Student Performance Indicators

Spi

STUDENT PERFORMANCE
INDICATORS

Developed by Region XIII Education Service Center
In Collaboration with Teachers of Students with Visual Impairments in the Austin Independent School District

GETTING STARTED

Who This Record is For
This record is to be used with FULL INDEPENDENT or SEMI-INDEPENDENT academic students who are blind or visually impaired, ages kindergarten through 12th grade.  As a refresher, here are the definitions of these two groups, as taken from the Texas Regional Student Performance Indicators RSPI:

FULL INDEPENDENCE
These students are expected to achieve full independence in adult living roles.  They will probably be assessed using the TAKS (Texas Assessment of Knowledges and Skills) at their appropriate grade level.  They may have additional impairments so long as they function within 2 grade levels of their chronological peers.  Post high school education for these students is likely to be college, trade school, or vocational programs.

SEMI-INDEPENDENCE
These students are expected to be able to live independently without direct or constant assistance.  They are likely to be assessed using either the TAKS or the release TAKS.  These students have reading, math, and writing skills at least 2 grade levels below their chronological peers.  They can complete tasks which require a moderate degree of abstraction, but they must first have a very concrete learning foundation.  Post high school education for these students is likely to be a trade school or vocational program It is expected that these students will be able to participate in competitive employment in the general job market with only minimal assistance or support.

Purpose
The SPI is intended to supply the VI program with information about student performance across areas outlined on the IEP Addendum for Students with Visual Impairments.  This information should be used to write IEP goals and objectives, as well as to provide support to the state required testing for VI students (Regional Student Performance Indicators, or RSPI). Once you have initial assessment information on your student, you should update information annually, just prior to the annual ARD date.  

Many of the Performance Indicators are observable, with input from you, the student’s O & M instructor, and other professionals familiar with the student.  There is one exception to this—the section on Daily Living Skills will require input from home.  You can either make a copy of this section and send it home to be filled in by the parent (be sure to include a self-addressed, stamped envelope), or you can call the parent and discuss this over the phone.  If you send it home, you should highlight the grade level of the child and instruct the parent to respond to only those indicators.  

Some of the lists of Performance Indicators do not give the detail you need to write an IEP (e.g. Performance Indicators for the Abacus).  You can supplement these with checklists from other sources, for example, The KIT by Debra Sewell of TSBVI.  

Please note that these lists are divided by compensatory skill areas, some of which will not apply to every student.  For example, not all students will be using braille, an abacus, or a low vision device. 

How to Complete the SPI
Begin by completing the sheet titled “Student Information”
Skip the sheet that says “Assessment Log” for now.  You will come back to that once you have completed assessment.

If you will skip an assessment (because the whole list of skills do not apply) just note that somewhere at the top of the page.
 
For Students in the Full Independence Category
Note that each skill is divided by grade level.  These were purposely made to be broad, due to the fact that individual children will respond within a range.  Start at the grade level grouping of your student.  In other words, begin a 5th grader at the 5-7 grade level, not lower.  If your student is exiting a particular grade notation (e.g. is at the end of the 4th grade), you would expect him to have acquired the skill listed for the “2-4” grade level.  However, if your student is just entering the 2nd grade, or is in the 3rd grade, you might not expect him to have acquired the skill noted in the “2-4” grade level.  DO NOT go beyond the functioning grade level of the child when filling in these sheets.  In other words, do not continue to mark skills past the 4th grade for a 4th grader.  

For Students in the Semi-Independence Category
Because these students are functioning at least 2 grade levels below their actual grade placement, it is OK to mark the Performance Indicators which are 2 or more grade levels below.  However, these students may have splinter skills in some areas which are more in line with their actual grade level.  For example, a 7th grader who is actually reading on a 4th grade level may be assessed on the Writing section for 4th grade, but may have skills on the 7th grade level in Listening, Self Advocacy, Daily Living, etc.  

Some of the Performance Indicators ask you to list curricula used with this student.  This is important information for the next teacher.

 In the Status column, “T”  stands for “True” (the child has this skill), “F” stand for “False” (the child does not have this skill), and “N” stands for “Not applicable” (this skill does not apply to this particular child).  Note that the skills that go beyond your student’s grade level will be left unmarked, rather than with an “N”.  

“Date” is for the date you marked your status.

The “Comment” column is for any other comments you might add.  For example, if you marked “N” on a skill, you would want to put a reason there.  

Once you have completed assessing all the skills, go back to the Assessment Log at the front of the list and put a date of assessment in the boxes next to each compensatory skill area.  This list will be updated each time you assess.  To avoid making additional copies of the Compensatory Skill Areas when you reassess, you might consider using different color ink.  Just be sure to note which color goes with which year.

