Arkansas IEP Domain Scoring Rubric

DRAFT MATERIALS 11/08/18

DOMAIN

SCORE POINT

Emergent

/ SCORE POINT
2
Supported Independence /

SCORE POINT

Functional Independence

SCORE POINT

4
Independent

Performance

(Scored for each portfolio entry.) / Student does not perform the task with any evidence of skill. / Student attempts the task, but there is only minimal evidence of skill. / Student performs the task with reasonable skill. / Student performs the task with mastery.

Appropriateness

(Scored for each portfolio entry.) / Task does not meet any of these criteria: age-appropriate, challenging, or authentic. / Task meets only one of these criteria: age-appropriate, challenging, or authentic. / Task meets two of these criteria: age-appropriate, challenging, or authentic. / Task meets all three of these criteria: age-appropriate, challenging, or authentic.

Level of Assistance

(Scored for each portfolio entry.) / Student performs only with maximum physical assistance (such as hand-over-hand support). / Student performs with direct verbal prompting, modeling, or some physical support. / Student performs with environmental or social supports or in response to an indirect verbal prompt. / Student performs independently or initiates the activity with the use of environmental or social supports.

Settings

(Scored once considering all portfolio entries. Note: only Reader 1 will score for Settings.) / Student performs all tasks in a single physical setting (e.g., classroom). / Student performs tasks in two different settings. / Student performs tasks in three different settings. / Student performs tasks in four or more different settings.

Non-scorable -A portfolio, or individual entries, may be considered non-scorable if the rules or guidelines in the Implementation Guide are not followed. Entries must reflect standards from the Arkansas Curriculum Frameworks. Entries/portfolios that are considered non-scorable will be given one of the following codes:

Incomplete Portfolio (I): The portfolio contains fewer than the required number of entries.

Not to Standard (S): The entry does not reflect a standard from the Arkansas Curriculum Frameworks.

Nonscorable entries, whether Incomplete or Not to Standard, will receive a score of ZERO.

Scoring DomainDefinitions

Performance: The student’s demonstration of skill while attempting a given task. Each individual task (portfolio entry) is scored for Performance.

Appropriateness: The degree to which the tasks

1)reflect meaningful, real-world activities with age-appropriate materials,

2)provide a challenge for the student,

3)promote increased independence, and

4)are linked to the Content Standards of the Arkansas Curriculum Frameworks for Mathematics and English Language

Arts.

Each individual task (portfolio entry) is scored for Appropriateness.

Level of Assistance: The observed accommodations, adaptations, and/or assistance provided to a student during performance of tasks. Each individual task (portfolio entry) is scored for Level of Assistance.

Settings: The observed settings or environments in which tasks are administered/performed. The entire portfolio (not individual entries) is scored for Settings.

Glossary

Academic expectations - Learning goals identified (set) by the Arkansas Department of Education as standard knowledge achieved by all Arkansas high school graduates.

Accommodations - Changes in how a test or assessment is presented or in the response a test-taker gives (i.e., test format, response format, setting, timing, schedule); changes do not effect level, content or performance criteria, or construct of the test.

Adaptations - Changes made to existing materials or instructional delivery in order to meet the needs of a student.

Age-appropriate - Means that the skills taught, activities, routines, and materials selected, and the language used reflect the chronological age of the student.

Appropriateness - The degree to which the tasks reflect meaningful, real-world activities with age-appropriate materials, provide a challenge for the student, and promote increased independence.

Assistive Technology - Assistive technology devices are any items, pieces of equipment, or product systems that are used to increase, maintain, or improve the functional capabilities of a child with a disability. Students with significant disabilities should have access to technology, which will assist them in developing and participating in meaningful academics, social relationships, and employment activities. Both low and high technology approaches can be combined to allow students to communicate with others and to exert varied levels of control over their environments.

Authentic - Objectives or activities are meaningful, functional, related to the real world.

Challenging - The Student Learning Expectation identified on each entry sheet offers a realistic challenge for the student in relation to the student's abilities and present level of functioning.

Diverse - Peers both with and without disabilities, of different sexes, ethnic and cultural backgrounds.

Evidence - Student generated products that document the student's performance (i.e., actual student work, instructional program data, peer narratives, captioned or scripted video/audio tapes).

Functional - The degree to which an activity or skill has meaning for a student in current or future integrated environments and results in increased capacity or independence; functional skill instruction is based upon a student's needs in his/her home, school, community, and workplace.

Generalization - The ability to transfer learned skills to other settings and to demonstrate those skills with other people, materials, and similar tasks.

Inclusion - Chronologically age-appropriate membership of students with disabilities in a variety of settings including neighborhood schools, general education classrooms, and community and work settings and/or provision of the necessary supports to allow students to participate successfully in those settings.

