Special Education Individualized Education Program (IEP) Rubric

Criteria Exemplary
(3 points)		 Proficient
(2 points)		 Unsatisfactory
(1 point)		 Student Feedback
1. Teacher Candidate accurately identifies the PK-12 student’s demographics, IEP team members, and special considerations.

Teacher Candidate accurately identifies the PK-12 student’s demographics, IEP team members, and special considerations by including all of the following items:

  • Identifies all required demographic information
  • Identifies all invited IEP team members
  • Identifies if the PK-12 student exhibits each of the special consideration factors based on assessment data.
  • Maintains confidentiality of the student

Teacher Candidate accurately identifies the PK-12 student’s demographics, IEP team members, and special considerations by including three of the following items:

  • Identifies all required demographic information
  • Identifies all invited IEP team members
  • Identifies if the PK-12 student exhibits each of the special consideration factors based on assessment data. 
    Maintains confidentiality of the student

Teacher Candidate accurately identifies the PK-12 student’s demographics, IEP team members, and special considerations by including two or less of the following items:

  • Identifies all required demographic information
  • Identifies all invited IEP team members
  • Identifies if the PK-12 student exhibits each of the special consideration factors based on assessment data.
  • Maintains confidentiality of the student
  
2. Teacher Candidate properly summarizes the PK-12 student’s present levels.

Teacher Candidate properly summarizes the PK-12 student’s present levels by reporting all of the following items:

  • Academic achievement based on assessment data and progress monitoring
  • Functional achievement based on assessment data and progress monitoring
  • Secondary transition planning (if applicable)
  • Parent concerns
    Teacher input

Teacher Candidate properly summarizes the PK-12 student’s present levels by reporting four or three of the following items: 

  • Academic achievement based on assessment data and progress monitoring
  • Functional achievement based on assessment data and progress monitoring
  • Secondary transition planning (if applicable)
  • Parent concerns
  • Teacher input

Teacher Candidate properly summarizes the PK-12 student’s present levels by reporting two or less of the following items: 

  • Academic achievement based on assessment data and progress monitoring
  • Functional achievement based on assessment data and progress monitoring
  • Secondary transition planning (if applicable)
  • Parent concerns
  • Teacher input
  
 3. Teacher Candidate designs appropriate transition services for the PK-12 student (if applicable).

Teacher Candidate designs appropriate transition services for the PK-12 student (if applicable) by including all of the following items:

  • Post-secondary goal relevant to the student’s interests in postsecondary education or training
  • Post-secondary goal relevant to the student’s interests in employment
  • Post-secondary goal relevant to the student’s interests and abilities in independent living (if applicable)
  • Courses of study
  • PK-12 student’s special education services
  • Appropriate activities

Teacher Candidate designs appropriate transition services for the PK-12 student (if applicable) by including five or four of the following items:

  • Post-secondary goal relevant to the student’s interests in postsecondary education or training
  • Post-secondary goal relevant to the student’s interests in employment
  • Post-secondary goal relevant to the student’s interests and abilities in independent living (if applicable)
  • Courses of study
  • PK-12 student’s special education services
  • Appropriate activities

Teacher Candidate designs appropriate transition services for the PK-12 student (if applicable) by including three or less of the following items:

  • Post-secondary goal relevant to the student’s interests in postsecondary education or training
  • Post-secondary goal relevant to the student’s interests in employment
  • Post-secondary goal relevant to the student’s interests and abilities in independent living (if applicable)
  • Courses of study
  • PK-12 student’s special education services
  • Appropriate activities
  
4. Teacher Candidate accurately determines the way in which the PK-12 student will participate in state and local assessments. 

Teacher Candidate accurately determines the way in which the PK-12 student will participate in state and local assessments by identifying all of the following:

  • Which state and local assessments are required based on the student’s grade (including ACCESS testing for ELLs if applicable)
  • Allowable accommodations for each required state or local assessment
    Allowable options for alternative testing based on the student’s characteristics (If applicable)

Teacher Candidate accurately determines the way in which the PK-12 student will participate in state and local assessments by identifying two of the following:

  • Which state and local assessments are required based on the student’s grade (including ACCESS testing for ELLs if applicable)
  • Allowable accommodations for each required state or local assessment
  • Allowable options for alternative testing based on the student’s characteristics (If applicable)

Teacher Candidate accurately determines the way in which the PK-12 student will participate in state and local assessments by identifying  one or none of the following:

  • Which state and local assessments are required based on the student’s grade (including ACCESS testing for ELLs if applicable)
  • Allowable accommodations for each required state or local assessment
    Allowable options for alternative testing based on the student’s characteristics (If applicable)
  
5. Teacher Candidate creates appropriate annual IEP goals and objectives (if applicable) based on the PK-12 student’s identified needs.

