/Technology needed to complete tasks.
  • Document time needed to copy from textbooks, handouts and/or whiteboard (letters, words, sentences, or paragraphs).
  • How fast student is able to read own handwriting.
Near and distant measures addressed 2 / 3 components.Only near or distance functional reading and writing is addressed, not both.No functional reading and writing components are addressed.
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 student according to age/ability/acuity.
  • Input from all team members.
  • Justification statements are developed for each area.
  • Strengths and needs are addressed.
  • Priority areas are 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 2 / 3 identified ECC priority areas.A valid and reliable criterion-based assessment tool is used to assess 1 / 3 identified ECC priority areas.Teacher checklists are used instead of a criterion-based assessment tool.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Measurable IEP GoalsMeasurable IEP goals addresses 7 required areas:
  • Conditions:
  • Time.
  • Situation.
  • Materials.
  • Behavior.
  • Criterion.
  • Student.
  • ECC content area.
Only 4 / 7 areas are assessed.Only 1 / 7 areas are assessed.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.Only 2 / 3 items are included.Only 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 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 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 IEP to satisfy IDEA requirement to document impact of disability on the educational program.Recommendations and educational implications are not assessed.