IEP Revised
3 years ago 10
IEPRubric.docx
IEPRubric.docx
Individual Education Plan/Individual Family Service Plan
Strengths6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
A strength is indicated but is poorly related to the goal area.
Basic6(6.00%)points
A strength is indicated and is somewhat related to the goal.
Proficient8(8.00%)points
The PLAAFP includes a statement of the child’s strengths. Strengths are related to the goal area.
Exceptional10(10.00%)points
The PLAAFP includes a statement of the child’s strengths.
Specificity8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The PLAAFP is based on non-specific, qualitative information and is not quantified.
Basic6(6.00%)points
The PLAAFP is specific, observable, and measurable. No objective data are provided.
Proficient8(8.00%)points
The PLAAFP is specific, observable, and measurable. Current objective data are provided.
Exceptional10(10.00%)points
The PLAAFP is specific, observable, and measurable.
Needs8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
A needs statement is present, but it is not related to the goal.
Basic6(6.00%)points
The PLAAFP includes a needs statement that is related to goal but it is not student-centered.
Proficient8(8.00%)points
The PLAAFP includes a needs statement that is related to the goal and is student-centered.
Exceptional10(10.00%)points
The PLAAFP includes a needs statement.
Inclusion Description6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The PLAAFP includes two out of four elements
Basic6(6.00%)points
The PLAAFP includes three out of four elements
Proficient8(8.00%)points
The PLAAFP quantitatively states: (1) the learner’s present level of performance, (2) the expectations of peers in the general curriculum, (3) where the instruction will take place, and (4) why this is the student’s least restrictive environment.
Exceptional10(10.00%)points
The PLAAFP describes how the student’s needs affect participation in the general curriculum and/or supports needed for success.
Alignment6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
There is no relationship between the PLAAFP and the goals.
Basic6(6.00%)points
There is some relationship between the PLAAFP and the goals.
Proficient8(8.00%)points
There is a direct relationship between the PLAAFP and the goals. Some needs are not addressed.
Exceptional10(10.00%)points
There is a direct relationship between the PLAAFP and the goals or adaptations page for each stated need.
Efficacy8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals are not meaningful, related to PLAAFP, measurable, or able to be monitored.
Basic6(6.00%)points
Goals are measurable but not meaningful for the stated PLAAFP
Proficient8(8.00%)points
Goals are meaningful and measurable but units of measurement should be changed.
Exceptional10(10.00%)points
Goals are meaningful, measurable, and able to be monitored. Fluency measures are used when appropriate.
Expectation6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals are not ambitious enough for the child to make meaningful progress or repeat previous year’s IEP.
Basic6(6.00%)points
Goals are written such that the student would make progress regardless of the intervention
Proficient8(8.00%)points
Goals are somewhat ambitious to allow the child to make progress.
Exceptional10(10.00%)points
Goals are ambitious enough to drive interventions to allow the child to make meaningful progress.
Conditions6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals contain less than 2 elements.
Basic6(6.00%)points
A goal contains 2/4 elements.
Proficient8(8.00%)points
A goal contains 3/4 elements.
Exceptional10(10.00%)points
The goal includes the time frame, the conditions, the behavior, and the criterion for acceptable performance.
Assessment6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The goal does not include evaluation procedures and frequency of evaluation
Basic6(6.00%)points
Goal includes 1/3 elements.
Proficient8(8.00%)points
The goal includes 2/3 elements.
Exceptional10(10.00%)points
The goal includes 1) evaluation procedures, 2) frequency of evaluation, and 3) identifies the person responsible for monitoring progress.
Overall quality elements: 1)Grammar 2)Spelling 3)Readability 4)All blanks filled or NA6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
IEP reflects poor overall quality for all elements or is missing the majority of the applicable area.
Basic6(6.00%)points
IEP reflects acceptable quality in 2 of the elements or is missing several applicable areas.
Proficient8(8.00%)points
IEP reflects acceptable quality in 3 of the elements or is missing some applicable areas.
Exceptional10(10.00%)points
IEP has acceptable quality in all elements.
