VIDBE-Q Volume 67 Issue 3
Teachers may wish to design a form that is more like a checklist or organized in a
way that makes the most sense to them.
Figure 1
ECC and EF Assessment Planning Form
Task: Provide a written recipe or link to a recipe and ask the student to follow the recipe to
completion.
I = Independent. The student is able to complete the step with no more than an initial question
E = Emerging. The student is able to partially do the step and/or accomplish the step with
prompting and scaffolded questions.
N = Not Yet. The student is not able to perform the step even with scaffolded questions and
prompting.
Skill
Breakdown
ECC Skill
Needed
EF Skills
Needed
Level Observation
Notes
Uses technology
needed to access
recipe
Access Tech
Compensatory
Skills
Task Initiation ECC: I E N
EF: I E N
Verbalizes when
asked the steps
to getting ready
Compensatory
Skills
Planning and
Organizing
ECC: I E N
EF: I E N
Remembers
ingredients to
gather
Working
Memory
ECC: I E N
EF: I E N
Gathers tools
and ingredients
O&M
Independent
Living Skills
Sensory
Efficiency Skills
Planning and
Organizing
Working
Memory
ECC: I E N
EF: I E N
Organizes work
space
Independent
Living Skills
Compensatory
Skills
Sensory
Efficiency Skills
Organization of
Materials
ECC: I E N
EF: I E N
