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iRubric: Special Education Teacher Participation at IEP Meetings rubric

iRubric: Special Education Teacher Participation at IEP Meetings rubric

 
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Special Education Teacher Participation at IEP Meetings 
Special Education Teacher Participation Rubric for IEP Meetings (Special Education)
Rubric Code: E2X8422
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: (none)


Powered by iRubric IEP Meeting
  Beginning

1 pts

Developing

2 pts

Accomplished

3 pts

Advanced/Exemplary

4 pts

Meeting Introduction and Closing

Beginning

No greeting used.
Names of IEP team members.

No Eye Contact.

No formal closure given; says good-bye
Developing

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
Accomplished

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.
Advanced/Exemplary

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.
Identification of Disability

Beginning

Does not present information about the student's disability.

Is not specific in disability.
Developing

Presents minimal information about disability.
Accomplished

Presents good amount information about the student's disability.

Is specific about disability and relates it to purpose of meeting.
Advanced/Exemplary

Presents solid information about the student's disability.

Is specific about disability and relates it to purpose of meeting (goals, future planning)
Statement of Purpose of Meeting.

Beginning

Presents minimal information about why there is a meeting.
Developing

Presents information but is limited to information about school, includes goal setting.
Accomplished

Presents good amount of information about purpose of meeting, connects information to goals, next academic level, student performance.
Advanced/Exemplary

Presents strong information about student. Connects information to purpose of meeting (goals, how to, make reference to laws or rights).
Student Level of Performance

Beginning

Presents minimal information about how student is doing in school for current year.

States what they like, or are good at.

Does not relate to purpose of the meeting.
Developing

Presents limited information about student performance, can state specific classes the student does well in, what is difficult for them in two areas.

States the student's likes, interests, abilities,

States how student needs assistance.
Accomplished

Presents good amount of information about the student's performance.

States strengths/weaknesses
and other functional skills.
Advanced/Exemplary

Presents good amount of information about student performance.

Identifies strengths/weaknesses

States accommodations

Discuss achievements.

Includes social and other functional skills.
Goals: Past, Present, Future.

Beginning

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.
Developing

Presents limited information about current goals, makes reference to future goal and or leisure goals.
Accomplished

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.
Advanced/Exemplary

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.
Accomodations: Academic

Beginning

Cannot state accmmodations needed across academic settings.

Relates requiring assistance but cannot state what accomodations are needed.
Developing

Can state accommodations needed across academic settings.

Specifies help in specific areas....reading, writing, math, etc.
Accomplished

Can state accommodations needed across academic settings.

States current accomodations specific to areas that require accomodations.
Advanced/Exemplary

Can state accommodations needed across academic and vocational/job settings.

States current accomodations

Specific to areas that require accomodations.
Support Services in school.

Beginning

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

Can identify or list services and from whom that are available in school to seek assistance from.
Minimal student supports reviewed.
Accomplished

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.
Advanced/Exemplary

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.
Behavior Plan

Beginning

Does not recognize a behavior problem that impedes his/her learning or the learning of others.
Developing

Can identify a behavior problem that impedes his/her learning or the learning of others, but does not develop a behavior plan.
Accomplished

Can identify a behavior problem that impedes his/her learning or the learning of others. Develops a behavior plan with some positive supports and bases the information on the functional behavior assessment with 2 data sources.
Advanced/Exemplary

Can identify a behavior problem that impedes his/her learning or the learning of others. Develops a behavior plan with positive supports and bases the information on the functional behavior assessment with multiple data sources and data is discussed.
Post-secondary Support Services.

Beginning

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.
Developing

Can state post secondary goals.

Identifies interests in pursuing work or post secondary education.

Identifies teachers, parents, school counselor as persons who can help.
Accomplished

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.
Advanced/Exemplary

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.
Other

Beginning

Does not review any other parts of the IEP
Developing

Minimally reviews other parts of the IEP.
Accomplished

Reviews ESY, transportation, services, special factors, assessment accommodations.
Advanced/Exemplary

Reviews ESY, transportation, services, special factors, assessment accommodations and with explaination.



Keywords:
  • Participation, IEP Meeting

Subjects:

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