Content Rubric

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

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)

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

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 & community

·         Post-secondary plans (14 years and older)

Routine-based 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 routines in home & community

·         Post-secondary plans (14 years and older)

Description and Rationale:

The parent/caregiver interview is an essential part of the assessment. It includes the discussion of:  visual impairment, additional disabilities, areas of the ECC, prescription of eyeglasses/optical devices, pertinent medical information and current medications, visual strengths, preferences, and needs.  For school age children the interview should also include an update on educational progress.   

IDEA 2004 requires that in both the initial evaluation and as part of the re-evaluation (every three years) that parent input and information must be collected as part of the evaluation. Draw upon information from a variety of sources, including parent input, about the child's physical condition, social or cultural background, and adaptive behavior; and ensure that information obtained from all of these sources is documented and carefully considered (300.305,(1), i (c) i, ii). The parent interview is intended to collect critical information from parents on the visual/tactual/auditory strengths and needs of their child. The purpose of this interview is to gather information that will assist the teacher of students with visual impairments (TVI) in needed areas of assessment that will contribute to the necessary accommodations or access skills required for the child to be successful in the educational setting (child care, pre-school, K-12^th grade). An understanding of the impact of medication on current functioning is essential. In addition, it is important to understand the routines and expectations of each household for younger children. Pay attention to diverse expectations and display cultural competency.  

Public Domain Resources:

Caregiver Questionnaire to Determine How the Child Uses Vision;

Interview of a Parent of a Child with a Visual Condition or an Eye Care Specialist;

Parent Interview-Academic; Parent Interview-CVI; Parent Interview-Preschool and Multiply Impaired; 27

Resources for Purchase: 5, 9, 21,30, 31

Tips:

 Be aware of cultural diversity and use family-centered approaches for collecting this information. Some families may feel more comfortable completing a written interview alone or completing and discussing with the teacher over the phone or in person.  

Be sensitive to parents'/caregivers' understanding and acceptance of their children's visual impairments. Recognize this process may not be a priority for parents/caregivers of children who are medically fragile. For older students, collect information on expectations at home and in the community.  

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Teacher and/or Service Provider Interview(s)

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

Interview addresses:

·         ECC area strengths/needs

·         Visual behaviors in natural environment and/or classroom

·         Other educational strengths/concerns, including literacy, numeracy, and listening skills

Interview addresses:

·         ECC area strengths/needs

·         Visual behaviors in all educational environments

·         Other educational strengths/concerns, including literacy, numeracy, and listening skills

Routine-based interview addresses:

·         ECC area strengths/needs

·         Visual behaviors in all educational environments

·         Other developmental area strengths/concerns

·         Educational strengths/concerns, including literacy, numeracy, and listening skills

Description and Rational:

The teacher(s) and/or service provider(s) interview includes a discussion of educational progress, i.e., pre-literacy or literacy skills, including communication skills, visual behaviors in various environments, and other areas of the ECC.  

IDEA 2004(300.305, 300.320) requires that in both the initial evaluation and as part of the re-evaluation (every three years) that teacher and related service providers input and information be collected as part of the evaluation. Draw upon information from a variety of sources, including aptitude and achievement tests from teacher input and recommendations, as well as information about the child's physical condition, social or cultural background, and adaptive behavior; and ensure that information obtained from this source is documented and carefully considered (300.305, (a) (1), ii & iii, (c) i, ii).The purpose of this interview is to gather additional information that will assist the teacher of students with visual impairments (TVI) in needed areas of assessment that will contribute to the necessary accommodations or access skills required for the student to be successful in the educational setting (childcare, pre-school, K-12^th grade). Critical information from the teachers and other related service providers should include sensory demands (near/distant) of the classroom and other educational environments, and quantity/quality of work. In addition, for younger children information on the expectations for the classroom is helpful. For older students academic progress would be helpful information.

