|
Category
|
Accomplished
(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 daily
routines.
·
Post-secondary plans (14 &
above.)
|
6
/ 8 components are accurately addressed.
|
4
/ 8 components are accurately addressed.
|
Parent
and/or Caregiver is not interviewed.
|
|
|
4
|
3
|
2
|
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
strengths/concerns.
·
Educational strengths/concerns,
including literacy, numeracy, and listening skills.
|
3
/ 4 components are accurately addressed.
|
2
/ 4 components are accurately addressed.
|
Teacher
and/or service provider is not interviewed.
|
|
|
4
|
3
|
2
|
1
|
|
Student
interview
|
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).
|
3
/ 4 components are accurately addressed.
|
2
/ 4 components are accurately addressed.
|
Student
is not interviewed.
|
|
|
4
|
3
|
2
|
1
|
|
Review
of Records
|
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.
|
5
/ 7 components are accurately addressed.
|
4
/ 7 components are accurately addressed.
|
Review
of records is not completed.
|
|
|
4
|
3
|
2
|
1
|
|
Student
Observations
|
Routine-based
observations 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.
|
4
/ 7 components are accurately assessed.
|
Student
observations are not completed.
|
|
|
4
|
3
|
2
|
1
|
|
Appearance
of Eyes
|
Assess
appearance of eyes for any abnormalities (i.e., discharge, crusty eyelids, redness).
|
|
|
Appearance
of eyes is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Behavioral
Abnormalities
|
Assess
behavioral abnormalities (i.e., light gazing, eye pressing).
|
|
|
Behavioral
abnormalities are not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Functional/Peripheral
Field
|
Confrontation
assesses preferred visual quadrants.
|
|
|
Preferred
visual quadrants are not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Color
Discrimination
|
Informal
color identification and matching are assessed.
|
Informal
color identification is assessed.
|
Informal
matching is assessed.
|
Color
discrimination is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Light
Sensitivity
|
Observation
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.
|
|
|
4
|
3
|
2
|
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.
|
|
|
4
|
3
|
2
|
1
|
|
Distance
Acuity & Discrimination
|
·
Formal distant measures are
assessed using standardized distant letter charts as appropriate.
·
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.
|
|
|
4
|
3
|
2
|
1
|
|
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 but through observation only
.
|
Depth
perception is a heading with no information noted.
|
Depth
perception is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Contrast
Sensitivity (CS)
|
Contrast
Sensitivity is assessed
|
|
|
Contrast
sensitivity is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Current
Learning & Literacy Functioning
|
Sensory
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 & literacy functioning is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Formal
Reading and Listening Skills
|
Informal
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.
|
|
|
4
|
3
|
2
|
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.
|
|
|
4
|
3
|
2
|
1
|
|
ECC
Needs Screening Tool
|
ECC
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 addressed.
|
2
/ 5 areas are addressed.
|
Screening
tool is not used to determine priority areas for assessment.
|
|
|
4
|
3
|
2
|
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 / 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.
|
|
|
4
|
3
|
2
|
1
|
|
Measurable
IEP Goals
|
Measurable
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.
|
|
|
4
|
3
|
2
|
1
|
|
Criteria
for Certification Statement
|
Criteria
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.
|
|
|
4
|
3
|
2
|
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.
|