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iRubric: IEP self-rating rubric

iRubric: IEP self-rating rubric

 
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IEP self-rating rubric 
Teachers use this rubric to self-rate IEP writing skills in three areas.
Rubric Code: T2X7688
Ready to use
Public Rubric
Subject: (General)  
Type: Reflection  
Grade Levels: (none)


Powered by iRubric IEP Assessment Rubric
  Developing

1 pts

Almost There!

2 pts

Comprehensive

3 pts

PLAAFP

Developing

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

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.
Comprehensive

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.
GOALS/Objectives

Developing

Annual goals/objectives are selected and may or may not be based on present level of performance data. Priority of goals lacks alignment with learner strengths and needs. Goals are not written in measurable terms and/or do not show direction for growth.
Almost There!

Annual goals/objectives are selected and based on present level of performance data. Priority of goals lacks alignment with learner strengths and needs. Goals are written in measurable terms and show direction for growth.

(minimum of 2)
Comprehensive

Annual goals/objectives are selected and prioritized based on present level of performance data. Goals are written in measurable terms and show direction for growth. Baseline data is included.
Special Factors

Developing

Consideration was given to all special factors but does not align with information provided in the present levels and student accommodations.
Almost There!

Consideration was given to all special factors. Assistive technology and/or behavior support needs are identified but the educational benefit is not clearly outlined.
Comprehensive

Consideration was given to all special factors and responses align with information in present levels and student accommodations. Assistive technology and/or behavior support needs that provide educational benefit are clearly identified.




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