Public Domain Resources:

ECC Needs Screening Tool; Teacher Interview-Academic; Teacher Interview-CVI; Teacher Interview Preschool/MI - FVA; 27

Resources for Purchase: 10, 13, 21,  30, 31

Tips:

Request that classroom teachers and/or related service providers complete the teacher interview at their leisure prior to the evaluation and use this information in the synthesis of the essential assessments.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Child / Student Interview

n/a

Interview addresses:

·         Visual, auditory, or tactual difficulties

·         Educational strengths and needs, including literacy, numeracy, and listening skills

·         ECC strengths/needs

Interview addresses:

·         Visual, auditory, or tactual difficulties

·         Educational strengths and needs, including literacy, numeracy, and listening skills

·         ECC strengths/needs

Interview 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)

Description and Rationale: Although a student interview is not required by law, research indicates that empowering students to direct and lead their educational program will develop skills in self-determination that lead to positive adult outcomes. The child/student interview should gather information from the student on their sensory strengths and needs. In addition, child/student information on social challenges will give the teacher critical information on assessment needs. As students mature, additional information on their educational progress and classroom sensory demands (near/distant) is helpful information for the teacher. The teacher synthesizes this information and the parent and teacher interviews as part of the essential assessments.

Public Domain Resources:

ECC Needs Screening Tool; 1, 27

Resources for Purchase:  9, 21, 30, 31

Tips:

 It is important for teachers to conduct this interview one-on-one with the student, enabling the teacher to probe for additional information or depth and establish rapport with the student. Students as young as three or four years of age may be interviewed to gather understanding of their knowledge level related to their sensory strengths and needs.

KEY COMPONENTS

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Review of Records

Comprehensive review of records addresses:

·         Eye health reports

·         Clinical low vision evaluation (if available)

·         ECC information

·         Other medical information

·         Records from other service providers

Comprehensive review of records addresses:

·         Eye health reports

·         Clinical low vision evaluation (if available)

·         ECC information

·         Other medical information

·         Records from other service providers

Comprehensive 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

Comprehensive 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

Description and Rationale:

 The review of records should include comprehensive overviews from the eye health report, clinical low vision evaluation (if available), academic records, reports from other service providers, and information regarding the ECC.  

The eye health report is documentation of a visual impairment required to certify a disability (check your individual state definition) and is part of a two-pronged process of eligibility (medical diagnosis and educational need).

Public Domain Resources: 

Eligibility Report as VI – Texas; Eye Report - Iowa; Eye Report –Missouri; Eye Report – New Mexico (Cover Letter); Eye Report – New Mexico; Eye Condition Factsheets: Albinism; Brief Overview of Childhood Visual Disorders; Cortical Visual Impairment; The Eye and How We See;  Optic Nerve Hypoplasia; Premature Baby's Eyes; Refractive Errors Fact Sheet; Retinal Diseases; Retinopathy of Prematurity; Severe Retinopathy of Prematurity; 27

Resources for Purchase: 9, 10, 14,  30

Tips:

The school district (for initial referral) or TVI should provide the parents with template(s) for an eye health report (see examples above), release of information to the school district (see examples above), and cover letter explaining the importance and purpose of the eye health report.  

Additional protocols of review of records are found in commercially available essential assessments.  

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Student Observations

Routine-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

Observations assess:

·         Lighting

·         Physical arrangement of natural environment(s)

·         Visual clutter

·         Visual behaviors,

·         Learning styles,

·         Access to media,

·         Classroom behaviors

Observations assess:

·         Lighting

·         Physical arrangement of natural environment(s)

·         Visual clutter

·         Visual behaviors,

·         Learning styles,

·         Access to media,

·         Classroom behaviors

Routine-based Observations assess:

·         Lighting

·         Physical arrangement of natural environment(s)

·         Visual clutter

·         Visual behaviors,

·         Learning styles,

·         Access to media

·         Classroom behaviors

Description:

Observations should consider lighting, physical arrangement of natural environment(s), visual clutter, visual behaviors, tactual cues, student interactions with peers and adults, learning styles, access to media, classroom behaviors (on-task behaviors, note-taking skills, following classroom protocols) and other areas of the ECC.  

IDEA 2004 (300.305,1, ii & iii, (c) i, ii) requires that in both the initial evaluation and as part of the re-evaluation (every three years) that teachers conduct current classroom-based observations. Draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the child's physical condition, social or cultural background, and adaptive behavior. Ensure that information obtained from all of these sources is documented and carefully considered.  

