iRubric: Special Education Meeting Rubric

Teacher did not greet members of the IEP team.

No eye contact made by teacher.

No formal closure given; says good-bye, or say's nothing at all

No summary of things discussed

Greets members of IEP team.

Can introduce members by name.

Makes minimal eye contact

States Thank you and Good bye

Greets and smiles at IEP team members.

Can introduce the members of the team with minimal assistance.

Makes good eye contact when speaking.

Gives parents their rights and asks if they would like them to be reviewed.

States thank you for coming to the meeting, "Thank you and have a nice day".

Sound introduction of IEP team members with no assistance.

Smiles, Shakes Hands, and is express/receptive with team members.

Good eye contact with members of team when speaking.

States thank you for coming, shakes hands, proper closure of meeting and good-bye.

Presents minimal information about why there is a meeting.

Presents information but is limited to information about school, includes goal setting.

Presents good amount of information about the purpose of the meeting, connections information to goals, next academic, level and student performance.

Presents strong information about student. Connections information to purpose of meeting, (goals, how to, make a reference to laws or rights.)

Presents minimal information about current goals, can locate them on IEP forms, follows along with assistance.

Makes minimal connection of goals to purpose of meeting.

Presents limited information about current goals, makes reference to future goal and or leisure goals.

Presents a good amount of information about current, past, and future goals, including leisure goals includes family in some way to goals.

Makes connection of goals to academic progress, future settings, job or post secondary education.

Can state preferences, abilities what skills are present and are needed and are linked to goals.

Presents a good amount of information about current, past and future goals, including leisure goals, includes the IEP team in develop of goals. Makes connections of goals academic progress, future goals, settings, to job or post secondary.

Can state preferences, abilities, what skills are present and are needed and are linked to goals.

Can identify or list services and from who that are available in school to seek assistance from.

Can identify or list services and from whom they are available in school to seek assistance from. Minimal student supports reviewed.

Can identify or list services and from whom that are available in school to seek assistance from.

Student supported goals and are reviewed at length Parents and other team members are consulted.

Can identify a behavior problem that impedes his/learning for the learning of others. Develops a behavior plan with positive supports and bases the information on the functional behavior assessment with multiple data sources.

Cannot state post secondary goals.

Can identify interestes in pursuing work or post secondary education.

Does not identify from whom or where information can be derived from.

Can state post secondary goals.

Identifies interests in pursuing work or post secondary education.

Identifies teachers, parents, school counselor as persons who can help.

Can state post secondary goals and identifies interests in pursuing work or post secondary education.

Identifies teachers, parents, school counselor as persons who can help.

Can state post secondary goals and identifies interests, skills, abilities, in pursuing work or post secondary education.

Identifies teachers, parents, school counselor, college counselor, management personal, and people who can support in transition.