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Birth to 3 Years

Quality Rubric: Birth to 3 Years

CategoryAccomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Parent and/or Caregiver Interview(s)Routine-Based Interview addresses:
  • Type of visual impairment.
  • Onset of visual impairment.
  • Any additional disabilities.
  • ECC area needs/strengths including pre-literacy and listening.
  • Medical/medication information.
  • Visual skills observed and needed for daily routine(s).
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:
  • ECC area strengths/needs including pre-literacy and listening.
  • Visual behaviors in natural environment and/or classroom.
  • Other developmental area strength/needs.


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 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.Review of records is not addressed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Child ObservationsRoutine-based observations in the natural environment assesses:
  • Lighting.
  • Physical arrangement of natural environment(s).
  • Visual clutter.
  • Visual behaviors.
  • Learning styles.
  • Access to media in home, caregivers, or classroom behaviors.

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 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 matching (as appropriate) is assessed.Color discrimination is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Light SensitivityRoutine-based observation assesses any light sensitivity.Light sensitivity is not assessed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Near Acuity & Discrimination
  • Formal near measures are assessed as appropriate
  • Functional near measures are assessed using familiar objects in the natural environment and address the following areas:
    • Distance.
    • Color.
    • Contrast.
    • Size .
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
  • Formal near measures are assessed as appropriate
  • Functional near measures are assessed using familiar objects in the natural environment and address the following areas:
    • Distance.
    • Color.
    • Contrast.
    • Size .
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 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 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 FunctioningLearning Media Assessment (LMA) forms 2 and 3 are used as appropriate to assess:
  • Primary and secondary sensory channels for eligibility (form 2).
  • Appropriate learning media (form 3).
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 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 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 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 GoalsMeasurable IFSP goals assessed have the 7 required areas:
  • Conditions:
  • Time.
  • Situation.
  • Materials.
  • Behavior.
  • Criterion.
  • Student.
  • ECC content area.
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 StatementCriteria 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.