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Essential Assessments Rubric
Transcript of Essential Assessments Rubric
Mary Ann Siller, M.Ed
EFFECTIVE INSTRUCTIONAL CONTINUUM
A research-based effective instructional
continuum always begins with quality assessment
data that drives both educational programming and
instruction for all students with varying acuity
and ability levels.
Essential Assessments for Children with Visual Impairments: Rubric Project: www.EARubric.com
Karen Blankenship, Nashville, TN Karen.Blankenship@vanderbilt.edu
Mary Ann Siller, Dallas, TX email@example.com
Jennifer Coy, Jackson, MO firstname.lastname@example.org
Julie Prause, Columbus, TX email@example.com
Resources for the ECC (RECC) at www.tsbvi.edu/recc
www. familyconnect.org (student and parent ECC audio messages @ teen section)
LEARNING/LITERACY MEDIA ASSESSMENT
Process of systematically gathering objective
information to provide a basis for selecting
appropriate learning and literacy media for students who are blind and visually impaired
Learning Media Assessment by Koenig & Holbrook-TSBVI
Sensory Learning Kit by Millie Smith - APH
EXPANDED CORE CURRICULUM PRIORITY AREAS
Complete a needs assessment or screening tool *
to determine strengths, needs and priority areas
(2-3) for assessment
Conduct valid and reliable assessments such as
EVALs, Oregon, Brigance, BRIs
*Iowa ECC Screening Tool (see rubric @
www.EArubric.com for public resource)
FVLMA ECC Screening Tool (APH)
WHY USE A RUBRIC?
that rubrics improve
and end product.
MORE ADVANTAGES OF USING A RUBRIC?
Rubrics promote professional awareness about the criteria used in assessing peer performance.
Rubrics provide useful feedback to the teacher regarding the effectiveness of the assessment.
Rubrics provide professionals with more informative feedback about their strengths and areas in need of improvement.
Rubrics are easy to use and easy to explain.
AUTHENTIC ASSESSMENTS RUBRICS
TO IMPROVE PRACTICE
Karen Blankenship, Ph.D., TVI
Functional vision assessment (FVA)
Learning media assessment (LMA)
Expanded Core Curriculum (ECC) assessments
in the priority areas: The Iowa ECC Screening
Tool allows for a strengths based conversation
around each of the 9 areas with the team choosing
2-3 priority areas to assess and address each year
FUNCTIONAL VISION ASSESSMENT
Observe how a student uses vision to complete daily activities with a variety of materials and a variety of environments.
Determine the degree to which the visual impairment interferes with learning
Identify ways to increase the efficiency of visual functioning
THE ESSENTIAL ASSESSMENT RUBRIC IS ....
An authentic assessment tool used to measure
A scoring guide that seeks to evaluate a professional’s performance
based on the sum of a full range of criteria rather
than a single numerical score.
A working guide for teachers, administrators, & families
Two Types of Rubrics
WHAT ARE THE ADVANTAGES OF USING A RUBRIC?
Rubrics improve professionals’ performance by clearly showing how their work will be evaluated and what is expected of them.
Rubrics help professionals become better judges of the quality
of their own work.
Rubrics allow assessments to be more objective and consistent.
Rubrics force the teacher to clarify his/her criteria in specific terms.
EA RUBRIC ADHERES TO THE "RIOT" MODEL
with families, students, and professionals
in multiple environments
both formal and informal
Developed using two extensive literature reviews and input from Dr. Randy Jose
Includes many links & tips for staff development
NAVIGATING THE RUBRIC
Critical resources both public and for purchase are embedded in the document through hyperlinks and right click and they will open as a word document
Rubric is divided into 5 columns
Key components- determined by 2 extensive literature reviews and conversations with Dr. Randy Jose
3-5 years of age
5-22 years of age
Each key component has the content areas needed under each age/ability group with a definition (hyperlinked) under the key component. In addition, each area has a description and rationale (federal citations are included as appropriate)
LETS TAKE A LOOK AT THE RUBRIC....
Cognitive Modeling: Walk participants through the use of the content and/or quality rubric
Guided Practice: Have participants apply the quality rubric to a sample report and score using the 1-4 criteria for each component. Complete a mean score for the entire report (1-4.0)
Independent Practice: Have participants apply content/quality rubric to one of their Essential Assessments
Is our field ready
Can we agree
that our field meets these 3
criteria of a "profession"?
Can we agree
on the content upon which to
base those standards?
Can we agree
expertise, and high
quality work as well?
Think about it as you view this presentation...
how would standards based practice benefit you,
as a VI professional, your
program, and your students?
If your VI Program professionals are
ready to work together to take the
next steps to adopting professional
standards of practice, take a look
at the Essential Assessments
Essential Assessments for eligibility,
programming, instruction, and ongoing
children/youth who are
blind or visually impaired
TVIs & COMS
on the Path to
Nancy Toelle - QPVI
Mary Ann Siller, TVI
RIENTATION & MOBILITY
Nine Areas of the Expanded Core Curriculum - A Collaborative Effort
Do you think the rubric has
implications for your program?
What are YOUR next steps?
Thanks for your interest in professional standards...
Consider making this your legacy to the field..........
People who have used it say....
"Having standard assessments and report formats is so much easier than doing something different every time."
Central Florida TVIs
"Working as teams the first time we used the standards really helped us figure it out".
Broward County Florida
"We're doing a better, more thorough assessment for all our students.
Spring Branch Texas
"Our administrator can look at any report, know if it is written to our standard, and can understand what it is saying."
Julie Prause, TVI
Jenn Coy, TVI, CVRT, COMS
For a more extensive process
that develops standards of
practice across the continuum,
visit Quality Programs for Students with Visual Impairments @
What makes a profession?*
According to literature in the field, it takes 3 things:
1. Unique knowledge or expertise
2. Uniform standards of practice
3. High quality of work
* from "Wait", the nonfiction bestseller by Frank Partnoy (2012)
Quality Programs for Students with Visual Impairments
Programs for students with visual impairments
all over the U.S. are accepting that challenge....
just a job
, where everyone acts
independently of each other.
We are members of a profession
, guided by an
accepted body of knowledge, based on research or
evidence based standards of practice, resulting
in a uniformly high quality of work!
Found online at
(with free, linked materials and resources)
Functional Vision & Media Assessment For Children Who Are Preschool-Aged or Multiply Disabled by LaRhea Sanford, Ed.D. and Rebecca Burnett, Ed.D
Infused Skills Assessment by Linda Hagood - TSBVI
APH Functional Vision & Learning Media Assessment
Functional Vision & Media Assessment For Children Who Are Preschool-Aged or Multiply Disabled
WHAT IS THE ECC ?- WHY IS IT CRITICAL TO SCREEN ACROSS
ALL 9 AREAS TO IDENTIFY PRIORITIES FOR INSTRUCTION?
The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used for all students with visual impairments as a framework for assessing students, planning individual goals and providing instruction.
Accepted Standards of Practice
Why is a uniform Essential Assessments report format & peer review "ESSENTIAL" to establishing uniformity of practice to a quality level using set VI standards?
Why write them? Who reads them?
DISCUSS: How would standards based practice benefit you, as a VI professional, your program, and your students?