Core Rubrics in Unique Learning System® address the transition readiness skill areas of employability, communication, self-advocacy and social strategies.
Each descriptor is recorded based on the level of prompting that is required:
Minimal Prompts: Student responds to natural cues during the activity with only periodic direct verbal, physical or gestural prompts to demonstrate the skill.
Moderate Prompts: Student responds to some natural cues with verbal, physical or gestural prompts required approximately 50-75% of the time for demonstration of the skill.
Full Prompting: Student demonstrates only minimal skill performance without direct verbal, physical or gestural prompts for interaction.
No Response: Student does not show any response, or refuses to respond, even with natural cues and/or physical, verbal or gestural cues.
The Core Rubrics provide a baseline of teacher evaluation information. These rubric scores should be used in connection with the Core Materials, specifically, the goal setting lesson that enables students to set their own goals for employability, communication, self-advocacy, daily living and social strategies.
Core Rubrics address the transition readiness skill area of employability, communication, self-advocacy and social strategies. They are designed to record observational information on the current abilities of students with cognitive and multiple disabilities within the daily instructional tasks. Each area of assessment has six descriptors.
2. Download the Administration Guide
This guide gives test directions, scoring information and a hard copy of the assessment.
3. Click on a rubric to create a new observational assessment
Select the level of prompting that is used for each skill area during student engagement with the core and unit activities. Add a note to further describe student observation.
4. Print and share reports
From the Core Rubrics menu, click View Detail Report. The report lists a summary of all completed rubrics and is also printable.
Student Goal Setting
During routine activities of the day, the student has the opportunity to practice skills and behaviors that build transitional readiness.
Teachers may evaluate these core areas of transition in the Unique GPS, Core Rubrics. Those same goals can transfer into a "self-evaluation" completed by the student as a lesson in the Core Materials.
Students complete the form by checking the column that indicates a skill that is used most of the time, sometimes or need to work on. As part of the self-evaluation process, the student will select goals to work on. The student will use the goal chart to affix five focus goals. These goals may be addressed for a week, a month or longer, depending on how this is set up in your classroom. At the end of each day, a teacher/staff member will review the goals with the student and again assist on a self-evaluation of progress. This may be integrated into a classroom reward system.