Crossing the Rubricon: Why You Should Start Making and Using - - PowerPoint PPT Presentation

Crossing the “Rubricon”: Why You Should Start Making and Using Rubrics in a School Setting

Agenda

• Introduction and definitions
• How and Why To Use a Rubric
• Case study/video reviews
• Goal/Objective Writing
• Treatment Ideas
• Opportunities for collaboration
• How to Make a Rubric
• Identification of skill
• Task analysis
• Review
• Questions?

• 5 years working for FCPS
• 1 ½ years working for Accotink Academy, Springfield VA
• 11 years stay at home mom
• 4 years St. Colleta’s Day School, Alexandria, VA
• 3 years Northern Virginia Training Center Fairfax, VA
• 2 years George Washington Hospital Psychiatric Unit, Washington, DC
• 4 years Cape Fear Valley Medical Center, Fayetteville, NC
• Master’s Degree in OT from the University North Carolina, Chapel Hill

Patti Turner MS, OTR Occupational Therapist Fairfax County Public Schools

• Rubric CLT (Collaborative Learning Team) Leader
• Started September 2014
• All rubrics contained in this presentation were created by

the members of the FCPS Rubric CLT: Jessica Bellusci, Melissa Blancaflor, Jessica Bryant, Erika Craig-Wanchick, Alyce Dow, Gillian Livesay, Christina Sanders, Patti Turner

• Dissemination and Use of this material is permissible with

appropriate citation and reference to the Authors

Patti Turner MS, OTR Occupational Therapist Fairfax County Public Schools

• Rubric CLT
• Begin each year by identifying a “theme”, e.g. self care, mealtime
• Work in pairs and create a rough draft
• The CLT reviews the draft and edits it

No more than 1 page long

• Small groups “alpha test” the rubric and provide feedback to the CLT
• Feedback is incorporated and rubric is shared with entire department

Patti Turner MS, OTR Occupational Therapist Fairfax County Public Schools

• FCPS Rubric CLT Rubrics

Prewriting Writing Scissors Mealtime Utensil Use Lunch Line Lunch Bag Set Up Restore Lunch Line Set Up Restore Handwashing Morning Routine

Patti Turner MS, OTR Occupational Therapist Fairfax County Public Schools

What is a rubric?

Do you know how to get across this river? Nope, wish I had a rubric telling me the steps!

A rubric is

• A rubric is typically an evaluation tool or set
• f guidelines used to promote the consistent

application of learning expectations, learning objectives, or learning standards in the classroom, or to measure their attainment against a consistent set of criteria.

A rubric is

• Rubrics are also used as scoring instruments

to determine grades or the degree to which learning standards have been demonstrated

• r attained by students.

When used by related services providers a rubric

• Is used as a data collection instrument to determine the

degree to which a specific, identified, skill has been performed or achieved by a student.

• Allows therapists and teachers and other team members

to communicate objectively on the same topic

• Is used as a baseline data point and provides information

to set goals, objectives and report progress

What are some examples of skills that can be assessed using rubrics?

What are some examples of skills that can be assessed using rubrics?

• ADL’s
• Fasteners
• Clothing management
• Handwriting
• Scissor Use
• Keyboarding
• Mealtime

How to use a rubric? Goal Setting Data Collection Progress Monitoring Treatment Ideas Collaboration/Communication

Case study Mealtime Utensil Use/Goal Setting:

• Randy is a 4th grade student in a self-contained classroom for

students with intellectual disabilities.

• She has Down’s syndrome, Significant Intellectual Disabilities, very

low muscle tone, a history of a dislocated right hip which was repaired surgically.

• She is non-verbal and can sign “more” when she is strongly

motivated but otherwise does not communicate her wants and needs except for reaching for preferred items

• Randy uses a stroller for long distances and is increasing the

amount of time she uses a walker to walk during the day.

Randy can and does feed herself using utensils but the teacher reports she is a VERY MESSY eater. She requires someone to open containers and to cut her food but once set up she eats by herself. According to the teacher, she gets food on her face, on her clothes, as well as on the table. Randy receives OT, Speech, PT and adapted PE services. Since Randy was a 4th grader, the IEP team was concerned about her lunchroom skills. An OT consult was requested to determined why Randy was such a messy eater.

