|
Analytic Scoring Tool
Used to score each item of
the alternate assessments
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SCORE |
LEVEL |
DEFINITIONS |
| |
EMERGENT |
Student is beginning to use skill in one context with extensive support.
Student cannot perform skill without assistance. |
| 1 |
Full assistance |
Student depends on others;
full physical assistance throughout performance of skill. |
| 2 |
Physical/verbal assistance
Student initiates less than
50% of the steps in the task. |
Student initiates any
portion of the skill sequence but needs physical/verbal assistance to
complete task. |
| 3 |
Physical/verbal assistance
Student initiates more than
50% of the steps in the task. |
Student initiates any
portion of the skill but needs physical/verbal assistance to complete
task. |
| |
SUPPORTED |
Student occasionally uses skill in one or more contexts with physical/verbal cues. Student occasionally performs skill accurately. |
| 4 |
Verbal/physical cues
With cues, student
demonstrates skill
1-25% of the time. |
Student needs
verbal/physical signal to demonstrate skill. Aside from the obvious verbal/physical cues, these cues can also include auditory cues,
an object, tactual cues, visual cues, or use of sign language. |
| 5 |
Verbal/physical cues
With cues, student
demonstrates skill
26-50% of the time. |
Student needs
verbal/physical signal to demonstrate skill. Aside from the
obvious verbal/physical cues, these cues can also include auditory cues,
an object, tactual cues, visual cues, or use of sign language. |
| 6 |
Verbal/physical cues
With cues, student
demonstrates skill
51-90% of the time. |
Student needs
verbal/physical signal to demonstrate skill. Aside from the
obvious verbal/physical cues, these cues can also include auditory cues,
an object, tactual cues, visual cues, or use of sign language. |
| |
FUNCTIONAL |
Student frequently uses skill in one or more contexts with limited cues.
Student frequently performs skill accurately. |
| 7 |
Verbal/physical cues
With cues, student
demonstrates skill
91-100% of the time. |
Student needs
verbal/physical signal to demonstrate skill. Aside from the
obvious verbal/physical cues, these cues can also include auditory cues,
an object, tactual cues, visual cues, or use of sign language. (Not all
teacher directed cueing; cues from others in environment, like peers.) |
| 8 |
Natural cues
Student demonstrates skill
1-25% of the time. |
Student demonstrates skill
in response to natural cues. These are cues that naturally occur
within an enviroment (e.g., light on in "open" grocery line). |
| 9 |
Natural cues
Student demonstrates skill
26-50% of the time. |
Student demonstrates skill
in response to natural cues. These are cues that naturally occur
within an enviroment (e.g., light on in "open" grocery line). |
| 10 |
Natural cues
Student demonstrates skill
51-90% of the time. |
Student demonstrates skill
in response to natural cues. These are cues that naturally occur
within an enviroment (e.g., light on in "open" grocery line). |
| |
INDEPENDENT |
Student performs skill accurately in several contexts without cues. |
| 11 |
Natural cues
Student demonstrates skill
91-100% of the time. |
Student demonstrates skill
in response to natural cues. These are cues that naturally occur
within an enviroment (e.g., light on in "open" grocery line). |