Using the Assessment Results
As with any assessment results, you may need to prioritize the deficit areas to write IEP goals and objectives.  The parents, other academic service providers, and at times the student can assist in this process.  You may also notice that the needs of the student may affect the amount of service delivery outlined at the next ARD meeting.  The following factors need to be considered when prioritizing goals and objectives:

1.	Parents’/student’s desires
2.	Safety of the student
3.	The skill will enable the student to maintain or achieve academic progress
4.	The skill will enable the student to perform at a higher/more independent level
5.	The skill will provide the framework for a host of other skills to follow.
6.	No one else will address this skill
7.	The skill will enable the child to behave in a more acceptable way
8.	Members of the educational team see this skill as crucial 
9.	The skill is needed for employment

Remember to forward the SPI onto the next teacher or district if this student moves.  

STUDENT INFORMATION

  Student						Student I.D. #
  Parents’ Names					Address
  Phone Numbers             			(W)					   (H)

Dates of Latest Assessments:	
	FVE/LMA’s
	Low Vision 				
	O & M 
	Eye Reports
	Hearing Tested within Last Year?     Y/N   Passed/Failed
  	State Mandated Testing: 	Reading-Pass/Fail       
							Math-Pass/Fail
							Writing-Pass/Fail

Uses Following AT Devices: 

Personnel Working with this Student:
VI  							O&M	
	OT							Speech	
	PT	
			
Registered with Agencies:
	Commission f/t Blind	Y/N	   Children’s Caseworker
	State Library	  		Y/N
	Recordings f/t Blind	Y/N

Subject	Date	Date	Date	Date	Date	Date	Date	Date	
Abacus									
Adaptive Devices									
Auditory/Listening									
Braille									
Career Readiness									
Daily Living/
Self Help									
Enlarged Print									
Low Vision Efficiency									
Optical Devices									
Recreation/Leisure									
Self Advocacy									
Social Skills									
Study/Organization									
Typing/Keyboard									
Writing									

Grade Level	Performance Indicators	Status	Date	Comment	

All

K-1

K-1

K-1

2-4

2-4

2-4

5-7	
Uses abacus to perform math computations commensurate with grade level math class:
    K-1st  grade levels
    2nd-3rd
    4th-5th
    6th-7th
    8th-9th
    10th-12th

Counts actual objects (fingers, blocks, household objects) 1 to 10

Demonstrates an understanding of 1:1 correspondence

Has mastered math concepts necessary for beginning use of the abacus (e.g. place value, simple computation in addition, subtraction)

Counts numbers/objects from 1 up to 100	

Keeps personal math aids available for use in any setting

The following curricula have been used with this student:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Uses abacus to accurately perform the 4 basic math functions required to complete assignments

	

T   F   N
T   F   N
T   F   N
T   F   N
T   F   N
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7

5-7

8-10

8-10

11-12
	
Identifies basic functions of the Braillewriter and other technological devices

Uses a tape recorder to access print materials

Uses an adapted or non-adapted ruler and yardstick

Uses assistive devices for adapting the environment (e.g., reading stand, high intensity lamp)

Accesses assistive devices in the school library

Listens to selected tapes for leisure reading 

Uses adaptive clock face/watch

Accesses tactile graphics

Stores and retrieves assistive devices when needed

Uses appropriate input and output devices (e.g., Kurzweil, CCTV, tape player): ____________________________________________________________________________
______________________________________
______________________________________

Uses adapted/non-adapted calculating device (computer, calculator, etc.) at grade level

Uses adapted and/or non-adapted compass and protractor

Gives all personal adapted devices 
appropriate care

Regularly uses a computer (standard or adapted) or note taking equipment to produce written assignments

Uses a graphing calculator (print or adapted) on a level commensurate with peers

Reports on how to acquire, repair and maintain assistive academic device	
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

K-1

K-1

K-1

K-1

K-1

K-1

K-1

K-1

2-4

5-7

5-7

5-7

8-10

Turns toward a voice or noise

Reaches for or moves toward a noise stimulus

Attends to environmental sounds

Responds to auditory directions regarding safety (e.g., stop!)