Public Domain Resources:

Assessment of Biobehavioral States and Analysis of Related Influences; Example: Assessment of Biobehavioral States and Analysis of Related Influences; Chart for the Assessment of Biobehavioral States; Classroom Observation Instrument for Educational Environments Serving Students with Deaf-Blindness; Process for Completing a FVA for Infants and Toddlers; Mapping the Child's Environment; Medications that Influence Functional Vision; Severe Retinopathy of Prematurity; Student Observation; Visual Condition Observation; 27

Resources for Purchase: 17, 19

Tips: Plan ahead for the types of observations needed based on the individual student. Arrange times for the observation of the child/student based on the schedule.  A formal template may be useful in prompting the TVI/COMS to collect the above information.

KEY COMPONENTS

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Appearance of Eyes

Assess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness)

Assess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness)

Assess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness)

Assess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness)

Description and Rationale:

When evaluating the appearance of the eyes, it is important to observe physiological features such the structure of the eyes, muscle balance, binocularity and motility.  If the child is blind and wears prosthetics, routinely check for cleanliness.

Public Domain Resources:

Checklist for Spotting Vision Problems;  1, 27

Resources for Purchase: 11, 13, 17, 18, 22, 23, 29, 30

Tips:

Conduct observations of eyes during different times of the day, including the morning, afternoon, and evening as well as during and after motor activities.

Behavior Abnormalities

Assess behavioral abnormalities (i.e., light gazing, eye pressing)

Assess behavioral abnormalities (i.e., light gazing, eye pressing)

Assess behavioral abnormalities (i.e., light gazing, eye pressing)

Assess behavioral abnormalities (i.e., light gazing, eye pressing)

Description and Rationale:

When evaluating the behavior abnormalities of the eyes, it is important to as it relates to activities or environmental effects such as too much glare or light.

Public Domain Resources:

Checklist for Spotting Vision Problems;  1, 27

Resources for Purchase: 11, 13, 17, 18, 22, 23, 29, 30

Tips:

Conduct observations of behavioral abnormalities during different times of the day, including the morning, afternoon, and evening as well as during and after motor activities.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Functional Peripheral Field

Confrontation assessed preferred visual quadrants

Confrontation assessed preferred visual quadrants

Confrontation assessed preferred visual quadrants

Confrontation assessed preferred visual quadrants

Description and Rationale:

The confrontation testing technique provides a rudimentary estimation of a student's peripheral visual fields.  The examiner and student may sit facing one another approximately two feet apart.  The examiner wiggles the target (such as a finger or puppet) in each of the four quadrants of the visual field.  The examiner should slowly bring the target toward midline or the area of central vision.   

Field testing is important to consider for its impact on travel skills, recreation and leisure, social skills, independent living skills and accessing various visual information in the environment.  

Public Domain Resources:

Checklist for Spotting Vision Problems; 1, 27

Resources for Purchase: 13, 14, 22, 30

Tips:

If areas of concern emerge, the student should be referred to an eye care specialist for further clinical testing.  

Confrontation field testing should be completed in various light settings (i.e., daytime, dusk, nighttime, overhead, and natural lighting) as lighting often has significant impact on visual fields.  

Students with multiple or severe disabilities may require unique testing techniques. For example, you may need to use objects that are larger and more brightly colored or objects that have a history of high interest for the child.  In addition, the child may demonstrate more reliable feedback if response time is extended and the child is kept in his or her familiar classroom environment.  

Requesting assistance from the certified orientation and mobility specialist (COMS) can provide valuable information toward this area of assessment.  

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Color Discrimination

Informal color matching (as appropriate) is assessed

Informal color identification and matching are assessed

Informal color identification and matching are assessed

Informal color identification and matching are assessed

Description and Rationale:

Tasks that can be used to test color discrimination include:  magic markers, crayons, toys, color cards, clothing, matching games, or other commercially made materials.  

Color difficulties impact a student's ability to access and interpret graphs and charts in textbooks, independent living skills, and potential career options.  

Be aware that some students who are functionally blind have the ability to discern color.  

