iRubric: IEP rubric

Objective statements about educational, behavioral and social strengths and needs are listed but are not consistently appropriate.

Objective statements about educational, behavioral and social strengths and needs are listed , but are not consistently comprehensive. Existing standardized and informal evaluation data are included with results showing effects of child’s disability on educational performance. The impact of the disability on the involvement/progress in general curriculum is provided.

Objective statements about educational, behavioral and social strengths and needs are listed, directly relate to evaluation results, and are consistently comprehensive. Existing standardized and informal evaluation data are included with results showing effects of child’s disability on educational performance. The impact of the disability on the involvement/progress in general curriculum is provided.

Majority of short term objectives/ benchmark (linked to annual goals) are not written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks may or may not be age-appropriate and correlate with past IEP benchmarks.

Majority of short term objectives/ benchmark (linked to annual goals) are written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks written are age-appropriate and correlate with past IEP benchmarks.

Majority of short term objectives/ benchmark (linked to annual goals) are written in measurable terms (objectives contain 4 parts each: who will do what, under what conditions, and to what degree. Benchmarks written are age-appropriate, sequenced, and correlate with past IEP benchmarks.