Create a grid with letter in Braille and tally correct one
Student Name:
Grade:
School:
School Year:
Assessor:
Skill:
Identifies Braille Letter
Dat
e
A
E
H
K
M
R
S
W
Z
C
D
I
J
N
P
T
V
Y
B
F
G
L
O
Q
U
X
Key:
I – Letter Introduced
/ - Identified with Assistance
X – Identified Independently

The Oregon Project Skills Inventory
Name: Andrew
School:
Birth date:
Date of Report:
Evaluators:
AAA, Teacher of the Visually Impaired
BBB, Orientation & Mobility Specialist
CCC, Special Education Teacher
DDD, Occupational Therapist
EEE, Physical Therapist
FFF, Speech and Language Pathologist
GGG, Mr. and Mrs. XXXX
The Skills Inventory has three purposes: 1. assess the child’s developmental level in eight categories, 2.
select appropriate teaching goals, and 3. record the child’s acquisition of new skills
It is important to know that the Skills inventory is
not
used as a normative assessment instrument and
that it does
not
determine a “precise” score.
The skill inventory is used to determine the skills that student currently has. If the student consistently
and correctly demonstrates a routine skill, then he is given credit for knowing that skills. If the skill is
not consistent, he is not given credit for that skill. It should be known that the acquisition and
consistency of skill acquisition is often slower in a child with low vision and or blindness, especially if
there are any other additional handicapping conditions for that child.
There are eight areas to this assessment. They include: cognitive, social, language, self-help, vision,
fine motor, compensatory, and gross motor. The age of skill acquisition is broken into: birth to one,
one to two, two to three, three to four, four to five, and five to six years.
The following data sheets and graphs have charted Andrew’s acquired and unmet skills to date. It
should be noted that all member of Andrew’s team went over each skill set category as a team to check
for any discrepancies.
The following table summarizes data obtained from the Oregon Project in November 2012 and
February 2015. The variance column demonstrates a comparison of skills between the two evaluation
periods. He gained skills in _
23
age related subsections and maintained/regressed in _
25
_ age related
subsections