Locates a stationary sound

Tracks a moving sound

Identifies and labels environmental sounds

Uses sounds to orient to the environment

Responds to oral instructions in a variety of settings:
	home environments
	classrooms
	P.E. (e.g., gym, playing fields)
	outdoors (e.g. playground, yard, 
	  concourse)
	stores (e.g., grocery, mall, 
	  department)

Follows along during oral reading activities

Transforms auditory information into a read-back medium (e.g., takes a spelling test, writes down information as it is read aloud)

Organizes auditory information into an abbreviated note taking medium which can be read later

Organizes brief oral directions (e.g., homework assignments, telephone numbers, important dates) into a retrievable medium

Accesses auditory formats on taped texts

Practices active listening techniques on taped materials (e.g., takes written notes while listening to tapes)
	
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

			

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2nd

3rd

4th

5-7

5-7

5-7

5th

6th

7th

	
Makes left to right exploration of lines on page
	   
Identifies basic shapes or objects (e.g., circle, square, box, ball)

Explores pages of books tactually

Understands that Braille and print in books tell a story

Reads books in braille
	
Reads and produces Nemeth Code for math assignments

Demonstrates basic knowledge of spatial concepts on map/globes  (e.g., top, bottom, right, left)

Describes simple maps and interprets
meaning (e.g., map of classroom)
	
Reads and produces Braille code for assignments

Reads back personal writing and edits personal writing

Demonstrates knowledge of textbook formats (e.g. table of contents, pagination, index, glossaries)

Accesses  variety of formats which may be used on tests, worksheets, quizzes, TAAS, etc. (e.g., true/false, multiple choice, columns)

Demonstrates basic chart and graph reading skills

Reads and produces Nemeth code for math and science skills

Uses reference materials (e.g., dictionaries) within the context of classroom assignments as needed.

Reads braille orally at _________wpm
Reads braille silently at ________wpm

Reads braille orally at _________wpm
Reads braille silently at ________wpm

Reads braille orally at _________wpm
Reads braille silently at ________wpm

Accesses braille information in the school library on par with peers

Expresses personal preferences for reading media and devices for specific subjects

Scans braille text to determine organization, main topics, format, and quickly locate key points

Reads braille orally at _________wpm
Reads braille silently at ________wpm

Reads braille orally at _________wpm
Reads braille silently at ________wpm

Reads braille orally at _________wpm
Reads braille silently at ________wpm

	
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

		

	

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

2-4

2-4

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12	
Names 5 occupations of community workers

Identifies jobs held by persons with visual impairments

Explains job (title and responsibilities) of 5 familiar adults (including parents)

Participates in field trips to various agencies/businesses for introduction and exposure to services each provide

Lists at least 5 possibilities for future employment

Lists job requirements for personal service people (e.g., beautician, doctor)

Explores specific job interests using aptitude or interest inventories

Role plays personal interviews (e.g., for jobs, plays, services, etc.)

Demonstrates beginning skills as an interviewee

Gives at least 2 job responsibilities of various job classifications (e.g. secretary, custodian, teacher, postal worker)

Tells what various community services and businesses do (e.g., lawyers, social workers, child care workers)

Communicates personal interests within the framework of possible job exploration

Lists vocational skills and education needed for at least 5 jobs/professions

Completes forms/applications correctly

Writes at least one report on a job/worker in the community

Reports personal vocational and life-style options

Task analyzes at least 4 jobs and identifies potential personal job accommodation needs for each

Explores training needs and work experience needed to achieve career goal

Produces a sample resumé

Solicits information on types of jobs and how to apply for them from appropriate personnel (e.g., store clerk)

Reports pay scale range of 10-20 job types or careers

Identifies resources for assistive technology to facilitate personal employment

Lists various combinations of worker benefits (including health/life insurance, vacation time/pay, social security, workers compensation, etc.)

Evaluates personal situations/skills for productive vocational decision

Reports on available vocational services (i.e., counseling and placement)

Secure references and recommendations

	
T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

 			

Grade Level	Performance Indicators	Status	Date	Comment	

All

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7

5-7

     5-7

5-7

8-10

11-12

11-12

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

     5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

K-1

K-1

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

11-12

11-12

11-12

11-12

11-12

K-1

K-1

K-1

K-1

K-1

2-4

5-7

8-10

8-10

All

K-1
    K-1

K-1

5-7

5-7

5-7

8-10

11-12

5-7

8-10

8-10

8-10

8-10

8-10

K-1

K-1

K-1

2-4

2-4

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

K-1

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

K-1

K-1

2-4

    5-7

5-7

5-7

8-10

8-10

Eating/Food

Eats using skills commensurate with peers, including use of knife or roll to push food onto fork

Is able to unwrap packaged foods, (e.g., candy) before eating

Identifies where specific foods are on plate

Uses a fork, spoon, and knife correctly

Uses appropriate table etiquette (e.g., uses a napkin, swallows before speaking)

Turns face to speaker and maintains social interaction during mealtimes

Shops at stores for groceries with caregivers

Lists foods preferred from each food group

Begins to eat difficult foods with some skill (e.g., hot dogs in buns, tacos in shells, ice cream cone, spaghetti, etc.)

