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iRubric: Assessment of Individuals with Intellectual Disability rubric

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Assessment of Individuals with Intellectual Disability Assessment of Individuals with Intellectual Disability CLC - Team Green Deronda Calhoun, Angela Erikson, Lyndsey Jones, Sheela Vadset Rubric Code: AX6W9WB By bryoung11 Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: K-5, 6-8, 9-12

Assessment of Individuals with ID Enter rubric description
	Unsatisfactory 1 pts	Below Expectatios 2 pts	Proficient 3 pts	Exceeds Expectations 4 pts
Pre School
Intellectual functioning Enter description	Unsatisfactory The student has major issues when problem solving. The student does not even try spelling their name or counting. The student has problems displaying their emotions on many occasions.	Below Expectatios The student displays many issues when trying to solve problems. The student does not have the ability to spell their name and has issues with counting. The student has problems controlling their feelings.	Proficient The student displays some issues with problem solving. The student knows how to spell their names but messes up on counting, and may have slight issues with their feelings.	Exceeds Expectations Student has the ability to solve problems with ease and precision. The student knows how to spell their name, and how to count to twenty, the student also knows their feelings and how to control themselves
Perceptual Motor Functioning	Unsatisfactory The student has trouble understanding all of the sensory messages and cannot explain their response.	Below Expectatios The student has a problem understanding one or two of the sensory messages and has issues explaining their response.	Proficient The student understands sensory messages, such as what they hear, see, feel, taste, or smell; but have issues with explaining their response.	Exceeds Expectations The students understand sensory messages, such as what they hear, see, feel, taste, or smell; and can explain their response to the sense.
Language Skills Enter description	Unsatisfactory The student does not know how to use reciprocity, respond to questions, initiate conversation, topicalization, and cohesion.	Below Expectatios The student is satisfactory in one or two skills which are reciprocity, responding to questions, initiation, topicalization, and cohesion; but has problems with the other skills.	Proficient The student excels in many of the skills of reciprocity, responding to questions, initiation, topicalization, and cohesion; but may have a slight issue in some.	Exceeds Expectations The student shows a great understanding of reciprocity, responding to questions, initiation, topicalization, and cohesion. The student knows how to carry a conversation using all of these skills.
Social/Adaptive Behavior	Unsatisfactory The student needs full assistance when bathing, dressing, grooming, or feeding them self. The student also has major difficulties with understanding and using language	Below Expectatios The student needs a lot of assistance when bathing, dressing, grooming, or feeding them self. The student also has some major issues understanding and using language.	Proficient Student does not need a lot of assistance when bathing, dressing, grooming, or feeding them self. The student has very minor issues understanding and using language.	Exceeds Expectations Student does not need assistance when bathing, dressing, grooming, or feeding them self. The student also does not have an issue with understanding and using language.
Elementary
	Unsatisfactory 1 pts	Below Expectations 2 pts	Proficient 3 pts	Exceeds Expectations 4 pts
Intellectual Functioning Phonemic Awareness, Word Recognition and Fluency/Language Skills	Unsatisfactory The Student has no ability to use letter-sound correspondence knowledge and structural analysis to decode words and speech. The Student has no ability to demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.	Below Expectations The Student has the ability to use a few letter-sound correspondence knowledge and structural analysis to decode words just below grade level and a few level grade words and speech. The Student is show progress to having the ability to demonstrate fluent oral reading, using just below grade level and a few grade level sight words and decoding skills.	Proficient The Student has the ability to use majority of letter-sound correspondence knowledge and structural analysis to decode most grade level words and speech. The Student has the ability to demonstrate fluent oral reading, using majority grade level sight words and decoding skills, and timing as appropriate for text.	Exceeds Expectations The Student has the ability to use all of letter-sound correspondence knowledge and structural analysis to decode all grade level words and speech. The Student has the ability to demonstrate fluent oral reading, using all grade level sight words and decoding skills, varying intonation and timing as appropriate for text.