Public Domain Resources:

Information About Color and Color Blindness from TSBVI; 1, 27  

Resources for Purchase: 13, 14, 22,30

Tips:

A formal color assessment may be found on the eye health report.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Light Sensitivity

Routine-based observation assesses any light sensitivity

Observation and child questioning assesses any light sensitivity

Observation and Student questioning assesses any light sensitivity concerns

Routine-based Observation and Student questioning assesses any light sensitivity concerns

Description and Rationale:

Difficulties adjusting to changes in light may impact a student's ability to perform visual tasks.  

Students with light sensitivity due to some diagnoses may have associated health risks; for example, students with oculocutaneous albinism may be at risk for skin damage or cancers.

Public Domain Resources:

Checklist for Spotting Vision Problems; 1, 27

Resources for Purchase: 11,13,14, 17, 22, 30

Tips:

Complete a parent, teacher, and/or caretaker interview along with observations.  

Observe in a variety of settings with various lighting levels; include moving from one location to another.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Developmental Visual Perception Skills associated with a visual impairment

n/a

If the student is having difficulty processing information as a result of a visual impairment the following developmental perception skills are assessed: 

-       Visual discrimination

-       Form perception

-       Figure ground perception

-       Eye-hand coordination

-       Imitation of actions

-       Visual closure

-       Visual sequencing

n/a

n/a

Description and Rationale:

Assessing visual perception skills may require a collaborative effort among the TVI and other related service providers. 

Visual perception areas may include:  visual discrimination, form perception, figure ground perception, eye-hand coordination, imitation of actions, visual closure, visual sequencing.

Public Domain Resources:

 Medications that Influence Functional Vision; 27

Resources for Purchase: 3, 14, 20, 30, 32

Tips:

Use the activities listed in the Oregon Project.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Near Acuity and 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

·         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 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 near measures (as appropriate) 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

Description and Rationale:

Reduced near acuity and discrimination may impact the student's ability to access regular print materials, textbooks, workbook pages, and other near vision activities (i.e. computer, hand puppets, food). Functional activities for this assessment area may include:  describing objects in color pictures, completing puzzles, and reading prepackage food cartons.  

Include a formal near acuity screening (symbol charts, paragraph charts, and/or letter charts) to act as a comparison to the clinical measure.

Public Domain Resources:

Checklist for Spotting Vision Problems; Process for Completing a FVA for Infants and Toddlers; FVA for Infants and Toddlers; 27

Resources for Purchase: 5, 6, 18, 28, 31, 33

Tips:

The TVI should record the size and color of the object and distance the child is from the object being viewed.  Level of contrast of the object may also be noted (i.e. Johnny first noticed the one inch red block on the black table top from 12 inches).  

Typically, near acuity and discrimination is measured at distances within 16 inches.  

If the student uses prescribed optical devices, you may wish to assess visual acuity with and without those devices.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Distance Acuity and Discrimination

·         Formal distant measures are assessed as appropriate

·         Functional distant measures are assessed using familiar objects in the natural environment and address the following areas:

·         Distance

·         Color

·         Contrast

·         Size

·         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

·         Contras

·         Size

·         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 distant measures are assessed as appropriate  for the student

·         Functional distant measures are obtained using various objects in all educational/home environments and address the following areas:

·         Object

·         Distance

·         Color

·         Contrast

·         Size

Description and Rationale:

Distance acuity and discrimination may impact the student's ability to access the whiteboard, overhead projector materials, social cues, movies, and sporting events.  Functional activities for this assessment area may include: describing objects in the classroom (which are beyond arm's length), cafeteria, which playground, or community.  

Include a formal distance screening (symbol charts, letter chart, grating tests, and number chart) to act as a comparison to the clinical measure.  

Public Domain Resources:

Checklist for Spotting Vision Problems; Process for Completing a FVA for Infants and Toddlers; Functional Visual Acuity for Different Sizes of Objects and Distances;  FVA for Infants and Toddlers; 27

Resources for Purchase:  6, 13, 14, 18, 28, 30, 31, 33

Tips:

Evaluating distance acuity should take place in a variety of settings, with various lighted environments, and with the child performing various tasks involving distance vision.