Interactions - The degree to which the student has access to non-disabled peers; Frequent interactions are short term without opportunities for students to get to know one another (e.g., saying, "Hi" in the hallway, eating lunch in the same cafeteria); Sustainedinteractions occur over time with opportunities for students to develop relationships (e.g., presence in regular education classrooms on a daily basis, belonging to the same club, being on a sports team).

Mastery - The student consistently performs the skill or task.

Meaningful /Functional; the degree to which an activity has meaning for a student in current or future integrated environments and results in increased capacity or independence. Meaningful (functional) skill instruction is based upon a student's needs in his/her home, school, community, and workplace.

Modifications - Substantial changes in what a student is expected to learn and/or demonstrate; changes may be in level, content, performance, test format, or performance format.

Multiple Settings - Instruction in multiple settings refers to the assumption that instruction should occur in a variety of settings, including classrooms, school campuses, and communities. Skills selected for instruction should be taught in the settings in which the activities typically occur.

Partial participation -The right of individuals to participate (given a variety of levels of support) in activities to the maximum extent possible.

Participates - Student takes part in the activities within the entries, but it is not clear what he/she was expected to learn.

Peer - A student without identified cognitive disabilities who is within a two year age span of the targeted student; a peer at the senior high level could be 16 years old or older (e.g., an adult co-worker of any age).

Peer Tutoring - Peer support that is teacher directed; the student without a disability is assigned to assist or teach the student with disabilities and he/she does not have a learner outcome of his/her own.

Portfolio - Showcase of student work that documents, measures, and reflects student performance and program effectiveness; portfolio tasks should be a natural part of daily instruction and provide opportunities for a wide range of instructional strategies.

Progress - The forward movement of student performance on a targeted IEP goal/objective from a beginning to a more advanced level; this is most easily documented with instructional data and graphs (either teacher or student).

Prompts - Ways we help students learn skills or get better at skills they have already acquired. Prompts are a way of getting a task started. The purpose of prompts is not to give the most help possible. Giving the least amount of help is usually best because minimal assistance encourages independence.

Physical Prompt - Using touch or hand-over-hand assistance to guide the student through a step. This prompt gives the most direct kind of help because the teacher actually guides the student's movements.

Modeling Prompt - The teacher demonstrates how to do a task. The teacher uses this direct prompt to show the student what to do.

Gesture Prompt - A movement the teacher uses to let the student know what to do (e.g., tapping or pointing to the window to let the student know it is time to wipe the window). The teacher uses this direct visual prompt to show the student where to look or move.

Direct Verbal Prompt - Verbal instruction that helps the student know what to do (e.g., "Turn the knob." or "Drink juice.").

Indirect Verbal prompt - A few simple words in question format that help the student know what to do (e.g., "What's next?").

Rubric - Scoring Guide

Settings - The degree to which multiple settings or environments are used for instruction and/or generalization (i.e., specialized: self-contained special education school/classroom/resource room or work site; school: regular education classroom,

library, cafeteria, playground, campus, etc.; community: integrated work site, post office, restaurant, store, public transportation, sports center, etc.)

Supports - The degree of effectiveness of accommodations and adaptations provided during learning and that naturally occur during instruction; also reflected is the degree to which assistive technology and peers are utilized.

Environmental/Social/Natural Supports - Support provided by peers in the context of students learning together (e.g., cooperative learning groups, working on a class project together, assisting the student with disabilities in a regular class activity, assistance on the job provided by a co-worker, interpreting the student's communication response to peers on the playground, etc.). Support is provided to all students in the context of regular education (e.g. instruction provided by the regular education teacher, help given by a regular classroom volunteer, community worker using a student's adaptation within the context of a normally occurring interaction, support from a collaborative special education teacher/paraprofessional/therapist in an integrated setting that is consistent with support provided to all students, etc.).

Targeted Skills - What the student is supposed to learn within an entry; should be directly related to the IEP goals and objectives; must be observable/measurable.

Scoring Distribution for Special Education Portfolio

Mathematics (5 Strands with 3 entries for each)

Domain Scorers # Entries Domain Weight Points Possible Total Points

Performance / 2 / 15 / 4 / 4 / 480 (53 1/3%)
Appropriateness / 2 / 15 / 2 / 4 / 240 (26 2/3%)
Level of Support / 2 / 15 / 1 / 4 / 120 (13 1/3%)
Settings / 1 / 15 / 1 / 4 / 60 (6 2/3%)
900 total points

English Language Arts (3 Strands with 3 entries for each)

Domain Scorers # Entries Domain Weight Points Possible Total Points

Performance / 2 / 9 / 4 / 4 / 288 (53 1/3%)
Appropriateness / 2 / 9 / 2 / 4 / 144 (26 2/3%)
Level of Support / 2 / 9 / 1 / 4 / 72 (13 1/3%)
Settings / 1 / 9 / 1 / 4 / 36 (6 2/3%)
540 total points