The Ability to Follow Directions/ P	Unsatisfactory The student has no ability to use structures to organize content, draw conclusions and produce product. The student has no ability to ask clarifying questions concerning essential elements of following directions. The student has no ability to identify the central ideas of the directions. The student has no ability to use visual aids as sources to gain additional information to follow directions. The student has no ability to evaluate one or two-and- three step directions.	Below Expectations The student has a little to none ability to use structures to organize content, draw conclusions and produce product. The student tries to ask questions concerning how to following directions. The student has the ability to identify part of the central ideas of the directions. The student has the ability to read directions and try to follow directions. The student has the ability to evaluate one step directions.	Proficient The student has the ability to use structures to organize content, draw conclusions and produce product. The student has the ability to ask questions concerning essential elements of following directions. The student has the ability to identify the central ideas of the directions. The student has the ability to use visual aids as sources to gain additional information to follow directions. The student has the ability to evaluate majority of two-and- three step directions.	Exceeds Expectations The student has the ability to use structures to organize content, draw conclusions and produce product. The student has the ability to ask clarifying questions concerning essential elements of following directions. The student has the ability to identify the central ideas of the directions. The student has the ability to use visual aids as sources to gain additional information to follow directions. The student has the ability to evaluate two-and- three step directions.
Language Skills Acquisition of Vocabulary/ Language Skills	Unsatisfactory The student has no ability to use context clues to determine the meaning of new vocabulary.	Below Expectations The student has the ability to use some context clues to determine the meaning of new vocabulary.	Proficient The student has the ability to use context clues to determine the meaning of new vocabulary. The student has the ability to apply some structural analysis skills to build and extend vocabulary and to determine word meaning. The student has the ability to know the meaning of some specialized vocabulary by applying knowledge of word parts, relationships and meanings.	Exceeds Expectations The student has the ability to use context clues to determine the meaning of new vocabulary. The student has the ability to apply structural analysis skills to build and extend vocabulary and to determine word meaning. The student has the ability to know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings. The student has the ability to use resources to determine the meanings and pronunciations of unknown words.
The Ability to Be Safe/ Safety	Unsatisfactory The student has no ability to make predictions on the consequence for not being safe. The student has no ability to identify the difference between what is safe and what is not safe. The student has no ability to demonstrate safety skills. The student has no ability to show concern for other people	Below Expectations The student has a little ability to make predictions on the consequence for not being safe. The student has a little ability to identify the difference between what is safe and what is not safe. The student sometimes has ability to demonstrate safety skills. The student has a little ability to show concern for other people.	Proficient The student has the ability to make predictions on the consequence for not being safe. The student has the ability to identify the difference between what is safe and what is not safe. The student has the ability to demonstrate safety skills. The student has the ability to show concern for other people.	Exceeds Expectations The student has the ability to make predictions on the consequence for not being safe. The student has the ability to identify the difference between what is safe and what is not safe. The student has the ability to demonstrate safety skills. The student has the ability to show concern for other people. The student has the ability to teach others about safety.
