Rachel Schles NCDB 7/18/2018 Handout 2 Page 1 of 6 raschles@gmail.com Sample Portfolio Rubric, 4 th Grade Student Annual IEP Goal Over the course of the IEP year, “ Ginny ” will complete at least 8 activities as outlined on the Portfolio Rubric, scoring 85% on the final portfolio. *remember, this is NOT a measurable goal, so the following statement was added to the narrative section of the IEP Explanation of Student Portfolio IEP Goal (text added to IEP document for clarity) Activities for Ginny’s portfolio goal were selected and identified through conversations with Ginny p rior to her IEP meeting and reviewed with the IEP team during the IEP annual meeting. A copy of the teacher rubric is included in Ginny’s special edu cation file with her IEP. Rubric activities may include; identifying resources, letter to substitute teachers, letter to 5 th grade teachers, understanding accommodations, and additional activities which may be added if needed over the course of the IEP. 4 3 2 1 Report includes: Albinism, nystagmus, Report includes 3 Report includes 2 Report includes 1 1. Visual Condition Report photophobia, and conditions. conditions. condition. astigmatism. Less than one At least 2 paragraphs 2 paragraphs and 1 1 paragraph and 1 1a. Visual Condition Report paragraph or no and 2 sources. source. source. sources cited.
Rachel Schles NCDB 7/18/2018 Handout 2 Page 2 of 6 raschles@gmail.com 4 3 2 1 Develops brief statement to explain Develops brief Develops brief visual impairment to Statement developed, statement to explain statement to explain others. 2. Explanation of Visual but too lengthy to visual impairment to AND visual impairment but others (peers and Impairment explain to someone on Role plays different does not use age adults). the spot. situations to determine appropriate language. what information is appropriate to share, based on the context. Discusses 4 Explains 4 accommodations (no 3. Understanding Discusses 3 Discusses 2 or fewer accommodations, pros & cons) or 3 Accommodations accommodations. accommodations. including pros & cons. accommodations with pros & cons. Documents preferred Documents preferred print size/font, print size/font, photocopier photocopier Discusses 2 Discusses 1 enlargement enlargement components does not components does not 4. Learning Media percentage, and tries percentage, and tries share results with share results with audio materials, shares audio materials, does teachers. teachers. results with classroom not share results with teachers. teachers.
Rachel Schles NCDB 7/18/2018 Handout 2 Page 3 of 6 raschles@gmail.com 4 3 2 1 Develops and presents presentation on having Develops and presents a visual impairment presentation on having Develops but does not (portfolio a visual impairment but present presentation on 5. Class Presentation n/a documentation includes does not reflect on visual impairments to outline/script and experience after class. reflection after presentation. presentation). Discusses impact of Discusses impact of Discusses impact of Identifies visual impairment on visual impairment on visual impairment on compensatory social skills and social skills and 6. Social Skills social skills and no techniques but does not identifies 3 identifies 1 or 2 compensatory discuss impact of compensatory compensatory techniques. visual impairment. techniques. technique. Identifies and describes Identifies, describes, Identifies, describes, Identifies and describes 2 activities that can be and teaches 2 activities and teaches 1 activity 1 activity that can be played with peers but 7. Recreation and Leisure to peers that can be to peers that can be played with peers but does not make an effort played with little or no played with little or no does not make an effort to attempt them with accommodations. accommodations. to attempt with peers. peers.
Rachel Schles NCDB 7/18/2018 Handout 2 Page 4 of 6 raschles@gmail.com 4 3 2 1 Appropriately Appropriately formatted letter with formatted letter with Letter is a list of introduction, desk set introduction, desk set accommodations and 8. Letter to 5 th Grade Letter includes 3 or up, accommodations, up, accommodations, preferences without Teachers fewer components. conclusion, conclusion, does not explanation OR does independently gives independently give not discuss VI. letter to new teacher. letter to new teacher. Writes a brief letter for Writes a brief letter for Writes a brief letter for substitute teachers/staff substitute teachers/staff substitute teachers/staff explaining her visual explaining her visual explaining her visual impairment and Writes letter but does 9. Note to Substitute impairment and impairment or preferred not give to substitute Teachers/Support Staff preferred preferred accommodations, gives teachers/staff. accommodations, gives accommodations, gives letter to staff on fewer letter to staff at letter to staff at than 50% of most/all opportunities. most/all opportunities. opportunities. Identifies 5 resources Identifies 3-4 resources Identifies 2 resources Identifies 1 resource or or organizations which or organizations which or organizations which organization which 10. Identifying Resources provide benefits to provide benefits to provide benefits to provide benefits to individuals with visual individuals with visual individuals with visual individuals with visual impairments. impairments. impairments. impairments.
Rachel Schles NCDB 7/18/2018 Handout 2 Page 5 of 6 raschles@gmail.com 4 3 2 1 Prepares an original Prepares an original Prepares an original script and meets script and meets script and meets contest criteria for contest criteria for contest criteria for 11. APH Unforgettable Star description of APH description of APH description of APH n/a Contest Video * product. Discusses at product. Discusses 3 product. Discusses 1 least 4-5 features/ features/benefits of the or 2 features/benefits of benefits of the product product the product Writes at least 5 Writes at least 4-5 questions for low questions for low Writes 0-3 questions vision examiner which vision examiner which for low vision discuss pros & cons of discuss pros & cons of examiner which Attends but does not 12. Prepare for Low Vision current devices, new current devices, new discuss pros & cons of prepare for Low Vision Exam * devices to try, and devices to try, and current devices, new Exam. questions about visual questions about visual devices to try, and impairment and impairment but does questions about visual independently asks not ask questions at impairment. questions at exam. exam. Maintains a journal to Occasionally uses a Writes 1-3 reflections reflect on situations or journal to reflect on 13. Journaling on having a visual n/a impact of having a having a visual impairment visual impairment impairment
Rachel Schles NCDB 7/18/2018 Handout 2 Page 6 of 6 raschles@gmail.com 4 3 2 1 14. Activity 14: (to be added at later date as needed) 15. Activity 15: (to be added at later date as needed) 16. Activity 16: (to be added at later date as needed) Portfolio includes a cover with title, Portfolio includes only Portfolio includes only No effort is given to 17. Presentation introduction, and table 2 of the 3 components. 1 of the 3 components. presentation. of contents. Grade appropriate Grade appropriate Grade appropriate language, sentence language, sentence language is Grade appropriate structure, and structure, and 18. Language inconstantly used language is not used in punctuation are used punctuation used throughout the the portfolio. consistently throughout approximately 75% of portfolio. the portfolio. the portfolio. * Activities added after the implementation of the IEP.
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