Serves own food at table

Applies condiments to food independently

Pours from a variety of containers without spillage

Politely asks for explanation of food locations on plate that is presented without identification

Measures both dry and liquid ingredients

Safely operates a stove, microwave oven, and toaster

Independently prepares a simple meal for self, such as a sandwich, soup and 
Beverage

Asks for Braille menu and orders at 
restaurant (fast food and from waiter)
Safely conducts tasks in kitchen (including paring vegetables, cutting meat, using a can opener, transferring hot liquids)

Uses the following actions to prepare foods: spoons, mixes, spreads, measures, pours, cuts

Reads/follows recipes

Handles food safely (i.e., defrosts foods, fully cooks, wraps/properly contains leftovers) and determines if food is safe to eat

Plans a week of meals in advance

Personal Health

Cooperates in eye care activities (e.g., keeps eye patch on, properly stores glasses or other optical devices

Recognizes own personal care items from those of others

Adheres to safety precautions in all eye care practices

Reports own visual functioning and eye-care needs

Knows symptoms and preventative practices regarding vision

Uses labels on personal care items

Knows the name of personal eye care specialist

Generally explains how eyes work

Skillfully inserts eye prosthesis, if 
applicable

Attends to own eye care needs without reminders (e.g., optical devices, prothesis, eye drops, medication)

Asks questions of eye specialist for clarification of eye health care directions (e.g., medication, low vision devices)
Recognizes and uses cosmetic techniques for improving appearance

Recognizes a medical emergency (e.g., heart attack, choking)

Describes dietary/nutritional principles

Describes the physical changes in male and female bodies as they mature

Can describe process of menstrual cycle and related personal care  (female)

Explains human reproductive process using models and graphics

Differentiates among types of vision specialist (i.e., optometrist, optician, ophthalmologist)

Contacts eye care specialist for specific vision problem

Independently performs personal care activities (e.g., shaving, grooming, nail care, shoe care, clothing care)

Gives the name of doctor and knows names and purpose of medications

Participates in basic first aid class

Home Management

Empties waste basket into larger trash container

Replaces used items to proper places at home and school when prompted (e.g., educational materials, toys, clothes, trash)

Demonstrates the ability to participate in the following household chores:
  •laundry
  •food preparation
  •maintaining an organized living 
   environment
  •dishes

Wipes up spills independently

Recognizes household cleaning supplies and personal items by labels/markings

Maintains regular organization of room and all personal belongings

Labels, organizes, and stores household cleaning items

Demonstrates safety in using electric and gas appliances

Safely operates household appliances (including vacuum, dishwasher, washer/dryer)

Demonstrates system for organizing storage areas and personal work space

Maintains personal address/phone directory

Assists in household repairs

Demonstrates safe use of household tools and supplies (e.g. shovel, rake, hammer, screw driver)

Cleans floors independently

Helps mow lawn and other yard work

Performs basic household chores on a weekly basis (i.e., vacuums, dusts, mops, washing laundry)

Operates various special appliances (i.e., can opener, sewing machine, coffee/tea brewer, popcorn maker, food processor)

Labels, organizes and maintains an organization for household utensils, tools and supplies

Assists in cleaning stove/refrigerator on regular basis (i.e., every 6 months)

Assists in minor home repairs (e.g., replacing fuses and washers, using a screwdriver and hammer)

Determines when to call for assistance for various home repairs

Operates household climate control devices (i.e., fireplace, portable room heater/air conditioner, thermostat)

Uses and cares for fire alarms, smoke detectors, fire extinguisher, etc.

Dressing/Clothing

Dresses self, including Velcro ®, zippers, shoe laces

Knows what clothing is appropriate for different weather conditions

Places soiled clothes in appropriate place

Helps to select clothing

Identifies clothing colors by labels or markings

Color coordinates own clothes

Participates in purchasing own clothing

Sews on buttons and makes simple repairs to own clothing

Manages own clothing:
  •sorts for laundry
  •washes, dries and folds
  •stores in drawers/closet
  •irons

Hygiene/Appearance

Takes care of personal hygiene needs with assistance

Combs own hair
Brushes own teeth

Bathes self

Labels, organizes and maintains own order for personal items

Combs and styles own hair (with assistance in styling)

Discusses effect of personal dress or demeanor on others (e.g., hygiene, body language)

Applies own makeup and nail polish (female)

Makes appointments with personal service persons (e.g., hair stylist/barber)

Service Agencies

Registers with the State Library to borrow books

Can list names of agencies that are personally helpful

Orders book titles independently from State Library/Recordings for the Blind

Knows more than 1 agency that supplies adapted materials, and explains procedures for acquiring them

Keeps a file on vendors for purchasing/repairing materials and 
equipment

Communicates on a scheduled basis with TCB transition caseworker

Consumerism

Sorts and matches coins

Identifies coins by value

Visits stores to become familiar with variety of brand names and costs of 
everyday items

Pays for purchases (e.g., candy/toy)

Uses coin operated machines correctly (phones, vending, etc.)