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Rubric Can Be Used for: Goal Setting Data Collection Progress Monitoring Treatment Ideas Collaboration/Communication

Go Goal and Obj nd Objec ectives es Areas of Need: 1. unable to pierce food and

• 2. did not manage textures
• Goal: Randy will swallow all food during lunch without spitting it out
• n 4/5 opportunities measured quarterly.
• Objective 1. Randy will eat 50% of her meal without

spitting it out on 4/5 opportunities measure quarterly.

• Objective 2: Randy will eat 75% of her meal without

spitting it out on 4/5 opportunities measured quarterly

Go Goal and Obj nd Objec ectives es Areas of Need: 1. unable to pierce food

• 2. did not manage textures
• Goal: Randy will use a fork to pierce all appropriate food during lunch
• n 4/5 opportunities measured quarterly.
• Objective 1. Randy will eat 50% of her meal with a fork
• n 4/5 opportunities measure quarterly.
• Objective 2: Randy will eat 75% of her meal with a fork on

4/5 opportunities measured quarterly

Treatment ideas Utensil Use:  Practice piercing multi-media such as: playdoh, Styrofoam, food,  Practice scooping beans, corn husks, beads  Holding utensils in a functional grasp

Treatment ideas Managing textures:  Cutting items into smaller than bite size pieces  Using sauces to soften and flavor school lunches  Assess food preferences

Opportunities for Collaboration

• Other members of the IEP team can use

the rubric to collect data and provide feedback

• Provides consistent objective language

when observing the same skill

Case Study #2 Morning Routine

• Aidan is a 10 year old boy in 4th grade. He has a diagnosis of X

Linked Alpha Thalassemia Mental Retardation Syndrome.

• He receives special education services as a child with intellectual

disabilities, severe.

• He receives OT, Speech and Adapted PE.
• He attends a general education elementary school and is

enrolled in a self contained classroom for children with intellectual disabilities.

• He uses word approximations and gestures to communicate his

wants and needs.

Case Study #2 Morning Routine

OT worked with Aidan on prewriting, and scissor skills but he did not make significant progress with these goals due to lack of visual attention. Aidan maintains visual attention to task for about 5-10 seconds at a time. Currently he can scribble within a defined area with verbal and visual

• prompts. He can match by 1 trait, enjoys placing items into containers,

but has difficulties with this task when he has to orient the item to fit the

• pening since he does not consistently look at the container. Aidan is

easily distracted by environmental stimuli, enjoys adult attention and receiving praise. When Aidan’s IEP became due, the occupational therapist decided to use the Morning Routine Rubric to help identify Aidan’s skills in this area.

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Morning Routine Strengths: Needs:

Morning Routine Needs: Goals and Objectives: 1. 2. 3. Treatment Ideas:

How to Create a Rubric

How to Create a Rubric Step 1. Identify your topic

How to Create a Rubric Step 2. Task Analysis

How to Create a Rubric Step 3. Peer Review

How to Create a Rubric Step 4 Test It Out

How to Create a Rubric Step 5 Incorporate Feedback

Handwriting Rubric Where to start?

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

Dissemination and Use of this material is permissible with appropriate citation and reference to the Authors

1 2 3 4 5 e Motor Readiness Demonstrates trunk, shoulder arm and hand control Adult assistance to assume and sustain position Physical assistance (PA) for set up and

• ccasional (PA)

to sustain 3 + tactile, visual

• r verbal cues to

achieve and sustain correct position 2 verbal or visual prompts to achieve and sustain correct position Elbow bent, directed towards floor shoulder stable, trunk erect, feet on floor without cues Tool Grasp, Adult assistance Adult set up and occasional physical assistance to Verbal and/or visual prompts to 2 or fewer verbal prompts per task to Independently initiate and maintain efficient grasp for duration of task Tool Use Two Hand Manipulation Skills

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Once you start using rubrics in your practice you won’t go back to not using them.