iRubric: Subjective Response Items Rubric

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Subjective Response Items Rubric

Transition Services for Students with Disabilities Assessment

Rubric Code: M5A7XW

By iuesped

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: Undergraduate

Subjective Response Items Rubric for Subjective Response Items on Transition Services for Students with Disabilities Assessment
	Poor 1 pts	Fair 2 pts	Good 3 pts	Exemplary 4 pts
Background and Rationale The case manager will identify and describe the terms IDEA 2004, State Performance Plan Indicator 13, and State Performance Plan Indicator 14 as they relate to transition service planning. (Questions 1, 2, & 3)	Poor The learner does not provide an accurate description of the given terms or how they relate to transition planning given the prompts provided.	Fair The learner provides a somewhat accurate description of the given terms and partially describes how they relate to transition planning given the prompts provided.	Good The learner provides an accurate decription of the given terms and an adequate explanation of how they relate to transition planning given the prompts provided.	Exemplary The learner provides a detailed decription of the given terms and a thorough explanation of how they relate to transition planning given the prompts provided.
Background and Rationale Part 2 The case manager will identify and describe benefits of transition service planning for students with disabilities. (Question 6)	Poor The learner provides an illogical discussion of the benefits of transition planning based on student preferences and interests given the prompts provided.	Fair The learner provides a brief discussion of the benefits of transition planning based on student preferences and interests given the prompts provided.	Good The learner provides an accurate discussion of the benefits of transition planning based on student preferences and interests given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of the benefits of transition planning based on student preferences and interests given the prompts provided.
Elements of the Transition Plan The case manager will identify the ten elements of the transition service plan. (Questions 7, 8, & 9)	Poor The learner provides an illogical or incomplete discussion of the ten elements of the transition service plan given the prompts provided.	Fair The learner provides a brief discussion of the ten elements of the transition service plan given the prompts provided.	Good The learner provides an accurate discussion of the ten elements of the transition service plan given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of the ten elements of the transition service plan given the prompts provided.
Data Gathering The case manager will describe the process for conducting an effective student interview.	Poor The learner provides an illogical or incomplete discussion of the student interview process given the prompts provided.	Fair The learner provides a brief discussion of the student interview process given the prompts provided.	Good The learner provides an accurate discussion of the student interview process given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of the student interview process given the prompts provided.
Data Gathering Part 2 The case manager will identify additional sources of information for development of the transition service plan. (Questions 19, 20, & 21)	Poor The learner provides an illogical or incomplete discussion of other sources of information for the development of the transition service plan given the prompts provided.	Fair The learner provides a brief discussion of other sources of information for the development of the transition service plan given the prompts provided.	Good The learner provides an accurate discussion of other sources of information for the development of the transition service plan given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of other sources of information for the development of the transition service plan given the prompts provided.
Determining the Need for FVEs Given a student’s area of disability and present functional skills, the case manager will determine the need for a functional vocational evaluation. (Questions 25, 26, & 27)	Poor The learner provides an illogical or incomplete discussion of how to determine the need for a functional vocational evaluation given the prompts provided.	Fair The learner provides a brief discussion of how to determine the need for a functional vocational evaluation given the prompts provided.	Good The learner provides an accurate discussion of how to determine the need for a functional vocational evaluation given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of how to determine the need for a functional vocational evaluation given the prompts provided.
Student Preferences and Interests Given a job aid, the case manager will determine student preferences and interests related to postsecondary living. (Questions 31, 32, & 33)	Poor The learner provides an illogical or incomplete discussion of student strengths and needs given the prompts provided.	Fair The learner provides a brief discussion of student strengths and needs given the prompts provided.	Good The learner provides an accurate discussion of student strengths and needs given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of student strengths and needs given the prompts provided.
Functional Vocational Needs Given a job aid and the student’s Individual Education Plan, the case manager will determine student functional vocational needs. (Questions 40, 41, & 42)	Poor The learner provides an illogical or incomplete discussion of functional vocational needs given the prompts provided.	Fair The learner provides a brief discussion of functional vocational needs given the prompts provided.	Good The learner provides an accurate discussion of functional vocational needs given the prompts provided.	Exemplary The learner provides an accurate, detailed discussion of functional vocational needs given the prompts provided.
Writing Measurable Postsecondary Go Given a job aid and work samples, the case manager will develop measurable training/education, employment, and independent living skills goals for case students. (Questions 49, 50, & 51)	Poor The learner does not write measurable secondary goals appropriate to the given student profile.	Fair The learner writes measurable secondary goals which are somewhat appropriate to the given student profile.	Good The learner writes measurable secondary goals which are appropriate to the given student profile.	Exemplary The learner writes excellent measurable secondary goals which are extremely appropriate to the given student profile.
Course of Study Given the Del Valle High School course catalog, the case manager will make recommendations for the student course of study. (Questions 52, 53, & 54)	Poor The learner makes inappropriate course of study recommendations with little or no justification given the student profile.	Fair The learner makes somewhat appropriate course of study recommendations with some justification given the student profile.	Good The learner makes appropriate course of study recommendations with justification given the student profile.	Exemplary The learner makes very appropriate course of study recommendations with a great deal of justification given the student profile.

Keywords:

transition services, case manager, special education, disabilities

Subjects:

Education

Types:

Assessment

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