Manages an allowance

Correctly rounds off money amounts

Plans spending/saving strategy for 
allowance and/or salary

Handles own money in making purchases

Checks on value of bills received from strangers (asking verbally is OK)

Estimates total cost of purchase

Orders meal at fast food restaurants or cafeterias

Shops with supervision for  personal and family items in familiar stores

Tells how to obtain clothing/house hold items in local community (e.g., names and locations of stores, types of services and merchandise offered)

Demonstrates money management skills  in paying bill and tip at a restaurant

Shops in unfamiliar store, seeking 
assistance to locate basic items (with 
supervision)

Organizes money in own wallet for retrieval (single dollar bills, five’s, ten’s, etc.)

Compares prices/quality of merchandise

Makes change up to $20

Plans and follows a budget

Uses banking services (e.g., checking, savings, etc.)

Makes change for large purchases (under $100)

Lists pros and cons of credit and debit cards

Operates an ATM machine commensurate with peers

Can purchase items:
  •over the phone
  •on internet
  •from catalog

Correctly uses a calculator and/or abacus in daily living situations

Reports relative costs of daily living (e.g., housing/food)

Sends equipment to appropriate service centers for repairs

Keeps and organizes a shopping list in a  read-back format     

Safety

Cites dangers of fires, hot stoves, playing with matches, etc.

Tells correct purpose for and response to a fire alarm/smoke detector

Demonstrates the safety procedures associated with:
  •sharp objects
  •heat producing appliances
  •breakable items
  •slippery surfaces
  •medication
  •poisonous substances
  •food handling
  •noxious odors
  •other (List)

States home address and phone number

Gives names of parents/caregivers

Safely plugs in/unplugs appliances appropriate for age

Adheres to safety precautions in all eye care practices

Knows emergency terminology (i.e., can correctly describe emergency situations for 911 calls)

Give directions to own home

Knows safety precautions in the event of emergency (e.g., fire, storm, tornado, burglary, or car accident)

Demonstrates function, appropriate use, and dangers of common house hold appliances (e.g., stove, microwave, toaster oven, fans)

Negotiates door latches and locks

Safely operates household appliances (including vacuum, dishwasher, washer/dryer)

Reports on where and how to obtain emergency assistance (e.g., police, fire department, ambulances service)

Demonstrates safety in using electric and gas appliances

Demonstrates basic first aid

Recognizes a medical emergency (e.g., heart attack, choking)

Safely retrieves, uses, and stores potentially harmful materials (cleaners, pesticides)

Telephone

Answers telephone appropriately

Knows how to touch/dial 911 or emergency number

Accesses telephone number of friends using personal directory

Uses telephone for information/assistance (e.g., directory information, time, 
emergencies)

Takes and records messages in read-back medium

Places directory assisted and non-assisted long distance calls

Uses phone to access information (travel, library, etc.)

Knows how a telephone credit card and calling card work

	

T  F  N

T  F  N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T  F  N

T  F  N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N
T   F   N
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N
T   F   N
T   F   N
T   F   N

T   F   N

T   F   N
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T  F  N

T  F  N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

  

			

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

K-1

K-1

2-4

2-4

5-7

5-7

5-7

5-7	
Explores properties of a magnifier in relation to print

Accesses a variety of print formats

Has system to write math problems and/or record answers
	
Reads back personal writing 

Accesses print information in the school library 

Demonstrates basic map, chart, and graph reading skills

Uses variety of reading devices (e.g.,magnifier, CCTV, etc.) to develop reading flexibility with regular print

Develops a method for identifying mathematic notations (including fractions, decimals, percentages, etc.)
	
Reports print size needed for optimal personal efficiency

Accesses variety of formats which may be used on tests, worksheets, TAAS, etc. (e.g. true/false, multiple choice, columns)

	
T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

			

Grade Level	Performance Indicators	Status	Date	Comment	
	Identifies basic shapes of objects (e.g., circle, square, box, ball)
	
Explores pages of books visually

Shows evidence of beginning to use 
environmental cues (to make efficient use of vision)

Identifies common environmental objects in:
  Home (windows, vents, furniture, etc.)
  Yard (driveway, garbage can, swings, etc.)
  School (bookshelves, water fountain, etc.)
  School yard (playground equipment, fence)

Visually locates various targets

Visually follows a variety of moving objects

Identifies both primary and secondary colors of common environmental objects at various distances

Visually traces a variety of stationary lines in the environment

States conditions in which he/she can see best

Explains what can be seen/not seen indoors and outdoors; up close and at a distance