Teacher Candidate creates appropriate annual IEP goals and objectives (if applicable) based on the PK-12 student’s identified needs that include all of the following items:

  • Are individualized for the PK-12 student
  • Measurable and observable skill criteria
  • Appropriate and achievable mastery criteria
  • Current baseline
  • Describe how progress will be monitored
    Indicate when progress will be reported to parents

Teacher Candidate creates appropriate annual IEP goals and objectives (if applicable) based on the PK-12 student’s identified needs that include five or four of the following items:

  • Are individualized for the PK-12 student
  • Measurable and observable skill criteria
  • Appropriate and achievable mastery criteria
  • Current baseline
  • Describe how progress will be monitored
  • Indicate when progress will be reported to parents

Teacher Candidate creates appropriate annual IEP goals and objectives (if applicable) based on the PK-12 student’s identified needs that include three or less of the following items:

  • Are individualized for the PK-12 student
  • Measurable and observable skill criteria
  • Appropriate and achievable mastery criteria
  • Current baseline
  • Describe how progress will be monitored
  • Indicate when progress will be reported to parents
  
6. Teacher Candidate properly designs the PK-12 student’s special education services.

Teacher Candidate properly designs the PK-12 student’s special education services by identifying all of the following items:

  • Appropriate specially designed instruction, accommodations, and modifications
  • Related services
  • Supports for school personnel
  • Support services for students who are identified as gifted (if applicable)
  • Eligibility for Extended School Year

Teacher Candidate properly designs the PK-12 student’s special education services by identifying four or three of the following items: 

  • Appropriate specially designed instruction, accommodations, and modifications
  • Related services
  • Supports for school personnel
  • Support services for students who are identified as gifted (if applicable)
  • Eligibility for Extended School Year

Teacher Candidate properly designs the PK-12 student’s special education services by identifying two or less of the following items: 

  • Appropriate specially designed instruction, accommodations, and modifications
  • Related services
  • Supports for school personnel
  • Support services for students who are identified as gifted (if applicable)
  • Eligibility for Extended School Year
 
7. Teacher Candidate properly justifies the PK-12 student’s educational placement.

Teacher Candidate properly justifies the PK-12 student’s educational placement by identifying all of the following items: 

  • Justifying the extent the PK-12 student will not participate in the general education classroom and/or curriculum
  • Type and amount of special education support
  • Location of the student’s programming

Teacher Candidate properly justifies the PK-12 student’s educational placement by identifying two of the following items:

  • Justifying the extent the PK-12 student will not participate in the general education classroom and/or curriculum
  • Type and amount of special education support
  • Location of the student’s programming

Teacher Candidate properly justifies the PK-12 student’s educational placement by identifying one or none of the following items:

  • Justifying the extent the PK-12 student will not participate in the general education classroom and/or curriculum
  • Type and amount of special education support
  • Location of the student’s programming
  
8. Teacher Candidate accurately summarizes findings and interprets the evaluation results.

Teacher Candidate accurately summarizes findings and interprets the evaluation results by identifying all of the following:

  • Current educational and functional strengths based on all assessment data
  • Current educational and functional needs based on all assessment data
  • A summary of the PK-12 student’s academic and functional performance based on all assessment data
  • Appropriate recommendations based on all assessment data

Teacher Candidate accurately summarizes findings and interprets the evaluation results by identifying three of the following items: 

  • Current educational and functional strengths based on all assessment data
  • Current educational and functional needs based on all assessment data
  • A summary of the PK-12 student’s academic and functional performance based on all assessment data
  • Appropriate recommendations based on all assessment data

Teacher Candidate accurately summarizes findings and interprets the evaluation results by identifying two or less of the following items: 

  • Current educational and functional strengths based on all assessment data
  • Current educational and functional needs based on all assessment data
  • A summary of the PK-12 student’s academic and functional performance based on all assessment data
  • Appropriate recommendations based on all assessment data
  
 9. Teacher Candidate accurately generates a conclusion about the PK-12 student’s eligibility for special education and related services.

Teacher Candidate accurately generates a conclusion about the PK-12 student’s eligibility for special education and related services by identifying all of the following items:

  • Whether the PK-12 student has a disability
  • Whether the PK-12 student demonstrates evidence of a need for specially designed instruction
  • Identify the primary and secondary disability (if applicable)
  • Recommends special education services that are relevant to the PK-12 student’s needs

Teacher Candidate accurately generates a conclusion about the PK-12 student’s eligibility for special education and related services by identifying three of the following items:

  • Whether the PK-12 student has a disability
  • Whether the PK-12 student demonstrates evidence of a need for specially designed instruction
  • Identify the primary and secondary disability (if applicable)
  • Recommends special education services that are relevant to the PK-12 student’s needs

Teacher Candidate accurately generates a conclusion about the PK-12 student’s eligibility for special education and related services by identifying two or less of the following items:

  • Whether the PK-12 student has a disability
  • Whether the PK-12 student demonstrates evidence of a need for specially designed instruction
  • Identify the primary and secondary disability (if applicable)
  • Recommends special education services that are relevant to the PK-12 student’s needs