If the student uses prescribed optical devices, the TVI may wish to assess visual acuity with and without those devices.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Depth Perception

Depth 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 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 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 and/or demonstration (as appropriate)

·         Mobility observation

·         Picks up objects and places in container

·         Catches a ball

·         Kicks a ball

·         Pours from containers

Description and Rationale:

 Difficulties with depth perception impact a student's ability to navigate curbs and stairs; differentiate contrasts in the environment; and reaching for objects within arm's reach.

Public Domain Resources: 27

Resources for Purchase:  13, 14, 20, 22, 26, 30

Tips:

An orientation and mobility evaluation can detect and address depth perception difficulties.  The TVI and COMS should work collaboratively to help a student accommodate for any difficulties.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Contrast Sensitivity

Pediatric Contrast Sensitivity is assessed

Pediatric Contrast Sensitivity is assessed

Contrast Sensitivity is assessed

Contrast Sensitivity is assessed

Description and Rationale:

Difficulties in contrast sensitivity are often more problematic for a student than increased visual acuity loss.  A student with a visual impairment who has reduced or low contrast sensitivity may have difficulty seeing a light colored marker on a dry erase board, facial expressions given by a teacher, or details in objects. 

Include a formal contrast screening (using an eye chart in which all letters are the same size but varying in contrast from very black to lighter shades of grey, Lueck, 2004) to act as a comparison to the clinical measure.

Public Domain Resources: 27

Resources for Purchase: 13, 14, 18, 22

Tips:

Individuals with similar distance visual acuities may function very differently due to the individual's ability to detect differences in contrast.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Current Media Functioning

Learning 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)

Learning Media Assessment (LMA) forms 2, 3, 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)

Learning Media Assessment (LMA) forms 2, 3, 4, 5, 6, and 7 are used as appropriate to address:

• 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)

Sensory Learning Kit (SLK) Sensory Learning Summary (SLS), Arousal State Profile (ASP), if needed, 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)

Description and Rationale:

This assessment area is designed to determine the most effective method of learning for an individual student, or to ensure that the method being used is the correct one.  Difficulties accessing current media impact all areas of learning.  Areas to assess include auditory, visual, tactual, and gustatory skills.  On-going evaluation of these skills helps predict and determine primary mode of learning.

Public Domain Resources:

ECC Assessment Protocol; Every Move Counts - LMA for Students with Severe Multiple Disabilities; Individual Sensory Learning Profile Interview (ISLPI); Observational Assessment of Sensory Preferences of Infants and Toddlers With Visual Impairments; Resources for Assessing Visual Abilities in Young Children; 4, 27

Resources for Purchase: 2,5, 12, 13, 16, 19, 33

Tips:

This assessment area provides a structured data collection format for determining a student's primary and secondary sensory learning channels, the types of general learning media the student uses, or will use, to accomplish learning tasks, and the literacy media the student will use for reading and writing.  

Information gathered in this assessment area does not necessarily mean the student's current medium is the most efficient.  This will be determined upon completion of the essential assessments.  

When assessing this area, the TVI should pay particular attention to font size, type of paper, contrast of material, use of optical devices, and use of hands.  

Not every child learns primarily through visual or tactual means.  Gustatory, auditory, & kinesthetic skills can be an important mode of learning for students with additional disabilities.   

This assessment area includes looking at the student's current media functioning as well as discovering recommendations for improving future accessibility to daily visual tasks.  

Information gathered in this area also inventories and evaluates learning media found in the student's home, classroom and other learning environments.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Formal Reading and Listening Skills

n/a

n/a

Informal reading inventory assesses:

·         Grade level reading

·         Words read per minute

·         Reading comprehension level (independent only

·         Listening comprehension level (independent only)

Informal reading inventory assesses (as appropriate):

·         Grade level reading

·         Words read per minute

·         Reading comprehension level (independent only)

·         Listening comprehension level (independent only)

Description and Rationale:

This assessment area is designed to determine whether or not a student is performing commensurate with their sighted peers.  Reading and listening data should be compared to that of students who are typically developing.  

Public Domain Resources: 24, 27

Resources for Purchase: 12, 15, 17, 24, 30, 34

Tips:

This assessment is the foundation for successful access of the general education curriculum.  

An informal reading inventory should document student's performance in several mediums:  regular print, large print, braille, regular print with optical devices.  

Eye fatigue and stamina can be evaluated by completing an extended reading inventory (20 minutes or more) at various times of the day.  