Demonstrates the ability to use low vision techniques that are personally effective

Expresses situations in which glasses and low vision devices are useful

Uses skills for modifying environment (e.g., increasing or modifying illumination for specific task)

Visually identifies critical features and shapes of common environmental objects at different distances

Demonstrates the ability to employ techniques learned for maximizing personal near and distance vision	T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N			

Grade Level	Performance Indicators	Status	Date	Comment	
K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7	Expresses preferences for types of learning materials/learning formats presented by parent/teacher

Explores properties of personal low vision devices within the context of non-
academic activities (e.g., hobbies, games)

Begins to recognize situations in which an optical device is helpful

Takes proper care of optical devices including safe storage

Demonstrates basic knowledge of spatial concepts on maps (e.g., top, bottom, right, left)

Initiates use of personal optical devices

Incorporates telescopic device in 
identifying various signs within 
environment

Independently accesses materials 
presented the classroom:
	•textbooks
	•chalkboard
	•over head projector
	•maps

Copies materials presented at a distance

Copies materials presented up close

Demonstrates map, chart, and graph reading skills as presented in educational environments

Demonstrates the ability to use low vision devices and techniques in activities of daily living

Reads back personal writing

Explains why particular visual device or technique is ineffective for given purpose

Uses reference materials (e.g., glossaries, dictionaries) as needed in all reading mediums
	T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N

T   F   N			

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

2-4

2-4

5-7

5-7

5-7

8-10

8-10

	
Uses adaptive techniques (e.g., having a buddy when playing tag, asking a peer or adult to clap hands at finish line or relay game, etc.) in order to participate with sighted peers

Utilizes adapted games/materials during classroom freetime

Understands game strategies/patterns of popular ball games (e.g., softball, football)

Uses variety of adapted and non-adapted materials and equipment for play

Lists social activities available in neighborhood (dancing lessons, scouts, or clubs)

Asks for assistance in a socially acceptable manner during leisure time activities

Lists community activities for visually impaired persons (e.g., goal ball, beep baseball)

Lists resources to obtain recreational reading materials

Lists an array of hobbies and leisure activities in which she/he can participate

	
T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

Grade Level	Performance Indicators	Status	Date	Comment	

K-1

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

11-12

	
Describes self as blind, visually impaired, or with other words to illustrate sensory abilities/disabilities

Politely rejects unneeded assistance

Practices answering questions that would be asked by an eye care specialist (role play w/ VI teacher)

Tells teacher when he/she does not understand what has been presented

Asks caregivers, teachers, peers, etc. for assistance when needed

Politely requests assistance in new settings

Indicates personal needs for adaptations (i.e., asking teacher to verbalize chalkboard writing, preferences for learning materials and formats)

Answers questions about being visually impaired in a polite manner

Asks for academic materials/equipment to appropriately match personal needs

Communicates eye fatigue and/or time limits during reading activities

Explains personal visual restrictions and side effects (e.g., personal time limits for sustained reading)

Participates in selecting braille to be made available in the school library

Uses problem solving methods when equipment malfunctions

Tells unique needs to unfamiliar adults/peers

Communicates visual diagnosis in lay terms

Communicates limitations in specific sports (e.g., contact sports) due to etiology/doctor’s recommendations

Orders book titles independently from State Library/Recordings for the Blind

Communicates need for creating/seeking an environment which has fewer auditory distractions

Express preferences for learning materials and formats presented in a variety of environments (e.g., braille menu, adapted software)

Independently selects from available adaptive materials relevant for learning situations

Knows more than 1 agency that supplies adapted materials, and explains procedures for acquiring them

Knows names of community agencies likely to address health and social needs (e.g. TCB caseworker, RFB, Tx State Library, eye doctor, technology provider)

Locates own adapted textbooks

Maintains list of sources and procedures for obtaining adapted books, magazines, newspapers

Asks for clarification when seeking information

Solicits information/assistance from appropriate persons in various settings

Objectively evaluates self (e.g., strengths, weaknesses, interests) in relation to job opportunities

Demonstrates, through role play the difference between being assertive and being aggressive

Demonstrates an understanding of the registration process for the Library for the Blind and Physically Handicapped

Gives the name of own regional rehabilitation counselor from Commission for the Blind

Personalizes own reading needs by securing a personal reader, including advertising, hiring, instructing, and guiding

Reports on the public and private services available for the visually impaired (including Commission for the Blind, American Foundation for the Blind, Reading Services for the Blind, American Printing House for the Blind, Medicaid and all Social Services programs)

Articulates personal goals

Plans for self-improvement activities to master independent living and social skills

Schedules appointments and uses services of personal service people (e.g., doctors, dentists)

