Quality Rubric: Birth to 3 Years
Category | Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) |
---|---|---|---|---|
Parent and/or Caregiver Interview(s) | Routine-Based Interview addresses:
| 4 / 6 components are accurately addressed. | 2 / 6 components are accurately addressed. | Parent & caregiver is not interviewed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Teacher and/or Service Provider Interview(s) (if appropriate) | Routine-Based Interview addresses:
| 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) | |
Review of Records | Comprehensive review of records addresses:
| 3 / 5 components are accurately addressed. | 2 / 5 components are accurately addressed. | Review of records is not addressed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Child Observations | Routine-based observations in the natural environment assesses:
| 5 / 7 components are accurately assessed. | 3 / 7 components are accurately assessed. | Routine-based observations are not completed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Appearance of Eyes | Assess 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 Abnormalities | Assess behavioral abnormalities (i.e., light gazing, eye pressing). | Behavioral abnormalities are not assessed. | ||
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Functional/Peripheral field | Confrontation assessed preferred visual quadrants. | Preferred visual quadrants are not assessed. | ||
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Color Discrimination | Informal color matching (as appropriate) is assessed. | Color discrimination is not assessed. | ||
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Light Sensitivity | Routine-based observation assesses any light sensitivity. | Light sensitivity is not assessed. | ||
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Near Acuity & Discrimination |
| Informal measures are assessed but not formal measures. | Formal measures are assessed but not informal measures. | Neither formal nor informal measures are assessed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Distance Acuity & Discrimination |
| Informal measures are assessed but not formal measures. | Formal measures are assessed but not informal measures. | Neither formal nor informal measures are assessed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Depth Perception | Depth perception is assessed through observation and/or demonstration (as appropriate):
| Depth perception is assessed through observation only. | Depth perception is assessed through observation only. | 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 Functioning | Learning Media Assessment (LMA) forms 2 and 3 are used as appropriate to assess:
| All forms are used but recommendations are only developed for 1/2 areas. | One form is used and no recommendations are developed. | Current learning and literacy functioning is not assessed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Current learning and literacy functioning is not assessed. | Near and distant assessment is conducted to determine what assistive technology or technology is needed to assist child in functional reading and writing tasks. | Only near or distance functional reading and writing is assessed, not both. | Functional reading & writing is not assessed. | |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
ECC Needs Screening Tool | ECC Needs Assessment has the following components:
| 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 Assessment | A 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 identified ECC priority areas. | A valid and reliable criterion-based assessment tool is used to assess 1 identified ECC priority area. | eacher checklists are used instead of a criterion-based assessment tool. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Measurable Goals | Measurable IFSP goals assessed have the 7 required areas:
| 6 / 7 areas are assessed. | 4 / 7 areas are assessed. | Only 2 / 7 areas are assessed. |
Accomplished (4) | Proficient (3) | Emergent (2) | Not Evident (1) | |
Criteria for Certification Statement | Criteria for certification statement include etiology, visual acuity, and needed accommodations to satisfy Part C's requirement of an established disability. | 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 Individual Family Services Plan (IFSP). | Most recommendations and educational implications are data-driven. | Recommendations and educational implications are not data-driven. | Recommendations and educational implications are not assessed. |