Kyrene School District
Language Rubric Form

Student:__________________________________________ Date:________________________

School:___________________________________________Language Rating:_____________

Language Assessments and Standard Scores:_________________________________
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Characteristics at each level describe language functioning as determined from evaluation results. At least three district approved norm-referenced assessments will be administered. A language sample analysis, an analysis of functional language skills, and academic achievement testing scores will be considered. An impairment may exist in receptive and/or expressive language in the areas of communication effectiveness, utterance formulation, form, content and use. Use professional judgment to determine the rating descriptors that apply. Mark the highest level of severity when the descriptors are duplicated in the rubric. The student places in the rubric with the majority of descriptors checked.

0    Conditions do not support speech-language eligibility
___Formal assessment indicates normal language development.
___Informal assessment indicates age appropriate language skills.
___No interference with the student's participation in the educational setting.
___Problem is a result of educational disadvantage or racial/ethnic or economic background.

1     Normal developing language that does not support speech-language eligibility
___Formal receptive and expressive language assessment standard scores above 85.
___Language sample indicates skills within expected range: form/syntax, content/semantics, use/pragmatics.
___Informal assessment indicates an inconsistent difference from normal development.
___No interference with the student's participation in the educational setting.
___Communicates a full range of needs and comments in broad contexts with somesyntactic/morphologic/semantic errors.
___Frequently self-monitors.

2    Language development that may support speech-language eligibility
___Formal assessment receptive and/or expressive language standard scores are between 78 and 85.
___Language sample indicates skills that are mildly impaired: form/syntax, content/semantics, use/pragmatics.
___The listener is able to understand the message but there may be some difficulty in expressive language.
___There may be some interference with educational progress.
___Communicates needs and makes comments in typical contexts (communication effectiveness).
___Occasionally self-monitors.

3    Language development in the moderate range of impairment that supports speech-language eligibility
___Formal assessment receptive and/or expressive language standard scores are between 70 and 77.
___Language sample indicates skills that are moderately impaired: form/syntax, content/semantics, use/pragmatics.
___The student has difficulty expressive thoughts and ideas but the listener is usually able to interpret essential information (mazing).
___Educational progress is usually affected.
___Produces phrases and sentences to communicate needs or make comments in typical contexts.
___Minimal conversational participation (communication effectiveness).
___Occasionally self-monitors.

4    Language development in the severe range of impairment that supports speech-language eligibility.
___Formal assessment receptive and/or expressive language standard scores are below 70.
___Language sample indicates skills that are severely impaired: form/syntax, content/semantics, use/pragmatics.
___Conversational rules are not followed and the listener has a difficult time understanding the meaning of intended message.
___Student's participation in the educational setting is seriously limited.
___Student has limited functional language skills.
___No conversational participation.
___May or may not participate in communication to express wants/needs in restricted context.
___No self-monitoring.

Revised 6/05