Defines community services and businesses (e.g., lawyers, social workers, childcare workers)

Reports relationship between personal eye pathology and actual vision functioning

Is aware of personal progressive 
symptoms

Reports on steps to be taken if visual problems arise

Discusses applicable genetic tendencies

	
T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

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T  F  N

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T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

			

Grade Level	Performance Indicators	Status	Date	Comment	

All

All

All

All

All

K-1

K-1

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

	
Plays age-appropriate games enjoyed by peers

Tells what types of behaviors are socially acceptable in private versus public settings
(e.g. no scratching, combing hair, picking at face, nose picking in public)

Demonstrates age-appropriate behavior at social gatherings

Respects personal space of others

Uses appropriate manners (e.g., please, thank you)

Initiates a conversation and/or activities with peers/adults

Takes turns when playing with other children

Shares a toy with others

Uses cues from peers/adults/environment in order to interact with others

Is alert to strangers and inappropriate requests

Demonstrates a full range of emotions and response behaviors (e.g., giving a hug, shaking hands, smiling, frowning, and anger, etc.)

Initiates contact with peers

Listens without interrupting

Realizes other children may see differently

Asks for assistance from others if needed

Uses advice or assistance of others 

Demonstrates resourceful problem solving

Works/plays cooperatively with peers

Uses adaptations and modifications in toys and games to accommodate participation

Offers to contribute and help within small groups

Accesses telephone numbers of friends using personal directory

Uses telephone for social purposes

Plays simple games (e.g., board games, cards, dominoes)

Participates in group and individual games that require movement in open space

Knows physical similarities and differences of boys and girls

Makes eye contact according to cultural norms

Answers questions about being visually impaired

Initiates conversation/activities with peers

Initiates conversation/activities with adults

Tries to reduce or eliminate stereotypic behaviors

Faces person speaking

Tells unique needs to unfamiliar adults in school setting with confidence (e.g. substitute teacher)

Is cooperative in assisting others

Demonstrates age-appropriate conversational skills

Seeks out social contacts with sighted peers during and after school

Arranges for transportation to social functions

Participates in after-school neighborhood or social activities (e.g., plays with others, group skating, dancing lessons, scouts or clubs)

Uses correct telephone etiquette

Politely request assistance in new settings

Shakes hands when greeting an adult

Uses learned body and hand movements, such as head nods and minimal hand gestures

Knows when to seek assistance

Initiates conversation with new acquaintances

Cooperates in team activities (sports and educational)

Establishes appropriate eye contact, posture, head position and control

Participates in school activities (e.g., dances, clubs)

Participates in extracurricular and community activities

Appropriately solicits others’ cooperation/assistance

Puts others at ease concerning visual impairment

Demonstrates appropriate skills required in a variety of social situations (e.g., dinner party, school activities, large gatherings)

Demonstrates ability to be confident/assertive without being aggressive in communication

	
T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

			

Grade Level	Performance Indicators	Status	Date	Comment	

All

All

All

All

K-1

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

2-4

2-4

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

	
Demonstrates basic grade level map, chart, and graph reading skills

Is prepared as activities begin

Demonstrates methods and techniques for effectively organizing personal spaces

Uses appropriate scanning techniques in primary reading medium

Demonstrates ability to use the library on a level commensurate with peers

Takes responsibility for independently storing and retrieving personal items when prompted (e.g., books, lunch, gym shoes, coat, etc.)

Identifies a calendar and describes what it tells

Keeps desk/personal areas organized

Utilizes backpack

Accesses recreational materials during unstructured time

Develops methods needed to complete classroom assignments (e.g., assignment sheets)

Gives care to academic materials, equipment, and assistive devices in personal possession

Labels or marks personal care items

Demonstrates ability to use a watch/clock

Utilizes tools to organize papers (e.g., stapler, paper clips)

Accesses table of contents, index, glossary, page numbers, encyclopedia, dictionary

Takes notes and accesses them

Identifies resources for adapted materials

Keeps a schedule of activites for the day, week, and month

Identifies key words, dates, definitions in text books, and in lectures

Plans work schedule for studies and class projects

Labels, organizes and maintains an organization for supplies and personal items

Utilizes an organizational system for papers, such as notebook binder and pocket folders with indexing tabs

Maintains personal address/phone directory

Writes consistent signature

Demonstrates the ability to give a speech using personally prepared notes (written in read-back medium)

Orders adapted resources

Orders book titles independently from State Library/Recordings for the Blind

Specifies materials needed within reasonable time (i.e., plans ahead)

Receives and returns books, tapes, and disks independently through the mail

Obtains readers in the public school

Completes long-term projects by analyzing tasks, organizing them, acquiring materials, and managing time