Koenig and Holbrook offer tips for improving reading rates in their book, Learning media assessment of students with visual impairments (2^nd ed.): repeated readings, echo reading, and radio reading.  

When testing a child with additional disabilities, the TVI should discuss the student's reading level with the classroom teacher, so that he or she can begin testing at an appropriate grade level and not frustrate the student. 

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Functional  Reading and Writing Skills

Near and distant assessment is conducted to determine what assistive technology or technology is needed to assist child in functional reading and writing tasks

Informal near and distant measures identify assistive technology or technology  needed to assist child in functional reading and writing tasks

Near 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 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

Description and Rationale:

Observations of classroom tasks are documented and work samples are collected to determine the functional reading and writing demands of the classroom.  This information is used to evaluate the student's current performance in comparison with his/her sighted peers.

Public Domain Resources: 27

Resources for Purchase: 13, 14, 15, 19, 30, 33

Tips:

Although no normative data exists, subjective routine observations are needed to establish baseline performance, possible mean time of class could be used if data was collected.  

Collect samples from the student and peers' work in the general education classroom.   

Evaluate timed near and distant copying tasks such as copying assignments from the board or definitions from a glossary.  

Assess the student's ability to read his or her handwriting.  

For students with additional disabilities, document the size of the object, symbol or picture and distance from each.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

ECC Needs Assessment

ECC 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

ECC 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

ECC 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

ECC 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

Description and Rationale:

IDEA 2004(300.320(1)) requires functional outcomes to be addressed on all IEPs.  The ECC Needs Assessment is a screening tool that collects strength-based information from teachers, families, students, and other service providers on each area of the ECC. In addition, the tool also collects information on the needs of the student. From the needs the team selects 2-3 priority areas to focus on for the upcoming school year. This tool and process begins the conversation on the ECC and allows for common terminology and understanding. This tool and procedure does not take the place of an age-level or grade-level assessment. Ideally this tool is completed as part of the pre-IEP team meeting. See the next key component about completing specific ECC assessments.

Public Domain Resources:

ECC Needs Screening Tool; Effective Assessment to Instruction Continuum Checklist; Effective Services Flow Chart; National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities: www.tsbvi.edu/national-agenda and www.afb.org/education.asp; 27

Resources for Purchase: 7, 9, 30, 31

Tips:

The needs assessment screening tool identifies 2 to 3 priority areas for focused instruction for the current IEP year. TVIs are encouraged to individualize the tool for their students. TVIs should continue to monitor other areas of the ECC for future instructional needs.  The pre-IEP meeting, including the student (as appropriate), is recommended to allow consensus about strengths, needs and priority areas.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

ECC Assessments

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 all identified ECC priority areas (2-3)

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 all identified ECC priority areas (2-3)

Description and Rationale:

IDEA 2004 (300.305 (iii) requires that the present level of performance in both academic achievement and functional performance be addressed on IEPs. Once the priority areas have been identified by the ECC Needs Assessment tool collaborative assessments are completed by the TVI, COMS, and other pertinent educational personnel. Age level or grade level equivalencies are needed to develop measurable goals for planning and instruction. Most states have adopted the common core standards, benchmarks or grade level expectations. Some states require all IEP goal areas to be aligned with these standards, check for your state's guidance on this matter.

Public Domain Resources: ECC Action Plan; ECC Content Areas Resource Mapping; 8, 27

Resources for Purchase: 3, 5, 7, 9, 26, 34

Tips:

Gather information from all team members to assess student's proficiency level in the ECC priority areas. Interviews, observations, and formal assessments will be needed.

KEY COMPONENT

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Measurable Goals for the Individualized Family  Service Plan (IFSP) and Individualized Education Program (IEP)

Measurable IFSP goals assessed have the 7 required areas:

·         Conditions:

·         Time

·         Situation

·         materials

·         Behavior

·         Criterion

·         Student

·         ECC content area

Measurable IFSP goals assessed have the 7 required areas:

·         Conditions:

·         Time

·         Situation

·         materials

·         Behavior

·         Criterion

·         Student

·         ECC content area

Measurable IFSP goals assessed have the 7 required areas:

·         Conditions:

·         Time

·         Situation

·         materials

·         Behavior

·         Criterion

·         Student

·         ECC content area

Measurable IFSP goals assessed have the 7 required areas:

·         Conditions:

·         Time

·         Situation

·         materials

·         Behavior

·         Criterion

·         Student

·         ECC content area

Description and Rationale:

IDEA 2004 (300.320 (2)) require a statement of measurable goals, including academic and functional designed to meet the child's need be included in the IEP. Goals must be measurable in order to document student progress in the ECC priority areas.  

