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Multiple Disabilities / Deaf Blind

Quality Rubric: Multiple Disabilities / Deaf Blind

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.
  • Visual skills needed for daily routines.
  • Post-secondary plans (14 & above.)
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)
Routine-Based Interview addresses:
  • ECC area strengths/needs.
  • Visual behaviors in all educational environments.
  • Other developmental area strength/needs.
  • Educational strengths/concerns, including literacy, numeracy, and listening skills.

3 / 4 components are accurately assessed.2 / 4 components are accurately assessed.Teacher and/or service provider is not interviewed.
Accomplished (4)Proficient (3)Emergent (2)Not Evident (1)
Student interviewInterview addresses (as appropriate):
  • Visual, auditory, or tactual difficulties.
  • Educational strengths and needs, including literacy, numeracy, and listening skills.
  • ECC strengths/needs.
  • Post-secondary plans (14 years and older).
3 / 4 components are accurately assessed.2 / 4 components are 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 ObservationsRoutine-based observations assesses:
  • Lighting.
  • Physical arrangement of natural environment(s).
  • Visual clutter.
  • Visual behaviors.
  • Learning styles.
  • Access to media.
  • Classroom behaviors.
5 / 7 components are accurately assessed.4 / 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 any 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.Informal color identification is assessed.Informal matching is assessed.Color discrimination is 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 (as appropriate) assesses any light sensitivity concerns.Only student questioning assessed any light sensitivity concerns (as appropriate).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 as appropriate.
  • Functional near measures are assessed using familiar objects 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 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 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 FunctioningSensory Learning Kit (SLK) Arousal State Profile (ASP), Sensory Response Record (SRR), and Appetite/Aversion List (ALL) and/or Learning Media Assessment (LMA) forms 2, 3, and 4 are used as appropriate to assess and provide recommendations for:
  • Primary/secondary sensory channels.
  • Learning media.
  • Readiness for a conventional literacy program (if appropriate).
Appropriate forms are used but recommendations are provided for 1 / 3 areas.Recommendations are provided although appropriate forms were not used.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 (as appropriate):
  • 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 & Writing Near and distant assessment measures address (as appropriate):
  • 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.
2 / 3 components for near and distant measures addressed.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 addresses 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.
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 includes 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 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 addressed.