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 

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 
 	 
T   F   N 
 
T   F   N 

T   F   N 
 
T   F   N 

T   F   N 
 
T   F   N 

T   F   N 

 
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 	
 
3rd 

4th 

5-7 

5-7 

5-7 

 
5th 

6th 

7th 

 	 
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 

 

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 

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 

T  F  N 

T  F  N 

T  F  N 

T  F  N 

 
T  F  N 

T  F  N 

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 	
11-12 

11-12 

11-12 

 
11-12 

11-12 
 
11-12 

 
11-12 

11-12 

 
11-12 

 
 
11-12 

11-12 

11-12 	 
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 

 

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 	 
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 	 

T  F  N 

 
T  F  N 

T   F   N 
 
T   F   N 
 
T   F   N 

T   F   N 

T   F   N 
 
T   F   N 
 
T   F   N 

 
T   F   N 
 
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 	

 
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 
 	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 	 

T   F   N 

T   F   N 
 
T   F   N 

 
T   F   N 

T   F   N 

 
T   F   N 

T   F   N 

T   F   N 

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 	
 
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 
 	 
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 
 	 
T   F   N 

T   F   N 
 
T   F   N 

T   F   N 

T   F   N 

T   F   N 

T   F   N 

T   F   N 

 
T   F   N 

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 	
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 
 	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 	T   F   N 

T   F   N 

T   F   N 

T   F   N 

T   F   N 

T   F   N 

T   F   N 
 
T   F   N 
 
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 	

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 	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 	 
 
T   F   N 

T   F   N 

 
T   F   N 

 
 
T   F   N 

T   F   N 

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

 
T   F   N 
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 	

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 
 
 	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.) 

T   F   N 

T   F   N 

T   F   N 
 
T   F   N 

 
 
T   F   N 

T   F   N 

T   F   N 

 
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 	
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 	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 	T   F   N 
 
T   F   N 
 
T   F   N 

T   F   N 
 
T   F   N 

T   F   N 
 
T   F   N 

T   F   N 

T   F   N 

 
 
T   F   N 

T   F   N 

 
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 	

11-12 

 
 
11-12 

11-12 

11-12 

11-12 

 
 
K-1 

K-1 

K-1 

 

 

 

K-1 
 
K-1 
 
K-1 

 
2-4 
 
 	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 

T   F   N 

 
 
T   F   N 

T   F   N 

T   F   N 

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 	
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 
 	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 	T   F   N 

 
T   F   N 
 
T   F   N 

 
T   F   N 

 
T   F   N 
 
T   F   N 

T   F   N 

 
T   F   N 

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 	
 
5-7 

8-10 

8-10 

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 

 

 

 

 

 

 

 

 

 

 

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 

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 
 	 
T  F  N 

 
T  F  N 
 
T  F  N 

 
T  F  N 

T  F  N 

T  F  N 
 
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 	
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 	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, 	T  F  N 

T  F  N 

 
T  F  N 

T  F  N 

 
T  F  N 

 
 
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 	

 
8-10 

 
8-10 

 
8-10 

 
11-12 

 
11-12 

 

 
 
11-12 
 
11-12 

11-12 

 
11-12 

 
11-12 

 
11-12 
 	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 	 

T  F  N 

 
T  F  N 

 
T  F  N 

 
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 	
 
11-12 

11-12 

 

 

Reports on steps to be taken if visual problems arise 
 
Discusses applicable genetic tendencies 

 

 

 

 

 

 

 

 

 

 

 

 	 
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 
 	 
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  
 	 
T  F  N 

T  F  N 

 
 
T  F  N 

T  F  N 
 
T  F  N 

T  F  N 

T  F  N 

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

T  F  N 

T  F  N 

T  F  N 
 
T  F  N 

T  F  N 

T  F  N 

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 	
 
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 
 	 
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 	 
T  F  N 

T  F  N 

T  F  N 

T  F  N 

 
 
T  F  N 
 
T  F  N 
 
T  F  N 
 
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 	
 
8-10 

8-10 

 
8-10 

 

 

 

 	 
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 

 

 

 

 

 

 

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 

 	 
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) 

T  F  N 

T  F  N 
 
T  F  N 

T  F  N 

T  F  N 

T  F  N 

 
 
T  F  N 

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 	
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 	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 	T  F  N 

T  F  N 
 
T  F  N 
 
T  F  N 

T  F  N 

T  F  N 

T  F  N 

 
T  F  N 

 
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 	
 
8-10 

 
8-10 

 

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 

 

 			

 

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 

 	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 

 

 
 
T  F  N 

T  F  N 

T  F  N 

T  F  N 

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 	
2-4 

 
2-4 

 
2-4 

2-4 

 
2-4 
 
4th 

4th 

4th 

4th 
 
4th 

4th 

 
 
4th 

 
 
4th 

 
5-7 	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, 	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 

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Grade Level 	Performance Indicators 	Status 	Date 	Comment 	

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 
 
 	 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 	 
 
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T  F  N 

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T  F  N 

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T  F  N 

 
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T  F  N 

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Grade Level 	Performance Indicators 	Status 	Date 	Comment 	
8-10 

8-10 

8-10 

8-10 
 
8-10 

 
10th 

 
11-12 

 

 

11-12 

 
11-12 

11-12 

 
11-12 

 
11-12 
 
 	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 
 	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 

Grade Level 	Performance Indicators 	Status 	Date 	Comment 	
 
11-12 

 

 

 

 	 
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) 	 
T  F  N