iRubric: Standards-based IEP Implementation rubric

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Standards-based IEP Implementation

Apply the rubric to your campus and district systems in developing a standards-based IEP.

Rubric Code: B559CB

By memccoy

Draft

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: (none)

Standards-based IEP Enter rubric description
	Poor 1 pts	Fair 2 pts	Good 3 pts	Enter Title (N/A)	Enter Title (N/A)
Beliefs Enter criteria description	Poor Generally, all teachers do no believe expectations should be raised for students with disabilities. Special education is seen as seperate to general education.	Fair General and special education teachers believe expectations should be raised for students with disabilities. However, they feel isoloated in their attempts to impact achievement and view the IEP as meaningless in informing instruction.	Good General and special education teachers believe expectations should be raised for students with disabilities. All teachers use the IEP to better understand the how invovlement in the curriculum may be impacted by the disability and use the IEP tool when developing lessons and measuring student progress.	Enter Title	Enter Title
PLAAFP Present Level of Academic Achievement and Functional Performance	Poor PLAAFPs are often vague,conclusory, and are detailed through checklists or single statements.	Fair PLAAFPs accurately describe strengths of student and articlute the needs of the student that are due to the disability.	Good PLAAFP accurately describes how progress in the curriclulum will be impacted by the disability. Needs of the student related to the disability are outlined with data (standardized, nonstandardized, informal, formal, assessments) to confirm the identified needs.	Enter Title	Enter Title
Annual Goal Enter criteria description	Poor Annual goals are vague and unmeasureable and often to refer to the objectives for measureability. Annual goals reflect statements similiar to, "The student will maintain mastery in the grade level curriculum at 70%."	Fair All annual goals consist of objectives. Often the goals and objectives are not aligned. The most typical method used to gather data on progress towards the goal is report card grades.	Good The annual goal contains a timeline, condition, and criterion. All goals have multiple objectives.	Enter Title	Enter Title