Public Domain Resources:

ECC Action Plan; ECC Supplement;  Measureable Goal Matrix; Parent Checklist for Effective Instruction in the Expanded Core Curriculum Content Areas; 8,  27

Resources for Purchase: 7, 34

Tips:

Assessment data drives the goals for program planning and allows the instructor to develop measurable goals. Measureable Goal Matrix

Key Components

Birth – 3 Years

3-5 Years

5-22 Years

Multiple Disabilities/Deafblind

Educational Report

Educational Report

Educational Report

Educational Report

Educational Report

Criteria for Eligibility Statement

Criteria for certification statement includes etiology, visual acuity, and needed accommodations to satisfy Part C's requirement of an established disability

Criteria for certification statement includes etiology, visual acuity, and needed accommodations to satisfy IDEA's two prong requirement to document a disability and an impact on educational programming

Criteria for certification statement includes etiology, visual acuity, and needed accommodations to satisfy IDEA's two prong requirement to document a disability and an impact on educational programming

Criteria for certification statement includes etiology, visual acuity, and needed accommodations to satisfy IDEA's two prong requirement to document a disability and an impact on educational programming

Rationale:

Each state has individual guidelines for determining eligibility for students with a visual impairment. To be eligible for special education services, students must have a certified visual impairment (eye health report) and documentation of how the visual impairment impacts the educational program (essential assessments). 34 CFR 300.301 and 34 CFR 300.304   

Initial evaluations: http://edocket.access.gpo.gov/cfr_2008/julqtr/34cfr300.301.htm   

Evaluation procedures: http://edocket.access.gpo.gov/cfr_2008/julqtr/34cfr300.304.htm   

Tips:

Check on state guidelines on how to word this information on the IFSP and IEP.

Public Domain: 8,  27;  

Effective Assessment to Instruction Continuum Checklist;  

Educating Students with Visual Impairments in Texas - Guidelines and Standards;  

National Association of State Directors of Special Education (NASDSE) www.nasdse.org;  

Expanded Core Curriculum Resource Guides: Procedures Manual, Resource Guide and Progress Monitoring. (2007). Des Moines: Iowa Department of Education.  

Or go to the Iowa Department of Education website: http://educateiowa.gov/index.php?option=com_content&task=view&id=576&Itemid=1610

Resources for Purchase:  30

Recommendations/Educational Implications

Recommendations and educational implications are data-driven as part of the Individual Family Services Plan (IFSP)

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

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

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

Rationale:

Use information from the essential assessments to document needed accommodations to successfully access the general education curriculum. Access to the Core Curriculum is required by the Elementary/Secondary Education Act and IDEA 2004. In addition, states are required to collect/submit data on academic achievement for all students with IEPs and for Early Childhood Outcomes for students with an IFSP.

Tips:

This section of the educational report is critical in determining how a student will access general education. As an example, will the student use braille materials, braille and regular print with optical devices? How will the student access visual information off of the white board, overheads, during assemblies? This is also the documentation that a student who is blind or visually impaired needs specialized instruction thus meeting the second prong of eligibility requirements. It is important to use only student-specific recommendations that have been quantified by your essential assessments and not use a previously constructed bank of recommendations.

Public Domain: ECC Action Plan; ECC Content Areas Resource Mapping; Measureable Goal Matrix; NTAC Indicators for Children and Youths with Deafblindness; OSERS Policy Document - Educating Blind and Visually Impaired Students; Recommendations to Enhance Vision and Vision Efficiency within the Physical Environment; 27

Resources for Purchase: 30

TOTAL Key Components

Birth – 3 Years

20

3-5 Years

22

5-22 Years

22

Multiple Disabilities/Deafblind

22