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iRubric: IEP rubric

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IEP rubric IEP rubric Rubric Code: D4C556 By dmatteso Ready to use Public Rubric Subject: (General) Type: Project Grade Levels: (none)

IEP Assessment Rubric
	Poor 1 pts	Fair 2 pts	Good 3 pts
PLEP	Poor Objective statements about educational, behavioral and social strengths and needs are listed but are not consistently appropriate.	Fair 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.	Good 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	Poor Annual goals 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.	Fair Annual goals 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)	Good Annual goals are selected and prioritized based on present level of performance data. Goals are written in measurable terms and show direction for growth.
Objectives	Poor 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.	Fair 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.	Good 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.