Makes read-back lists for organization and planning

	
T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

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T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

T  F  N

			

Grade Level	Performance Indicators	Status	Date	Comment	

All

5-7

5-7

	
Utilizes keyboard for computer functions commensurate with educational setting

Uses touch typing technique at ___ wpm

Produces assignments in a variety of formats utilizing computer

	
T  F  N

 T  F  N

 T  F  N

Grade Level	Performance Indicators	Status	Date	Comment	
    All

    K-1

K-1

K-1

K-1

K-1

K-1

K-1

2-4

2-4

2-4

2-4

    2-4

2-4

2-4

2-4

2-4

2-4

4th

4th

4th

4th

4th

4th

4th

4th

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

5-7

8-10

8-10

8-10

8-10

8-10

8-10

8-10

8-10

10th

11-12

11-12

11-12

11-12

11-12

11-12

11-12

	Written output method(s) used:
__________________  (grades K-1)
__________________  (grades 2-4)
__________________  (grades 5-7)
__________________  (grades 8-10)
__________________  (grades 11-12)

write his/her own name and other important words

write each letter of the alphabet, both capital and lowercase

write messages that move left-to-right and
top-to-bottom on the page

dictate messages such as news and stories for others to write

use available technology to compose text

write to record ideas and reflections

use resources to find correct spellings,
 synonyms, and replacement words

write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain

gain increasing control of aspects of
penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing

use resources to find correct spellings,
synonyms, and replacement words

develop drafts

edit for appropriate grammar, spelling,
punctuation, and features of polished writings

use available technology for aspects of
writing, including word processing, spell
checking, and printing

take simple notes from relevant sources
such as classroom guests, information books, and media sources

compile notes into outlines, reports,
summaries, or other written efforts using
available technology

use resources to find correct spellings and 
spell accurately in final drafts

proofread his/her own writing

write to influence such as to persuade,
argue, and request

write to inform such as to explain,
describe, report, and narrate

write to entertain such as to compose
 humorous poems or short stories

capitalize and punctuate correctly

write in complete sentences, varying the
types such as compound and complex

develop drafts by categorizing ideas,
organizing them into paragraphs, and blending paragraphs within larger units of text

use available technology to support
aspects of creating, revising, editing, and
publishing texts

select and use reference materials and
resources as needed for writing, revising, and editing final drafts

write to influence such as to persuade,
 argue, and request

write to inform such as to explain,
describe, report, and narrate

write to entertain such as to compose
humorous poems or short stories

capitalize and punctuate correctly	
use resources to find correct spellings and 
spell accurately in final drafts

write in complete sentences, varying the
types such as compound and complex

develop drafts by categorizing ideas,
organizing them into paragraphs, and blending paragraphs within larger units of text

use available technology to support
aspects of creating, revising, editing, and
publishing texts

proofread his/her own writing

select and use reference materials and
resources as needed for writing, revising, and editing final drafts

correspond with peers or others via e-mail
or conventional mail

take notes from relevant and authoritative
sources such as guest speakers, periodicals, or on-line searches

write in complete sentences, varying the
types such as compound and complex
sentences
follow accepted formats for writing
research, including documenting sources

organize and record new information in
systematic ways such as notes, charts, and
graphic organizers
produce research reports and projects in
various formats and audiences

write in a variety of forms using effective word choice, structure, and sentence forms

use technology for aspects of creating,
revising, editing, and publishing

produce error-free writing in the final draft

compile information from primary and secondary sources in systematic ways using available technology;

write persuasively; write to report
and describe; and write poems, plays, and
stories

write in a variety of forms with an
emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and
literary forms such as poems, plays, and
stories

proofread writing for appropriateness of organization, content, style, and conventions

use technology for aspects of creating,
revising, editing, and publishing texts

produce legible work that shows accurate
spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses
compile information from primary and
secondary sources in systematic ways using available technology

use writing as a study tool to clarify and remember information

compile written ideas and representations
into reports, summaries, or other formats and draw conclusions

Note about Writing

Whereas Writing is not considered a compensatory skill for students with visual impairments, it is an area that often requires modifications and different strategies for learning.  These Performance Indicators were gleaned from the Writing TEKS for the state of Texas, and are not all encompassing.  The indicators selected for the SPI in writing may involve collaboration between the VI teacher and Language Arts teacher, as vision may be a factor in the acquisition of these skills.  In other words, we are suggesting you have check-points through the year to make sure the student is learning these skills.  If (s)he is not, you and the Language Arts teacher will need to plan a way to make that happen (e.g. Content Mastery; Modifications and/or Strategies for Vision; Resource Classroom)	

 

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T  F  N

T  F  N

T  F  N

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T  F  N