Having the Ability to Stay on Task	Unsatisfactory Lacks ability to establish a purpose for stay on task and use a range of reading comprehension strategies to understand the assignment. Lacks ability to make predictions about the consequence from not stay on task. Lacks ability to draw conclusions from information while staying on task. Lacks ability to apply reading skills and strategies to stay on task. Lacks ability to demonstrate self control by staying on task. Lacks ability to apply and adjust self- monitoring strategies to stay on task.	Below Expectations The student has a little to none ability to establish a purpose for stay on task. The student has a little ability to make predictions about the consequence from not stay on task. The student has a little ability to draw conclusions from information while staying on task. The student sometimes demonstrate self control by staying on task. The student has some ability to apply and adjust self- monitoring strategies to stay on task.	Proficient Has some ability to establish a purpose for stay on task. The student has the ability to make predictions about the consequence from not stay on task. The student has the ability to draw conclusions from information while staying on task. The student has the ability to apply reading skills and strategies to stay on task. The student has the ability to demonstrate self control by staying on task. The student has the ability to apply and adjust self- monitoring strategies to stay on task.	Exceeds Expectations Has ability to establish a purpose for stay on task and use a range of reading comprehension strategies to understand the assignment. Has ability to make predictions about the consequence from not stay on task. Has ability to draw conclusions from information while staying on task. Has ability to apply reading skills and strategies to stay on task. Has ability to demonstrate self control by staying on task. Has ability to apply and adjust self- monitoring strategies to stay on task.
Middle School
	Unsatisfactory 1 pts	Below Expectations 2 pts	Proficient 3 pts	Exceeds Expectations 4 pts
Intellectual Functioning	Unsatisfactory Unable to problem solve social situations. Unable to demonstrate an awareness of other’s perspective. Unable to understand verbal/written directions. Unable to be flexible when needed. Unable to take initiative. Unable to demonstrates good judgment/common sense. Unable to organize time, materials, space. Unable to prioritize. Wears appropriate clothing with direction. Unable to manage cleanliness: hair, teeth, fingernails.	Below Expectations Struggles to problem solve social situations. Struggles to demonstrate an awareness of other’s perspective. Struggles to understand verbal/written directions. Struggles to be flexible when needed. Struggles to take initiative. Struggles to demonstrates good judgment/common sense. Struggles to organize time, materials, space. Struggles to prioritize. Wears appropriate clothing with direction. Struggles to manage cleanliness: hair, teeth, fingernails.	Proficient Has limited ability to problem solve social situations. Somewhat demonstrates an awareness of other’s perspective. Has limited understanding verbal/written directions. Is somewhat flexible when needed. Takes limited initiative. Somewhat demonstrates good judgment/common sense. Somewhat able to organize time, materials, space. Has limited ability to prioritizes. Wears appropriate clothing with prompting. Somewhat manages cleanliness: hair, teeth, fingernails.	Exceeds Expectations Can problem solve social situations. Demonstrates an awareness of other’s perspective. Understanding verbal/written directions. Is flexible when needed. Takes initiative. Demonstrates good judgment/common sense. Able to organize time, materials, space. Prioritizes. Wears appropriate clothing. Manages cleanliness: hair, teeth, fingernails.
Social Skills Adaptive Behavior	Unsatisfactory Unable handling physical contact. Does not respect others personal space. Unable to regulate behaviors (flapping, loud noises, out bursts, crying, laughing, etc.) Does not respect rights and property of others. Does not respect authority and follows instructions. Unable to demonstrate appropriate behavior in public places. Unable to ask for help. Does not demonstrate sportsmanship.	Below Expectations Struggles with physical contact. Struggles with respecting others personal space. Struggles with regulating behaviors (flapping, loud noises, out bursts, crying, laughing, etc.) Struggles with respecting rights and property of others. Struggles with respecting authority and follows instructions with assistance. Has difficulty demonstrating appropriate behavior in public places. Struggles with asking for help. Struggles with sportsmanship.	Proficient Adjusts to physical contact. Somewhat respects others personal space. Regulates behavior with modifications (flapping, loud noises, out bursts, crying, laughing, etc.) Respects rights and property of others. Somewhat respects authority and follows instructions with assistance. Has some difficulty demonstrating appropriate behavior in public places. Has limited ability when asking for help. Struggles with sportsmanship.	Exceeds Expectations Responds to physical contact appropriately. Respects others personal space. Regulates behavior specific to situations (flapping, loud noises, out bursts, crying, laughing, etc.) Respects rights and property of others. Recognizes authority and follows instructions. Demonstrates appropriate behavior in public places. Asks for help appropriately. Responds to help appropriately. Demonstrates good sportsmanship.
