iRubric: Special Education Teacher Participation at IEP Meetings rubric

No greeting used.
Names of IEP team members.

No Eye Contact.

No formal closure given; says good-bye

Greets members of IEP team.

Can introduce most members of IEP team by name with assistance.
Gives parents their rights.

Makes minimal eye contact.

States Thank you and good-bye

Greets and smiles at IEP team members.

Can introduce all members of IEP team with minimal assistance.

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 meeting and have a nice day/goodbye.

Solid introduction of IEP team members with no assistance.

Smiles, shakes hands and is expressive/receptive with team members.

Good eye contact with members of team when speaking.

States thank you for coming, shake 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 purpose of meeting, connects information to goals, next academic level, student performance.

Presents strong information about student. Connects information to purpose of meeting (goals, how to, make 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 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 good amount of information about current, past, and future goals, including leisure goals, includes the IEP team in development of the 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.

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

Can identify or list services and from whom that 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 supports support goals and are reviewed at leangth Parents and other team members are consulted.

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

Student supports support goals and are reviewd in detail. Parents and other team members are consulted and give input.

Cannot state post secondary goals.

Can identify interests 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 counselors, management personnel, as people who can help.