Raw Total: 66.00 (of 100)
Name: Video IEP Assignment Rubric
image1.wmf
IEPRubric.docx
Individual Education Plan/Individual Family Service Plan
Strengths6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
A strength is indicated but is poorly related to the goal area.
Basic6(6.00%)points
A strength is indicated and is somewhat related to the goal.
Proficient8(8.00%)points
The PLAAFP includes a statement of the child’s strengths. Strengths are related to the goal area.
Exceptional10(10.00%)points
The PLAAFP includes a statement of the child’s strengths.
Specificity8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The PLAAFP is based on non-specific, qualitative information and is not quantified.
Basic6(6.00%)points
The PLAAFP is specific, observable, and measurable. No objective data are provided.
Proficient8(8.00%)points
The PLAAFP is specific, observable, and measurable. Current objective data are provided.
Exceptional10(10.00%)points
The PLAAFP is specific, observable, and measurable.
Needs8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
A needs statement is present, but it is not related to the goal.
Basic6(6.00%)points
The PLAAFP includes a needs statement that is related to goal but it is not student-centered.
Proficient8(8.00%)points
The PLAAFP includes a needs statement that is related to the goal and is student-centered.
Exceptional10(10.00%)points
The PLAAFP includes a needs statement.
Inclusion Description6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The PLAAFP includes two out of four elements
Basic6(6.00%)points
The PLAAFP includes three out of four elements
Proficient8(8.00%)points
The PLAAFP quantitatively states: (1) the learner’s present level of performance, (2) the expectations of peers in the general curriculum, (3) where the instruction will take place, and (4) why this is the student’s least restrictive environment.
Exceptional10(10.00%)points
The PLAAFP describes how the student’s needs affect participation in the general curriculum and/or supports needed for success.
Alignment6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
There is no relationship between the PLAAFP and the goals.
Basic6(6.00%)points
There is some relationship between the PLAAFP and the goals.
Proficient8(8.00%)points
There is a direct relationship between the PLAAFP and the goals. Some needs are not addressed.
Exceptional10(10.00%)points
There is a direct relationship between the PLAAFP and the goals or adaptations page for each stated need.
Efficacy8(8.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals are not meaningful, related to PLAAFP, measurable, or able to be monitored.
Basic6(6.00%)points
Goals are measurable but not meaningful for the stated PLAAFP
Proficient8(8.00%)points
Goals are meaningful and measurable but units of measurement should be changed.
Exceptional10(10.00%)points
Goals are meaningful, measurable, and able to be monitored. Fluency measures are used when appropriate.
Expectation6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals are not ambitious enough for the child to make meaningful progress or repeat previous year’s IEP.
Basic6(6.00%)points
Goals are written such that the student would make progress regardless of the intervention
Proficient8(8.00%)points
Goals are somewhat ambitious to allow the child to make progress.
Exceptional10(10.00%)points
Goals are ambitious enough to drive interventions to allow the child to make meaningful progress.
Conditions6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
Goals contain less than 2 elements.
Basic6(6.00%)points
A goal contains 2/4 elements.
Proficient8(8.00%)points
A goal contains 3/4 elements.
Exceptional10(10.00%)points
The goal includes the time frame, the conditions, the behavior, and the criterion for acceptable performance.
Assessment6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
The goal does not include evaluation procedures and frequency of evaluation
Basic6(6.00%)points
Goal includes 1/3 elements.
Proficient8(8.00%)points
The goal includes 2/3 elements.
Exceptional10(10.00%)points
The goal includes 1) evaluation procedures, 2) frequency of evaluation, and 3) identifies the person responsible for monitoring progress.
Overall quality elements: 1)Grammar 2)Spelling 3)Readability 4)All blanks filled or NA6(6.00%)
Levels of Achievement:
Unacceptable4(4.00%)points
IEP reflects poor overall quality for all elements or is missing the majority of the applicable area.
Basic6(6.00%)points
IEP reflects acceptable quality in 2 of the elements or is missing several applicable areas.
Proficient8(8.00%)points
IEP reflects acceptable quality in 3 of the elements or is missing some applicable areas.
Exceptional10(10.00%)points
IEP has acceptable quality in all elements.
Raw Total: 66.00 (of 100)
Name: Video IEP Assignment Rubric