Language Skills	Unsatisfactory Unable to initiate appropriate topic. Unable to take turns. Unable to change topics. Unable to discuss appropriate topics. Unable to maintain topic. Unble to use appropriate visual/body orientation. Unable to engage in unprompted interaction with others. Unable to use appropriate volume/tone Unable to demontrate listening skills. Unable to uses appropriate greetings without prompting.	Below Expectations Struggles to initiate appropriate topic. Struggles with taking turns. Struggles with changing topics. Struggles with discussing appropriate topics. Maintains topic with assistance. Struggles with using appropriate visual/body orientation. Struggles to engage in unprompted interaction with others. Struggles to use appropriate volume/tone with prompting. Struggles to demontrate listening skills. Struggles to uses appropriate greetings without prompting.	Proficient Has limited ability to initiate appropriate topic. Takes turns with limited assistance. Changes topic with limited assistance. Somewhat discusses appropriate topics. Maintains topic with assistance. Uses appropriate visual/body orientation. Somewhat engages in unprompted interaction with others. Uses appropriate volume/tone with prompting. Demonstrates limited listening skills. Uses appropriate greetings with limited prompts.	Exceeds Expectations Initiates appropriate topic. Takes turns. Changes topic. Discusses appropriate topics. Maintains topic. Uses appropriate visual/body orientation. Engages in unprompted interaction with others. Uses appropriate volume/tone. Demonstrates listening skills. Uses appropriate greetings. Reads non-verbal/body language. Uses non-verbal/body language. Persists and repairs communication breakdowns.
High School
	Unsatisfatory 1 pts	Below Expectations 2 pts	Proficient 3 pts	Exceeds Expectations 4 pts
Intellectual Functioning	Unsatisfatory Unable to problem solve social situations. Unable to demonstrate an awareness of other’s perspective. Unable to understand verbal/written directions. Unable to be flexible when needed. Unable to take initiative. Unable to demonstrates good judgment/common sense. Unable to organize time, materials, space. Unable to prioritize. Wears appropriate clothing with direction. Unable to manage cleanliness: hair, teeth, fingernails.	Below Expectations Struggles to problem solve social situations. Struggles to demonstrate an awareness of other’s perspective. Struggles to understand verbal/written directions. Struggles to be flexible when needed. Struggles to take initiative. Struggles to demonstrates good judgment/common sense. Struggles to organize time, materials, space. Struggles to prioritize. Wears appropriate clothing with direction. Struggles to manage cleanliness: hair, teeth, fingernails.	Proficient Has limited ability to problem solve social situations. Somewhat demonstrates an awareness of other’s perspective. Has limited understanding verbal/written directions. Is somewhat flexible when needed. Takes limited initiative. Somewhat demonstrates good judgment/common sense. Somewhat able to organize time, materials, space. Has limited ability to prioritizes. Wears appropriate clothing with prompting. Somewhat manages cleanliness: hair, teeth, fingernails.	Exceeds Expectations Can problem solve social situations. Demonstrates an awareness of other’s perspective. Understanding verbal/written directions. Is flexible when needed. Takes initiative. Demonstrates good judgment/common sense. Able to organize time, materials, space. Prioritizes. Wears appropriate clothing. Manages cleanliness: hair, teeth, fingernails.
Social Skills Adaptive Behaviors	Unsatisfatory Unable to initiate social interactions with peers. Unable to sustains appropriate social interactions. Unable to demonstrate behavior appropriate to setting. Unable to acknowledges other's perspective.	Below Expectations Struggles to initiate social interactions with peers. Struggles to sustains appropriate social interactions. Struggles to demonstrate behavior appropriate to setting. Struggles to acknowledges other's perspective.	Proficient Somewhat initiates social interactions with peers. Sustains appropriate social interactions with assistance. Somewhat demonstrates behavior appropriate to setting. Acknowledges other's perspective with assistance.	Exceeds Expectations Initiates social interactions with peers. Sustains appropriate social interactions. Demonstrates behavior appropriate to setting. Acknowledge other’s perspective.
Language Skills	Unsatisfatory Unable to use communicate effectively without assistance or prompting	Below Expectations Has limited ability to communicate effectively with assistance and prompting	Proficient Has ability to communicate effectively with assistance and prompting	Exceeds Expectations Has ability to communicate effectively without assistance or prompting
Vocational Skills Workstudy - Shadowing	Unsatisfatory Unable to attend and learn from mentor how to organize and complete tasks	Below Expectations Attends but unable to organize and complete tasks without direct instruction at all times	Proficient Able to attend, work is needed on organization of tasks and directions to complete tasks	Exceeds Expectations Able to attend and organize directions and tasks to complete activities provided by mentor
Vocational Skills Workstudy - Assigned tasks complete independently	Unsatisfatory Unable to organize time and instructions to complete assigned tasks	Below Expectations Able to organize time and instructions with limited assistance to complete assigned tasks	Proficient Mostly organized time schedule and instructions to mostly work independently with minimal prompting	Exceeds Expectations Able to completely organize time schedule and instructions to complete task assigned through graphic or visual organizers
Adult
	Unsatisfactory 1 pts	Below Expectations 2 pts	Proficient 3 pts	Exceeds Expectations 4 pts
Intellectual Skills	Unsatisfactory Can not understand consequences struggels to identify what the problem is and find solutions.	Below Expectations Can define the problem and begin to develop solution but still struggels with the concept of consequences.	Proficient Can define a problem and find a solution. Can predict the consequences and make descions accordingly	Exceeds Expectations Can define problems and find solutions. Can make desions and execute them while understanding and evaluating the outcome and consequences
Social Skills	Unsatisfactory Has issues interacting with others, struggles with lack of eye contact, and can not maintain personal space.	Below Expectations Can interact positively with others and keeps eye contact but struggles with personal space.	Proficient Can work positively in group settings and contribute to conversations.	Exceeds Expectations Can work independently and works positively with others in group settings such as jobs and community events.
Language Skills	Unsatisfactory Can not control the choice of language they use or the volume and tone in which it is delivered.	Below Expectations Can get their words out effectively but still struggle with using the correct volume, and tone according to the situation.	Proficient Can effectively use and change volume, tone, and content of the conversation given what is appropriate for the conversation and the enviroment in which it takes place.	Exceeds Expectations Can effectively change their volume nad tone depending on the situation that they are in, keep the content appropriate for the audience and can use gestures to help add tot he conversation. Also have the ability to effectively listen to the other in the conversation and provide the other time to respond to any questions that are asked.
Vocational Functioning	Unsatisfactory Unable to maneuver independently, can not get a job, unable to remember important information (phone numbers, address, etc.) and unable to use day to day technology.	Below Expectations Needs assisstance when maneuvering, needs assisitance when it come to a job can and recall important phone numbers and but needs assisiatance in all other asspects of living.	Proficient Needs asssistance locating certain places but once inside can maneuver around on own. Can recall imporant information about themself as well producing good work and being safe on the job.	Exceeds Expectations Can maneuver on own using public transportation, and recalls important information about themself and family members. Can take commands at work and produce good quality work while being safe and adapting to change on the job.
Vocational Skills Facility with Tools of the Trade	Unsatisfactory Lack facility with required tools - Individual is unable to determine use or selection of tools necessary.	Below Expectations Has some facility with required tools - Individual needs directions and assistance in selecting and use of tools and materials.	Proficient Has facility with most required tools - Individual is able to use guided help in selecting and using necessary tools and materials.	Exceeds Expectations Achieved expertise with required tools - Individual may use visuals to aid in selection and operation of tools and materials needed.
Vocational Skills Safety	Unsatisfactory Often does not take safety of self and others into consideration	Below Expectations Sometimes does not take safety of self and others into consideration	Proficient Usually takes safety of self and others into consideration	Exceeds Expectations Always takes safety of self and others into consideration - Safety checklists may be created and utilize for individual to follow as a visual plan.
Vocational Skills Ability to Follow Directions/ Produce Product	Unsatisfactory Has trouble following directions to produce required outcome	Below Expectations Follows some directions, but dismisses others to produce required outcome	Proficient Follows directions carefully to produce required outcome, but has some difficulty if directions are not completely explicit	Exceeds Expectations Organizes and follows precise directions when working on a project; is able to solve problems, make choices, and is not afraid to experiment - written directions may be utilize to organize thoughts and keep individual on task.

Keywords:

Assessing Intellegence and Adaptive Behaviors

Subjects:

Education

Types:

Assessment

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